LAUSD Board Meeting Materials Magnolia Science Academy 6 and 7

TAB 1
Text FiIe
Los AngeIes Unified SchooI District
333 South Beaudry Ave,
Los Angeles, CA 90017
FiIe Number: 11/12-0054
Agenda Date: Status: Draft Version: 1
FiIe Type: Union nitial
Proposal
In ControI: Board of Education
Agenda Number:
Initial Pioposals foi Successoi Agieement Negotiations fiom Associateu Auministiatois of
Los Angeles-P0BLIC BEARINu
Initial Pioposals foi Successoi Agieement Negotiations fiom Associateu Auministiatois of
Los Angeles - Initial pioposals fiom collective baigaining iepiesentatives aie maue public
befoie negotiations begin.
Page 1 Los Angeles Unified School District Printed on 2/21/2014
1
2
3
TAB 2
Text FiIe
FiIe Number: Rep-251-13/14
Agenda Date: 3/4/2014 Status: Approval Tracking
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Facilities Contract Actions
Facilities Services Division Contract Actions
Action Proposed:
StaII proposes that the Board oI Education (Board) ratiIy the Facilities Services Division (FSD)
contract actions taken by Facilities Contracts under delegated authority as listed in Attachment
"A" including: award oI advertised construction contracts; job order contract amendments;
approval oI change orders; completion oI contracts; award oI inIormal contracts; rejection oI
bids; award oI architectural and engineering contracts/amendments; award oI sole-source task
order contract; award oI proIessional/technical service contracts/amendments; and extra
services/amendments.

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

Expected Outcomes:
Approval oI these items will allow services provided by these contracts to proceed in support oI
FSD projects, District policies and goals, and the Board-approved FSD-SEP.
Board Options and Consequences:
The Board can approve all actions presented or postpone selected actions pending receipt oI
additional inIormation. Non-ratiIication oI actions awarded under delegated authority in
Attachment "A" will result in the immediate discontinuance oI services. While non-ratiIication
may be legally deIendable, it will likely result in costly litigation over discontinued payments or
iI the District attempts to reclaim payments made to a vendor. District costs will likely increase
as Iewer contractors compete Ior Iuture procurements.
Policy Implications:
This action does not change District policy and conIorms to CaliIornia Education Code Section
17604 that permits the Board oI Education to delegate authority Ior Facilities Contracts (Board
Report #200-12/12), which the Board exercised on April 16, 2013.
Budget Impact:
4
File Number: Rep-251-13/14
The contract actions presented are within the budget authority previously approved by the
Board.
Issues and Analysis:
There are no policy implications on these agreements.
Attachments:
Attachment "A" - RatiIication oI Facilities Contract Actions Awarded Under Delegated
Authority.

5
ATTACHMENT A
RATIFICATION OF CONTRACTS AWARDED UNDER DELEGATED AUTHORITY

Bd. of Ed Rpt No. 251 13/14 Page 1 of 5 Board of Education
March 4, 2014
A. AWARD OF ADVERTISED CONSTRUCTION CONTRACTS $1,036,828

The District has engaged in two-tier procurement for its Year 2012 Local Area Network (LAN) Modernization Projects (ITD/E-Rate) partially funded
by Federal E-Rate grants. The seven (7) contracts below represent the 2nd tier procurement made pursuant to Public Contract Code Section 20118.2.

CONTRACTOR BID NO./
CONTRACT NO.

SCHOOL / PROJECT AMOUNT

A C D D, Inc. (SBE) 1410070 / 1200206 South Gate MS
Board Member: Bennett Kayser
$ 179,500

A C D D, Inc. (SBE) 1410071 / 1200205 West Athens ES
Board Member: Board District 1: Vacant
$ 109,580

WNG Construction J V, Inc. (SBE) 1410072/ 1200205 95
th
Street ES
$153,300

A C D D, Inc. (SBE) 1410073 / 1200203 Van Ness ES
Board Member: Steve Zimmer
$102,000

WNG Construction J V, Inc. (SBE) 1410076 / 1200203 Fair ES
Board Member: Mnica Ratliff
$120,000

WNG Construction J V, Inc. (SBE) 1410078 / 1200206 Huntington Park SH
Board Member: Bennett Kayser
$ 287,448

Construct Alliance, Inc. (SBE) 1410080 / 1200204 Dyer ES
$85,000

6
ATTACHMENT A

March 4, 2014

17406 CONTRACTS / AMENDMENTS

CONTRACTOR CONTRACT NO. SCHOOL/PROJECT AMOUNT

None

JOB ORDER CONTRACT AWARDS

CONTRACTOR BID NO. /
CONTRACT NO.

SCHOOL / PROJECT AMOUNT

None
JOB ORDER CONTRACT AMENDMENTS $900,000

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

SCHOOL / PROJECT
CAPACITY
INCREASE

Best Contracting Services 1330009/4400002351
(1330009.01)
Roofing Contracting Services
Board Member: District-Wide

Current contract term: 04/03/13 through 04/02/14
Plus two (2) one-year options

Initial Contract Value:
*Amendment No. 1
Aggregate Contract Value:
$350,000
$250,000
$600,000
$250,000*

Fredrick Towers, Inc. (SBE) 1330051/4400002216
(1330051.01)
General Contracting Services
Board Member: District-Wide

Current contract term: 09/13/13 through 09/12/14
Plus two (2) one-year options

*Amendment No. 1
$350,000
$650,000
$1,000,000
$650,000*

B. APPROVAL OF CHANGE ORDERS $7,268,552

QUANTITY AMOUNT

Construction contracts that have change orders which do not individually
exceed 10 percent for January 2014 (Average Transaction: $65,794)

93 $6,118,884
Repair and modernization contracts that have change orders which do not individually
exceed 15 percent for January 2014 (Average Transaction: $8,271)

139

$1,149,668
Repair and modernization contracts that have change orders which individually
exceed 15 percent (but do not exceed 25 percent) for January 2014 that require
75 percent approval by the Board.
0 $0

QUANTITY

C. COMPLETION OF CONTRACTS January 2014 32

D. AWARD OF INFORMAL CONTRACTS (Not Exceeding $84,100 effective 01/01/14) $330,958
QUANTITY AMOUNT
A & B Letters for January 2014 (Avg. Trans. $11,032) 30 $330,958

7
ATTACHMENT A

March 4, 2014
E. REJECTION OF BIDS

BID NO. SCHOOL/PROJECT REASON

1410068

Germain ES
Year 2012 Local Area Network Modernization
Board Member: Tamar Galatzan

All bids were rejected due to excessive cost. The
project scope and duration will be revised and the
project re-advertised with an anticipated construction
start date of April 2014

1410067

Westwood ES
Year 2012 Local Area Network Modernization
Board Member: Steve Zimmer

All bids were rejected due to excessive cost. The
project scope and duration will be revised and the
project re-advertised with an anticipated construction
start date of April 2014

F. AWARD OF ARCHITECTURAL AND ENGINEERING CONTRACTS $2,589,607

CONTRACTOR BID NO./
CONTRACT NO.

SCHOOL/PROJECT

NOT-TO-EXCEED
AMOUNT

CSDA Design Group 1420026 / 4400002565

Olive Vista MS
Site analysis and design services for seismic
modernization of the new Physical Education and
Multi-Purpose/Lunch Pavilion/ Student Store.
$2,298,184

HMC Architects, Inc. 1420027 / 4400002594

Foshay Learning Cener
Site analysis for seismic modernization of the North
Classroom Building and Lunch Pavilion/ Student
Store.
$141,114

Osborn Architecture (SBE) 1420028 / 4400002612

Crenshaw HS
Site analysis for seismic modernization of Lunch
Pavilion/ Multi-Purpose/ Student Store and Campus
Energy Management System & HVAC Equipment
Replacement.
$150,309

ARCHITECTURAL AND ENGINEERING CONTRACT AMENDMENTS $4,035,000

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

NOT-TO-EXCEED
AMOUNT

HMC Architects, Inc. 1220005.03 / 4400000888

Task order contract to provide architectural support
services.

Current Contract Term including all prior
amendments: 9/27/11 through 9/30/14
Plus one (1) renewal option.

Amendments No. 1

Amendment No. 2
*Amendment No. 3
$170,000
$75,000 +
Option Years 1
$115,000
$35,000
$395,000
$35,000*

8
ATTACHMENT A

March 4, 2014
ARCHITECTURAL AND ENGINEERING CONTRACT AMENDMENTS (CONT.D)

Request to approve an increase in the aggregate not-to-exceed capacity and to exercise the final option amendment for thirteen (13) capacity contracts
for geotechnical engineering services listed below, by $4 Million. This proposal will increase the total capacity to $30.5 million.
Current 13 Contracts Term: 04/01/10 through 03/31/15
Including four (4) one-year renewal options.

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

The Converse Professional Group, dba Converse Consultants 1090014.05 / 4400001410

Geocon West, Inc. 1090015.07 / 4400001411

Geotechnical Professionals, Inc. (SBE) 1090016.05 / 4400001412

Geotechnologies, Inc. (SBE) 1090017.05 / 4400001413

Gorian and Associates, Inc. (SBE) 1090018.05 / 4400001414

Group Delta Consultants, Inc. (SBE) 1090019.07 / 4400001415

Koury Geotechnical Services, Inc. 1090022.06 / 4400001691

Leighton Consulting, Inc. 1090023.05 / 4400001417

AMEC Environment & Infrastructure Inc. 1090024.05 / 4400001692

Ninyo & Moore Geotechnical 1090025.05 / 4400001418

NMG Geotechnical & Environmental Sciences Consultants (SBE) 1090026.05 / 4400001419

R M A Group (SBE) 1090027.05 / 4400001420

URS Corporation 1090028.08 / 4400001421

9
ATTACHMENT A

March 4, 2014

G. SOLE-SOURCE TASK ORDER CONTRACT $10,000

CONTRACTOR BID NO./
CONTRACT NO.

SCHOOL/PROJECT/SERVICES NOT TO EXCEED
CAPACITY
B. E. B. & Associates, Inc. (SBE) 1420012 / 4400002559

Capacity contract to provide mechanical engineering
services initiated under Architect-Engineer
Agreement No. 0620079
Board Member: District-wide
$10,000

H. AWARD OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT $15,000

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

NOT-TO-EXCEED
CAPACITY
INCREASE

Excel Door & Gate Company, Inc.
(SBE)
1480012 / 4400002522 Capacity contract to provide repair and preventative
maintenance of roll-up/down-rolling steel doors at
Beaudry Headquarters..

Current Contract Term: 01/03/14 through 11/30/14
Plus four (4) one-year renewal options.
$15,000*
General Funded

AWARD OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT AMENDMENTS $120,000

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

NOT-TO-EXCEED
CAPACITY
INCREASE

EMSL Analytical, Inc. dba LA
Testing
1190132.06 / 4400000611 Capacity contract to provide environmental laboratory
services, asbestos and mold testing District-wide.

Current Contract Term: 12/23/10 through 11/30/14
Plus one (1) one-year renewal option.

Amendment No. 1
Amendment No. 2
Amendment No. 3
Amendment No. 4
Amendment No. 5
*Amendment No. 6
$240,000
-$190,000
Option Year 1
$50,000
Option Year 2
Option Year 3
$120,000
$220,000
$120,000*
General Funded

EXTRA SERVICES /AMENDMENTS $505,710

Contract Nos.: 0320166/4400001541, 0520026/4400000132, 0520120/4400001659, 0620156/4400000286, 0820037/4400000430, 0820040/4400000433,
1020002/4400000115, 1220027/4400000985, 1220030/4400001015, 1320006/4400000608, 1320007/4400000610, 1420013/4400002054, and
1420146/4400000119

10
I
N
F
O
R
M
A
T
I
V
E
TAB 3
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Procurement Services
APPROVAL OF PROCUREMENT ACTIONS

Action Proposed:

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

Background:

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

Expected Outcomes:

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


The Board can approve all actions presented, or postpone selected actions pending receipt oI
additional inIormation. Non-ratiIication oI actions awarded under delegated authority in
Attachment "A" will result in immediate unavailability oI products or discontinuance oI
services, or both. While non-ratiIication may be legally deIendable, it would likely result in
costly litigation over discontinued payments or iI the District attempts to reclaim payments
made to a vendor. District costs will likely increase as Iewer vendors compete Ior Iuture
procurements. Postponement oI actions presented Ior approval in Attachment "B" will delay
11
File Number: Rep-25-
contract award or delivery dates.


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

Budget Impact:

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

RatiIication oI contracts awarded under delegation oI authority and within their Board approved
budget listed in Attachment "A" includes:

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

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

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

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

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


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

Attachments:

Attachment "A" - RatiIication oI Contracts Awarded Under Delegated Authority
Attachment "B" - Request Ior Approval oI Contracts Not Under Delegated Authority
InIormatives
12
ATTACHMENT A

APPROVAL OF PROCUREMENT CONTRACTS: RATIFICATION OF DELEGATED AUTHORITY

Bd. of Ed Rpt. No. 25413/14 Page 1 of 7 Board of Education
March 4, 2014

A. PROFESSIONAL SERVICE CONTRACTS ALREADY AWARDED
NEW CONTRACTS NOT EXCEEDING $250,000 $504,300
CONTRACTOR IDENTIFI-
CATION NO.
DESCRIPTION SOURCE OF
FUNDS
AMOUNT
Cambium
Education Inc.,
dba Voyager
Learning and
Sopris Learning
4400002558 Single-source contract to provide four (4) days
of professional development and 38 days of
support on Language! 4
th
Edition Tier 3
reading intervention program to support
students in 4th

9th grade with significantly
less than proficient reading skills.

Contract Term: 01/27/14 through 06/30/14

Contract Value: $86,000

Requester: Susan Tandberg, Director
Office of Curriculum, Instruction and School
Support

Coordinated
Early
Intervening
Services
(100%)
$86,000
Cambium
Education Inc.,
dba Voyager
Learning and
Sopris Learning
4400002578 Single-source contract to provide nineteen (19)
days of professional development and support
to implement Read Well Tier 3 reading
intervention program at six (6) schools
(Western ES, 68
th
Street ES, 74
th
Street ES,
Valerio ES, Politi ES, and Loreto ES).



Office of Curriculum, Instruction and School
Support

Target Pilot
Program Grant
(100%)
$38,000
Sanjal dba 3Pro 4400002576 Informally competed contract to provide project
management services in support of the
Districts Common Core Technology Project
(CCTP).



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

Bond
(100%)
$249,600
13
ATTACHMENT A


March 4, 2014

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

CATION NO.
FUNDS
AMOUNT
College Summit
Inc.
4400002620 Single-source contract to provide comprehensive
college access program to approximately 677
students utilizing a structured on-line
curriculum, college resource center, and career
exploration portal, as well as train 50 seniors as
peer leaders. Additionally, senior advisory
teachers and counselors/administrators will be
trained to teach and oversee the program.



Requester: Sandra Gephart Fontana, Principal
Arleta High School

General
(100%)
$32,700

14
ATTACHMENT A


March 4, 2014


CATION NO.
FUNDS
AMOUNT
Sentient Research 4400002591 Named in grant mandated provider contract to
evaluate and analyze the Merck Childhood
Asthma Network Phase II grant data. Contractor
will evaluate which care model improves asthma
outcomes and identify specific strategies that are
most effective in utilizing School Nurses as
asthma educators and the Yes We Can model
of care.



Requester: Dee Apodaca, Director
District Nursing Services

Merck
Childhood
Asthma
Network Grant
(100%)
$35,000
Partnership for
Los Angeles
Schools
4400002553 Named in grant mandated provider contract to
co-conduct a current state assessment,
collaboratively develop a vision and
implementation roadmap for personalized
learning, and co-present the application proposal
to the Bill and Melinda Gates Foundation for the
Next-Gen Systems grant.



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

Gates
Next-Gen
Systems Grant
(100%)
$30,000

15
ATTACHMENT A


March 4, 2014


CATION NO.
DESCRIPTION SOURCE
OF FUNDS
AMOUNT
Wolfone
Productions
4400002508 Single-source contract to provide students with
training in safety precautions and mental
discipline. The contractor will provide training
by using several different exercise techniques
and disciplines that will aid in helping the
students increase their focus in the classroom,
self-esteem, confidence, conflict-resolution, and
communication skills.



Requester: Luz Cotto, Principal
George Washington Carver Middle School

ARRA
Title 1
SIG Year 2
(62%)

NCLB
Cohort 1
ARRA
Title 1
SIG Year 3
(38%)
$33,000
Union Bank N.A. 4400002159
&
4400002560
Single-source contracts by which Union Bank
will establish, as a pilot, bank branches in
existing improvements on the campuses of
Lincoln Senior High (Board District 2, ESC-
East) and Crenshaw High School (Board
District 1, ESC-ISIC). The Board authorized
the negotiation and execution of these
agreements on October 1, 2013 (Board Report
No. 039-13/14).

includes two (2) one-year renewal options

Aggregate Not-to-Exceed Value: No cash
outlay for the District

Requesters: Roberto Martinez
Instructional Area Superintendent
Educational Service Center East

Tommy Chang
Instructional Area Superintendent
Intensive Support and Innovation Center

No Funds
Required
$0.00
16
ATTACHMENT A


March 4, 2014

INCOME CONTRACT AMENDMENT NOT EXCEEDING $250,000 <$27,000>
CATION &
AMEND-
MENT NO.

FUNDS
AMOUNT
People For Parks 4400002640-2 Amendment to increase contract capacity to
provide funding to the District for the
operation of Community-School Parks
program at Trinity and Vine Elementary
Schools during the weekends and summer
vacation periods.

Current Contract Term: 11/01/11 through
01/31/14 New end date: 12/31/14

Initial Contract Value: $200,800
Amendment No.1: $0
*Amendment No. 2: $27,000
Aggregate Contract Value: $227,800

Requester: Alvaro Cortes
Executive Director
Beyond the Bell Branch

Revenue <$27,000*>
B. AFTER THE FACT NEW CONTRACTS NOT EXCEEDING $250,000 ALREADY AWARDED $0
The contract actions represented below are unauthorized commitments initiated by the sponsoring school or division
without a formal contract in place. This action requires the Board to ratify the contract after the fact to allow the vendor to
be paid. The District did request and has received the benefit of the services. Informative memorandum included.

CATION NO.
FUNDS
AMOUNT
None

17
ATTACHMENT A


March 4, 2014

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

CATION NO.
FUNDS
AMOUNT
None

GOODS AND GENERAL SERVICES CONRACTS ALREADY AWARDED
$0
The contract action(s) represented below is (are) part of the Common Core Technology Project Plan and ITD-SEP
previously adopted by the Board on February 12, 2013, under Board Report No. 157-12/13. The total amount is
only an estimate since the expenditures made against contracts are based upon purchases and/or approved invoices.

CATION NO.
FUNDS
NOT TO-
EXCEED
AMOUNT
None

18
ATTACHMENT A


March 4, 2014

PROCUREMENT AGREEMENTS NOT EXCEEDING $250,000 $11,841,554
The contract actions represented below are those actions put in place within each sponsoring schools or divisions
approved budget. These delegated procurement methods represent streamline ordering tools that assist schools and
offices in meeting immediate mission essential needs for goods or services.
QTY. OF POs/
TRANSACTIONS

Purchase Orders January 2014 (Avg. Trans.- $68,027)
56 $3,809,524
Low Value Decentralized Purchase Orders (Avg. Trans. - $1,425)
2,038 $2,904,215
DISTRICT CREDIT CARD TRANSACTIONS- (Avg. Trans. $457)
5,836 $2,669,088
Rental Facilities
8 $18,520
Travel/Conference Attendance (Avg. Trans. $511)
384 $196,297
GENERAL STORES DISTRIBUTION CENTER - (Avg. Trans. $5,821)
Informative memo included
277 $1,612,281
BOOK/INSTRUCTIONAL MATERIAL PURCHASE ORDERS (BPO) - (Avg.
Trans. $2,807)
225 $631,629

Detailed information is provided on the Procurement Services website.

D. PROFESSIONAL SERVICES NOT EXCEEDING $250,000 $892,367
The contract actions represented below are those actions put in place within each sponsoring schools or divisions
approved budget. These delegated procurement methods represent streamline ordering tools that assist schools and
offices in meeting immediate mission essential needs for professional services.
QTY. OF POs
Low Value Decentralized Purchase Orders January 2014 (Avg. Trans. $5,949)

150 $892,367

19
ATTACHMENT B

REQUEST FOR APPROVAL OF PROCUREMENT CONTRACTS NOT UNDER
DELEGATED AUTHORITY

March 4, 2014

A. APPROVAL OF PROFESSIONAL SERVICES CONTRACTS
NEW CONTRACTS EXCEEDING $250,000 $3,800,500
CATION NO.

DESCRIPTION SOURCE
OF FUNDS
AMOUNT
American
Institutes for
Research
4400002621
(RFP 2000000093)
Provide formative and summative evaluation of
the Common Core Technology Project (CCTP)
using mixed approach including quantitative
and qualitative analyses.

includes four (4) one-year option renewals

Aggregate Five-Year Contract Value:
$2,445,500

Requester: Cynthia Lim, Executive Director
Office of Data and Accountability

General
(Restricted
Common
Core State
Standard
Funding)
(100%)
$2,445,500
Frasco, Inc.

FU-GEN, Inc.

G4S Compliance
& Investigations

Tactical
Solutions
International
4400002635
(RFQ 2000000090)

4400002636
(RFQ 2000000090)

4400002637
(RFQ 2000000090)

4400002638
(RFQ 2000000090)

Approve execution of four (4) bench contracts
for professional services to provide on-call
investigation services for alleged employee
sexual and non-sexual misconduct. Contractors
shall provide services on an as-needed basis.

includes two (2) one-year option renewals

Aggregate Five-Year Contract Value For
Four Contracts: $500,000

Requester: Vivian Ekchian
Chief Human Resources Officer

General
(100%)
$500,000
Epi-Use
America, Inc.
4400002617
(RFP 2000000081
Contract to upgrade the Districts E-Recruiting
System. The vendor will upgrade the District
current SAP E-Recruiting Version 3.0, to SAP
E-Recruiting, Version 6.0.

includes one (1) one-year renewal option

Aggregate Three-Year Contract Value:
$855,000


General
(87%)

COPs
(13%)
$855,000

20
ATTACHMENT B

DELEGATED AUTHORITY

March 4, 2014

A. APPROVAL OF PROFESSIONAL SERVICES CONTRACTS
AMENDMENTS EXCEEDING $250,000 $0

CATION NO.

FUNDS

AMOUNT
None

B. APPROVAL OF GOODS AND GENERAL SERVICES CONTRACTS
Authority to award contracts for furnishing equipment, supplies and general services. The total amount is only an
estimate since the expenditures made against contracts are based upon purchases and/or approved invoices.
NEW CONTRACTS EXCEEDING $250,000 $27,492,868
CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
AT&T
Corporation
4400002605
(RFP 2000000031)
Capacity contract to provide District-wide
access to high-speed, high-bandwidth
dedicated internet services to all schools and
offices.


Aggregate Five-Year Not-To-Exceed
Value: $4,200,000

Based on estimated E-Rate and California
Teleconnect discounts, the total net cost to
the District is estimated to be less than
$399,000.


General
(100%)
$4,200,000
AAA Solar
Electric, Inc.
4400002625
(IFB 2000000121
Package 1)

4400002626
(IFB 2000000121
Package 2)
Capacity contracts to provide network
equipment to modernize school local area
networks (LANs) and to add new wireless
network for 118 schools.


Aggregate Four-Year Contract Value For
Two Contracts: $23,292,868

Based on estimated E-Rate discounts, the
total net cost to the District is estimated to be
less than $3,040,667.


Bond 100%
$23,292,868
21
ATTACHMENT B

DELEGATED AUTHORITY

March 4, 2014

Authority to award contracts for furnishing equipment, supplies and general services. The total amount is only an estimate
since the expenditures made against contracts are based upon purchases and/or approved invoices.
AMENDMENT TO CONTRACT NOT EXCEEDING $250,000 $0
CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
Able
Microsystems
Corp., dba
KIS Computer
Center
4400001368-4
(1050120-4)

No-cost time extension of capacity contract to
provide various types of multimedia
projectors, document cameras, carts, supplies
and related services for schools and offices.
Non Common Core Technology Project
(CCTP) related requests.

Current Contract Term including all prior
amendments: 04/01/10 through 03/31/14
New End Date: 03/31/15

Initial Contract Value: $15,302,416
Amendment No. 1 & 2: $3,000,000
Amendment No. 3: $4,000,000
*Amendment No. 4: $0
Aggregate Contract Value: $22,302,416

Requester: George Silva
Chief Procurement Officer
Procurement Services Division

Ronald S. Chandler

Various per
requesting
school or
office
$0*
UTILIZATION OF PIGGYBACK CONTRACT IN EFFECT EXCEEDING $250,000 $0
Authorize the utilization of piggyback contracts in effect. The proposed action complies with the Public Contract Code
Sections 10299 and 20118, which allows school districts to utilize other governmental agencies established contracts
and does not change District policy.
CATION NO.

FUNDS
NOT TO
EXCEED
AMOUNT
None

22
ATTACHMENT B

DELEGATED AUTHORITY

March 4, 2014

Authority to award contracts for furnishing equipment, supplies and general services. The total amount is only an
estimate since the expenditures made against contracts are based upon purchases and/or approved invoices.
.
INCOME CONTRACTS <$24,500>
CATION NO.

FUNDS
NOT TO
EXCEED
AMOUNT
Textbook
Agency
4500046853
(IFB 2000000111)
Contract to provide revenue to the District
from the salvage sale of obsolete and
damaged textbooks identified through the
textbook inventory and barcoding program.


Total Revenue Value: $24,500

Requester: Donna Muncey, Ph.D.
Chief of Intensive Support and Intervention
Revenue <$24,500>

23
I
N
F
O
R
M
A
T
I
V
E
24

Board of Education Report
No. 254-13/14
For 03/04/14

INTEROFFICE CORRESPONDENCE
Los Angeles Unified School District
Office of the Deputy Superintendent of Instruction

INFORMATIVE

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

FROM: Susan Tandberg, Ed.D.
Director, K-12 Instruction

SUBJECT: REQUEST FOR RATIFICATION OF CONTRACTS WITH CAMBIUM
EDUCATION INC., DBA VOYAGER LEARNING AND SOPRIS
LEARNING
CONTRACT NO.: 4400002558 AND 400002578
CONTRACT AMOUNT: $86,000 AND 38,000

The purpose of this informative is to provide additional information as to the above mentioned
contracts with Cambium Education dba Voyager Learning and Sopris Learning.

440002558 Single-source contract to provide four (4) days of professional development and
38 days of support on Language! 4th Edition Tier 3 reading intervention program
to support students in 4th and above with significantly less than proficient
reading skills.

Language! 4th Edition has been used for multiple years in the District as a Tier 3
replacement program for students in grades 4-9 who are performing significantly
below grade level in reading. The District currently has 70 schools that are using
the program for intervention. Schools choose to use the program and are provided
professional development and coaching support and data analysis in collaboration
with the company. Schools included are identified on Attachment A.


Funding Source: Coordinated Early Intervention Services

Office of Curriculum, Instruction & Support

25

Members, Board of Education
Dr. John e. Deasy, Superintendent - 2 - February 10,
2014
4400002578 Single-source contract to provide nineteen (19) days of professional development
and support to implement Read Well Tier 3 reading intervention program at six (6)
schools (Western ES, 68
th
Street ES, 74
th
Street ES, Valerio ES, Politi ES, and
Loreto ES). Each school is providing Tier 3 supports for 90 minutes per day to
students who have a history of underperforming in reading. This program is for
students K-3 intensive intervention and is only available at the six schools funded
through the Target Grant.

The six schools are part of the Target Grant and were selected because they
received a Target Library makeover.

Professional development and embedded school support will be provided to Total
10 teachers, 5 coaches, and 6 principals.



Funding source: Target Grant

Office of Curriculum, Instruction and School Support

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain
Gerardo Loera
George Silva

26

Los Ange|es Un|f|ed Schoo| D|str|ct
Cff|ce of Curr|cu|um, Instruct|on, and Schoo| Support

Schoo|s Current|y Us|ng Language! 4
th
Ld|t|on

School ESC Board District
118th Street Elementary South 7
92nd Street Elementary South 7
96th Street Elementary South 7
9th Street Elementary East 2
Anatola Elementary North 6
Augustus Hawkins HS ISIC 1
Blythe Street Elementary North 3
Broad Avenue Elementary South 7
Budlong Avenue Elementary West 1
Canoga Park Elementary North 3
Capistrano Avenue Elementary North 3
Carthay Center Elementary West 1
Chester Nimitz Middle School ISIC 5
Cohasset Street Elementary North 6
Denker Elementary South 7
Dominguez Elementary South 7
El Dorado Avenue Elementary North 6
Fairfax High School* West 4
Frank Del Olmo Elementary East 2
George K Porter Middle School North 3
Halldale Elementary South 7
Harmony Elementary East 5
Hawaiian Elmentary South 7
Haynes Elementary North 3
Henry T Gage Middle School East 5
Hollenbeck Middle School ISIC 2
Hooper Avenue Elementary East 5
Huntington Drive Elementary East 2
James Madison Middle School North 3
John Burroughs Middle School* West 1
Knox Elementary South 7
Legacy HS VAPA South 7
Leland Street Elementary South 7
Lockwood Elementary East 5
Mack Elementary West 1
Maclay Middle School ISIC 6
Maywood Academy High School South 5
Manchester Elementary* South 1
Meyler Street Elementary South 7
Attachment A
27

Los Ange|es Un|f|ed Schoo| D|str|ct
Cff|ce of Curr|cu|um, Instruct|on, and Schoo| Support

Schoo|s Current|y Us|ng Language! 4
th
Ld|t|on

Miramonte Elementary South 7
Montara Avenue Elementary South 5
Moore M-S-T Academy South 7
MUIR MAT/SCI MAG* ISIC 1
Napa Street Elementary North 3
Noble Avenue Elementary North 6
Normont Elementary South 7
Nueva Vista Elementary South 5
Pacoima Middle School North 6
Panorama City Elementary North 6
Pio Pico Middle School West 1
Plasencia Elementary Est 2
Ramona Opportunity Senior High West 5
Richard E Byrd Middle School North 6
ROOSEVELT HS ESP ISIC 2
Roscoe Elementary North 6
San Miguel Elementary South 5
Sharp Avenue Elementary North 6
Sheridan Street Elementary East 2
South Park Elementary South 7
State Elementary South 5
Stephen M White Middle School South 7
Summy Brae Elementary School North 3
Theodore Roosevelt Sr. High School ISIC 2
Thomas A Edison Middle School South 7
Vanalden Elemenatry North 3
Vista Middle School North 6
Wadsworth Avenue Elementary East 5
Walnut Park Elementary South 5
Western Elemetnary* West 1
William Howard Taft High School* North 4
*Coordinated Early Intervention Schools
28
29
Members, Board of Education -2-

What are the terms of the proposed agreement?
The agreement is for a one-year period beginning January 6, 2014 and ending on December 31, 2014. The
contract value is not to exceed $249,600. This was calculated based on 52 total weeks at 40 hours per week
(2,080 total hours) at an hourly of $120.00. Source of funding is 100% Bond Funds.

If you have any questions, please contact me at ronald.chandler@lausd.net or (213) 241-4096.

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

30
No. 254-13/14
For 3/4/14 Board Meeting


INFORMATIVE
Dr. John E. Deasy, Superintendent of Schools

FROM: George Silva, Chief Procurement Officer

SUBJECT: CONTRACTOR: Union Bank, N.A.
CONTRACT NOS.: 4400002159 (Crenshaw) & 4400002560 (Lincoln)
CONTRACT AMOUNT: $0.00
Status Update

On October 1, 2013, at the request of Tommy Chang, Instructional Area Superintendent, ESC
Intensive Support & Innovation Center (ESC-ISIC), and Roberto Martinez, Instructional Area
Superintendent, ESC East, the Board authorized the Procurement Services Division (PSD) to
negotiate and execute agreements with Union Bank for the establishment of student-run bank
branches on the campuses of Lincoln High School (Board District 2, ESC-East) and Crenshaw
High School (Board District 1, ESC-ISIC). The Informative that accompanied the October 1,
2013 Board Report is attached as Exhibit A. This Informative will serve to provide a post-
execution update to the Board.

Overview

Crenshaw and Lincoln High Schools look forward to entering into an innovative pilot partnership
with Union Bank that will offer financial education for students, parents and the greater
community. The partnership will establish banking and finance workplace simulation in existing
improvements on the campuses.

The current schedule anticipates a mid-March 2014 branch opening. If, following the initial term
of the pilot, the District determines to pursue other similar opportunities, the District may, at that
point, select other bank partners through a competitive solicitation and expand the program to
other schools within the District.

District business counsel, Facilities counsel, representatives of the Facilities Services Division,
and the Division of Risk Management and Insurance Services assisted PSD in completing
negotiations with Union Bank just before Thanksgiving. The contracts were executed by both
parties on December 20, 2013.

31
Members, Board of Education -2- February 11, 2014

Key Provisions

Term: three (3) years (until 12/19/2016) with two (2) one-year renewal options
Termination for Convenience: District can terminate immediately if the District
determines that the program adversely affects District students, property, operations or
community standing
Student Compensation: $500 for each student who successfully completes Union Banks
summer training program plus at least $1,000 to each student for successful completion of
the internship program
District Monetary Obligations: none specifically, although the District does commit to
provide HVAC electricity
Branch Access: limited to authorized Union Bank staff, school students and staff and
others provided written approval by both the District and Union Bank

If you have any questions or require additional information, please contact me at 213-241-1751 or
at george.silva@lausd.net.

c: Michelle King
Matt Hill
David Holmquist
Enrique Boullt
Gerardo Loera
Jefferson Crain
Tommy Chang
Roberto Martinez
32

Exhibit A to Status Update Informative for Union Bank Contracts Nos. 4400002159 and
4400002560

33
34
35
36
37
38
Dr. John E. Deasy, Superintendent -2- February 11, 2014

MAICk CCMMCDI1 CA1LGCkILS
UkCnASL CkDLk ISSUANCL
IANUAk 1 1C IANUAk 31, 2014
ACCUMULA1IVL
IISCAL LAk 1C1AL
Audlo vlsual $14,396.01 $S8,S70.80
ALhleLlc LqulpmenL $23,790.62 $96,687.32
lorms & ubllcaLlons $86,90S.48 $290,043.40
Muslc $7,212.S2 $18,091.42
1C1ALS 51,612,280.60 58,900,223.43

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

c: Michelle King
David Holmquist
Enrique Boullt
Gerardo Loera
Jefferson Crain
Marc Monforte

39
No. 254-13/14

Office of Data and Accountability
INFORMATIVE

FROM: Cynthia Lim
Executive Director, Office of Data and Accountability

SUBJECT: AWARDED CONTRACTOR NAME: American Institutes for Research (AIR)
CONTRACT NO.: 4400002621
CONTRACT AMOUNT: $2,445,500
RECOMMENDATION TO AWARD

The Office of Data and Accountability recommends the award of a contract to American
Institutes for Research (AIR) for the evaluation of the Common Core Technology Project
(CCTP). The CCTP will support student achievement and learning of the new Common Core
State Standards. Students will develop 21st century knowledge, skills and abilities that will be
needed to graduate high school and become college and career ready. Through the CCTP,
LAUSD will equip classrooms with up-to-date technology and every student will be provided
access to a personal computing device which will allow for a more individualized instruction. The
evaluation will focus on Phase I, IL and II of the project.

Why is this necessary?
The evaluation of the CCTP from an outside evaluator is at the request of the Superintendent and
Board of Education.

Why do we need to do this now?
The CCTP began implementation in August 2013. Implementation data needs to be collected for
the 2013-14 school year on Phase I, IL and II so that the evaluation can inform future phases of
the implementation of the project. The contract is scheduled to begin March 05, 2014.

What would happen if this were not approved?
LAUSD does not have the capacity to conduct a large scale evaluation of the CCTP
implementation. Limited data regarding the implementation of CCTP will be collected in the
2013-14 school year which will provide an incomplete picture on the effects of the project.

The evaluation will cover five broad research questions:

1. How are tablets/laptops/other devices being used?
2. What are the impacts of the technology on teachers, students, and schools?
3. What are the obstacles to full implementation of the CCTP?
40

4. What are promising practices in teaching and learning using technology?
5. What are promising practices in implementing Common Core with technology?

AIR will examine a broad array of data to investigate CCTP leadership, implementation,
technology integration and outcomes. AIR will conduct quantitative and qualitative analyses to
evaluate the CCTP in three distinct stages:

I. Initiating (March, 2014 July, 2014) focuses on the 47 Phase I, IL and II schools
implementing in the 2013-14 school year. This phase encompasses formative evaluation results
such as the Districts planning and support of the CCTP and other school-based technology
integration initiatives; how technology is being used by teachers and students; and early activities,
experiences and perceptions of teachers, students, principals and parents; and recommendations to
the District on promising program designs, professional development and strategies for increasing
program quality and sustainability.

II. Developing (August, 2014 July, 2015) encompasses the 2014-15 school year and
will focus on promising practices identified in Stage I and fidelity of implementation. Research
activities will include interviews, focus groups, observations, extant analysis of data and
documents. Matched comparison groups for impact analyses and student outcomes for the 2014-
15 school year will also be examined.

III. Operating/Sustaining (August, 2015 December, 2018) encompasses school
years 2015-16 and beyond to focus on impact on student outcomes in both CCTP schools and a
sample of non-CCTP schools. Research activities will include interviews, focus groups,
observations, extant analysis of data and documents to examine the CCTP and non-CCTP effects
on student achievement, attendance, behavior and mastery of 21
st
century skills.

Funding will come from General Funds, Restricted, Common Core Implementation.

If you have any questions or require additional information, please contact me at
cynthia.lim@lausd.net or at (213) 241-2460.

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

41
No. 254-13/14

Human Resources Division

INFORMATIVE


FROM: Vivian K. Ekchian, Chief Human Resources Officer

SUBJECT: AWARDED CONTRACTOR NAME and CONTRACT NO.:
Frasco, Inc. 4400002635
FU-GEN, Inc. 4400002636
G4S Compliance & Investigations 4400002637
Tactical Solutions International 4400002638

AGGREGATE CONTRACT AUTHORIZATION SOUGHT: $500,000.00

On April 16, 2013, the Board of Education approved by consent vote a resolution, Protect
Children and Safeguard Due Process, which directed the Superintendent, in part, to create a
team of trained investigators to take the lead and investigate reports of allegations of abuse
and sexual misconduct and assist administrators with conducting the investigations
thoroughly and in a timely manner.

In January 2014, the resulting new Student Safety Investigation Unit (SSIU), under the
Human Resources Division, was formed, to investigate allegations of employee sexual and
non-sexual misconduct. The SSIU consists of an internal investigation team and the proposed
pre-qualified outside investigation contractors, as needed. The pre-qualified vendors will
provide alleged employee sexual and non-sexual misconduct investigation services through an
on-call contractual relationship. The pre-qualified vendors have committed to being
capable of responding to the Districts request for on-call investigations services within 48
hours.

It is imperative that this request reach the Board of Education now in order to ensure the
timely execution of the contracts, the timely processing of subsequent Work Orders and thus,
the timely investigation and resolution of allegations of employee sexual and non-sexual
misconduct.

If the qualified vendors are not approved and should the number of concurrent allegations of
employee sexual and non-sexual misconduct exceed the capacity of the Districts internal

42
Dr. John E. Deasy, Superintendent -2- February 3, 2014

Student Safety Investigation Unit (SSIU) to conduct the investigations in a timely manner,
then the investigations may be compromised and/or the resolutions of such cases would be
delayed.

The Human Resources Division is requesting that the Board of Education approve this newly
formed list of Pre-Qualified Contractors as set forth in Board Report No. 254-13/14 to better
prepare the District to investigate and resolve allegations of employee sexual and non-sexual
misconduct in a timely manner.

This list of proposed contractors underwent a rigorous and competitive procurement process.
The vendors found to meet the requirements are now being submitted to the Board for
approval. The vendor submittals were reviewed and rated by a Source Selection Committee
comprised of representatives from the Los Angeles School Police Department, Office of Risk
Management and Insurance Services, Office of the General Counsel, and the Human
Resources Division. The vendor submittals were evaluated based on:

Work Plan/Project Approach in providing investigation services;
Qualifications and Experience of Proposed Personnel in providing investigation
services;
Firm Qualifications and Experience in providing investigation services to a large
organization(s), California school district(s), and/or other public agency(ies); and
Price.

Once the contracts for the qualified vendors are approved, the Student Safety Investigations
Unit will have a list from which to select pre-qualified contractors to conduct investigations of
allegations of employee sexual and non-sexual misconduct, as needed, to resolve such cases
in a timely manner.

Funding Source: General Funds.

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

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain
George Silva

43
No. 254-13/14

INFORMATIVE
TO: Members, Board of Education DATE: March 4, 2014

FROM: Ronald S. Chandler

SUBJECT: CONTRACTOR: 4400002617
CONTRACT NO.: EPI-USE AMERICA, INC.
CONTRACT AMOUNT: $855,000.00
REQUEST APPROVAL OF AGREEMENT TO UPDATE THE DISTRICTS E-
RECRUITING SYSTEM

The Information Technology (IT) Division is requesting Board approval to enter into an agreement with
Epi-Use America, Inc. The contractor will upgrade the Districts online recruitment system (eRecruit), a
system used by the Personnel Commission to solicit and process job applications from potential
candidates. The existing system is at increasing risk of failure due to its age and is no longer supported by
the vendor.
The Personnel Commission has relied on the SAP (Systems Applications and Products) eRecruit 3.0
application since 2007 as the official online system for processing employment applications, managing
eligibility lists, and pre-hire recruitment and processing. The system has been customized to meet the
needs of the Personnel Commissions recruitment requirements; however, as the system is past its life
expectancy, it is at increasing risk of failure and costly to maintain. The proposed investment in upgrading
the eRecruit system will solve this problem by reducing risk of failure and associated operating costs. The
updated version of the application also includes new functionality that is not available in our current
installation, including a more user-friendly interface; thus, migration to the new system would reduce
training time needed to enable employees to utilize its functionality.
Due to the age of the current eRecruit system (version 3.0), SAP has discontinued regular channels for
technical support. Support therefore requires special handling and high maintenance fees that will continue
to increase in the next two years. Support of the systemeven at a higher costwill be unavailable after
two years. It is necessary to upgrade the eRecruiting module to the current version (6.0) in order to take
advantage of the more cost-effective channels of ongoing support from SAP.
What would happen if there were not approved?
Without approval of the agreement, the current online recruiting system would be at increasing risk of
failure, putting the Personnel Commission in danger of having to operate without an electronic system
for managing application-processing and eligibility lists. This would have a devastating impact on the
Personnel Commissions ability to manage actions necessary to keep the Districts schools and offices
44
Members, Board of Education -2- March 4, 2014

adequately staffed. Software support costs would increase, and, should the system fail beyond repair,
the costs to upgrade could potentially outweigh the cost of this proposed investment.
What are the terms of the proposed procurement?
The agreement is for a three-year period beginning March 5, 2014 and ending March 4, 2017 inclusive of
one additional one-year option. The total aggregate value of the potential three-year period is not to exceed
$855,000. Source of funding is a combination of General Funds (87%) and Certificate of Participation
(13%).
If you have any questions, please contact me at ronald.chandler@lausd.net or at (213) 241-4096.


45
46
Members, Board of Education -2- March 4, 2014

the total net cost to the District is estimated to be less than $399,000. This will be funded via
General Funds.



47
48

The agreements are for a four-year period beginning March 5, 2014 and ending on March 4, 2018,
including two one-year options. The total aggregate value of the potential four-year period is not
to exceed $23,292,868. Based on estimated E-Rate discounts, the total net cost to the District is
estimated to be less than $3,040,667. Source of funding is Bond Funds; No General Funds will be
expended. Refer to the table below for additional information.

Contract No. Package No. No. of Schools E-Rate Portion District Portion
4400002625 1 60 $10,019,009 $1,572,242
4400002626 2 58 $10,233,192 $1,468,425
Total 118 $20,252,201 $3,040,667



49
50

The proposed agreement is for a period of one-year beginning April 1, 2014 through March 31,
2015. No increase in the contract value is needed. Purchases are funded from individual school
and office budgets and include various sources of funding.

If you have any questions, please contact George Silva at 213-241-1751.

Jefferson Crain

51
No. 254-13/14

Office of Curriculum, Instruction and School Support
Integrated Library & Textbook Support Services

INFORMATIVE


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

SUBJECT: SALE OF SALVAGE TEXTBOOKS
TEXTBOOK AGENCY
CONTRACT NO.: PO 4500046853
CONTRACT AMOUNT: $24,500
RECOMMENDATION TO AWARD

The Integrated Library and Textbook Support Services unit of the Office of Curriculum, Instruction and
School Support is requesting the Board of Education to approve IFB 2000000111 for the salvage sale of
obsolete and damaged textbooks.

The sale of obsolete and damaged textbooks is an effective way to recycle those books. The funds
generated from the sale are returned to the Districts textbook fund.

To create needed room in the Textbook Distribution Center (located at the Districts warehouse in Pico
Rivera) for additional surplus textbooks identified through the textbook inventory and barcode program
currently in progress.

The District would have to arrange for the removal and recyling of textbooks from both school sites and
the warehouse, probably at a cost.

The awardee company is to pick up the obsolete and damaged textbooks within 10 business days from
the date of Board approval and notification by Procurement Services Division

If you have any questions or require additional information, please contact Esther Sinofsky,
Administrative Coordinator, Integrated Library & Textbook Support Services.

c: Michelle King David Holmquist Enrique Boullt Jefferson Crain George Silva
52
TAB 4
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Board of Education
Approval of Routine Personnel Actions

Action Proposed:
Approve 2,002 routine personnel actions (including, but not limited to elections, promotions,
transIers, leaves, terminations, separations, permits and contracts) according to the Iollowing
breakdown:

CertiIicated: 740
ClassiIied: 1,043
UnclassiIied: 219

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

SAP transaction numbers: 1819317 to 1828124

ROUTINE PERSONNEL ACTIONS

Total (this report) Total
(01/17/2014 to 02/07/2014) (Year-to-date)

1. CertiIicated 740 227,784
2. ClassiIied 1,043 165,304
3. UnclassiIied 219 86,852

TOTAL 2,002 479,940

BREAKDOWN OF ACTIONS

Actions CertiIicated ClassiIied UnclassiIied Total
Hire 119 266 85 470
Leaves/Paid 45 47 0 92
Leaves/Unpaid 49 17 0 66
Reassignments/Demotions 0 4 0 4
Reassignments/TransIer 163 118 14 295
53
Reassignments/Promotions 101 111 0 212
Retirements 31 22 0 53
Separation/Non-Resignations 39 88 39 166
Separation/Resignation 18 72 12 102
Other Actions* 175 298 69 542

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

REIMBURSEMENT AGREEMENTS (ZERO-VALUE CONTRACTS)

It is proposed that the Iollowing reimbursement agreements be approved Ior the 2013-2014
school year.

AGENCY AGREEMENT NUMBER(S)
Partnership Ior Los Angeles Schools (PLAS) HR 13/14-044

The requesting agencies will reimburse the District Ior all costs Ior salary and beneIits Ior the
temporary loan oI the employee to the agency during the period oI the Detached Service
assignment.

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

Expected Outcomes:
Not applicable

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

Not applicable

Budget Impact:
Cost Neutral
54

Not applicable
55

C
O
N
F
I
D
E
N
T
I
A
L

I
N
F
O
R
M
A
T
I
V
E

R
E
D
A
C
T
E
D

56
I
N
F
O
R
M
A
T
I
V
E
65
No. 272-13/14


INFORMATIVE


FROM: Vivian K. Ekchian

SUBJECT: APPROVAL OF ROUTINE PERSONNEL ACTIONS

The purpose of this informative is to provide additional details regarding the Routine Personnel Actions
outlined in Board Report No. 272. There were 119 certificated new hires during the time period covered by
this report. A detailed list of hires appears below. The 119 new hires are either former employees from the
rehire list or certificated employees needed in hard-to-staff areas. Substitute teachers were hired into the
substitute pool in order to provide ample coverage for teacher absences.

1. A Temporary Adviser, MST - Non-School Based 1
2. A Arts Education, Itinerant 2
3. A Assistant Principal, Secondary 1
4. CCounselor, Pupil Services and Attendance 1
5. E Elementary Teacher 13
6. InInstructional Coach, Elementary 1
7. OSchool Occupational Therapist, Special Education 4
8. S School Nurse 1
9. S Secondary Teacher 33
10. S Social Worker, Psychiatric 1
11. S Special Education Teacher 3
12. TCAdult Teacher, Day-to-Day Substitute, Rate 1 2
13. TCAdult Teacher, Academic Instruction 1
14. TCTeacher, Elementary, Substitute, Day-to-Day 24
15. TCTeacher, Regional Occupational Centers 1
16. TCTeacher, Secondary, Substitute, Day-to-Day 30

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

c: Michelle King Jefferson Crain
David Holmquist John A. Brasfield, Jr.
Enrique Boullt
66
No. 272-13/14
For 3-4-14 Board Meeting

Personnel Commission

INFORMATIVE


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

SUBJECT: NUMBER OF ROUTINE PERSONNEL ACTIONS

This informative addresses the number of classified personnel hire actions on the Board of Education
Routine Personnel Actions Report for March 4, 2014 meeting.

The following table represents a breakdown of the new hire, reassignment, and rehire actions for the
March 4, 2014 board report for the period of January 17, 2014 to February 7, 2014.

Hire Data:
As presented in the table below, the total number of classified hire actions for the period of January
17, 2014 to February 7, 2014 is 500, of which 325 (65%) are rehires or reassignments, and 175 (35%)
are new hires.

With the exception of 76 assignments, all of the actions are for positions which are school-based or
provide direct support to the schools or their operations. Teacher Assistant positions, although
unclassified, are included in the data as they are indicated as classified in the BTS system and they are
processed by the Personnel Commission.

All new hires to regular/permanent positions are for A or C basis positions. The new hires consist of a
Computer Forensic Specialist, Electrician (4), Human Resources Specialist II (CPOS), Instructional
Aide for the deaf & Hard of Hearing Students-Signing, Maintenance Worker (3), Microcomputer
Support Assistant, and Police Officer (5).

The following regular/permanent positions have been filled by promotional employees: Assistant Plant
Manager I (5), Computer Technologist III, Early Education Center Office Manager, Food Service
Manager II (3), Food Service Manager IV, Garage Assistant (2), Human Resources Specialist II
(CPOS), Information Resource Support Assistant, Maintenance Worker, Musical Instrument Repair
Supervisor, Plant Manager I (5), Police Officer (2), Principal Human Resources Specialist (2), Satellite
Food Service Manager (3), School Administrative Assistant (2), Senior Assignment Technician,
Senior Electrician, Senior Investigator, Special Education Assistant (5), and Transportation Router.
67

Page 2

Hire Data of All Classified and Teacher Assistant Employees
From January 17, 2014 to February 7, 2014
By New Hire, Reassignment, and Rehire

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

NEW HIRE

Athletics Assistant 3 3
Building and Grounds Worker 1 1
Campus Aide & Restricted 18 18
Campus Aide (Female/Restricted) 1 1
Computer Forensic Specialist* 1 1
Early Education Center Aide I & (Restricted) 1 1
Electrician 3 3
Electrician* 1 1
Examining Assistant I* 1 1
Food Production Assistant 1 1
Food Service Worker 19 19
Human Resources Specialist II (CPOS)* 1 1
Instructional Aide for the Deaf & Hard of
Hearing Students-Signing
1 1
Instructional Aide I & (Restricted) 4 4
Labor Compliance Technician* 1 1
Library Aide 1 1
Maintenance Worker 3 3
Microcomputer Support Assistant 1 1
Police Officer 5 5
School Facilities Attendant (Restricted) 1 1
Special Education Trainee 14 14
Teacher Assistant - Degree Track 93 93
New Hire Total 16 23 43 93 175

REASSIGNMENT

Absence Coordinator 1 1
Accounting Technician II* 2 2
Administrative Analyst* 1 2 3
Administrative Staff Aide* 1 1
Area Bus Supervisor 1 1
Area Food Services Supervisor 1 1
Area Plumbing Supervisor 1 1
Assistant Administrative Analyst 1 1
Assistant Buyer* 2 2
Assistant Plant Manager I 7 1 8
Budget Technician* 1 1
Building and Grounds Worker 10 1 11
Buyer* 1 1
Campus Aide & Restricted 1 1 2
Carpenter 1 1
Cataloging Supervisor 1 1
Clerk 1 1
68

Page 3


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

REASSIGNMENT

Computer Technologist III* 1 1
Contract Administration Manager 1 1
Credentials and Contracts Assistant* 1 1
Deputy Environmental Health and Safety
Director*
1 1
Early Education Center Aide I & (Restricted) 6 6 12
Early Education Center Office Manager 1 1
Education Aide II 1 1
Financial Manager 2 2
Food Production Worker 3 3
Food Service Manager I 3 2 5
Food Service Manager II 7 3 10
Food Service Manager IV 1 1
Food Service Training Specialist 1 1
Food Service Worker 14 2 16
Food Services Staff Aide 1 1
Garage Assistant 2 2
Health Care Assistant 3 1 4
Human Resources Representative* 1 1
Human Resources Specialist II (CPOS)* 1 1
Information Resources Support Assistant 1 1 2
Insurance Technician* 1 1 2
Investigator* 1 1
IT Electronics Communications Supervisor* 2 2
IT Electronics Communications Technician* 1 1
Job Cost Data Entry Operator 1 1
Library Aide 1 2 3
Locksmith 1 1
Maintenance Worker 2 1 3
Musical Instrument Repair Supervisor 1 1
Office Technician 19 2 21
Office Technician* 6 1 7
Parent Resource Assistant & (Restricted) 1 1
Payroll Technician* 1 1
Plant Manager I 5 3 8
Police Officer 2 2
Principal Human Resources Specialist* 2 2
Satellite Food Service Manager 12 5 17
School Administrative Assistant 4 1 3 8
Secretary & (Restricted)* 1 1
Senior Assignment Technician* 1 1
Senior Electrician 1 1
Senior Financial Manager 1 1
69

Page 4


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

REASSIGNMENT

Senior Food Service Worker 10 15 25
Senior Human Resources Representative 1 1
Senior Human Resources Specialist* 2 2
Senior Investigator* 1 1
Senior Office Technician 1 4 5
Senior Office Technician* 1 1
Senior Programmer Analyst (Filenet)* 1 1
Senior Secretary (CPOS)* 1 1
Senior Secretary* 2 1 3
Senior Tree Surgeon 1 1
Sign Language Interpreter 1 1
Special Education Assistant 24 1 25
Textbook Inventory Clerk 2 2
Transportation Router 1 1
Web Architect* 1 1
Reassignment Total 56 171 7 2 12 24 272

REHIRE

Administrative Analyst* 1 1
Administrative Staff Aide* 1 1
Building and Grounds Worker 1 1
Campus Aide & Restricted 1 1
Customer Services Center Representative* 1 1
Early Education Center Aide I & (Restricted) 1 2 3
Educational Resource Aide (Restricted) 1 1
Employment Test and Training Proctor 1 1
Facilities Access Compliance Specialist* 1 1
Financial Manager 1 1
Food Service Worker 1 1
Human Resources Specialist III* 1 1
Insurance Representative I* 1 1
Library Aide 2 2
Maintenance Worker 1 1
Office Technician 2 2
Police Officer 1 1
Pupil Services and Attendance Aide 1 1
Senior Office Technician 1 1
Special Education Assistant 1 1
Staff Assistant to Board Members I* 1 1
70

Page 5


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

REHIRE

Textbook Inventory Clerk 1 1
Tree Surgeon 1 1
Rehire Total 16 2 17 18 53

Grand Total 56 203 32 2 72 135 500
*non-school based

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

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

JWG 3/4/14
71

C
O
N
F
I
D
E
N
T
I
A
L

I
N
F
O
R
M
A
T
I
V
E

R
E
D
A
C
T
E
D

TAB 5
Text FiIe
Sequence
Version: 1
Approval of Non-Routine Personnel Actions

Action Proposed:
It is proposed that the Iollowing non-routine personnel actions be approved:
CERTIFICATED
Election to ProIessional Expert
1. Assignment oI Dr. Sylvia Rousseau as the Liaison to Board District 1. The Liaison will
give reports on all issues relevant to Board District 1 to both the Board oI Education and
the Superintendent. Dr. Rousseau will be an employee oI the School District beginning
March 5, 2014, and the assignment will end upon the certiIication oI the election oI a
Board Member Ior Board District 1.
The terms oI employment will be conIirmed and ratiIied by the Board oI Education at the
Regular Board Meeting March 4, 2014.
Amendment to Senior Management Contract
2. An amendment to the employment contract between the District and Superintendent
John Deasy with updated metrics, accountabilities and compensation changes.
CLASSIFIED
Suspension-Dismissal
3. EN 636241 Irom permanent OIIice Technician.
Suspension Irom February 4, 2014 through March 5, 2014; dismissal eIIective at the
close oI March 5, 2014.
Rescission oI Dismissals
4. Previous ReIerence: Board oI Education Report No. 321-12/13, 6-18-13 regarding
dismissal oI EN 689046 Irom permanent Special Education Assistant eIIective at the
close oI June 19, 2013.
72
File Number: Rep-2-/4
Rescind dismissal oI EN 689046 and accept resignation Irom employment eIIective at
the close oI June 19, 2013 as recommended by the administration.
dismissal oI EN 772036 Irom permanent Early Education Center Aide I eIIective at
the close oI December 12, 2012.
Rescind dismissal oI EN 772036 and accept resignation Irom employment eIIective at
the close oI December 12, 2012 as recommended by the administration.
Rescission oI Suspension-Dismissal
suspension-dismissal oI EN 687692 Irom permanent Senior Electrician.
Suspension Irom May 21, 2013, through June 19, 2013; dismissal eIIective at the close
oI June 19, 2013.
Rescind dismissal oI EN 687692 and accept resignation Irom employment eIIective at the
close oI June 19, 2013 as stipulated in the Settlement Agreement among the employee, his
legal representative, and the administration signed January 30, 2014.
Background:
This report is presented at each Board Meeting Ior approval oI non-routine personnel actions.

Expected Outcomes:
Not applicable

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

Not applicable

Budget Impact:
73
No budget impact

Not applicable
Attachments:
All actions aIIecting classiIied personnel and apprentice personnel reported herein are in
accordance with Section 45123-45125, 45135, and 45240-45318 oI the Education Code and
with the Rules oI the Personnel Commission.
Informative:
Approval oI a ProIessional Expert Assignment and Amendment to a Senior Management
Contract
Desegregation Impact Statement:
These actions have been reviewed and do not require a Desegregation Impact Statement.
74
TAB 6
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Accounting and Disbursement - Controllers Office
Report of cash disbursements
Reimbursement of the Controller's Revolving Cash Fund
Donations of money

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

"A" Warrants dated December 1, 2013 through December 31, 2013.

Warrant Numbers:
9914350-9919496
9919499-1008684
1013769-1013778

Net total oI "A" Warrants issued: $ 28,186,146.24
Net total oI direct deposit payroll
(Automated Clearing House -ACH) issued: $187,286,679.21
Total net Amount oI Payroll Disbursements: $215,472,825.45

"B" Warrants dated December 1, 2013 through December 31, 2013

"B" Warrants
Warrant Numbers:
20979932-20980476 21011031-21011378
20982918-20983138 21013532-21013738
20985968-20986127 21016746-21016945
20989159-20989338 21020347-21020352
20992015-20992190 21023553-21023923
20995682-20996021 21026378-21026466
20999007-20999363 21028614-21028959
21001985-21002248 21029953-21030151
21005186-21005382 21030721-21031058
21008313-21008314
115

Net total oI "B" Warrants issued: $145,498,638.67
Net total oI ACH payments issued: $198,392,820.56
Total net oI disbursements: $343,891,459.23

Total Amount oI Report: $559,364,284.68

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

2. Reimbursement oI the Controller's Revolving Cash Fund: Disbursements have been
made Irom the Revolving Cash Fund in accordance with Board Authorization (Board oI
Education Report No. 160-07/08, dated December 11, 2007) in the amount oI $1,445.00 Ior
checks numbered 1207 to 1209 issued in January 2014. It is recommended the Board
approve reimbursement oI the Revolving Cash Fund in the amount oI $1,445.00.

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

Date: 01/17/2014
Donor: Korean Cultural Center
Donation: $44,311.66
For use at: Beyond the Bell - Elementary School Unit
Purpose: To provide Iunding Ior approximately 20-30 staII across 25 schools to run
Korean Taekwondo and dance aIterschool programs.

Date: 01/30/2014
Donor: Parents and Teachers Together (PATT)
Donation: $34,167.25
For use at: Woodland Hills Elementary School
Purpose: To provide Iunding Ior purchase oI laptops and computers Ior Iaculty.

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

Expected Outcomes:
The Board will be approving routine District Iinancial transactions.
116
A yes vote:
1. Approves the previously disbursed payments;
2. Approves the reimbursement oI the Controller's Revolving Cash Fund; and
3. Accepts the donations oI money.

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

This board report does not change any school policy.

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

The Board will be approving routine District Iinancial transactions.

117
TAB 7
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Charter Schools Division
Approval of the Charter for Equitas Academy #3 Charter School
Action Proposed:
StaII recommends the approval oI the proposed charter Ior Equitas Academy #3 Charter School
Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 100 students in
Kindergarten in year 1 and up to 500 students in grades K-4 by the end oI its charter term.
Background:
On December 17, 2013, Equitas Academy #3 Charter School submitted a charter petition
application to the Charter Schools Division, which included the number oI signatures required
under Education Code 47605(a). A Public Hearing was held on January 14, 2014. The
charter petition and supporting documents were reviewed by the Charter Schools Division, the
OIIice oI the General Counsel, and other District staII. Pursuant to a waiver executed by
petitioners and the District, the statutory timeline Ior Board action on this petition has been
extended to March 17, 2014.

StaII aIIirms that Equitas Academy #3 Charter School has met the requirements set Iorth in
Education Code 47605, based on review and consideration oI its charter school petition
application.
Equitas Academy #3 Charter School is planning to co-locate with Equitas Academy #2 Charter
School at a private site in the Pico Union/MacArthur Park area which is under construction, at
2723 W. 8th St. Los Angeles, CA. This area is served by Educational Service Center East
(ESCE) in Board District 2. The petition states that it will serve 100 students in Kindergarten in
its Iirst year and expand to serve 500 students in grades K-4 by 2019.
The mission oI Equitas Academy #3 Charter School is to provide a structured,
achievement-based community that prepares students to graduate Irom Iour-year colleges and
universities.
The educational philosophy that will guide Equitas Academy #3 Charter School includes the
Iollowing Iive core belieIs to IulIill its mission: (1) hold high academic and behavioral
expectations Ior every student; (2) engage and grow competent and experienced school
leadership and staII; (3) oIIer a rigorous academic program with intentional student supports;
(4) provide clear standards, research-proven curriculum, and Irequent assessments; and (5) be a
mission-driven school community.
118
The vision oI the school is that students have access to an achievement-oriented learning
environment to ensure all students make a smooth transition to the demands oI college
preparatory middle and high schools with the ultimate goal oI college graduation. The
Ioundational skills acquired at Equitas Academy #3 Charter School will serve as the basis Ior
students` Iuture success. To ensure this becomes a reality, the Governing Board will Iocus every
decision regarding the educational program and philosophy on how to best drive student
achievement by creating a small, saIe and structured community that allows Ior opportunities
and supports so students reach high expectations.
Equitas Academy #3 Charter School will make every eIIort to recruit a diverse student
population in the target area oI Pico Union/MacArthur Park. For example, the demographics oI
Tenth Street Elementary, a District school within a two-mile radius oI the proposed charter
school location, are 98 Latino, 1 AIrican American, 55 English Learners, and 84 Free
and Reduced Lunch (CDE). Equitas Academy #3 Charter School indicates in its petition that
the charter school will recruit students oI various racial and ethnic groups in the Pico
Union/MacArthur Park area so as to achieve a balance that is reIlective oI the general
population residing within the territorial jurisdiction oI LAUSD. The school will maintain an
accurate accounting oI the ethnic and racial balance oI students enrolled in the school. It will
also keep on Iile documentation oI the eIIorts the school makes to achieve racial and ethnic
balance. Recruitment materials, in English and Spanish, will communicate the school`s mission
and educational program to those living in the Pico Union/MacArthur Park area. Marketing will
occur through the school`s website, local community centers, day cares, and aIter school
programs as well as through newspaper and radio ads.

The Governing Board oI Equitas Charter Academy, Inc., a nonproIit public beneIit corporation,
currently operates two schools, Equitas Academy Charter School, serving 448 students in grades
K-4, and Equitas Academy #2, serving 94 students in grade 5. The Equitas slow growth model
allows Ior a yearly expansion oI one grade level per year until it reaches its Iull enrollment oI
grades 5-8. As it expands to open a third charter school, the Governing Board is becoming a
network provider with a leadership team that will guide the instruction and operations oI all
three schools.
Currently, Equitas Academy Charter School is high perIorming with a 2013 Growth API oI 894,
a 2012 Based API State Rank oI 8, and a 2012 Base API Similar Schools Rank oI 10. Equitas
Academy #2 Charter Schools is in its Iirst year oI operation. Based on CSD oversight, the
school is oII to a strong start as evidenced by exhibiting the implementation oI strong systems in
place at its existing school. To serve its English Learners, Equitas Academy #3 Charter School
will implement its own English Learner Master Plan.
Current members oI the Equitas Academy #3 Charter School Board oI Directors completed
questionnaires regarding conIlicts oI interest. A due diligence review oI the school executives oI
Equitas Academy #3 Charter School is being perIormed by the OIIice oI the Inspector General
(OIG). StaII will inIorm the Board oI any material negative Iindings and take appropriate
action.
II approved, the Equitas Academy #3 Charter School charter will have a Iive-year term,
119
beginning July 1, 2014 until June 30, 2019. As part oI its oversight responsibility, the Charter
Schools Division will perIorm ongoing oversight oI the charter school throughout the term oI
the charter.

The petition is available Ior perusal in the Charter Schools Division and online at the District`s
Board oI Education website at http://laschoolboard.org/charterpetitions~.
Expected Outcomes:
Equitas Academy #3 Charter School is expected to operate its charter school in a manner
consistent with local, state, and Iederal ordinances, laws and regulations, and the terms and
conditions set Iorth in its petition. The measurable pupil outcomes Ior student academic
achievement are set Iorth in the petition.
'Yes - The approval oI the charter petition Ior Equitas Academy #3 Charter School would
grant its Board oI Directors the right to operate the charter school under the terms oI the
approved charter Ior a Iive (5) year period, beginning July 1, 2014 until June 30, 2019.
'No - The denial oI the charter petition would result in the Board oI Directors Ior Equitas
Academy #3 Charter School being prohibited Irom opening the charter school, unless Equitas
Academy #3 Charter School appeals the denial and the charter is granted by the Los Angeles
County Board oI Education or the CaliIornia State Board oI Education. This Board Report 237
- 13/14 and accompanying documents shall constitute the Board oI Education`s adopted written
Iindings oI Iact Ior the denial oI Equitas Academy #3 Charter School`s petition.
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 oIIsetting expenditure savings may not
occur in such cases. Under Education Code 47604(c), a school district that grants a charter to
a charter school to be operated by, or as, a nonproIit public beneIit corporation is not held liable
Ior the charter school`s debts or obligations as long as the school district complies with all
oversight responsibilities. The District will continue to have monitoring and oversight
responsibility Ior charter school Iinances, as speciIied in the Charter Schools Act. Any
modiIications to the charter school`s petition or operations with signiIicant Iinancial
implications would require District approval prior to implementation. Petition approval is also
contingent upon adequate liability insurance coverage.
Equitas Academy #3 Charter School has selected LAUSD SELPA Option 2. Under the current
LAUSD SELPA Option 2 Special Education MOU, Charter School`s Iair share contribution Ior
special education Ior the Iirst year oI the charter petition will be 20 oI the District`s general
Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom the Charter
School`s Iunds Irom the Local Control Funding Formula. The rate will increase by 5 Ior each
subsequent Iiscal year until the applicable percentage reaches 35. The rate will remain at 35
Ior the remainder oI the Charter School`s petition period based on the District`s general Iund
120
contribution rate Ior that Iiscal year. At the conclusion oI each Iiscal year during the entire
charter petition period, any unspent special education revenues shall be returned to the LAUSD
SELPA.
Prior to the Board approval oI the charter petition, the school must have resolved any pending
issues in the review process and submitted any requested material including a signed Special
Education Memorandum oI Understanding (MOU). Should Equitas Academy #3 Charter
School not comply with this requirement, this Board item will be withdrawn Irom the agenda.
121
122
123
Page 2 of 3
LSC 8D
Loc.
Code Schoo| G
r
a
d
e

S
p
a
n

2
0
1
3

G
r
o
w
t
h

A
I

1
e
s
t
|
n
g

L
n
r
o
|
|
m
e
n
t

2
0
1
3
-
1
4

I

S
t
a
t
u
s
M
e
t

2
0
1
3

S
c
h
-
w
|
d
e

G
r
o
w
t
h

1
a
r
g
e
t
M
e
t

2
0
1
3

S
u
b
g
r
o
u
p

G
r
o
w
t
h

1
a
r
g
e
t
s

2
0
1
3

G
r
o
w
t
h

A
I

2
0
1
2

8
a
s
e

A
I

2
0
1
2

8
a
s
e

A
I

S
t
a
t
e

k
a
n
k

2
0
1
2

8
a
s
e

A
I

S
|
m
|
|
a
r

S
c
h
o
o
|
s

k
a
n
k

I
]
k

L
u
n
c
h

S
p

L
d

G
A
1
L

L
L

k
I
L

L
a
t
|
n
o

W
h
|
t
e

A
f

A
m
e
r

A
s
|
a
n

I
|
|
|
p
|
n
o

A
m

I
n
d
|
a
n
a
c
|
f
|
c

I
s
|
a
n
d

1
w
o

o
r

M
o
r
e
L 2 SS0S 9Lh SLreeL LlemenLary k- S * *
x 2 2369 Ambassador School of Clobal LducaLlon k- S 240 ?ear 2 no no 729 741 2 3 S3 10 7 S8 24 76 1 4 13 4 1 0 1
L 2 3247 8eLLy lasencla LlemenLary k- S S31 ?ear S no no 786 788 4 7 S8 10 8 31 23 88 3 3 2 2 0 0 0
x8 2 S987 Camlno nuevo Academy #2 k- 8 410 ?ear 2 ?es ?es 866 8SS 7 10 99 13 0 40 42 98 0 1 0 1 0 0 0
x8 2 2017 Camlno nuevo CharLer Academy k- 8 420 ?ear 2 ?es no 821 824 6 10 99 10 0 S8 3S 98 0 1 0 0 0 0 0
x8 2 21S7 Camlno nuevo LlemenLary no. 3 k- 6 S20 ?ear 2 no no 764 779 4 S 99 11 0 S8 20 98 0 1 0 0 0 0 0
L 2 2S42 Charles WhlLe LlemenLary 1- S 288 no no 770 83S 6 10 77 9 10 SS 31 91 1 4 1 1 0 0 0
xS 2 8801 ClLy of Angels k-12 188S no no 617 630 8 8 2S 1 7 1S 34 72 8 16 1 1 1 0 1
L 2 3192 CommonwealLh Avenue LlemenLary k- S SS0 ?ear 1 ?es ?es 8S7 848 7 10 81 11 18 33 36 70 1 6 9 13 0 0 0
x 2 2944 uolores PuerLa LlemenLary k- S 284 ?es no 726 721 1 2 60 6 9 46 32 98 0 1 0 0 0 0 0
x8 2 476S uownLown value k- 8 364 ?ear S ?es ?es 838 81S S 9 S S 0 21 S7 100 0 0 0 0 0 0 0
W 1 S111 ur. 1heo. 1. Alexander !r., Sclence CenL k- S 397 ?ear S no no 766 776 3 2 41 10 7 22 18 72 1 23 1 0 1 0 2
x8 2 21S4 LqulLas Academy CharLer k- 3 198 ?es ?es 894 868 8 10 97 11 0 27 S2 94 0 3 3 0 1 0 0
L 2 2383 Lsperanza LlemenLary k- S 490 ?ear S no no 674 699 1 2 79 13 7 69 19 96 0 3 0 0 0 0 0
x8 1 212S lrederlck uouglass Academy LlemenLary k- S 187 ?ear 2 ?es no 741 730 2 2 86 12 0 6 3 1S 0 84 0 0 0 0 1
x 2 238S CraLLs Learnlng Academy for ?oung Schola 2- 6 602 ?ear S no no 746 7S1 2 7 7S 11 11 S0 33 94 1 3 0 0 0 0 1
L 2 4S48 PobarL 8oulevard LlemenLary k- S SS6 ?ear 2 ?es no 808 821 6 9 S3 16 23 41 37 84 0 2 11 1 0 0 1
L 2 4S89 Poover SLreeL LlemenLary k- S 497 ?ear S ?es ?es 812 787 4 8 86 18 8 62 29 97 0 1 2 1 0 0 0
W 1 S113 !ohn W. Mack LlemenLary k- S 248 ?ear S no no 721 738 2 4 S6 1S 6 3S 20 72 1 2S 1 0 0 0 0
x8 4 4783 LarchmonL CharLer k- 8 S4S ?ear 1 ?es ?es 909 923 10 10 39 12 4 2 1S 21 48 10 1S 4 1 0 1
W 1 71S1 Lenlcla 8. Weemes LlemenLary k- S S76 ?ear S ?es ?es 7S0 741 2 4 69 11 6 24 23 70 0 28 1 0 1 0 1
L 2 2384 Leo ollLl LlemenLary k- S 464 ?ear S no no 747 7S3 2 4 SS 9 12 42 34 96 0 1 2 0 0 0 1
L 2 4982 Los Angeles LlemenLary k- S S39 ?ear 1 no no 787 797 4 7 46 13 10 48 28 9S 0 2 2 0 0 0 1
L 2 2S44 MacArLhur ark LlemenLary School for Lhe k- S 246 ?ear 2 72S 8 81 4 9 S3 33 9S 0 2 1 0 0 0 0
L 2 S0SS Magnolla Avenue LlemenLary k- 6 77S ?ear S ?es ?es 770 704 1 2 62 13 11 S3 28 99 0 1 0 0 0 0 0
L 2 4983 Marlposa-nabl rlmary CenLer k- 2 79 no no 789 810 S S4 8 6 78 0 82 1 3 13 0 1 0 0
x8 226S MeLro ChrLr School k- S * *
x8 2 2023 n.L.W. Academy of Sclence and ArLs k- S 170 no no 797 838 7 10 100 9 S 39 S4 100 0 0 0 0 0 0 0
x 2 7783 new Cpen World Academy k-12 843 ?ear 3 ?es ?es 727 709 1 S S2 16 8 41 40 8S 0 3 8 2 1 0 1
L 2 S699 norwood SLreeL LlemenLary k- S 484 ?ear S no no 729 729 2 3 80 17 14 39 22 97 0 3 0 0 0 0 0
x8 2 2163 ara Los nlnos - Lvelyn 1hurman CraLLs k- 1 ?ear 2
L 2 6370 8osemonL Avenue LlemenLary 1- S 482 ?ear 4 no no 743 776 3 6 S6 17 8 32 30 80 1 3 S 10 0 0 1
L 2 6S07 San edro SLreeL LlemenLary k- S 442 ?es no 809 81S S 10 S8 13 9 37 48 99 0 0 0 0 0 0 0
L 2 19SS Sophla 1. Salvln Speclal LducaLlon CenLe k- 8 177 792 803 C C 4S ## 0 66 0 7S 2 16 3 3 0 0 1
L 2 7082 1enLh SLreeL LlemenLary 1- S 620 ?ear S ?es ?es 79S 7S8 3 6 84 13 11 SS 33 98 0 1 0 0 0 0 0
W 1 7137 1hlrLy-Second SLreeL uSC erformlng ArLs k- 8 919 ?ear 4 ?es ?es 814 806 S 8 84 6 26 9 30 70 S 17 S 0 2 0 0
L 2 7288 1wenLy-LlghLh SLreeL LlemenLary k- S S33 ?ear S no no 711 73S 2 3 63 10 20 48 32 98 0 2 0 0 1 0 0
x 1 7301 1wenLy-lourLh SLreeL LlemenLary k- S 390 ?ear S no no 663 66S 1 1 60 1S 3 37 22 82 1 16 1 0 0 0 1
x 2 7780 uCLA CommunlLy k-12 773 ?ear 3 no no 680 697 3 3 S1 11 12 44 39 80 1 2 14 3 1 0 0
L 2 73S6 unlon Avenue LlemenLary k- S 6S7 ?ear S no no 762 762 3 S 61 13 8 42 3S 9S 0 1 1 2 0 0 0
L 1 7479 vermonL Avenue LlemenLary k- S 48S no no 790 807 S 9 49 12 9 34 3S 88 1 9 0 0 0 0 1
lease noLe: School uemographlc percenLages may noL sum Lo 100 due Lo responses of: oLher, mulLlple, or non-response.

Background/Context about the Petitioner: The Equitas Charter Academy, Inc. Board of Directors
currently operates two LAUSD-approved charter schools in the Pico Union Area and aim to replicate
by implementing a strong academic instructional program at this proposed third school Equitas
Academy #3 Charter School.
Board of Directors:
- Oliver Bajracharya
- Pilar Buelna
- Ranie Lambe
- Katie Rosholt
- Aarthi Sowrirajan
- Brett Snyder
- Alyssa Valentine
124
Page 3 of 3
Description of Mission: Equitas Academy #3 provides a structured, achievement-based community
that prepares students to graduate from four-year colleges and universities.
Description of Vision: Equitas Academy believes students must have access to an achievement-
oriented learning environment to ensure all students make a smooth transition to the demands of
college preparatory middle and high schools with the ultimate goal of college graduation. Through the
college preparatory focus in the youngest grades, Equitas Academy will develop the foundational skills
necessary for success.
Source of Core Money: Building Excellent Schools Inflexion Funding, Walton Family Fund, Public
Charter School Grant Program
3-5 Top Leaders:
o Malka Borrego, Founder and Executive Director
o Karina DiGirolamo, Director of Curriculum and Instruction
o Monica Gonzalez, Dean of Student and Family Life
o Oliver Bajracharya, Board Chair
Other charter schools currently operated by the Petitioner:
Equitas Academy Charter School
Equitas Academy #2 Charter School
Other charter petitions pending before LAUSD: None.
Submission of this charter application to other jurisdiction(s) for approval: Not applicable
Innovative elements of the charter that could be considered best practices and replicated by
other schools: Equitas Academy #3 Charter Schools most innovative elements, replicable by other
schools, include: (1) college preparatory curriculum that begins in kindergarten for a population with
historical and continual under-representation in higher education; (2) slow growth model of growing
one grade level each year based on highest achieving urban charter schools serving a similar
population; (3) laser focus on the core content areas of literacy, math, science and social studies,
character education/ethics; (4) intentional use of data to drive instructional decisions; and (5) leadership
team of an Executive Director, Director of Curriculum and Instruction and Business and Operations
Manager that allows the school to focus and meet our high academic standards of preparing K-4
students to graduate from college preparatory middle and high schools and college.
125
L
O
S

A
N
G
E
L
E
S

U
N
I
F
I
E
D

S
C
H
O
O
L

D
I
S
T
R
I
C
T
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

S
C
H
O
O
L
S

W
I
T
H
I
N

A

2
-
M
I
L
E

R
A
D
I
U
S
E
q
u
i
t
a
s

A
c
a
d
e
m
y

#
3

C
h
a
r
t
e
r

S
c
h
o
o
l
N
e
a
r

1
7
0
0

W
.

P
i
c
o

B
l
v
d
.
,

L
o
s

A
n
g
e
l
e
s
,

C
A

9
0
0
1
5
G
r
a
d
e
s

T
K
-
4
E
S
C
B
D
L
o
c
.

C
o
d
e
S
c
h
o
o
l
G
r
a
d
e

S
p
a
n

2
0
1
3

G
r
o
w
t
h

A
P
I

T
e
s
t
i
n
g

E
n
r
o
l
l
m
e
n
t

2
0
1
3
-
1
4

P
I

S
t
a
t
u
s
M
e
t

2
0
1
3

S
c
h
-
w
i
d
e

G
r
o
w
t
h

T
a
r
g
e
t
M
e
t

2
0
1
3

S
u
b
g
r
o
u
p

G
r
o
w
t
h

T
a
r
g
e
t
s

2
0
1
3

G
r
o
w
t
h

A
P
I

2
0
1
2

B
a
s
e

A
P
I

2
0
1
2

B
a
s
e

A
P
I

S
t
a
t
e

R
a
n
k

2
0
1
2

B
a
s
e

A
P
I

S
i
m
i
l
a
r

S
c
h
o
o
l
s

R
a
n
k

%

F
/
R

L
u
n
c
h
%

S
p

E
d
%

G
A
T
E
%

E
L
%

R
F
E
P
%

L
a
t
i
n
o
%

W
h
i
t
e
%

A
f

A
m
e
r
%

A
s
i
a
n
%

F
i
l
i
p
i
n
o

%

A
m

I
n
d
i
a
n
%

P
a
c
i
f
i
c

I
s
l
a
n
d

%

T
w
o

o
r

M
o
r
e
L
2
S
S
0
S
9
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
k
-
S
*
*
x
2
2
3
6
9
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
d
u
c
a
L
l
o
n
k
-
S
2
4
0
?
e
a
r
2
n
o
n
o
7
2
9
7
4
1
2
3
S
3
1
0
7
S
8
2
4
7
6
1
4
1
3
4
1
0
1
L
2
3
2
4
7
8
e
L
L
y
l
a
s
e
n
c
l
a
L
l
e
m
e
n
L
a
r
y
k
-
S
S
3
1
?
e
a
r
S
n
o
n
o
7
8
6
7
8
8
4
7
S
8
1
0
8
3
1
2
3
8
8
3
3
2
2
0
0
0
x
8
2
S
9
8
7
C
a
m
l
n
o
n
u
e
v
o
A
c
a
d
e
m
y
#
2
k
-
8
4
1
0
?
e
a
r
2
?
e
s
?
e
s
8
6
6
8
S
S
7
1
0
9
9
1
3
0
4
0
4
2
9
8
0
1
0
1
0
0
0
x
8
2
2
0
1
7
C
a
m
l
n
o
n
u
e
v
o
C
h
a
r
L
e
r
A
c
a
d
e
m
y
k
-
8
4
2
0
?
e
a
r
2
?
e
s
n
o
8
2
1
8
2
4
6
1
0
9
9
1
0
0
S
8
3
S
9
8
0
1
0
0
0
0
0
x
8
2
2
1
S
7
C
a
m
l
n
o
n
u
e
v
o
L
l
e
m
e
n
L
a
r
y
n
o
.
3
k
-
6
S
2
0
?
e
a
r
2
n
o
n
o
7
6
4
7
7
9
4
S
9
9
1
1
0
S
8
2
0
9
8
0
1
0
0
0
0
0
L
2
2
S
4
2
C
h
a
r
l
e
s
W
h
l
L
e
L
l
e
m
e
n
L
a
r
y
1
-
S
2
8
8
n
o
n
o
7
7
0
8
3
S
6
1
0
7
7
9
1
0
S
S
3
1
9
1
1
4
1
1
0
0
0
x
S
2
8
8
0
1
C
l
L
y
o
f
A
n
g
e
l
s
k
-
1
2
1
8
8
S
n
o
n
o
6
1
7
6
3
0
8
8
2
S
1
7
1
S
3
4
7
2
8
1
6
1
1
1
0
1
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
k
-
S
S
S
0
?
e
a
r
1
?
e
s
?
e
s
8
S
7
8
4
8
7
1
0
8
1
1
1
1
8
3
3
3
6
7
0
1
6
9
1
3
0
0
0
x
2
2
9
4
4
u
o
l
o
r
e
s
P
u
e
r
L
a
L
l
e
m
e
n
L
a
r
y
k
-
S
2
8
4
?
e
s
n
o
7
2
6
7
2
1
1
2
6
0
6
9
4
6
3
2
9
8
0
1
0
0
0
0
0
x
8
2
4
7
6
S
u
o
w
n
L
o
w
n
v
a
l
u
e
k
-
8
3
6
4
?
e
a
r
S
?
e
s
?
e
s
8
3
8
8
1
S
S
9
S
S
0
2
1
S
7
1
0
0
0
0
0
0
0
0
0
W
1
S
1
1
1
u
r
.
1
h
e
o
.
1
.
A
l
e
x
a
n
d
e
r
!
r
.
,
S
c
l
e
n
c
e
C
e
n
L
k
-
S
3
9
7
?
e
a
r
S
n
o
n
o
7
6
6
7
7
6
3
2
4
1
1
0
7
2
2
1
8
7
2
1
2
3
1
0
1
0
2
x
8
2
2
1
S
4
L
q
u
l
L
a
s
A
c
a
d
e
m
y
C
h
a
r
L
e
r
k
-
3
1
9
8
?
e
s
?
e
s
8
9
4
8
6
8
8
1
0
9
7
1
1
0
2
7
S
2
9
4
0
3
3
0
1
0
0
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
k
-
S
4
9
0
?
e
a
r
S
n
o
n
o
6
7
4
6
9
9
1
2
7
9
1
3
7
6
9
1
9
9
6
0
3
0
0
0
0
0
x
8
1
2
1
2
S
l
r
e
d
e
r
l
c
k
u
o
u
g
l
a
s
s
A
c
a
d
e
m
y
L
l
e
m
e
n
L
a
r
y
k
-
S
1
8
7
?
e
a
r
2
?
e
s
n
o
7
4
1
7
3
0
2
2
8
6
1
2
0
6
3
1
S
0
8
4
0
0
0
0
1
x
2
2
3
8
S
C
r
a
L
L
s
L
e
a
r
n
l
n
g
A
c
a
d
e
m
y
f
o
r
?
o
u
n
g
S
c
h
o
l
a
2
-
6
6
0
2
?
e
a
r
S
n
o
n
o
7
4
6
7
S
1
2
7
7
S
1
1
1
1
S
0
3
3
9
4
1
3
0
0
0
0
1
L
2
4
S
4
8
P
o
b
a
r
L
8
o
u
l
e
v
a
r
d
L
l
e
m
e
n
L
a
r
y
k
-
S
S
S
6
?
e
a
r
2
?
e
s
n
o
8
0
8
8
2
1
6
9
S
3
1
6
2
3
4
1
3
7
8
4
0
2
1
1
1
0
0
1
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
k
-
S
4
9
7
?
e
a
r
S
?
e
s
?
e
s
8
1
2
7
8
7
4
8
8
6
1
8
8
6
2
2
9
9
7
0
1
2
1
0
0
0
W
1
S
1
1
3
!
o
h
n
W
.
M
a
c
k
L
l
e
m
e
n
L
a
r
y
k
-
S
2
4
8
?
e
a
r
S
n
o
n
o
7
2
1
7
3
8
2
4
S
6
1
S
6
3
S
2
0
7
2
1
2
S
1
0
0
0
0
x
8
4
4
7
8
3
L
a
r
c
h
m
o
n
L
C
h
a
r
L
e
r
k
-
8
S
4
S
?
e
a
r
1
?
e
s
?
e
s
9
0
9
9
2
3
1
0
1
0
3
9
1
2
4
2
1
S
2
1
4
8
1
0
1
S
4
1
0
1
W
1
7
1
S
1
L
e
n
l
c
l
a
8
.
W
e
e
m
e
s
L
l
e
m
e
n
L
a
r
y
k
-
S
S
7
6
?
e
a
r
S
?
e
s
?
e
s
7
S
0
7
4
1
2
4
6
9
1
1
6
2
4
2
3
7
0
0
2
8
1
0
1
0
1
L
2
2
3
8
4
L
e
o
o
l
l
L
l
L
l
e
m
e
n
L
a
r
y
k
-
S
4
6
4
?
e
a
r
S
n
o
n
o
7
4
7
7
S
3
2
4
S
S
9
1
2
4
2
3
4
9
6
0
1
2
0
0
0
1
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
k
-
S
S
3
9
?
e
a
r
1
n
o
n
o
7
8
7
7
9
7
4
7
4
6
1
3
1
0
4
8
2
8
9
S
0
2
2
0
0
0
1
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
L
h
e
k
-
S
2
4
6
?
e
a
r
7
2
S
8
8
1
4
9
S
3
3
3
9
S
0
2
1
0
0
0
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
k
-
6
7
7
S
?
e
a
r
S
?
e
s
?
e
s
7
7
0
7
0
4
1
2
6
2
1
3
1
1
S
3
2
8
9
9
0
1
0
0
0
0
0
L
2
4
9
8
3
M
a
r
l
p
o
s
a
-
n
a
b
l
r
l
m
a
r
y
C
e
n
L
e
r
k
-
2
7
9
n
o
n
o
7
8
9
8
1
0
S
S
4
8
6
7
8
0
8
2
1
3
1
3
0
1
0
0
x
8
2
2
6
S
M
e
L
r
o
C
h
r
L
r
S
c
h
o
o
l
k
-
S
*
*
x
8
2
2
0
2
3
n
.
L
.
W
.
A
c
a
d
e
m
y
o
f
S
c
l
e
n
c
e
a
n
d
A
r
L
s
k
-
S
1
7
0
n
o
n
o
7
9
7
8
3
8
7
1
0
1
0
0
9
S
3
9
S
4
1
0
0
0
0
0
0
0
0
0
x
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
k
-
1
2
8
4
3
?
e
a
r
3
?
e
s
?
e
s
7
2
7
7
0
9
1
S
S
2
1
6
8
4
1
4
0
8
S
0
3
8
2
1
0
1
L
2
S
6
9
9
n
o
r
w
o
o
d
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
k
-
S
4
8
4
?
e
a
r
S
n
o
n
o
7
2
9
7
2
9
2
3
8
0
1
7
1
4
3
9
2
2
9
7
0
3
0
0
0
0
0
x
8
2
2
1
6
3
a
r
a
L
o
s
n
l
n
o
s
L
v
e
l
y
n
1
h
u
r
m
a
n
C
r
a
L
L
s
k
-
?
e
a
r
L
2
6
3
7
0
8
o
s
e
m
o
n
L
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
-
S
4
8
2
?
e
a
r
4
n
o
n
o
7
4
3
7
7
6
3
6
S
6
1
7
8
3
2
3
0
8
0
1
3
S
1
0
0
0
1
L
2
6
S
0
7
S
a
n
e
d
r
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
k
-
S
4
4
2
?
e
s
n
o
8
0
9
8
1
S
S
1
0
S
8
1
3
9
3
7
4
8
9
9
0
0
0
0
0
0
0
L
2
1
9
S
S
S
o
p
h
l
a
1
.
S
a
l
v
l
n
S
p
e
c
l
a
l
L
d
u
c
a
L
l
o
n
C
e
n
L
e
k
-
8
1
7
7
7
9
2
8
0
3
C
C
4
S
1
0
0
0
6
6
0
7
S
2
1
6
3
3
0
0
1
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
-
S
6
2
0
?
e
a
r
S
?
e
s
?
e
s
7
9
S
7
S
8
3
6
8
4
1
3
1
1
S
S
3
3
9
8
0
1
0
0
0
0
0
W
1
7
1
3
7
1
h
l
r
L
y
-
S
e
c
o
n
d
S
L
r
e
e
L
u
S
C
e
r
f
o
r
m
l
n
g
A
r
L
s
k
-
8
9
1
9
?
e
a
r
4
?
e
s
?
e
s
8
1
4
8
0
6
S
8
8
4
6
2
6
9
3
0
7
0
S
1
7
S
0
2
0
0
L
2
7
2
8
8
1
w
e
n
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
k
-
S
S
3
3
?
e
a
r
S
n
o
n
o
7
1
1
7
3
S
2
3
6
3
1
0
2
0
4
8
3
2
9
8
0
2
0
0
1
0
0
x
1
7
3
0
1
1
w
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
k
-
S
3
9
0
?
e
a
r
S
n
o
n
o
6
6
3
6
6
S
1
1
6
0
1
S
3
3
7
2
2
8
2
1
1
6
1
0
0
0
1
x
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
k
-
1
2
7
7
3
?
e
a
r
3
n
o
n
o
6
8
0
6
9
7
3
3
S
1
1
1
1
2
4
4
3
9
8
0
1
2
1
4
3
1
0
0
L
2
7
3
S
6
u
n
l
o
n
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
k
-
S
6
S
7
?
e
a
r
S
n
o
n
o
7
6
2
7
6
2
3
S
6
1
1
3
8
4
2
3
S
9
S
0
1
1
2
0
0
0
L
1
7
4
7
9
v
e
r
m
o
n
L
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
k
-
S
4
8
S
n
o
n
o
7
9
0
8
0
7
S
9
4
9
1
2
9
3
4
3
S
8
8
1
9
0
0
0
0
1
l
e
a
s
e
n
o
L
e
:
S
c
h
o
o
l
u
e
m
o
g
r
a
p
h
l
c
p
e
r
c
e
n
L
a
g
e
s
m
a
y
n
o
L
s
u
m
L
o
1
0
0
d
u
e
L
o
r
e
s
p
o
n
s
e
s
o
f
:
o
L
h
e
r
,
m
u
l
L
l
p
l
e
,
o
r
n
o
n
-
r
e
s
p
o
n
s
e
.
S
p
a
n
:
A
d
d
r
e
s
s
:
S
c
h
o
o
l
:
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
ic
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
ilit
y
*

=

T
h
e

s
c
h
o
o
l
w
a
s

n
o
t

o
p
e
n
e
d

in

2
0
1
1
-
1
2

o
r

2
0
1
2
-
1
3
.
#

=

T
h
e

s
c
h
o
o
l
d
id

n
o
t

h
a
v
e

a

v
a
lid

2
0
1
2

B
a
s
e

A
P
I

o
r

r
a
n
k
s
.
2
/
1
1
/
2
0
1
4
1

o
f

2
126
L
O
S

A
N
G
E
L
E
S

U
N
I
F
I
E
D

S
C
H
O
O
L

D
I
S
T
R
I
C
T
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

S
C
H
O
O
L
S

O
P
E
R
A
T
E
D

B
Y

T
H
E

S
A
M
E

P
E
T
I
T
I
O
N
E
R
O
t
h
e
r

E
q
u
i
t
a
s

s
c
h
o
o
l
s
E
S
C
B
D
L
o
c
.

C
o
d
e
S
c
h
o
o
l
G
r
a
d
e

S
p
a
n

2
0
1
3

G
r
o
w
t
h

A
P
I

T
e
s
t
i
n
g

E
n
r
o
l
l
m
e
n
t

2
0
1
3
-
1
4

P
I

S
t
a
t
u
s
M
e
t

2
0
1
3

S
c
h
-
w
i
d
e

G
r
o
w
t
h

T
a
r
g
e
t
M
e
t

2
0
1
3

S
u
b
g
r
o
u
p

G
r
o
w
t
h

T
a
r
g
e
t
s

2
0
1
3

G
r
o
w
t
h

A
P
I

2
0
1
2

B
a
s
e

A
P
I

2
0
1
2

B
a
s
e

A
P
I

S
t
a
t
e

R
a
n
k

2
0
1
2

B
a
s
e

A
P
I

S
i
m
i
l
a
r

S
c
h
o
o
l
s

R
a
n
k

%

F
/
R

L
u
n
c
h
%

S
p

E
d
%

G
A
T
E
%

E
L
%

R
F
E
P
%

L
a
t
i
n
o
%

W
h
i
t
e
%

A
f

A
m
e
r
%

A
s
i
a
n
%

F
i
l
i
p
i
n
o

%

A
m

I
n
d
i
a
n
%

P
a
c
i
f
i
c

I
s
l
a
n
d

%

T
w
o

o
r

M
o
r
e
x
8
2
2
1
S
4
L
q
u
l
L
a
s
A
c
a
d
e
m
y
C
h
a
r
L
e
r
k
-
3
1
9
8
?
e
s
?
e
s
8
9
4
8
6
8
8
1
0
9
7
1
1
0
2
7
S
2
9
4
0
3
3
0
1
0
0
x
8
S
1
9
0
L
q
u
l
L
a
s
A
c
a
d
C
h
r
L
r
2
S
-
6
*
*
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
ic
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
ilit
y
*

T
h
e

s
c
h
o
o
l
is

n
e
w

o
r

a

p
r
im
a
r
y

c
e
n
t
e
r
.
2
/
1
1
/
2
0
1
4
2

o
f

2
127
G
^
$
G
G
#
G
#
G
G
G
G
G
G
G
G
G
G
G
G
G
^
$
G
#
G
G
G
G
^
#
#
^
#
G
G
G
G
#
G
#
G
G
G
G
G
G
^
G
G
#
G
#
#
G
#
G
G
GF
Larchmont
Chrtr
Metropolitan
Skills Ctr
Clas Pers
Selctn &
Trng
N.E.W.
Academy
- Sci & Arts
CA Liberal Studies
Early College HS
Ambassador
School
of Global Ed
LA High
for the Arts
Vista Chrtr
Middle
Equitas
Acad Chrtr
Camino
Nuevo
ES #3
Camino
Nuevo Acad
2-Harvard
Central City
Value
Camino
Nuevo
MS #3
Alliance College-
Ready Acad
HS #16
Global Educ
Acad MS
Alliance
College-
Ready MS Acad #12
Metro
Chrtr
School
Equitas Acad Chrtr 2
New
Designs
Chrtr
Secondary CDS
10th District
PTA Health Ctr
LA Acad of
Arts and
Enterprise
Alliance
Smidt
Tech
Crown
Prep Acad
Alliance
College-Ready
Acad HS #17
McAlister
High
Los Angelitos
EEC
Civitas
Tri-C Comm
Day School
School for
Soc Just
LA Big
Picture High
Camino
Nuevo
Chrtr Acad
Downtown
Value
School
USC
Hybrid
High
LA Global
Studies \
Rise Ko
Hyang
Middle
School for the
Visual Arts &
Humanities
Romero
Chrtr
Middle
Camino
Nuevo High
LA Leadership
Academy
Alliance
Gertz-Ressler
Academy High
Alliance
Dr. Olga
Mohan HS
City of
Angels
Animo
Jackie
Robinson
New
Village
Chrtr
Central
Cont High
Accelerated
Elementary
New Open
World Acad
Academic
Leadership
Community \
Douglass
Acad
Synergy
Kinetics
Acad
Synergy
Chrtr
UCLA Comm
School
LA Teachers
Prep Acad \
N.E.W.
Academy
- Sci & Arts
Camino Nuevo HS #2
Camino Nuevo
Chrtr #4
H
A
R
B
O
R
F
R
W
Y
&
T
R
A
N
S
IT
W
Y
H
O
L
LY
W
O
O
D
F
R
W
Y
S
G
R
A
N
D
A
V
P
A
SADEN
A
F
R
W
Y
S
A
N
T
A
M
O
N
IC
A
F
R
W
Y
N

M
A
I
N

S
T
N
F
IG
U
E
R
O
A
S
T
B
E
V
E
R
L
Y

B
L
V
D
S
S
A
N
P
E
D
R
O
S
T
VENICE BLVD
W
4
T
H
S
T
E W
ASHINGTON BLVD
N
G
R
A
N
D
A
V
S
F
I
G
U
E
R
O
A
S
T
S
A
L
V
A
R
A
D
O

S
T
S
A
N
T
A
A
N
A
F
R
W
Y
E
J
E
F
F
E
R
S
O
N
B
L
V
D
E
7
T
H
S
T
E
4
T
H
S
T
E

1
S
T

S
T
S

O
L
I
V
E

S
T
S
C
E
N
T
R
A
L
A
V
EXPOSITION BLVD
E
O
L
Y
M
P
IC
B
L
V
D
RODEO RD
W
7
T
H
S
T
E
3
R
D
S
T
E

9
T
H
S
T
N
A
L
V
A
R
A
D
O

S
T
S
A
N

J
U
L
I
A
N

S
T
S

H
O
O
V
E
R

S
T
W
3
R
D
S
T
W PICO BLVD
S

W
E
S
T
E
R
N
A
V
W
T
E
M
P
L
E
ST
W OLYMPIC BLVD
W

1
S
T

S
T
S
M
A
IN
S
T
S
B
R
O
A
D
W
A
Y
S

V
E
R
M
O
N
T

A
V
N
B
R
O
A
D
W
A
Y
W JEFFERSON BLVD
W
S
U
N
S
E
T
B
L
V
D
S
A
L
A
M
E
D
A
S
T
W WASHINGTON BLVD
LOS
ANGELES
14th St
Admin
Office
Yale St
Annex
17th St
Admin Off
Beaudry
Adm Off
Mid-City
Adult Basic
Education
Friedman
Occup Ctr
Evans
Adult
M & O
Area C-3
Office
36th St
EEC
Child
Dev Div
Castellanos
Kennedy
Community
of Schools
Hobart
EEC
Los Angeles
Rosemont
Ave
Magnolia
Ave
Nevin Ave
Weemes
Adams
Middle
Castelar
Lanterman
High (Spec)
Salvin Spec
Ed Ctr
Harvard
Trinity St
Cahuenga
San Pedro
St
Wilton
Pl
Foshay
Learning Ctr
Santee
Ed Cmplx
Berendo
Middle
Lafayette
Park PC
Hoover St
Olympic
PC
10th St
28th
St
Lake St PS
Del Olmo
Downtown
Bus Mag
High
Widney
High
(Spec)
24th
St
Orthopaedic
Med Mag HS
Wilshire
Park
Kim
Clinton
Middle
Maple PC
Plasencia
Roybal
LC
West Adams
Prep High
Belmont
High
Liechty
Middle
Politi
White
Union
Ave
20th St
Commonwealth
Ave
Mariposa-
Nabi PC
Norwood
St
Pio Pico
Middle
32nd St
Mag
Esperanza
Vermont
Ave
Bright
Contreras LC
Hobart
Blvd
Huerta
Castro
MS
Jones
Cortines
School
of VPA
Cisneros
Lrng Acad
Para Los
Nios
Gratts
MacArthur Park
School for
the VPA
Gratts LA
for YS
Nava
Lrng
Acad
Kim
Acad
Mack
Alexander
Sci Ctr
Lee Med/Health
Sci Mag
Virgil
Middle
9th St
L.A.U.S.D. FACILITIES WITHIN A TWO MILE RADIUS OF
EQUITAS ACADEMY #3 CHARTER SCHOOL
LAUSD Facilities and Planned Projects

Prepared by Master Planning and Demographics
Facilities Services Division
Copyright 2013. All Rights Reserved.
The information contained herein is the proprietary property of
the following owners supplied under license and may not be
reproduced except as licensed by LAUSD, Digital Map Products, and
Thomas Bros. Maps.
MPD-2686
1/8/2014
LAUSD Boundaries
Area Outside of LAUSD
LAUSD Boundary
East Educational Service Center Area EAST
Area of Interest
(Located in Board of Education District #2) GF
2 mi. Radius of
Equitas Academy #3
Charter School
EAST
WEST
Charter School G
# Elementary School
" Middle School
# High School
!(
Planned Early
Education Center
Planned Classroom
Addition _
Planned Playground
Expansion
[
^_
Planned School
Reconfiguration
#0
Planned Continuation
School
Administrative Office $
Elementary School
Middle School
High School
Span School
Planned School
(Color Indicates Grade Level)
Closed School
(Color Indicates Grade Level)
Special Education School
Administrative Site
Opportunity School or Non K-12 School
Charter School
(Fill Color Indicates Grade Level)
Magnet School
(Fill Color Indicates Grade Level)
128
EQUITAS ACADEMY #3 CHARTER SCHOOL
BOARD OF EDUCATION REPORT 237 13/14
March 4, 2014

The following documents:

Final budget
Final petition
Lottery/enrollment form

are available for perusal at the:

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

129
I
N
F
O
R
M
A
T
I
V
E
130
No. 237 13/14
For March 4 Board Meeting

INFORMATIVE

FROM: Jos Cole-Gutirrez, Director

SUBJECT: SUPPORTING DOCUMENTS FOR PROPOSED EQUITAS ACADEMY #3
CHARTER SCHOOL

Attached please find supporting documentation for the proposed Equitas Academy #3 Charter School which
will be presented to the Board of Education for action on March 4, 2014.

Documentation includes:

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

Other LAUSD schools and charter schools within a 2-mile radius of the proposed charter school are:

ELEMENTARY SCHOOLS
LAUSD CHARTER
10th St
24th St
28th St
9th St
Castellanos
Commonwealth Ave
Esperanza
Gratts Learning Academy for Young Scholars
Hobart Blvd
Hobart EEC
Hoover St
Huerta
Lake St PS
Los Angeles
Los Angelitos EEC
MacArthur Park School for the Visual and Perf Arts
Mack
Magnolia Ave
Norwood St
Plasencia
Alexander Science Center
Camino Nuevo ES #3
Camino Nuevo MS #3
Douglass Academy
Downtown Value School
Equitas Academy Charter
Metro Charter School
N.E.W. Academy - Science & Arts
N.E.W. Academy - Science & Arts
Para Los Nios Gratts
131
Dr. John E. Deasy, Superintendent - 2 - March 4, 2014

Politi
Rosemont Ave
San Pedro St
Union Ave
Vermont Ave
Weemes
White
Lafayette Park PC
Mariposa-Nabi PC
Olympic PC

MIDDLE SCHOOLS
LAUSD CHARTER
Adams Middle
Berendo Middle
Castro Middle
Clinton Middle
Kim Academy
Liechty Middle
Virgil Middle
Alliance College-Ready MS Acad #12
Crown Prep Academy
Equitas Academy Charter #2
Global Education Academy MS
Rise Ko Hyang Middle
Romero Charter Middle
Vista Charter Middle

HIGH SCHOOLS
LAUSD CHARTER
Academic Leadership Community
Belmont High
Central Cont High
Civitas
Contreras Learning Complex
Downtown Bus Mag High
LA Global Studies
LA High for the Arts
LA Teachers Prep Academy
Orthopaedic Medical Magnet HS
Roybal Learning Center
Santee Ed Complex
School for Social Justice
West Adams Preparatory High
Alliance College-Ready Acad HS #16
Alliance College-Ready Acad HS #17
Alliance Dr. Olga Mohan HS
Alliance Gertz-Ressler Academy High
Alliance Smidt Tech
Animo Jackie Robinson
CA Liberal Studies Early College HS
Camino Nuevo High
LA Academy of Arts and Enterprise
LA Big Picture High
New Village Charter
USC Hybrid High

SPAN SCHOOLS
LAUSD CHARTER
32nd St Mag
Ambassador School of Global Ed
Ambassador School of Global Leadership
Kennedy Community of Schools
New Open World Academy
School for the Visual Arts & Humanities
UCLA Community School
Camino Nuevo Academy 2-Harvard
Camino Nuevo Charter Academy
Larchmont Charter
Larchmont Charter
New Designs Charter
132
Dr. John E. Deasy, Superintendent - 3 - March 4, 2014

ADULT SCHOOLS
LAUSD
City of Angels
Friedman Occupational Center
Lanterman High (Spec)
McAlister High
Metropolitan Skills Center
Mid-City Adult Basic Education
Salvin Spec Ed Center
Secondary CDS
Tri-C Community Day School
Widney High (Spec)

LAUSD Schools Under Construction
None

Other Charter Schools Operated by Petitioner
Equitas Academy Charter School
Equitas Academy #2

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

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain

133
134
TAB 8
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for Equitas Academy Charter School (Public
Hearing)
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior Equitas Academy Charter School
(herein also reIerred to as "Equitas Academy") Ior Iive (5) years, beginning July 1, 2014 until
June 30, 2019, to serve 450 students in grades K-4 in each year oI the charter term.

Background:
On December 17, 2013, Equitas Academy Charter School submitted its charter renewal petition
application to the Charter Schools Division. The charter petition and supporting documents
were reviewed by the Charter Schools Division, the OIIice oI the General Counsel, and other
District staII. Pursuant to a waiver executed by petitioners and the District, the statutory
timeline Ior Board action on this petition has been extended to March 17, 2014.

In accordance with Education Code sections 47605 and 47607, the Charter Schools Division
considers the Iollowing criteria when reviewing a renewal petition submitted by a charter
school:

ConIirmation that the charter school's perIormance has met the minimum criteria under
Education Code section 47607(b), including considering increases in pupil academic
achievement Ior all groups oI pupils served by the charter school as the most important
Iactor in determining whether to grant a charter renewal;

Review oI the charter petition to assess the soundness oI the educational program;
ensure it contains the required aIIirmations; and ensure it contains reasonably
comprehensive descriptions oI the 16 elements;

Assessment that the petitioners are demonstrably likely to successIully implement the
program;

ConIirmation oI the academic, operational, and Iiscal soundness oI the charter school
based on the Charter Schools Division oversight and the school's achievement results on the
District's School PerIormance Framework.

StaII assesses that Equitas Academy Charter School has met the above criteria.
135

Equitas Academy Charter School serves students in grades K-5 (with the intention oI serving
students in grades K-4 in the 2014-2015 school year) in Board District 2, Educational Service
Center East (ESCE), at 1700 West Pico Blvd., Los Angeles, 90015. Based on the Elementary
ClassiIication Report, the LAUSD Budget Services Division reports the school's enrollment as
448. The school is located on a private site.
Equitas Academy Charter School was originally granted its charter by the Board oI Education
on March 24, 2009, to serve 360 students in grades K-5. On March 13, 2012, the LAUSD
Board oI Education approved a Material Revision to increase the enrollment capacity Irom 360
to 450 students in K-5. Most recently, on February 11, 2014, the LAUSD Board oI Education
approved a Material Revision Ior Equitas Academy to change its educational program Irom K-5
to K-4. For the proposed 2014-19 charter term, the school will have an enrollment capacity oI
450 students in grades K-4 in each oI the Iive years oI the charter term.
On January 10, 2012, the LAUSD Board oI Education approved a sister school, Equitas
Academy Charter School #2 (a middle school), Ior a Iive year term serving grades 5-8. Due to
challenges in Iinding a suitable Iacility, the middle school delayed opening until September 3,
2013.
During the current charter term oI Equitas Academy Charter School, the school's student body
has reIlected the community in which it operates. According to October 2012 CALPADS data,
the school's demographics are approximately 95 Latino, 2 AIrican American and 2 Asian.
It is important to note that due to some reporting issues in the school's 2010-11 English Learner
count, the school's 2011-12 reclassiIication rate was not submitted to the District. CALPADS
and CDE have corrected this, and the District's Data & Accountability team is working on
updating the source Iiles Ior the District data summary sheet. The reclassiIication rates
contained in this report represent the corrected calculations. Equitas Academy Charter School
has chosen to implement its own English Learner Master Plan and has provided supporting
documentation to the Charter Schools Division.

Equitas Academy has met the minimum academic perIormance criteria Ior renewal required
under Education Code section 47607(b) as evidenced below in the Summary oI School
PerIormance. In 2013, the school achieved a school-wide Growth API oI 894, a 26-point
increase Irom its 2012 Growth API oI 868. The school earned a 2013 Statewide Rank oI 8 and
a Similar Schools Rank oI 10. Equitas Academy has outperIormed the resident District schools
with comparable demographics in Growth API and in the percentage oI students scoring
proIicient and advanced on CST ELA and Mathematics. The school met API growth targets Ior
all statistically signiIicant subgroups in each eligible year oI the charter term. The school has
demonstrated success with its student subgroup populations (Latino, Socioeconomically
Disadvantaged and English Learners) with each group at 96-100 oI the school's overall
proIiciency rates in English Language Arts (ELA), and 98-100 oI the overall proIiciency
levels in Math.
The District-wide School PerIormance Framework (SPF) classiIication is another criterion
considered when reviewing a charter school renewal petition. According to the 2013 SPF,
Equitas Academy Charter School has been classiIied as an "Achieving" school, which is the
136
second highest tier oI Iive possible tiers oI perIormance. The school's placement in this tier is
due to high levels oI student achievement on the ELA and Math portions oI the CaliIornia
Standards Tests coupled with Iar above predicted academic growth levels in ELA and
at-predicated growth levels in Math according to its three-year Academic Growth Over Time
(AGT) results. (See Summary of Charter School Performance.)

In just Iour years oI operation, Equitas Academy has demonstrated consistently high academic
achievement results with student demographics that mirror the Pico Union neighborhood
schools. By providing a small school environment with individual attention, strong
relationships between staII and students, and close communication between school and home,
Equitas has oIIered a strong choice Ior Iamilies seeking high-perIorming educational
opportunities. The home-school partnership is a critical part oI the school's success. BeIore the
Iirst day oI school, Equitas Academy leadership and staII ensure that Iamilies are
knowledgeable about the school and understand their commitment to their child's education.
Families attend a school orientation meeting in which school leaders explain the school
mission, philosophy, code oI conduct and Iamily responsibilities. School leaders and staII also
visit student Iamilies in their home to review the school's oIIerings and expectations, and to get
to know the Iamilies personally. Equitas Academy Charter School will begin the Western
Association oI Schools and Colleges (WASC) accreditation process in spring 2014.
As a high quality authorizer, LAUSD strives to share and leverage promising and innovative
practices across LAUSD schools to help generate innovation and improve educational outcomes
Ior all students. The school has exhibited three promising practices: 1) College Prep Focus -
Equitas Academy's college-prep curriculum begins in kindergarten. Students are addressed
individually as scholars and collectively as the year that they will graduate Irom college (i.e.
kindergarteners that start in school in the Iall oI 2009 are called "The Class oI 2026"). Scholars
are explicitly taught the importance oI attending and graduating Irom college. Every classroom
Ieatures college and university signage and decorations. Additionally, every year, beginning in
kindergarten, students visit colleges and universities, tour the campuses, and sit in on classes.
2) Emphasizing Foundational Skills - The academic program is centered on mastery oI
Ioundational skills in literacy and mathematics, along with mastery in the core content areas oI
social studies and science, all based on the CaliIornia content standards including the Common
Core and new Next Generation Science Standards. SpeciIic attention is given to longer
instruction in literacy and math to Iurther beneIit students in their primary years. The overall
literacy program is based on the Iive components oI a balanced literacy program: phonemic
awareness/phonics, Iluency, vocabulary, comprehension and writing. 3) Using Data to Drive
Instruction - A thoughtIul, sequential series oI Irequent assessments is used to inIorm leadership
and staII as to the eIIicacy oI the instructional program and student supports, and to guide
decisions in a time-eIIective and proactive manner Ior students. Curriculum-aligned,
standards-based interim assessments are developed by school leadership and staII and are
administered to students every trimester. Teachers use these periodic assessments to measure
how well students are mastering the standards. Teachers also plan and deliver instruction based
on weekly assessments which are analyzed by school leadership and teachers. Teacher-created
and curriculum-generated assessments are used to inIorm the weekly lesson plans.

Current Equitas Academy Governing Board members completed questionnaires regarding
conIlicts oI interest. A due diligence review oI the Equitas Academy Charter School executives
137
is being perIormed by the OIIice oI the Inspector General (OIG). StaII will inIorm the Board oI
any material negative Iindings and take appropriate action.

Equitas Academy Charter School has indicated that, prior to Board approval oI its charter
renewal; it will agree to and execute the LAUSD SELPA Option 2 Special Education MOU
with the understanding that it intends to apply to become a member oI the Option 3 Charter
Operated Programs Ior Special Education Services (LAUSD SELPA Option 3). Unless and
until it is accepted Ior membership in the LAUSD SELPA Option 3 and executes the LAUSD
SELPA Option 3 Special Education MOU, the executed LAUSD SELPA Option 2 Special
Education MOU will remain in eIIect. Upon Equitas Academy's acceptance as a member oI the
LAUSD SELPA Option 3 and execution oI the LAUSD SELPA Option 3 Special Education
MOU, the Option 3 MOU will supersede and render null and void the previously executed
Option 2 MOU.

The petition is available Ior perusal in the Charter Schools Division and online at the District's

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

"Yes" - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Equitas
Academy Charter School the right to continue to operate as a charter school under the terms oI
the renewal petition Ior a Iive (5) year period beginning July 1, 2014.

"No" - The denial oI the renewal oI the charter term would cause the charter to expire on June
30, 2013, unless Equitas Academy Charter School appeals the denial and the charter is granted
by the Los Angeles County Board oI Education or the CaliIornia State Board oI Education.
This Board Report No. 238 - 13/14 and accompanying documents shall constitute the Board oI
Education's adopted written Iindings oI Iact Ior the denial oI the Equitas Academy renewal
petition.


Budget Impact:
occur in such cases. Under Education Code section 47604(c), a school district that grants a
charter to a charter school to be operated by, or as, a nonproIit public beneIit corporation is not
held liable Ior the charter school's debts or obligations as long as the school district complies
with all oversight responsibilities. The District will continue to have monitoring and oversight
modiIications to the charter school's petition or operations with signiIicant Iinancial
138

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

II all pending issues, including but not limited to special education requirements, special
education local planning area (SELPA) requirements, and Iacilities matters, are not resolved at
the time oI the Board meeting, the OIIice oI General Counsel may recommend the denial oI the
renewal petition.
139
140

LOS ANGELES UNIFIED SCHOOL DISTRICT

Bd. of Ed. Rpt. No. 238 13/14 Page 1 of 7 Board of Education
March 4, 2014
SUMMARY OF CHARTER SCHOOL PERFORMANCE
EQUITAS ACADEMY CHARTER SCHOOL
March 4, 2014

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

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


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

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

Note: If a charter school has not been in operation for at least four years, this section of Education Code
serves as reference. The Charter Schools Division will present findings based on its analysis of the
schools performance data to date, and of the academic, operational, and fiscal soundness of the charter
school based on Charter Schools Division oversight.
141


March 4, 2014
Equitas Academy Charter School has met the minimum statutory requirement as evidenced in the
Data Summary Report.

Student Discipline
Discipline and expulsion policies used at District schools must comply with the California Education
Code. LAUSD charter schools must comply with the provisions related to suspensions and expulsions
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Equitas
Academys grounds for student suspension and expulsion are aligned with those listed in Education
Code Section 48900 et seq. As of the date of this report, the school reports 0 suspensions and 0
expulsions for the current school year. In 2012-13, Equitas Academy had 14 suspensions and 0
expulsions. The school reported 24 suspensions and 0 expulsions for the 2011-12 school year. Aligned
with the Districts Discipline Foundation Policy, and School Climate Bill of Rights, Equitas Academy
does not suspend for defiant behavior. The schools Code of Conduct is based on preventing
misbehavior with the appropriate incentives for following the schools Code of Conduct. It is designed
to ensure students engage in positive interactions with teachers and with one another, while providing
the necessary tools to guide students decision making that lead students to success. Character education
curriculum is developed by teachers on the schools core values of curiosity, optimism, gratitude, grit,
self-control, social intelligence, and zest. Behavior support plans are developed, data is used to
collaborate with leadership and support staff to monitor misconduct, and the school works with parents
to reinforce appropriate expectations and help change inappropriate behavior. Multidisciplinary team
meetings (e.g. SST and COST) are used to evaluate and recommend solutions to behavior problems.

SUSPENSION/EXPULSION
Name of
School
Location
Code
Suspension
2013-14
As of the date
of this report
Expulsion
2013-14
As of the date
of this report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Equitas
Academy
2154 0 0 14 0 24 0

Special Education

According to the December 2012 CASEMIS report, Equitas Academy Charter School enrolled Special
Education students at a rate that is reflective of the District average. Equitas Academy had a special
education enrollment rate of 8%, which is slightly below the Resident Schools Median (10%). The
school is committed to continuing its efforts to identify and serve students with disabilities. Teachers
implement a wide range of accommodations for students with disabilities. All teachers receive ongoing
professional development on special education policies and strategies. Topics discussed during
professional development sessions include: Early identification and symptoms of learning disabilities;
Classroom accommodations for specific, observed behaviors; and what to do when a teacher or parent
suspects a child may have a specific learning disability. Low incidence is a small percentage of the
schools population and thus difficult to outreach with a lottery. In response, Equitas Academy intends
to conduct recruitment with schools that serve these students in the surrounding neighborhood. Equitas
is able to accommodate low incidence students with services by contracting with LAUSD fee for
services and/or by contracting with an outside provider.
142


March 4, 2014
OCT
2012
Enroll
#
S
p

E
d

E
n
r
o
l
l

#

S
p

E
d

E
n
r
o
l
l

%

%

H
i
g
h

I
n
c
i
d
e
n
c
e

%

L
o
w

I
n
c
i
d
e
n
c
e

#
A
U
T

#
D
B

#
D
E
A
F

#
E
D

#
E
M
D

#
H
O
H

#
M
R

#
O
H
I
*

#
O
I

#
S
L
D
*

#
S
L
I
*

#
T
B
I

#
V
I

454 38 8% 8% 0% 2 0 0 0 0 0 0 3 0 13 20 0 0

English Learners

The tables below represent the number of English Learners identified, served and reclassified by Equitas
Academy Charter School. The schools October 2012 CALPADS enrollment numbers indicate the
English learner population of 42% was slightly lower than the LAUSD Similar Schools from CDE
Median of 49%. The 2012-13 reclassification rate of 51% was signficantly higher than the LAUSD
Similar Schools from CDE Median rate of 11%. Equitas Academy incorportates two literacy blocks
each week that are specifically dedicated to English Language Development (ELD) for all English
Learners, who are grouped by proficiency levels. This directed ELD instruction for 80 minutes each
week enables targeted English Language instruction in the context of grade-level literacy development.
In addition, professional development is focused on enhancing teachers knowledge of how to teach
English Learners to read and write as well as how to address the achievement gap. Teachers receive
training and support in the effective implementation of techniques such as Specially Designed Academic
Instruction in English (SDAIE), Scaffolding structured immersion instruction, language development,
and assessment of English Learners.

ESC BD
Loc
Code
School
T
o
t
a
l

E
n
r
o
l
l

#

%

F
/
R

M
e
a
l

%

G
A
T
E

%

E
L

%

L
a
t
i
n
o

%

W
h
i
t
e

%

A
f
.

A
m
e
r
.

%

A
s
i
a
n

%

F
i
l
i
.

E 2 2154 Equitas Academy Charter School 454 95% 0% 42% 95% 0% 2% 2% 0%

RECLASSIFICATION

2012-13
2012-13
# EL
2012-13
# Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
Equitas Academy Charter School 141 72 51.1% 51.1%
LAUSD Similar Schools from CDE Median 320 33 10.9% -4.5%
Resident Schools Median 589 82 13.9% -1.9%
Comparison Schools in Charter Median 594 91 15.3% -0.5%
District 180,618 24,697 13.7% -1.7%

2011-12 2011-12 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
Equitas Academy Charter School 141 6 4.3%
LAUSD Similar Schools from CDE Median 305 48 15.4%
Resident Schools Median 639 103 15.8%
Comparison Schools in Charter Median 650 103 15.8%
District 194,904 29,956 15.4%
Note: The data for 2011-2012 is being corrected in CALPADS.

143


March 4, 2014
2010-11 2010-11 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
Equitas Academy Charter School 95 53 55.8%
District 205,312 26,080 12.7%

EVALUATION VISIT RESULTS

Following are definitions of the School Performance Evaluation ratings:

An evaluation of accomplished applies to operations characterized, overall, by strengths. There are very
few weaknesses and any that do exist do not diminish the students experience. While an evaluation of
accomplished represents a high standard of operating, it is a standard that should be achievable in all
schools. It implies that it is fully appropriate for a school to continue its operations without significant
adjustment. The school would always be expected, however, to continue to take advantage of
opportunities to improve.

An evaluation of proficient applies to operations characterized by a number of strengths. There are
weaknesses, but neither singly nor collectively do these have a significant adverse impact on the student
experience. An evaluation of proficient may be arrived at in a number of circumstances. The school
may provide a productive student experience, but it may not provide consistent challenge for students.
Typically operations will be characterized by strengths, but one or more weaknesses reduce the overall
quality of the student experience.

An evaluation of developing applies to operations characterized by weaknesses which require remedial
action by the school. Some, if not all, staff responsible for the operation evaluated as inadequate require
support from senior managers in planning and carrying out the necessary actions to effect improvement.
There may be some strengths, but these are overshadowed by the impact of the weaknesses.

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


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

Areas of particular strength include:
The School Performance Framework rating is Achieving.
144


March 4, 2014
The school has met API Growth Targets for all subgroups, including the schools Latino, English
Learner, and Socioeconomically Disadvantaged statistically significant student populations.
By achieving an API of 800 or above every year, Equitas Academy consistently met the growth
target set by the California Department of Education (CDE). The schools 2013 API of 894
demonstrates 26-point growth from the previous year.
The schools AGT in ELA is above predicted growth and significantly above the District
average.
The school reclassifies English Learners at a rate (51%) significantly higher than the District
average.

The school attributes its success to certain key foundational beliefs and practices, including the
following:
College preparatory curriculum that begins in kindergarten
Slow growth model of growing one grade level each year
Laser focus on the core content areas of literacy and mathematics
Intentional use of data to drive instructional decisions

Areas recommended for improvement include:
The schools AGT in Math is within the range of predicted growth and not significantly different
from the District average.


Charter Schools Division oversight deemed Governance and Organizational Management at

The Governing Board regularly reviews and monitors the school budget and funding to inform
and evaluate resource allocation and use consistent with the charter as evidenced from the
regular agendizing of school finance issues. The Finance Committee provides updates to the
Governing Board.
The Governing Board comprehensively evaluates leadership. The evaluation of the schools
Executive Director is based on criteria provided in the High Bar Evaluation Report. All Board
members, senior staff and self-evaluation ratings are submitted as part of this review. In addition,
the schools Director of Curriculum and Instruction is evaluated on criteria in multiple areas such
as oversight of student and staff academic and behavioral culture; staff development; data
analysis and oversight of SST and pre-referral processes; and professional responsibilities
including accurate and timely reporting and record keeping.
The Governing Board has implemented and continually monitors systems and procedures that
maintain 100% compliance with applicable law, including but not limited to clearance
requirements (DOJ and TB) and credentialing and assignment requirements.
Moving forward, Equitas Governing Board and leadership are working to carefully plan
capacity building, including adding key positions to the central office that will support all
145


March 4, 2014
schools. Two of the current seven Board members have been with Equitas Academy since prior
to opening, and the Board has expanded to include new members with varied backgrounds and
expertise in order to provide additional accountability and support.

The CSD encourages the Board to regularly review and monitor student academic achievement
as evidenced by Board agendas.
The Governing Board is encouraged to build and refine its stakeholder communication system
for gathering input, sharing information, and resolving concerns.


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

Areas of particular strength:
2012/13 Audit
Cash and cash equivalents are positive at $286,309, a continuous positive trend since 2009/10.
Cash and cash equivalents are generating a cash reserve of 7.6%, which is above the
recommended 5%.
Net assets are trending upwards for the fourth year. Net assets for 2012/13 are $1,268,014.
Net income is positive at $355,243, and continued to be positive since 2009/10.
The school is strong fiscally.

The 2012/2013 audit listed one finding.
The Charter School has performed the verification of the free and reduced lunch applications
but did not have the verification process completed by the required Federal due date of
November 15th.
There are no questioned costs associated with compliance requirement.

Additional Information:
2012/2013 Audit
The audit was issued with an unmodified opinion.


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

Equitas Academy provides an achievement-oriented learning environment beginning in
kindergarten. There is a college prep focus whereby students are immersed in literacy across
content areas and are addressed as scholars. Classroom observations revealed research driven
146


March 4, 2014
practices being utilized, the frequent use of academic discourse, a positive school climate, and
the calibration of practices across classrooms.
Teachers receive weekly feedback and coaching sessions from the Director of Curriculum and
Instruction, Dean of Students and Families, and Grade Level Lead teachers. An intensive 4-
week summer professional development series is conducted with staff in order to strategically
address the schools strengths and weaknesses before the start of a school year. Peer
observations, grade level team meetings/discussions, and grade level leads help provide feedback
to the school leader (which informs professional development) and to each other (for coaching
and support).
School leaders shared that frequent assessments are used to monitor the efficacy of the
instructional program and to inform decision making pertaining to instruction. Exit Slips are
used on a daily basis to identify students who need to be re-taught the standard. On a weekly
basis, students are assessed in ELA and Math; results are discussed at every Fridays data
meeting to continuously monitor how students are doing. The ongoing data of student
performance is tracked using KICKBOARD.
Teachers are supported with four weeks, 160 hours, of professional development in the summer.
Areas of focus include the use of data-driven instruction, teaching strategies adapted from Teach
Like A Champion, assessment, school culture, mission and vision, and building a team.
Teachers also participate in weekly PD and full day monthly PD. Before every PD, teachers
have data conversations based on weekly data. PD needs are identified through observations and
staff surveys. All coaching sessions and observations are documented for both parties to
increase clarity.
The school has established and is implementing a plan for the California Common Core State
Standards and Smarter Balanced Assessments, which addresses professional development,
classroom implementation, and /or technology readiness. NWEA achievement assessments are
given twice a year to monitor progress on national level. Students are tested every six weeks
using RAZ assessments to provide in depth analysis of reading levels. Teachers have created
scope and sequences, called FSA Maps, based on Common Core State Standards. Interim and
weekly assessments are also based on CCSS. Houghton-Mifflin spiral bound books are being
used to break down the CCSS in order to backward plan. Teachers have been provided training
and exposure to Smarter Balance Assessments and are expected to use open ended questions that
ask students to explain their thinking and prove their answers. School has four (4) laptop carts
and one (1) iPad cart to support students use of technology.

Areas noted for improvement include:
The school may benefit from including a teacher on the Modified Consent Decree team and in
meeting more frequently.
147
119982
Schoolwide Academic Performance Index
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
MeLSchoolwldeCrowLh1argeL
MeLAllSLudenLCroups1argeL
8aseAlSLaLe8ank
8aseAlSlmllarSchools8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
AfrlcanAmerlcanor8lack -- -- --
AmerlcanlndlanorAlaskanaLlve -- -- --
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno -- A -10 ?es A 30 ?es
naLlvePawallanoraclflclslander -- -- --
WhlLe -- -- --
1woorMore8aces -- -- --
LngllshLearners -- -- A 27 ?es
SocloeconomlcallyulsadvanLaged -- A -14 ?es A 27 ?es
SLudenLswlLhulsablllLles -- -- --
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
LqulLasAcademyCharLer 882 868 -14 868 894 26
CuLSlmllarSchoolsMedlan 740 733 -7 733 736 3
8esldenLSchoolsMedlan 764 786 22 773 79S 23
ComparlsonSchoolsMedlan 740 7S8 18 7S8 79S 37
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
LqulLasAcademyCharLer 28 73 21 80
CuLSlmllarSchoolsMedlan 61 39 S2 48
8esldenLSchoolsMedlan S6 44 29 70
ComparlsonSchoolsMedlan S6 44 26 74
#CrlLerla #MeL MeL #CrlLerla #MeL MeL
LqulLasAcademyCharLer 17 14 82 17 17 100
CuLSlmllarSchoolsMedlan 17 9 S3 17 11 6S
8esldenLSchoolsMedlan 17 9 S3 17 13 76
ComparlsonSchoolsMedlan 17 9 S3 17 13 76
Loc.Code: 21S4
CuSCode:
CRITERIA SUMMARY
AcharLerschoolLhaLhasoperaLedforaLleasLfouryearslsellglbleforrenewalonlylfLheschoolhassaLlsfledaLleasLoneofLhefollowlngcrlLerlaprlorLo
recelvlngacharLerrenewal:ALLalnedlLsAcademlcerformancelndex(Al)growLhLargeLlnLheprloryearorlnLwoofLhelasLLhreeyears,boLhschoolwldeand
forallgroupsofpupllsservedbyLhecharLerschool,ranked4Lo10onLheAlsLaLewldeorslmllarschoolsranklnLheprloryearorlnLwoofLhelasLLhreeyears
boLhschoolwldeandforallgroupsofpupllsservedbyLhecharLerschool(S81290).1heacademlcperformanceofLhecharLerschoolmusLbeaLleasLequalLoLhe
academlcperformanceofLhepubllcschoolsLhaLLhecharLerschoolpupllswouldoLherwlsehavebeenrequlredLoaLLend,aswellasLheacademlcperformance
ofLheschoolslnLheschooldlsLrlcLlnwhlchLhecharLerschoollslocaLed,LaklnglnLoaccounLLhecomposlLlonofpupllpopulaLlonservedaLLhecharLerschool
(Ld.Code47607).
2010-11 2011-12 2012-13
882 868
870 868 894
8 A A
-14 26
?es ?es
2012-13 CST Comparison
?es ?es
9 8
10
8lankslndlcaLesLhaLLhesubgrouplsnoLnumerlcallyslgnlflcanL,LhereforewlllhavenoLAlscoreorLargeLlnformaLlon.
API Comparison
LngllshLanguageArLs MaLhemaLlcs
AYP Comparison
2012 AYP 2013 AYP
Office of Data and Accountability 2/11/2014
148
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
2
0
1
3
L
n
r
o
l
l
o
n
1
s
L
u
a
y
o
f
1
e
s
L
l
n
g
C
o
n
f
2
0
1
2
8
a
s
e
2
0
1
3
C
r
o
w
L
h
2
0
1
2
S
L
a
L
e
8
a
n
k
2
0
1
2
S
l
m
l
l
a
r
S
c
h
o
o
l
s
8
a
n
k
M
e
L
2
0
1
3
S
c
h
-
w
l
d
e
1
a
r
g
e
L
M
e
L
2
0
1
3
S
u
b
g
r
o
u
p
1
a
r
g
e
L
s
l
r
e
e
/
8
e
d
u
c
e
d
L
u
n
c
h
S
p
L
d
C
A
1
L
L
L
8
l
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
A
s
l
a
n
l
l
l
l
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
2
2
1
5
4
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
1
9
8
K
-

3
8
6
8
8
9
4
8
1
0
Y
e
s
Y
e
s
9
7
1
1
0
2
7
5
2
9
4
0
3
3
0
1
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
6
7
4
0
1
A
n
d
r
e
s
a
n
d
M
a
r
l
a
C
a
r
d
e
n
a
s
L
l
e
m
e
n
L
a
r
3
6
3
k
-
S
7
0
3
6
7
S
1
1
n
o
n
o
S
4
1
2
4
S
S
1
6
9
0
4
4
1
0
0
0
1
L
2
2
1
3
7
A
n
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
8
k
-
6
7
8
0
8
1
4
4
8
?
e
s
?
e
s
7
7
1
8
1
6
3
3
3
2
9
S
0
0
2
0
0
2
0
n
6
7
4
0
4
C
a
r
l
o
s
S
a
n
L
a
n
a
A
r
L
s
A
c
a
d
e
m
y
3
8
1
k
-
S
6
S
7
6
6
7
1
1
?
e
s
n
o
S
9
1
3
4
S
S
2
6
8
8
2
6
3
1
1
1
0
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
4
9
0
k
-
S
6
9
9
6
7
4
1
2
n
o
n
o
7
9
1
3
7
6
9
1
9
9
6
0
3
0
0
0
0
0
L
7
2
9
4
2
L
s
L
r
e
l
l
a
L
l
e
m
e
n
L
a
r
y
3
3
6
k
-
S
7
2
S
7
3
3
1
3
?
e
s
n
o
6
1
9
6
4
4
3
3
9
3
0
7
0
0
0
0
0
L
7
3
9
3
2
l
o
r
L
y
-
n
l
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
6
6
k
-
S
7
0
9
6
7
6
1
2
n
o
n
o
7
6
8
7
4
2
3
S
9
2
0
8
0
0
0
0
0
x
8
1
4
0
6
9
C
a
r
r
A
c
a
d
e
m
y
o
f
M
a
L
h
a
n
d
L
n
L
r
e
p
r
e
n
e
2
2
1
k
-
S
7
7
9
8
0
3
4
8
?
e
s
?
e
s
7
0
1
0
7
1
2
2
9
0
8
7
0
0
0
1
3
S
7
4
4
2
S
P
a
r
b
o
r
C
l
L
y
L
l
e
m
e
n
L
a
r
y
3
6
9
k
-
S
8
1
7
8
1
7
6
1
0
?
e
s
n
o
S
1
1
1
9
3
1
3
2
8
1
3
9
4
1
0
2
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
7
S
k
-
6
7
0
4
7
7
0
1
2
?
e
s
?
e
s
6
2
1
3
1
1
S
3
2
8
9
9
0
1
0
0
0
0
0
S
S
S
3
0
1
M
l
d
d
l
e
L
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
0
0
3
1
-
6
7
6
3
7
9
2
3
6
?
e
s
?
e
s
8
1
1
4
1
1
3
2
4
8
9
9
0
0
0
0
0
0
0
L
2
S
4
3
8
M
u
r
c
h
l
s
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
7
0
k
-
6
7
3
2
7
2
8
2
4
n
o
n
o
6
3
1
6
1
1
2
S
2
9
9
8
0
1
0
0
0
0
1
W
1
6
6
4
4
S
e
v
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
4
3
k
-
S
8
4
9
8
4
7
7
1
0
?
e
s
?
e
s
7
9
1
0
1
8
8
6
2
9
0
7
0
0
0
0
0
0
S
7
6
7
9
S
S
l
x
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
6
6
k
-
6
7
3
3
7
2
2
2
4
n
o
n
o
7
4
1
3
1
1
3
S
2
S
8
2
0
1
7
0
0
0
0
0
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
2
0
1
-
S
7
S
8
7
9
S
3
6
?
e
s
?
e
s
8
4
1
3
1
1
S
S
3
3
9
8
0
1
0
0
0
0
0
W
4
7
S
3
4
v
l
n
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
9
4
k
-
6
7
S
8
7
3
6
3
S
n
o
n
o
S
6
1
6
8
3
8
3
S
9
S
1
1
1
1
1
0
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
8
1
-
7
3
3
7
3
6
2
4
-
-
7
0
1
3
9
3
8
2
9
9
3
0
4
0
0
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
2
0
1
-
S
7
S
8
7
9
S
3
6
?
e
s
?
e
s
8
4
1
3
1
1
S
S
3
3
9
8
0
1
0
0
0
0
0
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
S
S
0
k
-
S
8
4
8
8
S
7
7
1
0
?
e
s
?
e
s
8
1
1
1
1
8
3
3
3
6
7
0
1
6
9
1
3
0
0
0
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
9
7
k
-
S
7
8
7
8
1
2
4
8
?
e
s
?
e
s
8
6
1
8
8
6
2
2
9
9
7
0
1
2
1
0
0
0
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
2
4
6
k
-
S
8
7
2
S
8
1
4
9
S
3
3
3
9
S
0
2
1
0
0
0
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
7
S
k
-
6
7
0
4
7
7
0
1
2
?
e
s
?
e
s
6
2
1
3
1
1
S
3
2
8
9
9
0
1
0
0
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
5
5
0
-
7
7
3
7
9
5
4
7
-
-
8
1
1
3
1
1
5
3
3
3
9
7
0
1
1
0
0
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
2
0
1
-
S
7
S
8
7
9
S
3
6
?
e
s
?
e
s
8
4
1
3
1
1
S
S
3
3
9
8
0
1
0
0
0
0
0
P
e
t
i
t
i
o
n

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
6
2
0
-
7
5
8
7
9
5
3
6
-
-
8
4
1
3
1
1
5
5
3
3
9
8
0
1
0
0
0
0
0
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
2
0
1
2
8
a
s
e
l
,
s
c
h
o
o
l
r
a
n
k
s
,
2
0
1
3
C
r
o
w
L
h
l
,
a
n
d
L
h
e
d
e
m
o
g
r
a
p
h
l
c
l
n
f
o
r
m
a
L
l
o
n
f
r
o
m
L
h
e
2
0
1
3
C
r
o
w
L
h
r
e
p
r
L
.
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
A
n
a
s
L
e
r
l
s
k
(
*
)
l
n
d
l
c
a
L
e
s
L
h
a
L
L
h
e
s
c
h
o
o
l
d
o
e
s
n
o
L
h
a
v
e
v
a
l
l
d
2
0
1
2
8
a
s
e
o
r
2
0
1
3
C
r
o
w
L
h
l
.
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
149
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
1
o
L
a
l
L
n
r
o
l
l
l
/
8
M
e
a
l
C
A
1
L
L
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
.
A
s
l
a
n
l
l
l
l
.
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
2
2
1
5
4
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
4
5
4
9
5
%
0
%
4
2
%
9
5
%
0
%
2
%
2
%
0
%
0
%
0
%
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
6
7
4
0
1
A
n
d
r
e
s
a
n
d
M
a
r
l
a
C
a
r
d
e
n
a
s
L
l
e
m
e
n
L
a
r
y
6
2
0
8
8
S
8
9
1
L
2
2
1
3
7
A
n
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
3
S
9
7
4
9
9
0
n
6
7
4
0
4
C
a
r
l
o
s
S
a
n
L
a
n
a
A
r
L
s
A
c
a
d
e
m
y
S
9
9
8
7
6
1
8
7
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
7
7
4
8
1
7
S
9
S
L
7
2
9
4
2
L
s
L
r
e
l
l
a
L
l
e
m
e
n
L
a
r
y
S
2
7
9
2
S
4
9
3
L
7
3
9
3
2
l
o
r
L
y
-
n
l
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
6
0
7
S
S
0
9
2
x
8
1
4
0
6
9
C
a
r
r
A
c
a
d
e
m
y
o
f
M
a
L
h
a
n
d
L
n
L
r
e
p
r
e
n
e
u
r
l
a
3
4
1
1
4
1
S
8
4
S
7
4
4
2
S
P
a
r
b
o
r
C
l
L
y
L
l
e
m
e
n
L
a
r
y
S
8
8
9
S
4
6
8
3
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
0
9
4
8
9
6
2
9
9
S
S
S
3
0
1
M
l
d
d
l
e
L
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
1
8
4
8
4
4
1
9
9
L
2
S
4
3
8
M
u
r
c
h
l
s
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
S
9
9
4
3
6
9
8
W
1
6
6
4
4
S
e
v
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
3
3
8
1
1
0
2
9
7
0
S
7
6
7
9
S
S
l
x
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
0
8
7
6
4
6
8
1
1
9
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
6
8
7
6
4
9
7
W
4
7
S
3
4
v
l
n
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
7
S
9
S
4
8
9
S
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
5
9
9
8
7
%
4
%
4
9
%
9
2
%
0
%
5
%
0
%
0
%
0
%
0
%
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
6
8
7
6
4
9
7
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
7
0
8
3
4
7
7
2
1
2
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
0
7
9
0
7
1
9
7
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
L
h
e
4
7
7
8
3
7
4
9
4
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
0
9
4
8
9
6
2
9
9
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
7
9
6
8
7
%
5
%
6
4
%
9
7
%
0
%
2
%
1
%
0
%
0
%
0
%
0
%
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
6
8
7
6
4
9
7
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
7
9
6
8
7
%
5
%
6
4
%
9
7
%
0
%
2
%
0
%
0
%
0
%
0
%
0
%
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
k
-
1
2
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
a
n
d
p
e
r
c
e
n
L
a
g
e
s
o
f
s
e
l
e
c
L
s
u
b
g
r
o
u
p
s
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
u
a
y
.
o
f
L
n
g
l
l
s
h
L
e
a
r
n
e
r
s
(
L
L
s
)
l
s
c
a
l
c
u
l
a
L
e
d
b
y
d
l
v
l
d
l
n
g
L
h
e
L
o
L
a
l
n
u
m
b
e
r
o
f
L
L
s
r
e
p
o
r
L
e
d
o
n
L
h
e
M
a
r
c
h
2
0
1
3
L
a
n
g
u
a
g
e
C
e
n
s
u
s
b
y
L
h
e
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
.
O
C
T
O
B
E
R

2
0
1
2

C
A
L
P
A
D
S

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
150
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 2 2154 Equitas Academy Charter 95 53 56% 86 0 0% 141 72 51%
LAUSD Similar Schools from CDE
n 6 7401 AndresandMarlaCardenasLleme -- 4 -- 27S 39 14 320 33 10
L 2 2137 AnnSLreeLLlemenLary 74 7 9 71 14 20 62 3 S
n 6 7404 CarlosSanLanaArLsAcademy -- 9 -- 389 48 12 371 S9 16
L 2 2383 LsperanzaLlemenLary 642 82 13 S97 67 11 S91 33 6
L 7 2942 LsLrellaLlemenLary -- 19 -- 30S 4S 1S 282 19 7
L 7 3932 lorLy-nlnLhSLreeLLlemenLary 64S 86 13 S99 106 18 S31 76 14
x8 1 4069 CarrAcademyofMaLhandLnLrep 24 3 13 26 0 0 27 0 0
S 7 442S ParborClLyLlemenLary 273 36 13 268 49 18 2S4 S0 20
L 2 S0SS MagnollaAvenueLlemenLary 914 98 11 811 108 13 743 103 14
S S S301 MlddleLonSLreeLLlemenLary S43 170 31 S01 102 20 S28 133 2S
L 2 S438 MurchlsonSLreeLLlemenLary 231 S3 23 203 33 16 196 21 11
W 1 6644 SevenLy-lourLhSLreeLLlemenLary 38 7 18 S2 8 1S 46 S 11
S 7 679S SlxLy-LlghLhSLreeLLlemenLary 4S8 S8 13 478 79 17 4S0 20 4
L 2 7082 1enLhSLreeLLlemenLary 678 3S S 6S0 103 16 S94 91 1S
W 4 7S34 vlneSLreeLLlemenLary 31S 79 2S 280 40 14 287 3S 12
LAUSD Similar Schools from CDE Median 387 36 13% 305 48 15% 320 33 11%
Resident Schools
L 2 3192 CommonwealLhAvenueLlemenLa 420 S7 14 464 9S 20 4S2 76 17
L 2 4S89 PooverSLreeLLlemenLary 690 92 13 639 10S 16 S89 82 14
L 2 2S44 MacArLhurarkLlemenLarySchoo 1S6 0 0 144 4 3 1S2 11 7
L 2 S0SS MagnollaAvenueLlemenLary 914 98 11 811 108 13 743 103 14
Resident Schools Median 678 57 11% 639 103 16% 589 82 14%
Charter Comparison Schools
Charter Comparison Schools Median 678 35 5% 650 103 16% 594 91 15%
RECLASSIFICATION RATES WITH COMPARISON SCHOOLS
a
1hlspagedlsplaysLhenumberofLngllshlearners(LLs),LhenumberofsLudenLsreclasslfledslnceLheprlorCensusuay,and
LhereclasslflcaLlonraLeforeachspeclfledyear.1henumbersusedarefromLheLanguageCensuscollecLedbyLhesLaLeeach
March.1hereclasslflcaLlonraLelscalculaLedbydlvldlngLhenumberreclasslfledbyLhenumberofprloryearLLs.
151
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
LqulLasAcademyCharLer 141 72 S1.1 S1.1
LAuSuSlmllarSchoolsfromCuLMedlan 320 33 10.9 -4.S
8esldenLSchoolsMedlan S89 82 13.9 -1.9
ComparlsonSchoolslnCharLerMedlan S94 91 1S.3 -0.S
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
LqulLasAcademyCharLer 86 0 0.0
LAuSuSlmllarSchoolsfromCuLMedlan 30S 48 1S.4
8esldenLSchoolsMedlan 639 103 1S.8
ComparlsonSchoolslnCharLerMedlan 6S0 103 1S.8
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
LqulLasAcademyCharLer 9S S3 SS.8
LAuSuSlmllarSchoolsfromCuLMedlan 387 36 13.0
8esldenLSchoolsMedlan 678 S7 10.7
ComparlsonSchoolslnCharLerMedlan 678 3S S.2
ulsLrlcL 20S,312 26,080 12.7
RECLASSIFICATION OF ENGLISH LEARNERS WITH COMPARISON SCHOOLS' MEDIANS
1hlspagedlsplaysLhenumberofLngllshlearners(LLs),LhenumberofsLudenLsreclasslfledslnceLheprlor
CensusuayandLhereclasslflcaLlonraLeforeachspeclfledyear.1henumbersusedarefromLheLanguage
CensuscollecLedbyLhesLaLeeachMarch.1hereclasslflcaLlonraLelscalculaLedbydlvldlngLhenumber
reclasslfledbyLhenumberofprloryearLLs.
152
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
C
C
1
2
0
1
2
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
P
l
g
h
l
n
c
l
d
e
n
c
L
o
w
l
n
c
l
d
e
n
c
#
A
u
1
#
u
8
u
L
A
l
#
L
u
#
L
M
u
#
P
C
P
M
8
C
P
l
*
#
C
l
#
S
L
u
*
S
L
l
*
#
1
8
l
#
v
l
X
R
2
2
1
5
4
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
4
5
4
3
8
8
%
8
%
0
%
2
0
0
0
0
0
0
3
0
1
3
2
0
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
6
7
4
0
1
A
n
d
r
e
s
a
n
d
M
a
r
l
a
C
a
r
d
e
n
a
s
L
l
e
m
e
n
L
a
r
y
6
2
0
8
S
1
4
1
0
1
1
0
1
0
0
1
S
1
0
2
2
2
3
3
0
0
L
2
2
1
3
7
A
n
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
3
S
1
7
1
3
1
0
3
0
0
0
0
0
0
1
0
6
7
0
0
n
6
7
4
0
4
C
a
r
l
o
s
S
a
n
L
a
n
a
A
r
L
s
A
c
a
d
e
m
y
S
9
9
S
3
9
3
0
0
0
0
0
0
1
1
0
2
7
1
2
0
0
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
7
7
4
1
0
6
1
4
1
0
1
9
0
0
0
0
1
S
4
4
2
S
4
8
0
0
L
7
2
9
4
2
L
s
L
r
e
l
l
a
L
l
e
m
e
n
L
a
r
y
S
2
7
4
7
9
4
0
0
0
0
0
3
S
0
2
3
1
2
0
0
L
7
3
9
3
2
l
o
r
L
y
-
n
l
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
6
0
7
2
8
7
0
0
0
0
0
2
S
1
2
6
3
1
0
0
x
8
1
4
0
6
9
C
a
r
r
A
c
a
d
e
m
y
o
f
M
a
L
h
a
n
d
L
n
L
r
e
p
r
e
n
e
u
r
l
a
l
3
4
1
3
3
1
0
2
0
0
0
0
0
0
2
0
2
0
9
0
0
S
7
4
4
2
S
P
a
r
b
o
r
C
l
L
y
L
l
e
m
e
n
L
a
r
y
S
8
8
6
0
1
0
1
6
0
0
0
0
0
1
2
7
2
S
8
1
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
0
9
4
1
2
0
1
1
1
0
1
3
0
0
0
0
2
0
1
7
0
6
6
2
2
0
0
S
S
S
3
0
1
M
l
d
d
l
e
L
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
1
8
4
1
2
7
1
1
8
0
0
9
0
0
1
0
7
3
7
8
1
2
0
0
L
2
S
4
3
8
M
u
r
c
h
l
s
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
S
9
7
0
1
3
1
0
1
0
0
0
0
0
2
0
4
0
3
S
1
9
0
0
W
1
6
6
4
4
S
e
v
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
3
3
4
4
8
2
0
0
0
0
0
0
1
0
1
1
8
1
3
0
0
S
7
6
7
9
S
S
l
x
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
0
8
8
S
1
1
1
0
0
0
0
0
0
1
7
9
0
3
S
1
3
1
0
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
6
8
1
1
0
1
S
0
0
0
0
2
1
1
4
3
2
8
1
8
0
0
W
4
7
S
3
4
v
l
n
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
7
S
8
7
1
S
1
2
1
6
0
0
0
0
2
0
S
0
3
9
2
S
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
5
9
9
7
2
1
1
%
8
%
2
%
1
0
0
0
0
0
0
1
5
0
2
6
1
3
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
6
8
1
1
0
1
S
0
0
0
0
2
1
1
4
3
2
8
1
8
0
0
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
7
0
7
6
1
0
1
8
0
1
0
0
1
0
7
0
3
0
1
8
1
0
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
0
7
1
2
1
1
S
1
1
2
8
0
0
0
0
1
0
1
S
1
4
0
3
S
0
1
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
L
h
e
4
7
7
2
9
6
1
0
0
0
0
0
0
1
0
S
2
2
0
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
0
9
4
1
2
0
1
1
1
0
1
3
0
0
0
0
2
0
1
7
0
6
6
2
2
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
7
9
6
8
1
1
0
%
7
%
3
%
1
5
0
0
0
0
1
0
7
0
3
0
2
2
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
6
8
1
1
0
1
S
0
0
0
0
2
1
1
4
3
2
8
1
8
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
7
9
6
8
1
1
0
%
6
%
4
%
1
5
0
0
0
0
2
1
1
4
3
2
8
1
8
0
0
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
k
-
1
2
e
n
r
o
l
l
m
e
n
L
L
o
L
a
l
(
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
)
a
n
d
L
h
e
n
u
m
b
e
r
o
f
k
-
1
2
s
p
e
c
l
a
l
e
d
u
c
a
L
l
o
n
s
L
u
d
e
n
L
s
l
n
L
o
L
a
l
,
b
y
l
n
c
l
d
e
n
c
e
c
a
L
e
g
o
r
y
,
a
n
d
b
y
e
l
l
g
l
b
l
l
l
L
y
a
s
r
e
p
o
r
L
e
d
o
n
L
h
e
u
e
c
e
m
b
e
r
2
0
1
2
C
a
l
l
f
o
r
n
l
a
S
p
e
c
l
a
l
L
d
u
c
a
L
l
o
n
M
a
n
a
g
e
m
e
n
L
l
n
f
o
r
m
a
L
l
o
n
S
y
s
L
e
m
(
C
A
S
L
M
l
S
)
8
e
p
o
r
L
.
P
l
g
h
l
n
c
l
d
e
n
c
e
e
l
l
g
l
b
l
l
l
L
l
e
s
a
r
e
l
n
d
l
c
a
L
e
d
b
y
a
n
a
s
L
e
r
l
s
k
(
*
)
.
K
-
1
2

S
P
E
C
I
A
L

E
D
U
C
A
T
I
O
N

S
T
U
D
E
N
T
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S

(
D
E
C
E
M
B
E
R

2
0
1
2

C
A
S
E
M
I
S

R
E
P
O
R
T
)
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
153
A
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
2
2
1
5
4
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
1
9
8
2
%
5
%
2
1
%
3
5
%
3
8
%
2
8
%
7
3
%
1
9
8
2
%
3
%
1
6
%
2
2
%
5
8
%
2
1
%
8
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
6
7
4
0
1
A
n
d
r
e
s
a
n
d
M
a
r
l
a
C
a
r
d
e
n
a
s
L
l
e
m
e
n
L
a
r
y
3
4
7
1
S
2
2
3
6
1
9
7
3
2
7
3
4
8
1
3
2
S
3
0
1
9
1
3
6
8
3
2
L
2
2
1
3
7
A
n
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
7
9
4
1
0
4
3
2
9
1
4
S
7
4
3
8
4
1
1
S
2
6
3
3
2
4
4
2
S
7
n
6
7
4
0
4
C
a
r
l
o
s
S
a
n
L
a
n
a
A
r
L
s
A
c
a
d
e
m
y
3
S
0
1
9
2
1
3
1
2
0
7
1
2
8
3
4
8
9
2
1
2
8
2
S
1
7
S
8
4
2
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
4
6
9
1
9
2
2
3
4
1
9
7
S
2
6
4
7
0
9
2
4
2
0
2
1
2
6
S
3
4
7
L
7
2
9
4
2
L
s
L
r
e
l
l
a
L
l
e
m
e
n
L
a
r
y
3
1
0
1
1
1
8
3
2
2
4
1
S
6
1
3
9
3
1
1
6
2
0
2
6
2
3
2
4
S
2
4
7
L
7
3
9
3
2
l
o
r
L
y
-
n
l
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
4
0
1
6
2
4
3
7
1
7
7
7
2
3
S
4
4
9
2
7
2
2
2
S
1
7
S
8
4
2
x
8
1
4
0
6
9
C
a
r
r
A
c
a
d
e
m
y
o
f
M
a
L
h
a
n
d
L
n
L
r
e
p
r
e
n
e
u
r
l
a
l
2
0
S
4
1
1
4
0
2
8
1
7
S
S
4
S
2
0
9
1
1
2
2
0
3
3
3
4
3
3
6
7
S
7
4
4
2
S
P
a
r
b
o
r
C
l
L
y
L
l
e
m
e
n
L
a
r
y
3
3
9
4
1
2
3
2
3
2
2
0
4
8
S
2
3
4
3
2
1
6
3
8
3
6
2
S
7
4
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
0
6
8
1
6
3
7
2
9
1
0
6
1
3
9
7
1
0
3
1
2
1
9
3
6
3
1
3
4
6
7
S
S
S
3
0
1
M
l
d
d
l
e
L
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
9
0
1
4
1
4
3
4
3
0
1
7
S
2
4
7
9
2
0
2
1
2
2
4
3
1
3
2
3
8
6
3
L
2
S
4
3
8
M
u
r
c
h
l
s
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
3
3
1
1
1
6
3
7
2
3
1
4
6
4
3
7
3
3
9
7
1
8
2
8
2
9
1
8
S
3
4
7
W
1
6
6
4
4
S
e
v
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
2
8
3
2
2
3
2
3
3
3
4
6
S
3
2
9
1
1
0
1
8
3
1
3
9
2
9
7
0
S
7
6
7
9
S
S
l
x
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
2
0
1
1
1
9
3
2
2
S
1
3
6
2
3
8
S
2
0
9
2
0
2
3
1
9
2
9
S
2
4
8
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
6
2
6
1
2
3
8
2
7
1
7
S
6
4
4
S
7
2
2
1
S
3
6
3
8
2
6
7
4
W
4
7
S
3
4
v
l
n
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
6
3
9
1
1
3
6
2
6
1
7
S
6
4
3
3
6
6
6
2
4
2
8
2
S
1
7
S
8
4
2
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
5
0
9
%
1
6
%
3
6
%
2
6
%
1
4
%
6
1
%
3
9
%
3
4
8
6
%
1
8
%
2
3
%
2
9
%
2
6
%
5
2
%
4
8
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
6
2
6
1
2
3
8
2
7
1
7
S
6
4
4
S
7
2
2
1
S
3
6
3
8
2
6
7
4
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
S
1
1
3
2
3
3
0
3
4
3
S
6
4
S
1
S
1
1
8
2
8
4
S
2
7
7
3
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
S
0
6
3
0
3
2
2
3
4
S
S
S
4
S
3
4
1
6
3
0
4
0
2
9
7
0
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
L
h
e
2
3
7
1
3
2
S
3
2
2
4
7
0
3
0
2
3
8
4
2
1
1
8
3
3
2
4
4
3
S
7
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
0
6
8
1
6
3
7
2
9
1
0
6
1
3
9
7
1
0
3
1
2
1
9
3
6
3
1
3
4
6
7
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
5
1
1
6
%
1
2
%
3
2
%
2
9
%
1
7
%
5
6
%
4
4
%
5
1
5
3
%
9
%
1
8
%
3
3
%
3
8
%
2
9
%
7
0
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
6
2
6
1
2
3
8
2
7
1
7
S
6
4
4
S
7
2
2
1
S
3
6
3
8
2
6
7
4
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
5
6
2
6
%
1
2
%
3
8
%
2
7
%
1
7
%
5
6
%
4
4
%
5
7
2
2
%
9
%
1
5
%
3
6
%
3
8
%
2
6
%
7
4
%
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
2
0
1
2
-
1
3

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

A
2
0
1
3
C
S
1
L
L
A
2
0
1
3
C
S
1
M
A
1
P
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
154
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
2
2
1
5
4
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
1
3
7
4
%
1
0
%
1
8
%
3
2
%
3
5
%
3
2
%
6
7
%
1
3
7
1
%
9
%
1
5
%
3
4
%
4
1
%
2
5
%
7
5
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
6
7
4
0
1
A
n
d
r
e
s
a
n
d
M
a
r
l
a
C
a
r
d
e
n
a
s
L
l
e
m
e
n
L
a
r
y
3
1
9
1
4
2
1
3
0
2
6
6
S
3
4
3
1
9
9
2
6
2
7
2
S
1
3
6
2
3
8
L
2
2
1
3
7
A
n
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
0
1
1
1
8
3
8
3
2
1
2
S
7
4
4
1
0
3
1
2
1
2
7
3
4
1
7
4
9
S
1
n
6
7
4
0
4
C
a
r
l
o
s
S
a
n
L
a
n
a
A
r
L
s
A
c
a
d
e
m
y
3
2
4
2
0
1
S
3
8
2
1
7
3
2
6
3
2
7
1
3
2
6
2
4
2
3
1
4
6
3
3
7
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
S
2
7
1
6
2
0
3
3
2
2
6
9
3
0
S
2
7
8
2
0
2
1
2
S
2
7
4
9
S
2
L
7
2
9
4
2
L
s
L
r
e
l
l
a
L
l
e
m
e
n
L
a
r
y
2
9
9
1
1
1
8
3
0
2
7
1
3
S
9
4
0
2
9
9
6
2
2
2
2
2
6
2
4
S
0
S
0
L
7
3
9
3
2
l
o
r
L
y
-
n
l
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
9
9
1
6
1
9
3
2
2
S
6
7
3
3
6
0
4
8
2
3
1
9
2
8
2
2
S
0
S
0
x
8
1
4
0
6
9
C
a
r
r
A
c
a
d
e
m
y
o
f
M
a
L
h
a
n
d
L
n
L
r
e
p
r
e
n
e
u
r
l
a
l
2
2
S
1
2
1
1
3
0
2
9
1
9
S
3
4
8
2
2
S
3
1
6
2
0
3
2
3
0
3
9
6
2
S
7
4
4
2
S
P
a
r
b
o
r
C
l
L
y
L
l
e
m
e
n
L
a
r
y
2
9
2
6
1
3
3
2
3
1
1
8
S
1
4
9
2
9
6
3
2
1
3
7
3
1
3
2
6
8
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
7
9
1
4
2
1
3
2
2
S
6
7
3
4
7
7
9
8
2
1
2
4
2
6
2
1
S
3
4
7
S
S
S
3
0
1
M
l
d
d
l
e
L
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
9
9
2
7
1
7
3
4
2
8
1
4
S
8
4
2
1
0
1
3
3
1
4
2
4
3
1
2
7
4
1
S
8
L
2
S
4
3
8
M
u
r
c
h
l
s
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
6
9
1
0
1
7
3
3
2
7
1
3
6
0
4
0
3
7
1
6
2
2
2
6
2
6
2
0
S
4
4
6
W
1
6
6
4
4
S
e
v
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
S
1
3
2
1
3
7
3
2
3
2
6
9
3
S
0
2
1
1
1
3
3
1
4
3
2
6
7
4
S
7
6
7
9
S
S
l
x
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
8
3
1
0
1
9
3
2
2
4
1
S
6
1
3
9
6
8
1
9
2
2
2
1
2
3
2
S
S
2
4
8
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
3
9
1
2
1
S
3
2
2
6
1
S
S
9
4
1
6
4
2
6
1
4
2
0
2
6
3
S
4
0
6
1
W
4
7
S
3
4
v
l
n
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
8
8
8
1
3
3
2
3
0
1
7
S
3
4
7
3
9
3
6
1
8
2
6
2
8
2
2
S
0
S
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
6
9
1
1
%
1
7
%
3
2
%
2
7
%
1
3
%
5
9
%
4
0
%
3
7
1
6
%
2
1
%
2
2
%
2
6
%
2
4
%
5
0
%
5
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
3
9
1
2
1
S
3
2
2
6
1
S
S
9
4
1
6
4
2
6
1
4
2
0
2
6
3
S
4
0
6
1
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
6
1
9
S
2
S
3
0
3
3
3
8
6
3
6
2
2
3
1
6
2
3
S
0
2
7
7
3
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
6
6
S
1
1
3
6
3
2
1
S
S
2
4
7
4
6
9
3
1
6
2
0
3
1
3
0
3
9
6
1
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
L
h
e
0
0
0
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
7
9
1
4
2
1
3
2
2
S
6
7
3
4
7
7
9
8
2
1
2
4
2
6
2
1
S
3
4
7
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
6
1
9
5
%
1
1
%
3
2
%
2
6
%
1
5
%
5
2
%
4
1
%
6
2
2
3
%
1
4
%
2
0
%
2
6
%
3
0
%
3
9
%
6
1
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
3
9
1
2
1
S
3
2
2
6
1
S
S
9
4
1
6
4
2
6
1
4
2
0
2
6
3
S
4
0
6
1
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
6
3
9
1
2
%
1
5
%
3
2
%
2
6
%
1
5
%
5
9
%
4
1
%
6
4
2
6
%
1
4
%
2
0
%
2
6
%
3
5
%
4
0
%
6
1
%
2
0
1
2
C
S
1
M
A
1
P
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
2
0
1
1
-
1
2

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

2
0
1
2
C
S
1
L
L
A
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
155
a
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
S
u
s
p
.
8
a
L
e
2
0
1
1
-
1
2
S
u
s
p
.
8
a
L
e
2
0
1
2
-
1
3
S
l
n
g
l
e
S
L
d
.
2
0
1
1
-
1
2
2
0
1
2
-
1
3
2
0
1
1
-
1
2
2
0
1
2
-
1
3
A
f
r
.
A
m
e
r
.
#
A
f
r
.
A
m
e
r
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
S
L
u
d
.
u
l
s
.
#
S
L
u
d
.
u
l
s
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
X
R
2
2
1
5
4
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
1
0
%
3
%
2
%
2
4
1
4
5
7
2
7
2
%
1
1
0
%
0
%
9
%
3
9
1
8
%
5
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
6
7
4
0
1
A
n
d
r
e
s
a
n
d
M
a
r
l
a
C
a
r
d
e
n
a
s
L
l
e
m
e
n
L
a
r
y
1
4
4
6
6
4
2
6
0
1
2
7
4
3
L
2
2
1
3
7
A
n
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
2
2
3
S
4
6
0
1
1
1
S
7
n
6
7
4
0
4
C
a
r
l
o
s
S
a
n
L
a
n
a
A
r
L
s
A
c
a
d
e
m
y
1
7
3
1
0
4
S
3
0
3
4
9
0
L
2
2
3
8
3
L
s
p
e
r
a
n
z
a
L
l
e
m
e
n
L
a
r
y
1
6
0
1
1
0
3
2
7
0
1
2
9
7
0
L
7
2
9
4
2
L
s
L
r
e
l
l
a
L
l
e
m
e
n
L
a
r
y
1
3
7
7
1
3
6
2
9
1
4
1
4
4
8
2
L
7
3
9
3
2
l
o
r
L
y
-
n
l
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
9
4
1
7
S
8
7
1
1
6
4
0
x
8
1
4
0
6
9
C
a
r
r
A
c
a
d
e
m
y
o
f
M
a
L
h
a
n
d
L
n
L
r
e
p
r
e
n
e
u
r
l
a
l
0
0
0
0
0
8
4
2
8
7
0
3
2
0
S
7
4
4
2
S
P
a
r
b
o
r
C
l
L
y
L
l
e
m
e
n
L
a
r
y
0
0
0
0
0
8
S
2
0
S
2
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
1
2
6
1
6
8
1
8
0
1
0
1
1
0
0
S
S
S
3
0
1
M
l
d
d
l
e
L
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
0
1
2
3
7
0
2
0
1
0
1
1
8
0
L
2
S
4
3
8
M
u
r
c
h
l
s
o
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
7
2
1
1
2
2
1
2
0
1
2
7
0
3
W
1
6
6
4
4
S
e
v
e
n
L
y
-
l
o
u
r
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
3
1
1
S
2
7
1
3
9
7
0
4
4
0
S
7
6
7
9
S
S
l
x
L
y
-
L
l
g
h
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
3
8
1
1
7
2
1
8
1
8
1
6
2
6
6
9
4
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
0
2
0
3
0
2
1
4
0
1
0
7
7
0
W
4
7
S
3
4
v
l
n
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
4
0
1
2
0
2
1
0
0
1
3
8
4
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
1
%
0
%
0
%
4
2
1
0
4
4
%
2
7
0
%
0
%
1
0
%
6
9
0
%
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
0
2
0
3
0
2
1
4
0
1
0
7
7
0
L
2
3
1
9
2
C
o
m
m
o
n
w
e
a
l
L
h
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
8
2
9
7
6
4
7
0
1
0
7
8
3
L
2
4
S
8
9
P
o
o
v
e
r
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
8
0
1
0
0
1
7
0
1
4
1
1
6
0
L
2
2
S
4
4
M
a
c
A
r
L
h
u
r
a
r
k
L
l
e
m
e
n
L
a
r
y
S
c
h
o
o
l
f
o
r
L
h
e
0
0
2
0
3
2
9
2
2
2
2
2
7
0
L
2
S
0
S
S
M
a
g
n
o
l
l
a
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
1
2
6
1
6
8
1
8
0
1
0
1
1
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
1
%
0
%
0
%
8
2
9
3
2
%
9
0
%
0
%
1
0
%
7
8
0
%
0
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
2
7
0
8
2
1
e
n
L
h
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
0
2
0
3
0
2
1
4
0
1
0
7
7
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
0
%
0
%
0
%
2
0
3
0
2
%
1
4
0
%
0
%
1
0
%
7
7
0
%
0
%
E
V
E
N
T
S
D
A
Y
S
A
F
R
I
C
A
N

A
M
E
R
I
C
A
N
S
S
T
U
D
E
N
T
S

W
I
T
H

D
I
S
A
B
I
L
I
T
Y
E
q
u
i
t
a
s

A
c
a
d
e
m
y

C
h
a
r
t
e
r
S
U
S
P
E
N
S
I
O
N
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
s
u
s
p
e
n
s
l
o
n
e
v
e
n
L
s
,
d
a
y
s
a
n
d
r
a
L
e
f
o
r
2
0
1
1
-
2
0
1
2
a
n
d
2
0
1
2
-
2
0
1
3
s
c
h
o
o
l
y
e
a
r
.
C
O
M
P
A
R
I
S
O
N

D
A
T
A

(
A
L
L
)
D
I
S
P
R
O
P
O
R
T
I
O
N
A
L
I
T
Y
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
156
EQUITAS ACADEMY CHARTER SCHOOL
March 4, 2014


Final budget
Final petition


(213) 241-0399

157
TAB 9
Text FiIe
Sequence
Version: 1
Denial of the Charter for ICEF Vista Business & Finance Academy (Public Hearing)
Action Proposed:
StaII recommends the denial oI the charter school petition Ior ICEF Vista Business & Finance
Academy and adoption oI the Findings oI Fact supporting the denial recommendation attached
to this Board report and on Iile in the Charter Schools Division (CSD).
Background:
CaliIornia Education Code 47605(b) sets Iorth grounds Ior denying a charter petition:
"The governing board oI the school district shall not deny a petition Ior the establishment oI a
charter school unless it makes written Iactual Iindings, speciIic to the particular petition, setting
Iorth speciIic Iacts to support one or more oI the Iollowing Iindings:
(1) The charter school presents an unsound educational program Ior the pupils to be enrolled in
the charter school.
(2) The petitioners are demonstrably unlikely to successIully implement the program set Iorth
in the petition.
(3) The petition does not contain the number oI signatures required by subdivision (a).
(4) The petition does not contain an aIIirmation oI each oI the conditions described in
subdivision (d).
(5) The petition does not contain reasonably comprehensive descriptions oI all oI the |sixteen
elements set Iorth in 47605(b)(5)|.
On January 22, 2014, ICEF Vista Business & Finance Academy submitted a charter petition
application to the Charter Schools Division. The LAUSD Board oI Education denied this
charter on November 12, 2013, and subsequently ICEF elected to resubmit a new charter
application. The proposed school seeks to serve 150 students in ninth grade in its Iirst year and
grow to serve to 650 students in grades 9-12 by the IiIth year. Although the petition does not
provide a speciIic Iacility address, it identiIies the school`s target location as the West Los
Angeles/Mar Vista area, which is served by Board Districts 1 and 4 in Educational Service
Center West. The school applied Ior Proposition 39 Iacilities pursuant to CaliIornia Education
158
Code 47614.

StaII oI the Charter Schools Division and the OIIice oI the General Counsel reviewed the
charter petition application. While staII acknowledges the signiIicant Iinancial and
organizational improvements made by its Governing Board and leadership, the organization
requires Iurther Iocus and development in its educational program and student academic
achievement results. Based on a holistic review oI this petition and record oI the overall
organization, the CSD Iound that the petitioners are demonstrably unlikely to successIully
implement the program and that the petition does not contain reasonably comprehensive
descriptions oI all oI the sixteen elements set Iorth in Cal. Ed. Code 47605 (b)(5).
Petitioners are demonstrably unlikely to successIully implement the proposed educational
program (and expand their current portIolio oI schools). Review oI the petition application and
the perIormance record oI Inner City Education Foundation (ICEF) conIirms that ICEF must
continue to improve academic and operational perIormance at its existing charter schools. For
example, on the School PerIormance Framework (SPF) assigned in 2013-14, no ICEF school is
classiIied as 'Excelling, one as 'Achieving, three schools as 'Watch, Iive schools as
'Service and Support, and one as 'Focus. On the 2013 Academic PerIormance Index, only
three oI the twelve schools met schoolwide and subgroup growth targets, and Iive experienced
decreases in Growth API, including two oI the three ICEF high schools then open.
With respect to operations, CSD oversight shows documentation oI a continued need Ior
improvement in ICEF`s operations, including, Ior example, credentialing and assignments. This
record oI academic and operational perIormance, reIlective oI and compounded by the Iiscal
crisis weathered by ICEF in recent years, indicates that ICEF would beneIit Irom continuing to
Iocus its eIIorts and resources on monitoring and supporting the improvement oI its existing
schools and executing its current organizational 'right sizing eIIorts.
In addition, the petition does not provide reasonably comprehensive descriptions oI Elements 8,
10 and 14. For example, it does not adequately describe the order oI preIerence in the
admissions procedures, the suspension and expulsion procedures and the processes the charter
school and authorizing entity would Iollow in resolving disputes.
It is important to note that ICEF has accomplished a substantial recovery Irom the critical
Iinancial issues it has Iaced in the past Iour years. At the end oI the Iiscal year 2009-2010 the
organization had negative net assets oI -$19,709,303. That included the negative net assets oI
the central administration and the schools. The Iiscal position oI the organization has made a
substantial recovery.
Net Assets
Organi:ation
2009-2010 - (-$19,709,303)
2010-2011 - (-9,496,541)
2011-2012 - (-3,697,033)
2012-2013 - (7,281,052)
159
Central Office
2009-2010 - (-$13,623,207)
2010-2011 - (-6,982,444)
2011-2012 - (-4,476,303)
2012-2013 - (-3,267,579)
Schools Total
2009-2010 - (-$6,086,096)
2010-2011 - (-2,514,097)
2011-2012 - (779,270)
2012-2013 - (10,548,631)
This turn-around has been accomplished with Iund raising, grants, and reducing staII and
budgets.
With this signiIicant Iiscal improvement, ICEF is now poised to restore and enhance
instructional resources, systems, and achievement at its existing schools. ICEF must continue
to careIully monitor its Iiscal progress and the use oI its Iiscal resources to Iully implement the
educational programs set Iorth in its existing charters.
The Board oI Education held a public hearing on the petition Ior ICEF Vista Business &
Finance Academy on February 11, 2014.
The petition is available Ior perusal in the oIIices oI the Charter Schools Division and online on
the LAUSD Board oI Education website at http://laschoolboard.org/charterpetitions~.
Expected Outcomes:
Denial will prevent the establishment oI ICEF Vista Business & Finance Academy as an
LAUSD authorized charter school at this time.
'Yes - The approval oI the denial oI the charter oI ICEF Vista Business & Finance Academy
would prevent the establishment oI ICEF Vista Business & Finance Academy as a charter
school, unless ICEF Vista Business & Finance Academy appeals the denial and the charter is
granted by the Los Angeles County Board oI Education or the CaliIornia State Board oI
Education.
'No - The Iailure to deny the charter oI ICEF Vista Business & Finance Academy could allow
ICEF Vista Business & Finance Academy to operate as an LAUSD authorized charter school. A
no vote would require the Board oI Education to take an additional action to adopt an
alternative position which would include approving the new charter oI ICEF Vista Business &
Finance Academy contrary to the attached Findings oI Fact. In the event the Board oI
Education approves the charter, the charter petition shall be amended to reIlect the most current
District Required Language and to address concerns raised in Elements 8, 10 and 14, which
would make it a reasonably comprehensive description oI elements as required by Education
Code section 47605(b) and the school shall execute the applicable MOU Ior Special Education.
160
Budget Impact:
There is no budget impact.
Issues are outlined above and in more detail in the attached Findings oI Fact Ior the Denial oI
ICEF Vista Business & Finance Academy.
161
1 of 4
ICEF VISTA BUSINESS & FINANCE ACADEMY
Findings of Fact for Denial of Petition
By the Los Angeles Unified School District
March 4, 2014

The charter review process requires the authorizer to evaluate whether the charter petition meets
the criteria for approval.
Education Code 47605 (b) sets forth the required petition elements and grounds for denial.
Education Code 47605 outlines additional petition criteria.

I. INTRODUCTION

On January 22, 2014, ICEF Vista Business & Finance Academy (hereinafter ICEF Vista BFA
or Charter School) submitted a charter school petition application to the Charter Schools
Division of the Los Angeles Unified School District (District or LAUSD). The proposed
school seeks to serve up to 650 students in grades 9-12 in the West Los Angeles/Mar Vista area.

California Education Code 47605(b) provides that a school district Governing Board shall
grant a charter for the operation of a school under this part if it is satisfied that granting the
charter is consistent with sound educational practice. Section 47605 (b) further provides that the
Governing Board of the school district shall not deny a petition for the establishment of a charter
school unless it makes written factual findings, specific to the particular petition, setting forth
specific facts to support one or more of the following findings:

(1) The charter school presents an unsound educational program for the pupils to be enrolled in
the charter school.

(2) The petitioners are demonstrably unlikely to successfully implement the program set forth in
the petition.

(3) The petition does not contain the number of signatures required by subdivision (a) of
Education Code 47605.

(4) The petition does not contain an affirmation of each of the conditions described in
subdivision (d) of Education Code 47605.

(5) The petition does not contain a reasonably comprehensive description of all required
elements.

The petition for ICEF Vista BFA does not meet the criteria of Education Code 47605(b).

II. GROUNDS FOR DENIAL

LAUSDs analysis of the charter school petition application submitted on January 22, 2014, to
the District by ICEF Vista BFA indicates:
162
2 of 4
A. The petitioners are demonstrably unlikely to successfully implement the program set
forth in the petition for [Charter School] (Educ. Code 47605(b)(2)).

Inner City Education Foundation (ICEF), the independent non-profit charter management
organization that proposes to open and operate ICEF Vista BFA, has had a cumulative
record of low levels of academic, fiscal, and operational performance at its existing
charter schools and therefore is unlikely to successfully operate the proposed additional
high school.

o The State Board of Education regulations provide guidance in determining whether
charter petitioners are demonstrably unlikely to successfully implement the
program. One of the factors considered is petitioners past history of involvement in
charter schools or other education agencies and whether the history is one that could
be regarded as unsuccessful. (5 CCR 11967.5.1 (c)(1).)

o Furthermore, the Board of Educations Policy on Charter School Authorizing, pg. 8,
provides that, when an organization has at least one existing school in operation, as
part of the evaluation process, District staff will assess the petitioners likeliness to
succeed in implementing the program set forth in the charter petition based on the
schools/organizations record of performance in [its] existing schools. This record
encompasses the areas of student achievement and educational performance;
governance and organizational management; fiscal management; school operations;
and fulfillment of the charter provisions.

ICEF currently operates 10 charter schools (two high schools, four middle schools,
and four elementary schools) authorized by the LAUSD. Additionally, at the end of
last year, ICEF closed two LAUSD-authorized schools that were low performing
academically and were fiscally weak. This group of 12 schools has struggled in
recent years with both academic and operational performance.

On the 2013 Academic Performance Index (API), only three of the twelve LAUSD-
authorized ICEF schools met schoolwide and subgroup growth targets, and five
experienced decreases in Growth API, including two of the three ICEF high schools
then open. None of the 12 schools met their respective sets of 2013 AYP criteria
through either standard or safe harbor methods. On the School Performance
Framework (SPF) assigned in 2013-14, no ICEF school is classified as Excelling,
one as Achieving, three schools as Watch, five schools as Service and Support,
and one as Focus. Moreover, last year the LAUSD Board of Education issued
academic benchmarks for all three renewing ICEF schools, which require improved
student academic achievement in addition to the continuing fiscal benchmarks
applicable to all ICEF schools.

With respect to operations, ICEF has accumulated a record of systemic issues in
Human Resources processing areas such as credentialing and assignments. Such
issues were noted as part of several schools annual oversight reports for the two prior
years. While issues were later corrected, the recurrence demonstrates the
163
3 of 4
organizations need to develop and adhere to stronger systems and clearer procedures
in these areas.

In addition to its academic and operational problems, ICEF has confronted serious
fiscal challenges in the last few years. Although ICEF has significantly improved its
financial position and achieved positive net assets for its schools at the end of the
2012-2013 school year totaling over $10,000,000, ICEF as a Charter Management
Organization, the central office exclusive of the schools, still faces negative net assets
of over $3 million. The CSD continues to closely monitor the organization, including
ongoing review of the fiscal benchmarks set for the ICEF Board in all renewals of
ICEF schools within the last three years. As a part of these benchmarks, the ICEF
Board of Directors has been and will continue to be required to meet at least monthly
to review its fiscal position and must continue to provide monthly financial reports to
the CSD.

B. The [Charter School] petition does not contain reasonably comprehensive descriptions
of all required elements (Educ. Code 47605(b)(5)).

Admissions Procedures (Element 8)
The petition does not present a reasonably comprehensive description of admissions
procedures.

o The order of preference in the event of a lottery does not comply with Education
Code 47605(d)(2)(B) which requires charter schools to provide first preference to
students who reside within the District.

Suspension and Expulsion Procedures (Element 10)
The petition does not present a reasonably comprehensive description of student
suspension and expulsion procedures.

o The petition does not contain maximum number of days a pupil may be suspended in
a school year.

o The petition contains an option for Alternative to Suspension that is vague and does
not indicate what type of instruction the student will receive while out of the
classroom.

o The expulsion procedures contain possible outcomes by the Administrative Expulsion
Panel (AEP) that impinge on a students due process, including the following:

The AEP may support the school directors recommendation for expulsion and
expel the student from all ICEF schools. As stated, each ICEF school is governed
by its own separate charter and admissions procedures. Pursuant to Education
Code 47605(d)(2)(A), a charter school shall admit all students who wish to
apply. Accordingly, if a student is expelled from one ICEF school, the student
would not be prohibited from seeking admission to another ICEF school. ICEF
164
4 of 4
however may conduct a hearing to determine if the expelled student poses a
continuing danger to pupils or employee and determine whether the student can
be enrolled at another ICEF school.

o The AEP composition as described includes a parent from the ICEF Steering
Committee. The inclusion of a parent may violate the students right to privacy under
FERPA since the parent is not a school official.

Dispute Resolution (Element 14)
The petition does not present a reasonably comprehensive description of procedures to
be followed by the charter school and the authorizing entity in resolving disputes.

o The petition contains provisions that state:

Disputes arising from within ICEF Vista Business & Finance Academy, including
all disputes among and between students, staff, parents, volunteers, advisors, partner
organizations, and governing board members of the school will be resolved by the
administration of the school, and if necessary the Director of Human Resources.
LAUSD will not intervene in any such internal disputes without the consent of the
Board of the Inner City Education Foundation, which is the governing body of the
ICEF Vista Business & Finance Academy. LAUSD will refer any complaints or
reports regarding such disputes to the administrative staff of ICEF Vista Business &
Finance Academy for resolution, and if necessary the Board of the Inner City
Education Foundation. LAUSD agrees not to intervene or become involved in the
dispute unless the dispute has given the district reasonable cause to believe that a
violation of this charter or related laws or agreements has occurred, or unless the
Board of ICEF Vista Business & Finance Academy has requested LAUSD to
intervene in the dispute.

Provisions prohibiting LAUSD from intervening or becoming involved in a dispute
without the ICEF Boards consent limit LAUSDs authorization to oversee charter
schools. Education Code 47604.3 states that a charter school shall respond to all
reasonable inquiries from its chartering authority which may include inquiries related
to a complaint LAUSD received from ICEF students, staff, or parents. Further,
Education Code 47604.32 vests chartering authorities with the duty to oversee
charter schools which cannot be limited by the provisions contained in ICEFs dispute
resolution process.
165
TAB 10
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for Camino Nuevo Charter High School (Public
Hearing)
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior Camino Nuevo Charter High School
Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, with an enrollment capacity oI 500
students in grades 9-12 in each year oI the Iive-year charter term.
Background:
On January 23, 2014, Camino Nuevo Charter High School (also reIerred to as 'CNCHS or 'the
school) submitted its charter renewal petition application to the Charter Schools Division. The
charter petition and supporting documents were reviewed by the Charter Schools Division, the
OIIice oI the General Counsel, and other District staII. The 60-day statutory timeline Ior Board
action on this petition continues until March 25, 2014.
considers the Iollowing criteria when reviewing a renewal petition submitted by a charter school:
ConIirmation that the charter school`s perIormance has met the minimum criteria under
achievement Ior all groups oI pupils served by the charter school as the most important Iactor
in determining whether to grant a charter renewal;
Review oI the charter petition to assess the soundness oI the educational program; ensure it
contains the required aIIirmations; and ensure it contains reasonably comprehensive
descriptions oI the 16 elements;
program;
ConIirmation oI the academic, operational, and Iiscal soundness oI the charter school based
on the Charter Schools Division oversight and the school`s achievement results on the
District`s School PerIormance Framework.
StaII assesses that CNCHS has met the above criteria.
166
File Number: Rep-2-
For the 2014-2019 renewal term, CNCHS will be serving students in grades 9-12 at 1215 West
Miramar Street, Los Angeles, CA 90026. CNCHS is leasing this Iacility Irom LAUSD in Board
District 2, Educational Service Center East (E.S.C.E.). CNCHS was originally located at the
3500 W Temple St. Los Angeles, CA, 90026 (now site oI Camino Nuevo Charter High School
#2 or 'CNCHS#2) and moved to the Miramar Street location this academic year.
Camino Nuevo Charter High School was originally approved by the Board oI Education on
March 9, 2004 and renewed on June 9, 2008. For the proposed 2014-19 charter term, the school
will have an enrollment capacity oI 500 students in grades 9-12 in each year oI the Iive-year
term. Currently, CNCHS`s student body has reIlected the community in which it operates.
According to October 2012 CALPADS data, the school`s demographics are approximately 97
Latino, 1 Asian, and 1 Filipino. CNCHS has chosen to implement its own English Learner
Master Plan and has provided supporting documentation to the Charter Schools Division.
CNCHS is one oI six schools managed by the Camino Nuevo Charter Academy originally
Iounded in August 2000 by Pueblo Nuevo Development, a nonproIit community development
corporation. The CMO`s internal reports show that they are currently serving a total oI 3,156
students. CNCHS has Iive sister schools: Camino Nuevo Charter Academy (K-8), Camino
Nuevo Charter Academy #2 (K-8), Camino Nuevo Charter Academy #3 (K-8), Camino Nuevo
Charter Academy #4 (K-8), and Camino Nuevo Charter High School #2 (9-12). The organization
and its schools demonstrate strength in operations, Iiscal management, governance, and
IulIillment oI their charter terms and are in good standing with the District.

CNCHS has met two oI the minimum academic perIormance criteria Ior renewal required under
Education Code section 47607(b) as evidenced below in the Summary oI School PerIormance,
however, the school did not attain API growth targets Ior subgroups oI students, the most
important criteria considered Ior renewal, Ior 2012-2103. Yet, it met API growth targets Ior all
subgroups in three oI the Iive years oI its current charter term. In the current Iive-year term oI its
charter, CNCHS has increased its API Irom 759 in 2008-09 to 792 in 2012-2013, a total increase
oI 33 points. The 2010-11 and 2011-12 API aggregated growth oI 20 points exceeded the
10-point growth target. In 2013, the school`s API dropped Irom 802 down to 792. The school
earned a 2012-2013 Statewide Rank oI 7 and a Similar Schools Rank oI 10. CNCHS has
outperIormed the resident District schools with comparable demographics in each year oI its
charter in Growth API. According to the 2012-13 CST ELA reports, 62 oI CNCHS students
scored proIicient and advanced as compared to the District`s 42. Lastly, CST math reports Ior
the same years show 18 oI CNCHS students scoring proIicient and advanced, which is similar
to the District`s proIicient and advanced score oI 19 in 2012-2013, and one-percent higher than
the 18 in 2013.
considered when reviewing a charter school renewal petition. According to the 2011-12 SPF,
CNCHS was categorized as 'Achieving, which is the second highest tier oI Iive possible tiers oI
perIormance due to high levels oI student achievement in ELA, high 4 year cohort graduation
rates, and a signiIicant Iirst-time CAHSEE passing rate. According to the 2012-13 SPF report,
CNCHS does not show an SPF classiIication as a result oI not having statistically signiIicant
number oI students taking Algebra I. The report also indicates that 62 oI students scored
proIicient and advanced in ELA, a Iour-year-cohort graduation rate oI 94 and a high passage
rate Ior students taking the CAHSEE the Iirst time. At the time oI the 2013-14 oversight visit,
167
File Number: Rep-2-
CNCHS Leadership shared that the SPF report does not show students taking Algebra 1 because
students were required to take Algebra in 8th grade or summer school prior to enrolling.
Additionally, as a result oI relocating changes have been made in the master calendar to address
the needs oI the student population being served, including Algebra 1. (See Summary of Charter
School Performance.)
Ior all students. At the time oI the annual oversight visit, school leadership shared that their
targeted innovative practices include 1) Project Based Learning (PBL) ~ a dynamic approach to
teaching in which students are actively engaged and inspired to obtain deeper knowledge oI the
subjects oI study. 2) A master schedule reIlecting Science Technology, Engineering, and Math
(STEM) ~ an interdisciplinary approach to learning where rigorous academic concepts are
coupled with real-world-problems and perIormance-based lessons. This model exposes students
to higher level math, technology and science courses. 3) Wellness & Character Education ~ a
curriculum imbedded in the IConnect courses promotes a healthy liIe style and choices Ior
students. CNCHS is completing its sixth year oI WASC accreditation, and is currently in the
selI-study stage in preparation Ior a Iull review in the Fall oI 2014.
Thirteen current Camino Nuevo Charter Academy School Governing Board members completed
questionnaires regarding conIlicts oI interest. A due diligence review oI the school executives oI
Camino Nuevo Charter High School is being perIormed by the OIIice oI the Inspector General
(OIG). StaII will inIorm the Board oI any material negative Iindings and take appropriate action.
Expected Outcomes:
Camino Nuevo Charter High School is expected to operate its charter school in a manner
'Yes - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Camino
Nuevo Charter High School the right to continue to operate as a charter school under the terms oI
the renewal petition Ior a Iive (5) year period beginning July 1, 2014. On behalI oI the CNCHS,
the Camino Nuevo Academy organization has signed a 40-year 'Charter School Lease and Joint
use Agreement with LAUSD that started on July 1, 2013.
'No - The denial oI the renewal oI the charter term would cause the charter to expire on June
30, 2013, unless Camino Nuevo Charter High School appeals the denial and the charter is
Education. This Board Report No. 240 - 13/14 and accompanying documents shall constitute the
Board oI Education`s adopted written Iindings oI Iact Ior the denial oI the Camino Nuevo
Charter High School renewal petition. The 'Charter School Lease and Joint Use Agreement
provisions stipulate the terms Ior termination oI the agreement.
168
File Number: Rep-2-
Budget Impact:
held liable Ior the charter school`s debts or obligations as long as the school district complies
modiIications to the charter school`s petition or operations with signiIicant Iinancial implications
would require District approval prior to implementation. Petition approval is also contingent
upon adequate liability insurance coverage.
Camino Nuevo Charter High School has selected LAUSD SELPA Option 2. Under the current
LAUSD SELPA Option 2 Special Education MOU, Charter School`s Iair share contribution Ior
special education Ior the Iirst year oI the charter petition will be 20 oI the District`s general
Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom the Charter School`s
Iunds Irom the Local Control Funding Formula. The rate will increase by 5 Ior each
subsequent Iiscal year until the applicable percentage reaches 35. The rate will remain at 35
Ior the remainder oI the Charter School`s petition period based on the District`s general Iund
contribution rate Ior that Iiscal year. At the conclusion oI each Iiscal year during the entire
SELPA.
renewal petition.
169
170


March 4, 2014
CAMINO NUEVO CHARTER HIGH SCHOOL
March 4, 2014




years:

last three years, both school-wide and for all groups of pupils served by the charter school; or
years; or
school.
following:
schools.

171


March 4, 2014
Camino Nuevo Charter High School has met the minimum statutory requirement as evidenced in the
Data Summary Report.

Student Discipline
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Camino
Nuevo Charter High Schools grounds for student suspension and expulsion are aligned with those listed
in Education Code Section 48900 et seq. As the data below show, Camino Nuevo Charter High School
had 23 suspensions and 0 expulsions for the 2013-14 school year. In 2012-13, the school reported 12
suspensions and 0 expulsions. As of the date of this report, the school reports 23 suspensions and 0
expulsions for the current school year. The school leadership also reported that an increase in
suspension can be attributed to the schools moving into a new building in a new community and
onboarding new staff as to using constructive alternatives to suspension. The school leadership reports
that it has recently revised the suspension and expulsion policies and procedures to ensure a more
cohesive, clear, and effective process for all stakeholders. They have trained staff on these new policies,
and are also working toward implementing a variety of alternatives to suspensions that comport with the
new LAUSD policy.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of
this report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Camino
Nuevo Charter
High School
8570 23 0 12 0 11 0

Special Education

According to the December 2012 CASEMIS report, Camino Nuevo Charter High School enrolled
Special Education students at a rate that is reflective of the District average. Camino Nuevo Charter
High School had a special education enrollment rate of 9%, which is the same as the LAUSD Similar
Schools from CDE Median. The school is committed to continuing its efforts to identify and serve
students with disabilities. According to the Special Ed Program described in the petition, the school has
implemented the Dynamic Blended Inclusion model. This model is defined in the petition as a data-
based, proactive approach to identifying and addressing the dynamic learning strengths and needs of all
students through strategic collaboration, targeted differentiation, and full inclusion. Support occurs in a
maximized co-teaching model and/or an extended intensive Learning Center. The petition goes on to
say, All students have maximized access to the general education curriculum and setting, with varying
levels of support as needed.

172


March 4, 2014
OCT
2011
Enroll
#
S
p

E
d

E
n
r
o
l
l

#

S
p

E
d

E
n
r
o
l
l

%

%

H
i
g
h

I
n
c
i
d
e
n
c
e

%

L
o
w

I
n
c
i
d
e
n
c
e

#
A
U
T

#
D
B

#
D
E
A
F

#
E
D

#
E
M
D

#
H
O
H

#
M
R

#
O
H
I
*

#
O
I

#
S
L
D
*

#
S
L
I
*

#
T
B
I

#
V
I

783 45 9% 8% 1% 4 0 0 0 0 1 0 3 0 37 0 0 0

English Learners

The tables below represent the number of English Learners identified, served, and reclassified by
Camino Nuevo Charter High School . The schools October 2012 (CBEDS) English learner population
of 8% was 9% lower than the LAUSD Similar Schools from CDE Median of 17%. The schools 2012-
13 reclassification rate of 71.9% was significantly higher than the LAUSD Similar Schools from CDE
Median rate of 12.2%.

Loc
Code
School
T
o
t
a
l

E
n
r
o
l
l

#

%

F
/
R

M
e
a
l

%

G
A
T
E

%

E
L

%

L
a
t
i
n
o

%

W
h
i
t
e

%

A
f
.

A
m
e
r
.

%

A
s
i
a
n

%

F
i
l
i
.

8570 CAMINO NUEVO CHARTER HIGH 483 97% 0% 8% 97% 0 0 1 1

RECLASSIFICATION

2011-12
2011-12
# EL
2012-13
# Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
CAMINO NUEVO CHARTER HIGH SCHOOL 32 23 71.9% 12.2%
LAUSD Similar Schools from CDE Median 127 27 12.2% 3.3%
Resident Schools Median 285 36 14.3% 3.9%
Comparison Schools in Charter Median 366 41 11.3% 1.1%
District 180,618 24,697 13.7% -1.7%

2010-11
2010-11
# EL
2011-12
# Reclassified
2011-12
Reclassification
Rate
CAMINO NUEVO CHARTER HIGH SCHOOL 57 34 59.6%
District 194,904 29,956 15.4%

2009-10
2009-10
# EL
2010-11
# Reclassified
2010-11
Reclassification
Rate
CAMINO NUEVO CHARTER HIGH SCHOOL 59 16 27.1%
District 205,312 26,080 12.7%

173


March 4, 2014



the school to be Developing.

The school-wide API exceeds 775. 2012-13 CDE Reports show Camino Nuevo Charter High School API
at 792.
The school reclassifies English Learners at a rate higher than the District average. 2012-13 CDE Reports
show Camino Nuevo Charter High School at a 71.9% reclassification rate, which is significantly above
District average of 13.7 %.
While the school has met subgroup API growth targets in the past, it did not meet them for any subgroup
in 2012-13.
The school must continue to build on proficiency levels in ELA to increase AGT, which is below the
District growth average in 2012-13. While math levels are within the range of District AGT performance,
improvements in this area must continue.
174


March 4, 2014

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

The Governing Board has a highly effective stakeholder communication system for gathering input,
sharing information, and resolving concerns. Documents available at the time of the visit as well as a
discussion with various schools leaders served as evidence that the Camino Nuevo schools offer various
avenues for parents to become involved in school decision-making and to receive information via
workshops, newsletters, or presentations from CEO at all Camino Nuevo Schools.

Camino Nuevo Governing Board is encouraged to complete their update to their current complaint
procedures into the formalized Uniform Complaint Procedure Policy soon and update the CSD upon
completion.


2012/13 Audit
Cash and cash equivalents are positive at $994,929, a continuous positive trend since 2009/10. Cash and
cash equivalents are generating a cash reserve of 22.02%, which is well above the recommended 5%.
Net assets are trending upwards for the fourth year. Net assets for 2012/13 are $3,286,171.
Net income is positive at $220,850, and continued to be positive since 2009/10.

Establish a clear, separate accounting of monies received through fundraising apart from General Fund.

2012/2013 Audit
The audit issued an unmodified opinion.
The audit contained no findings or material weaknesses.


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

Internal assessment data and systems in place were shared by school leadership at the time of the visit
serving as evidence that the school leadership from Camino Nuevo Charter HS regularly monitors the
design and delivery of the instructional program described in the charter, including the implementation of
intervention/differentiation strategies to address the learning needs of all students.
175


March 4, 2014
The school consistently collects, monitors, and analyzes student level, grade level, and school level
performance data to inform and evaluate instructional decision making based on the documents available
and discussion with leadership at the time of the visit.
Camino Nuevo Charter HS has established and consistently monitors systems and procedures to comply
with the Modified Consent Decree, to actively identify students with disabilities or suspected disabilities,
assess them promptly, develop IEPs as necessary in a timely manner, and provide Special Education
services and supports in accordance with students IEPs, and maintain records in Welligent.

Camino Nuevo Charter HS is encouraged to continue to monitor and modify, as appropriate, its Master
Plan for English Learners. Classroom visits served as evidence that school can benefit from overseeing
the consistent and systematic implementation of the strategies listed in their Master Plan.
Due to the higher than average suspension rates, it is recommended that school leadership continue to
explore ways to implement the Discipline Foundation Policy and to apply alternatives to suspensions.

176
10643S
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno S -7 no S 21 ?es A -9 no
WhlLe -- -- --
LngllshLearners S 17 ?es S 17 ?es S -23 no
SocloeconomlcallyulsadvanLaged S -3 no S 18 ?es A -11 no
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
CamlnonuevoCharLerPlgh 782 802 20 802 792 -10
CuLSlmllarSchoolsMedlan 679 691 12 692 708 17
8esldenLSchoolsMedlan 6S2 694 42 694 683 -11
ComparlsonSchoolsMedlan 662 702 40 703 667 -36
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
CamlnonuevoCharLerPlgh 37 62 81 19
CuLSlmllarSchoolsMedlan S9 42 82 18
8esldenLSchoolsMedlan 66 34 84 17
ComparlsonSchoolsMedlan 70 31 88 12
CamlnonuevoCharLerPlgh 18 14 78 18 13 72
8esldenLSchoolsMedlan 17 13 8S 18 10 S7
ComparlsonSchoolsMedlan 18 8 46 18 12 62
AYP Comparison
2012 AYP 2013 AYP
no ?es no
8 7 7
10 10 10
API Comparison
-7 20 -10
no ?es no
783 802 792
S S A
(Ld.Code47607).
2010-11 2011-12 2012-13
790 782 802
Camino Nuevo Charter High
Loc.Code: 8S70
CuSCode:
CRITERIA SUMMARY
177
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
2
0
1
3
L
n
r
o
l
l
o
n
1
s
L
u
a
y
o
f
1
e
s
L
l
n
g
C
o
n
f
2
0
1
2
8
a
s
e
2
0
1
3
C
r
o
w
L
h
2
0
1
2
S
L
a
L
e
8
a
n
k
2
0
1
2
S
l
m
l
l
a
r
S
c
h
o
o
l
s
8
a
n
k
M
e
L
2
0
1
3
S
c
h
-
w
l
d
e
1
a
r
g
e
L
M
e
L
2
0
1
3
S
u
b
g
r
o
u
p
1
a
r
g
e
L
s
l
r
e
e
/
8
e
d
u
c
e
d
L
u
n
c
h
S
p
L
d
C
A
1
L
L
L
8
l
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
A
s
l
a
n
l
l
l
l
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
2
8
5
7
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
3
5
9
9
-
1
2
8
0
2
7
9
2
7
1
0
N
o
N
o
9
9
1
1
0
9
7
6
9
8
0
0
1
1
0
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
2
8
7
2
9
A
b
r
a
h
a
m
L
l
n
c
o
l
n
S
e
n
l
o
r
P
l
g
h
1
0
7
6
9
-
1
2
6
8
6
6
9
3
2
4
?
e
s
n
o
6
3
1
1
1
6
2
0
S
2
7
3
0
0
2
S
1
0
0
0
x
2
7
7
S
0
A
c
a
d
e
m
y
o
f
L
n
v
l
r
o
n
m
e
n
L
a
l
&
S
o
c
l
a
l
o
2
S
1
9
-
1
2
6
S
1
6
7
7
2
2
?
e
s
?
e
s
4
3
6
8
2
0
S
6
1
0
0
0
0
0
0
0
0
0
x
8
2
8
8
2
3
A
l
l
l
a
n
c
e
u
r
.
C
l
g
a
M
o
h
a
n
P
l
g
h
3
3
7
9
-
1
2
8
8
3
8
9
S
1
0
1
0
?
e
s
?
e
s
9
8
6
0
1
S
6
1
9
8
0
1
0
0
0
0
0
x
8
1
8
8
2
S
A
l
l
l
a
n
c
e
W
l
l
l
l
a
m
a
n
d
C
a
r
o
l
C
u
c
h
l
A
c
a
d
e
4
4
3
9
-
1
2
7
7
3
7
7
2
6
9
n
o
n
o
9
3
6
0
1
3
S
2
8
6
0
1
4
0
0
0
0
0
x
8
2
8
8
2
7
A
n
l
m
o
C
s
c
a
r
u
e
L
a
P
o
y
a
C
h
a
r
L
e
r
P
l
g
h
4
7
1
9
-
1
2
7
4
4
7
3
8
S
8
n
o
n
o
9
6
6
0
1
6
6
7
9
8
1
0
0
0
0
0
0
x
8
7
8
S
0
4
A
n
l
m
o
a
L
8
r
o
w
n
4
4
7
9
-
1
2
7
9
S
7
9
9
7
1
0
n
o
n
o
9
8
9
0
2
2
6
3
9
7
0
2
0
0
0
0
0
n
6
8
6
0
9
A
r
l
e
L
a
P
l
g
h
1
1
S
4
9
-
1
2
6
8
9
7
1
8
2
4
?
e
s
?
e
s
7
4
1
0
1
0
1
4
4
9
9
S
1
1
1
1
0
0
0
x
8
S
7
7
3
3
A
s
p
l
r
e
a
c
l
f
l
c
A
c
a
d
e
m
y
4
7
S
9
-
1
1
7
3
7
7
4
1
4
8
n
o
n
o
9
1
1
1
0
1
1
6
S
9
9
0
0
0
0
0
0
0
S
S
8
S
3
6
8
e
l
l
S
e
n
l
o
r
P
l
g
h
2
8
2
0
9
-
1
2
6
9
0
7
0
S
2
3
?
e
s
?
e
s
7
2
1
1
1
4
2
1
S
4
9
8
1
0
0
0
0
0
0
x
2
8
6
0
6
L
a
s
L
L
o
s
A
n
g
e
l
e
s
e
r
f
o
r
m
l
n
g
A
r
L
s
A
c
a
d
3
7
3
9
-
1
2
6
2
0
6
4
2
1
1
?
e
s
?
e
s
S
7
9
1
2
1
8
4
4
9
8
0
1
0
0
0
0
0
x
2
8
7
7
4
L
o
s
A
n
g
e
l
e
s
S
c
h
o
o
l
o
f
C
l
o
b
a
l
S
L
u
d
l
e
s
2
8
4
9
-
1
2
6
S
6
6
4
9
2
2
n
o
n
o
7
3
7
8
2
1
6
4
9
1
1
1
3
2
1
0
1
S
S
8
8
8
2
M
a
y
w
o
o
d
A
c
a
d
e
m
y
P
l
g
h
9
S
4
9
-
1
2
6
6
8
7
0
S
2
2
?
e
s
?
e
s
8
3
1
0
1
3
1
9
S
8
9
8
1
0
0
0
0
0
0
x
8
3
8
1
0
6
n
o
r
L
h
v
a
l
l
e
y
C
h
a
r
L
e
r
A
c
a
d
e
m
y
1
S
7
6
-
1
2
7
S
0
7
4
2
S
9
n
o
n
o
7
8
1
9
0
1
0
2
9
7
8
1
S
S
1
0
1
0
1
x
6
7
7
1
6
C
e
s
a
r
L
.
C
h
a
v
e
z
L
e
a
r
n
l
n
g
A
c
a
d
e
m
l
e
s
-
S
o
3
6
S
9
-
1
2
7
2
7
7
0
8
4
6
n
o
n
o
8
1
1
0
1
0
1
3
S
4
9
S
1
3
0
0
1
0
0
S
S
8
8
8
1
S
o
u
L
h
L
a
s
L
P
l
g
h
1
8
S
S
9
-
1
2
6
7
8
6
8
9
2
3
?
e
s
?
e
s
6
6
1
1
1
3
2
1
S
0
9
8
0
1
0
0
0
0
0
S
S
8
8
7
1
S
o
u
L
h
C
a
L
e
S
e
n
l
o
r
P
l
g
h
2
3
6
6
9
-
1
2
6
9
3
7
0
8
3
4
?
e
s
?
e
s
8
S
1
0
1
1
1
9
S
1
9
9
0
1
0
0
0
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
4
5
9
-
6
9
2
7
0
8
3
4
-
-
8
0
1
0
9
1
9
5
4
9
8
0
1
0
0
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
2
7
7
7
1
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
e
a
d
e
r
s
h
S
8
7
6
-
1
2
6
S
S
6
4
7
2
2
n
o
n
o
S
7
1
3
1
3
2
7
4
1
7
S
0
4
1
3
4
2
1
0
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
7
9
7
9
-
1
2
6
4
S
6
6
8
1
3
?
e
s
?
e
s
6
8
1
2
9
3
1
S
2
8
8
1
2
4
4
0
0
1
x
2
8
S
0
1
L
o
s
A
n
g
e
l
e
s
P
l
g
h
S
c
h
o
o
l
o
f
L
h
e
A
r
L
s
(
L
A
3
0
3
9
-
1
2
7
3
2
7
0
S
4
8
n
o
n
o
6
1
8
1
0
2
6
6
4
9
0
0
2
6
1
0
0
0
x
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
8
4
3
k
-
1
2
7
0
9
7
2
7
1
S
?
e
s
?
e
s
S
2
1
6
8
4
1
4
0
8
S
0
3
8
2
1
0
1
x
2
8
2
0
6
S
c
h
o
o
l
f
o
r
L
h
e
v
l
s
u
a
l
A
r
L
s
a
n
d
P
u
m
a
n
l
L
3
S
1
9
-
1
2
6
9
0
6
8
S
2
4
n
o
n
o
S
7
8
9
2
7
4
9
8
1
1
1
1
1
S
0
0
0
x
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
7
7
3
k
-
1
2
6
9
7
6
8
0
3
3
n
o
n
o
S
1
1
1
1
2
4
4
3
9
8
0
1
2
1
4
3
1
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
6
8
0
-
6
9
4
6
8
3
2
4
-
-
5
7
1
2
1
0
2
9
4
5
8
3
1
2
1
0
4
1
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
7
9
7
9
-
1
2
6
4
S
6
6
8
1
3
?
e
s
?
e
s
6
8
1
2
9
3
1
S
2
8
8
1
2
4
4
0
0
1
x
8
1
8
6
S
4
C
r
e
n
s
h
a
w
A
r
L
s
-
1
e
c
h
n
o
l
o
g
y
C
h
a
r
L
e
r
P
l
g
2
0
8
9
-
1
2
7
0
3
6
6
6
3
9
n
o
n
o
8
9
1
1
0
0
4
6
0
9
1
0
0
0
0
1
x
8
7
8
7
3
3
A
l
a
l
n
L
e
r
o
y
L
o
c
k
e
C
o
l
l
e
g
e
r
e
p
a
r
a
L
o
r
3
6
1
9
-
1
2
8
S
3
1
8
2
1
4
0
2
1
2
2
S
4
0
4
4
0
0
1
0
1
L
S
8
7
S
0
!
o
h
n
M
a
r
s
h
a
l
l
S
e
n
l
o
r
P
l
g
h
1
9
S
4
9
-
1
2
7
3
8
7
S
7
4
4
?
e
s
n
o
6
2
1
0
3
0
1
4
4
S
6
2
1
2
2
1
0
1
3
1
0
0
L
2
8
4
6
2
v
l
r
g
l
l
M
l
d
d
l
e
1
1
0
8
6
-
8
7
3
4
7
4
S
3
8
?
e
s
?
e
s
7
7
1
6
1
8
2
S
S
3
8
4
1
3
4
8
0
1
0
x
2
8
7
4
8
W
e
s
L
A
d
a
m
s
r
e
p
a
r
a
L
o
r
y
P
l
g
h
1
4
3
S
9
-
1
2
6
3
2
6
4
6
1
6
?
e
s
n
o
6
2
1
4
7
2
9
4
9
9
2
0
7
0
0
0
0
0
P
e
t
i
t
i
o
n

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
9
5
3
-
7
0
3
6
6
7
3
6
-
-
7
3
1
3
8
2
3
4
7
7
3
1
5
2
2
0
0
1
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
2
0
1
2
8
a
s
e
l
,
s
c
h
o
o
l
r
a
n
k
s
,
2
0
1
3
C
r
o
w
L
h
l
,
a
n
d
L
h
e
d
e
m
o
g
r
a
p
h
l
c
l
n
f
o
r
m
a
L
l
o
n
f
r
o
m
L
h
e
2
0
1
3
C
r
o
w
L
h
r
e
p
r
L
.
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
A
n
a
s
L
e
r
l
s
k
(
*
)
l
n
d
l
c
a
L
e
s
L
h
a
L
L
h
e
s
c
h
o
o
l
d
o
e
s
n
o
L
h
a
v
e
v
a
l
l
d
2
0
1
2
8
a
s
e
o
r
2
0
1
3
C
r
o
w
L
h
l
.
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
178
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
1
o
L
a
l
L
n
r
o
l
l
l
/
8
M
e
a
l
C
A
1
L
L
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
.
A
s
l
a
n
l
l
l
l
.
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
2
8
5
7
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
4
8
3
9
7
%
0
%
8
%
9
7
%
0
%
0
%
1
%
1
%
0
%
0
%
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
2
8
7
2
9
A
b
r
a
h
a
m
L
l
n
c
o
l
n
S
e
n
l
o
r
P
l
g
h
1
S
S
0
8
7
1
6
1
9
7
2
2
6
2
7
7
S
0
A
c
a
d
e
m
y
o
f
L
n
v
l
r
o
n
m
e
n
L
a
l
&
S
o
c
l
a
l
o
l
l
c
y
3
4
4
4
4
1
9
9
9
x
8
2
8
8
2
3
A
l
l
l
a
n
c
e
u
r
.
C
l
g
a
M
o
h
a
n
P
l
g
h
4
S
8
9
8
1
2
9
8
x
8
1
8
8
2
S
A
l
l
l
a
n
c
e
W
l
l
l
l
a
m
a
n
d
C
a
r
o
l
C
u
c
h
l
A
c
a
d
e
m
y
S
4
S
9
6
1
2
8
6
1
4
x
8
2
8
8
2
7
A
n
l
m
o
C
s
c
a
r
u
e
L
a
P
o
y
a
C
h
a
r
L
e
r
P
l
g
h
6
0
1
9
7
1
S
9
8
x
8
7
8
S
0
4
A
n
l
m
o
a
L
8
r
o
w
n
S
8
9
9
8
2
1
9
7
n
6
8
6
0
9
A
r
l
e
L
a
P
l
g
h
1
S
6
4
9
0
1
0
1
S
9
S
x
8
S
7
7
3
3
A
s
p
l
r
e
a
c
l
f
l
c
A
c
a
d
e
m
y
S
9
3
9
S
1
0
9
6
S
S
8
S
3
6
8
e
l
l
S
e
n
l
o
r
P
l
g
h
3
7
2
0
7
S
1
3
1
9
9
8
2
8
6
0
6
L
a
s
L
L
o
s
A
n
g
e
l
e
s
e
r
f
o
r
m
l
n
g
A
r
L
s
A
c
a
d
e
m
y
4
8
8
8
3
1
2
1
8
9
9
2
8
7
7
4
L
o
s
A
n
g
e
l
e
s
S
c
h
o
o
l
o
f
C
l
o
b
a
l
S
L
u
d
l
e
s
3
6
7
6
S
2
3
9
3
S
S
8
8
8
2
M
a
y
w
o
o
d
A
c
a
d
e
m
y
P
l
g
h
1
2
7
9
8
3
1
3
1
6
9
8
x
8
3
8
1
0
6
n
o
r
L
h
v
a
l
l
e
y
C
h
a
r
L
e
r
A
c
a
d
e
m
y
1
9
1
7
7
1
1
7
7
1
6
6
7
7
1
6
C
e
s
a
r
L
.
C
h
a
v
e
z
L
e
a
r
n
l
n
g
A
c
a
d
e
m
l
e
s
-
S
o
c
l
a
4
7
1
7
6
1
1
1
1
9
S
S
S
8
8
8
1
S
o
u
L
h
L
a
s
L
P
l
g
h
2
S
9
3
8
S
1
1
1
9
9
8
S
S
8
8
7
1
S
o
u
L
h
C
a
L
e
S
e
n
l
o
r
P
l
g
h
3
1
2
S
8
7
1
1
1
8
9
9
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
5
9
1
8
6
%
9
%
1
7
%
9
7
%
0
%
1
%
0
%
0
%
0
%
0
%
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
2
7
7
7
1
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
e
a
d
e
r
s
h
l
p
6
8
4
8
0
1
2
2
4
7
S
1
2
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
1
0
2
0
8
S
3
0
8
8
2
8
S
0
1
L
o
s
A
n
g
e
l
e
s
P
l
g
h
S
c
h
o
o
l
o
f
L
h
e
A
r
L
s
(
L
A
P
4
1
2
9
1
1
0
2
6
8
8
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
1
0
8
S
8
9
4
9
8
6
2
8
2
0
6
S
c
h
o
o
l
f
o
r
L
h
e
v
l
s
u
a
l
A
r
L
s
a
n
d
P
u
m
a
n
l
L
l
e
4
3
1
8
3
1
0
2
7
8
S
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
9
7
S
8
2
1
0
S
1
8
0
1
3
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
8
3
0
8
4
%
1
0
%
2
9
%
8
5
%
1
%
2
%
8
%
3
%
0
%
0
%
0
%
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
1
0
2
0
8
S
3
0
8
8
x
8
1
8
6
S
4
C
r
e
n
s
h
a
w
A
r
L
s
-
1
e
c
h
n
o
l
o
g
y
C
h
a
r
L
e
r
P
l
g
h
2
6
S
9
6
9
4
x
8
7
8
7
3
3
A
l
a
l
n
L
e
r
o
y
L
o
c
k
e
C
o
l
l
e
g
e
r
e
p
a
r
a
L
o
r
y
4
6
3
9
0
2
0
S
4
4
1
L
S
8
7
S
0
!
o
h
n
M
a
r
s
h
a
l
l
S
e
n
l
o
r
P
l
g
h
2
6
8
4
6
1
2
8
1
4
6
2
1
2
1
0
1
3
L
2
8
4
6
2
v
l
r
g
l
l
M
l
d
d
l
e
1
1
0
2
7
8
1
6
2
6
8
S
2
8
7
4
8
W
e
s
L
A
d
a
m
s
r
e
p
a
r
a
L
o
r
y
P
l
g
h
2
0
6
8
9
4
2
6
9
2
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
1
0
6
1
8
8
%
8
%
2
3
%
7
4
%
0
%
5
%
2
%
2
%
0
%
0
%
0
%
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
k
-
1
2
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
a
n
d
p
e
r
c
e
n
L
a
g
e
s
o
f
s
e
l
e
c
L
s
u
b
g
r
o
u
p
s
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
u
a
y
.
o
f
L
n
g
l
l
s
h
L
e
a
r
n
e
r
s
(
L
L
s
)
l
s
c
a
l
c
u
l
a
L
e
d
b
y
d
l
v
l
d
l
n
g
L
h
e
L
o
L
a
l
n
u
m
b
e
r
o
f
L
L
s
r
e
p
o
r
L
e
d
o
n
L
h
e
M
a
r
c
h
2
0
1
3
L
a
n
g
u
a
g
e
C
e
n
s
u
s
b
y
L
h
e
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
.
O
C
T
O
B
E
R

2
0
1
2

C
A
L
P
A
D
S

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
179
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 2 8570 Camino Nuevo Charter High 59 16 27% 57 34 60% 32 23 72%
L 2 8729 AbrahamLlncolnSenlorPlgh 707 4S 6 624 41 7 472 41 9
x 2 77S0 AcademyofLnvlronmenLal&Socl -- 9 -- 70 2 3 76 4 S
x8 2 8823 Alllanceur.ClgaMohanPlgh 79 1S 19 80 23 29 73 27 37
x8 1 882S AlllanceWllllamandCarolCuchlA 77 8 10 86 17 20 111 27 24
x8 2 8827 AnlmoCscarueLaPoyaCharLerP 116 12 10 1SS 3S 23 142 43 30
x8 7 8S04 AnlmoaL8rown 1S9 20 13 174 0 0 143 21 1S
n 6 8609 ArleLaPlgh 440 4S 10 387 3S 9 291 3S 12
x8 S 7733 AsplreaclflcAcademy -- 8 -- 66 18 27 69 23 33
S S 8S36 8ellSenlorPlgh 1281 173 14 1129 141 12 990 120 12
x 2 8606 LasLLosAngeleserformlngArLsA -- 10 -- 111 7 6 108 10 9
x 2 8774 LosAngelesSchoolofClobalSLud 72 6 8 S7 3 S 69 8 12
S S 8882 MaywoodAcademyPlgh 2S1 37 1S 2S1 21 8 242 33 14
x8 3 8106 norLhvalleyCharLerAcademy 39 0 0 41 2 S 37 2 S
x 6 7716 CesarL.ChavezLearnlngAcademl -- -- -- -- 17 -- 64 19 30
S S 8881 SouLhLasLPlgh 768 S6 7 798 71 9 662 70 11
S S 8871 SouLhCaLeSenlorPlgh 798 100 13 74S 68 9 714 88 12
Resident Schools
x 2 7771 AmbassadorSchoolofClobalLead -- 1 -- 133 14 11 196 29 1S
x 2 8S43 8elmonLSenlorPlgh S26 S3 10 413 42 10 373 42 11
x 2 8S01 LosAngelesPlghSchoolofLheArL 149 1S 10 121 8 7 109 19 17
x 2 7783 newCpenWorldAcademy 3S1 46 13 498 80 16 S26 61 12
x 2 8206 SchoolforLhevlsualArLsandPum 134 14 10 140 21 1S 131 18 14
x 2 7780 uCLACommunlLy 2S6 16 6 4S0 27 6 S37 84 16
x 2 8S43 8elmonLSenlorPlgh S26 S3 10 413 42 10 373 42 11
x8 1 86S4 CrenshawArLs-1echnologyCharLe 0 1 -- 0 3 -- 0 3 --
x8 7 8733 AlalnLeroyLocke3Collegerepar 36S 1S 4 1S1 S 3 140 7 S
L S 87S0 !ohnMarshallSenlorPlgh 630 62 10 S73 49 9 442 39 9
L 2 8462 vlrgllMlddle 620 87 14 42S 76 18 3S8 90 2S
x 2 8748 WesLAdamsreparaLoryPlgh 964 133 14 772 84 11 7S8 90 12
a
180
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
CamlnonuevoCharLerPlgh 32 23 71.9 12.2
LAuSuSlmllarSchoolsfromCuLMedlan 127 27 12.2 3.3
8esldenLSchoolsMedlan 28S 36 14.3 3.9
ComparlsonSchoolslnCharLerMedlan 366 41 11.3 1.1
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
CamlnonuevoCharLerPlgh S7 34 S9.6
LAuSuSlmllarSchoolsfromCuLMedlan 1SS 20 8.9
8esldenLSchoolsMedlan 277 24 10.3
ComparlsonSchoolslnCharLerMedlan 419 46 10.2
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
CamlnonuevoCharLerPlgh S9 16 27.1
LAuSuSlmllarSchoolsfromCuLMedlan 20S 1S 10.4
8esldenLSchoolsMedlan 2S6 16 10.1
ComparlsonSchoolslnCharLerMedlan S73 S8 10.1
ulsLrlcL 20S,312 26,080 12.7
181
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
C
C
1
2
0
1
2
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
P
l
g
h
l
n
c
l
d
e
n
c
L
o
w
l
n
c
l
d
e
n
c
#
A
u
1
#
u
8
u
L
A
l
#
L
u
#
L
M
u
#
P
C
P
M
8
C
P
l
*
#
C
l
#
S
L
u
*
S
L
l
*
#
1
8
l
#
v
l
X
R
2
8
5
7
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
4
8
3
4
5
9
%
8
%
1
%
4
0
0
0
0
1
0
3
0
3
7
0
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
2
8
7
2
9
A
b
r
a
h
a
m
L
l
n
c
o
l
n
S
e
n
l
o
r
P
l
g
h
1
S
S
0
1
7
0
1
1
1
S
0
0
0
0
3
1
9
1
3
3
1
1
S
2
0
0
x
2
7
7
S
0
A
c
a
d
e
m
y
o
f
L
n
v
l
r
o
n
m
e
n
L
a
l
&
S
o
c
l
a
l
o
l
l
c
y
3
4
4
2
S
7
0
0
0
0
0
0
0
0
0
2
S
0
0
0
x
8
2
8
8
2
3
A
l
l
l
a
n
c
e
u
r
.
C
l
g
a
M
o
h
a
n
P
l
g
h
4
S
8
3
0
7
0
0
0
0
0
2
0
6
0
2
0
2
0
0
x
8
1
8
8
2
S
A
l
l
l
a
n
c
e
W
l
l
l
l
a
m
a
n
d
C
a
r
o
l
C
u
c
h
l
A
c
a
d
e
m
y
S
4
S
3
9
7
0
0
0
0
0
0
0
1
0
3
6
1
0
1
x
8
2
8
8
2
7
A
n
l
m
o
C
s
c
a
r
u
e
L
a
P
o
y
a
C
h
a
r
L
e
r
P
l
g
h
6
0
1
3
S
6
4
0
0
1
0
0
0
3
0
2
7
0
0
0
x
8
7
8
S
0
4
A
n
l
m
o
a
L
8
r
o
w
n
S
8
9
4
2
7
1
0
0
0
0
2
0
S
0
3
3
0
0
1
n
6
8
6
0
9
A
r
l
e
L
a
P
l
g
h
1
S
6
4
1
6
9
1
1
1
0
9
0
0
2
0
4
2
2
3
2
1
2
6
0
1
0
x
8
S
7
7
3
3
A
s
p
l
r
e
a
c
l
f
l
c
A
c
a
d
e
m
y
S
9
3
6
2
1
0
S
0
0
2
0
1
0
9
0
4
S
0
0
0
S
S
8
S
3
6
8
e
l
l
S
e
n
l
o
r
P
l
g
h
3
7
2
0
3
9
S
1
1
3
0
0
0
0
0
6
2
2
1
7
4
3
1
S
1
0
0
x
2
8
6
0
6
L
a
s
L
L
o
s
A
n
g
e
l
e
s
e
r
f
o
r
m
l
n
g
A
r
L
s
A
c
a
d
e
m
y
4
8
8
4
3
9
1
1
0
0
0
0
0
0
2
1
2
8
0
0
1
x
2
8
7
7
4
L
o
s
A
n
g
e
l
e
s
S
c
h
o
o
l
o
f
C
l
o
b
a
l
S
L
u
d
l
e
s
3
6
7
2
3
6
0
0
0
1
0
0
0
1
1
2
0
0
0
0
S
S
8
8
8
2
M
a
y
w
o
o
d
A
c
a
d
e
m
y
P
l
g
h
1
2
7
9
1
2
S
1
0
1
2
0
0
2
0
2
1
0
9
1
8
9
0
0
0
x
8
3
8
1
0
6
n
o
r
L
h
v
a
l
l
e
y
C
h
a
r
L
e
r
A
c
a
d
e
m
y
1
9
1
3
S
1
8
1
6
S
0
0
0
0
0
0
1
1
0
1
9
0
0
0
x
6
7
7
1
6
C
e
s
a
r
L
.
C
h
a
v
e
z
L
e
a
r
n
l
n
g
A
c
a
d
e
m
l
e
s
-
S
o
c
l
a
4
7
1
4
3
9
1
0
0
0
0
0
0
4
2
3
S
1
0
0
S
S
8
8
8
1
S
o
u
L
h
L
a
s
L
P
l
g
h
2
S
9
3
2
S
7
1
0
1
8
0
0
4
0
2
1
2
1
S
7
1
9
6
1
0
2
S
S
8
8
7
1
S
o
u
L
h
C
a
L
e
S
e
n
l
o
r
P
l
g
h
3
1
2
S
3
0
S
1
0
2
0
0
0
1
0
1
2
9
1
S
1
2
2
2
3
2
1
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
5
9
1
4
3
9
%
8
%
1
%
5
0
0
0
0
1
0
8
1
3
6
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
2
7
7
7
1
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
e
a
d
e
r
s
h
l
p
6
8
4
8
2
1
2
1
0
1
3
0
0
2
0
1
0
S
0
S
9
2
0
0
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
1
0
2
0
1
4
4
1
4
1
0
1
4
0
0
1
0
1
1
9
9
3
9
3
3
1
0
x
2
8
S
0
1
L
o
s
A
n
g
e
l
e
s
P
l
g
h
S
c
h
o
o
l
o
f
L
h
e
A
r
L
s
(
L
A
P
4
1
2
3
7
9
0
0
0
0
0
0
8
2
0
2
7
0
0
0
x
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
1
0
8
S
1
2
7
1
2
1
0
1
2
0
0
2
0
3
1
1
0
0
8
7
1
1
0
1
x
2
8
2
0
6
S
c
h
o
o
l
f
o
r
L
h
e
v
l
s
u
a
l
A
r
L
s
a
n
d
P
u
m
a
n
l
L
l
e
4
3
1
3
9
9
4
0
0
1
0
1
1
3
0
2
9
0
0
0
x
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
9
7
S
8
3
9
7
0
0
0
0
2
9
7
3
4
7
7
0
1
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
8
3
0
8
3
1
0
%
9
%
2
%
1
0
0
0
1
0
1
5
6
0
5
3
3
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
1
0
2
0
1
4
4
1
4
1
0
1
4
0
0
1
0
1
1
9
9
3
9
3
3
1
0
x
8
1
8
6
S
4
C
r
e
n
s
h
a
w
A
r
L
s
-
1
e
c
h
n
o
l
o
g
y
C
h
a
r
L
e
r
P
l
g
h
2
6
S
2
7
1
0
1
0
0
0
0
0
0
3
1
1
9
3
0
0
x
8
7
8
7
3
3
A
l
a
l
n
L
e
r
o
y
L
o
c
k
e
C
o
l
l
e
g
e
r
e
p
a
r
a
L
o
r
y
4
6
3
7
6
1
6
1
S
S
0
0
1
0
1
1
7
0
6
0
1
0
0
L
S
8
7
S
0
!
o
h
n
M
a
r
s
h
a
l
l
S
e
n
l
o
r
P
l
g
h
2
6
8
4
2
7
6
1
0
2
4
0
0
2
0
7
2
S
2
2
2
1
6
1
4
4
2
S
L
2
8
4
6
2
v
l
r
g
l
l
M
l
d
d
l
e
1
1
0
2
1
6
4
1
S
1
1
3
2
0
0
0
0
2
6
1
1
3
1
0
8
2
0
0
x
2
8
7
4
8
W
e
s
L
A
d
a
m
s
r
e
p
a
r
a
L
o
r
y
P
l
g
h
2
0
6
8
2
6
7
1
3
1
1
3
0
0
0
0
0
3
1
0
2
2
4
1
9
2
S
1
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
1
0
6
1
1
5
4
1
4
%
1
0
%
3
%
1
9
0
0
1
0
2
8
1
0
3
1
0
1
3
1
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
k
-
1
2
e
n
r
o
l
l
m
e
n
L
L
o
L
a
l
(
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
)
a
n
d
L
h
e
n
u
m
b
e
r
o
f
k
-
1
2
s
p
e
c
l
a
l
e
d
u
c
a
L
l
o
n
s
L
u
d
e
n
L
s
l
n
L
o
L
a
l
,
b
y
l
n
c
l
d
e
n
c
e
c
a
L
e
g
o
r
y
,
a
n
d
b
y
e
l
l
g
l
b
l
l
l
L
y
a
s
r
e
p
o
r
L
e
d
o
n
L
h
e
u
e
c
e
m
b
e
r
2
0
1
2
C
a
l
l
f
o
r
n
l
a
S
p
e
c
l
a
l
L
d
u
c
a
L
l
o
n
M
a
n
a
g
e
m
e
n
L
l
n
f
o
r
m
a
L
l
o
n
S
y
s
L
e
m
(
C
A
S
L
M
l
S
)
8
e
p
o
r
L
.
P
l
g
h
l
n
c
l
d
e
n
c
e
e
l
l
g
l
b
l
l
l
L
l
e
s
a
r
e
l
n
d
l
c
a
L
e
d
b
y
a
n
a
s
L
e
r
l
s
k
(
*
)
.
K
-
1
2

S
P
E
C
I
A
L

E
D
U
C
A
T
I
O
N

S
T
U
D
E
N
T
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S

(
D
E
C
E
M
B
E
R

2
0
1
2

C
A
S
E
M
I
S

R
E
P
O
R
T
)
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
182
A
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
2
8
5
7
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
3
3
1
1
%
7
%
2
9
%
4
7
%
1
5
%
3
7
%
6
2
%
3
3
6
1
2
%
3
9
%
3
0
%
1
8
%
1
%
8
1
%
1
9
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
2
8
7
2
9
A
b
r
a
h
a
m
L
l
n
c
o
l
n
S
e
n
l
o
r
P
l
g
h
9
8
S
1
1
1
6
3
2
2
6
1
S
S
9
4
1
9
3
6
2
7
3
3
1
8
1
6
7
8
2
2
2
7
7
S
0
A
c
a
d
e
m
y
o
f
L
n
v
l
r
o
n
m
e
n
L
a
l
&
S
o
c
l
a
l
o
l
l
c
y
2
4
0
9
1
8
4
S
2
3
7
2
2
9
2
4
0
3
6
4
2
1
6
9
4
x
8
2
8
8
2
3
A
l
l
l
a
n
c
e
u
r
.
C
l
g
a
M
o
h
a
n
P
l
g
h
3
3
7
2
2
0
4
1
2
8
3
1
6
9
3
3
6
1
1
S
4
4
3
3
2
2
7
7
x
8
1
8
8
2
S
A
l
l
l
a
n
c
e
W
l
l
l
l
a
m
a
n
d
C
a
r
o
l
C
u
c
h
l
A
c
a
d
e
m
y
4
3
8
6
1
S
3
6
3
1
1
2
S
7
4
3
4
3
6
1
7
3
1
3
1
1
7
7
9
2
1
x
8
2
8
8
2
7
A
n
l
m
o
C
s
c
a
r
u
e
L
a
P
o
y
a
C
h
a
r
L
e
r
P
l
g
h
4
S
8
S
1
4
3
7
2
9
1
S
S
6
4
4
4
6
2
1
8
3
2
2
9
1
8
7
9
2
1
x
8
7
8
S
0
4
A
n
l
m
o
a
L
8
r
o
w
n
4
1
S
S
1
3
3
2
3
S
1
S
S
0
S
0
4
1
7
S
1
7
2
7
3
S
1
6
4
9
S
1
n
6
8
6
0
9
A
r
l
e
L
a
P
l
g
h
1
0
0
3
7
1
7
3
9
2
9
6
3
3
8
9
0
8
1
S
4
0
3
0
1
3
8
S
1
S
x
8
S
7
7
3
3
A
s
p
l
r
e
a
c
l
f
l
c
A
c
a
d
e
m
y
4
2
S
6
1
1
3
1
3
6
1
6
4
8
S
2
4
2
4
1
S
3
4
3
1
1
8
8
0
2
0
S
S
8
S
3
6
8
e
l
l
S
e
n
l
o
r
P
l
g
h
2
6
3
S
9
1
S
3
8
2
7
1
1
6
2
3
8
2
4
6
3
1
9
3
8
2
1
1
S
7
8
2
1
2
8
6
0
6
L
a
s
L
L
o
s
A
n
g
e
l
e
s
e
r
f
o
r
m
l
n
g
A
r
L
s
A
c
a
d
e
m
y
3
4
2
7
2
0
4
3
2
3
7
0
2
9
3
4
S
3
6
S
0
1
1
9
7
2
8
7
7
4
L
o
s
A
n
g
e
l
e
s
S
c
h
o
o
l
o
f
C
l
o
b
a
l
S
L
u
d
l
e
s
2
7
2
1
1
2
0
3
8
2
3
6
9
3
0
2
7
4
3
2
4
S
1
8
9
S
S
S
8
8
8
2
M
a
y
w
o
o
d
A
c
a
d
e
m
y
P
l
g
h
9
2
9
8
1
4
3
6
3
0
1
2
S
8
4
2
8
7
7
2
1
4
7
2
2
1
0
9
0
1
1
x
8
3
8
1
0
6
n
o
r
L
h
v
a
l
l
e
y
C
h
a
r
L
e
r
A
c
a
d
e
m
y
1
S
4
8
1
6
4
2
1
9
1
6
6
6
3
S
1
S
4
1
0
2
8
3
4
2
3
7
2
2
8
6
7
7
1
6
C
e
s
a
r
L
.
C
h
a
v
e
z
L
e
a
r
n
l
n
g
A
c
a
d
e
m
l
e
s
-
S
o
c
l
a
3
4
6
3
1
3
3
3
3
4
1
8
4
9
S
2
3
4
S
2
2
4
0
2
9
9
1
S
S
8
8
8
1
S
o
u
L
h
L
a
s
L
P
l
g
h
1
6
8
6
9
1
4
3
4
3
0
1
3
S
7
4
3
1
7
1
S
2
4
4
0
2
S
1
1
8
9
1
2
S
S
8
8
7
1
S
o
u
L
h
C
a
L
e
S
e
n
l
o
r
P
l
g
h
2
2
3
3
6
1
4
3
9
3
0
1
1
S
9
4
1
2
1
4
9
1
9
4
3
2
2
1
4
8
4
1
6
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
4
3
2
7
%
1
5
%
3
7
%
3
0
%
1
3
%
5
9
%
4
2
%
4
3
0
1
9
%
3
9
%
2
4
%
1
5
%
2
%
8
2
%
1
8
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
2
7
7
7
1
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
e
a
d
e
r
s
h
l
p
S
4
3
1
4
1
6
3
7
2
2
1
0
6
7
3
2
S
4
0
2
7
3
6
1
9
1
4
8
2
1
8
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
7
4
8
1
3
1
8
3
7
2
3
6
8
3
2
7
1
S
2
7
3
8
2
2
1
1
8
7
1
3
2
8
S
0
1
L
o
s
A
n
g
e
l
e
s
P
l
g
h
S
c
h
o
o
l
o
f
L
h
e
A
r
L
s
(
L
A
P
2
9
8
8
1
S
3
S
2
9
1
3
S
8
4
2
2
9
2
1
2
4
S
2
8
1
3
8
S
1
S
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
7
S
1
6
1
S
4
1
2
8
1
1
6
2
3
9
7
S
2
7
2
2
2
8
2
6
1
7
S
7
4
3
2
8
2
0
6
S
c
h
o
o
l
f
o
r
L
h
e
v
l
s
u
a
l
A
r
L
s
a
n
d
P
u
m
a
n
l
L
l
e
3
3
2
8
1
7
3
9
2
6
6
4
3
S
3
0
7
2
9
3
9
2
2
9
0
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
7
2
0
1
2
1
9
3
7
2
3
6
8
3
2
7
1
7
1
1
3
0
2
8
2
1
1
0
6
9
3
1
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
6
3
2
1
0
%
1
7
%
3
7
%
2
5
%
1
0
%
6
6
%
3
4
%
6
2
8
2
0
%
3
7
%
2
5
%
1
4
%
3
%
8
4
%
1
7
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
7
4
8
1
3
1
8
3
7
2
3
6
8
3
2
7
1
S
2
7
3
8
2
2
1
1
8
7
1
3
x
8
1
8
6
S
4
C
r
e
n
s
h
a
w
A
r
L
s
-
1
e
c
h
n
o
l
o
g
y
C
h
a
r
L
e
r
P
l
g
h
1
9
8
1
1
2
1
3
9
2
2
7
1
2
9
1
8
9
2
6
4
7
1
8
1
0
9
1
1
0
x
8
7
8
7
3
3
A
l
a
l
n
L
e
r
o
y
L
o
c
k
e
C
o
l
l
e
g
e
r
e
p
a
r
a
L
o
r
y
3
1
4
2
7
3
1
2
6
1
3
8
4
1
6
3
2
9
4
S
3
8
1
3
9
6
L
S
8
7
S
0
!
o
h
n
M
a
r
s
h
a
l
l
S
e
n
l
o
r
P
l
g
h
1
8
3
S
8
1
1
2
S
3
0
2
6
4
4
S
6
1
7
2
0
1
8
3
7
2
2
1
7
7
7
2
4
L
2
8
4
6
2
v
l
r
g
l
l
M
l
d
d
l
e
9
7
S
8
1
4
3
7
2
7
1
4
S
9
4
1
1
0
0
0
8
2
1
3
0
2
8
1
4
S
9
4
2
2
8
7
4
8
W
e
s
L
A
d
a
m
s
r
e
p
a
r
a
L
o
r
y
P
l
g
h
1
2
4
1
1
1
2
0
4
0
2
3
7
1
2
9
1
2
3
0
2
1
4
6
2
2
8
9
1
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
8
6
2
1
1
%
1
9
%
3
7
%
2
3
%
8
%
7
0
%
3
1
%
8
5
8
2
4
%
3
8
%
2
2
%
1
1
%
2
%
8
8
%
1
2
%
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
2
0
1
2
-
1
3

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

A
2
0
1
3
C
S
1
L
L
A
2
0
1
3
C
S
1
M
A
1
P
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
183
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
2
8
5
7
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
3
4
0
1
%
5
%
3
0
%
4
0
%
2
4
%
3
6
%
6
4
%
3
4
1
1
5
%
3
1
%
3
4
%
1
8
%
3
%
8
0
%
2
1
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
2
8
7
2
9
A
b
r
a
h
a
m
L
l
n
c
o
l
n
S
e
n
l
o
r
P
l
g
h
1
3
3
9
1
4
1
7
3
2
2
2
1
S
6
3
3
7
1
2
7
0
2
7
3
3
2
0
1
4
8
0
1
9
2
7
7
S
0
A
c
a
d
e
m
y
o
f
L
n
v
l
r
o
n
m
e
n
L
a
l
&
S
o
c
l
a
l
o
l
l
c
y
2
S
3
1
0
2
3
3
S
2
S
6
8
3
2
2
4
2
3
9
4
3
1
7
9
9
x
8
2
8
8
2
3
A
l
l
l
a
n
c
e
u
r
.
C
l
g
a
M
o
h
a
n
P
l
g
h
3
3
S
1
3
0
3
9
2
3
3
7
6
2
3
3
S
2
1
9
4
1
2
9
3
0
7
0
x
8
1
8
8
2
S
A
l
l
l
a
n
c
e
W
l
l
l
l
a
m
a
n
d
C
a
r
o
l
C
u
c
h
l
A
c
a
d
e
m
y
4
1
0
S
1
8
3
6
2
9
1
1
S
9
4
0
4
0
8
1
6
3
1
3
3
1
6
8
0
1
9
x
8
2
8
8
2
7
A
n
l
m
o
C
s
c
a
r
u
e
L
a
P
o
y
a
C
h
a
r
L
e
r
P
l
g
h
4
2
7
S
1
1
3
3
3
4
1
6
4
9
S
0
4
1
7
1
4
2
6
2
S
2
4
1
1
6
S
3
S
x
8
7
8
S
0
4
A
n
l
m
o
a
L
8
r
o
w
n
4
2
S
8
1
2
3
S
3
0
1
6
S
S
4
6
4
2
6
6
2
0
3
0
3
4
1
0
S
6
4
4
n
6
8
6
0
9
A
r
l
e
L
a
P
l
g
h
1
0
8
1
8
1
7
3
8
2
7
1
0
6
3
3
7
1
0
S
2
2
8
4
4
2
0
9
2
x
8
S
7
7
3
3
A
s
p
l
r
e
a
c
l
f
l
c
A
c
a
d
e
m
y
4
3
0
S
1
2
3
3
3
4
1
7
S
0
S
1
4
4
3
1
4
3
3
2
9
2
2
7
6
2
4
S
S
8
S
3
6
8
e
l
l
S
e
n
l
o
r
P
l
g
h
3
1
1
7
1
0
1
8
3
8
2
2
1
2
6
6
3
4
2
7
2
1
1
9
3
6
2
1
1
8
7
6
2
S
2
8
6
0
6
L
a
s
L
L
o
s
A
n
g
e
l
e
s
e
r
f
o
r
m
l
n
g
A
r
L
s
A
c
a
d
e
m
y
3
S
6
4
2
0
4
6
2
S
7
0
3
0
3
4
0
3
8
4
S
1
S
9
8
2
8
7
7
4
L
o
s
A
n
g
e
l
e
s
S
c
h
o
o
l
o
f
C
l
o
b
a
l
S
L
u
d
l
e
s
2
7
4
1
3
2
2
3
S
2
2
7
0
3
0
2
7
3
2
7
4
S
2
3
9
S
S
S
8
8
8
2
M
a
y
w
o
o
d
A
c
a
d
e
m
y
P
l
g
h
9
8
6
1
2
1
9
3
S
2
4
1
0
6
6
3
4
9
3
8
3
1
4
0
2
2
9
3
x
8
3
8
1
0
6
n
o
r
L
h
v
a
l
l
e
y
C
h
a
r
L
e
r
A
c
a
d
e
m
y
1
7
8
8
2
0
2
7
3
2
1
2
S
S
4
4
1
7
6
1
2
2
6
3
3
2
S
7
1
2
9
6
7
7
1
6
C
e
s
a
r
L
.
C
h
a
v
e
z
L
e
a
r
n
l
n
g
A
c
a
d
e
m
l
e
s
-
S
o
c
l
a
3
3
6
S
1
4
3
S
3
2
1
4
S
4
4
6
3
3
S
1
9
3
3
3
1
1
S
8
3
1
6
S
S
8
8
8
1
S
o
u
L
h
L
a
s
L
P
l
g
h
1
9
7
S
1
1
1
7
3
S
2
S
1
2
6
3
3
7
2
0
0
6
2
7
3
7
2
4
1
0
8
8
1
2
S
S
8
8
7
1
S
o
u
L
h
C
a
L
e
S
e
n
l
o
r
P
l
g
h
2
3
7
4
9
1
9
3
7
2
4
1
1
6
S
3
S
2
2
9
6
2
1
4
0
2
S
1
2
8
6
1
4
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
4
2
6
8
%
1
8
%
3
5
%
2
6
%
1
2
%
6
3
%
3
7
%
4
2
2
2
0
%
3
5
%
2
4
%
1
5
%
2
%
8
2
%
1
8
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
2
7
7
7
1
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
e
a
d
e
r
s
h
l
p
S
4
8
1
0
1
8
3
9
2
2
1
0
6
7
3
2
S
3
2
2
S
4
0
2
1
1
2
8
6
1
S
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
7
8
8
1
3
2
0
3
7
2
1
7
0
2
9
7
3
7
2
7
3
8
2
2
1
0
8
7
1
2
2
8
S
0
1
L
o
s
A
n
g
e
l
e
s
P
l
g
h
S
c
h
o
o
l
o
f
L
h
e
A
r
L
s
(
L
A
P
2
9
7
7
1
6
3
9
2
S
1
2
6
2
3
7
2
8
8
1
0
3
4
3
4
1
8
7
8
2
1
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
7
4
7
1
0
1
9
3
6
2
S
1
1
6
S
3
6
7
4
2
9
2
S
2
6
2
3
1
7
6
0
4
0
2
8
2
0
6
S
c
h
o
o
l
f
o
r
L
h
e
v
l
s
u
a
l
A
r
L
s
a
n
d
P
u
m
a
n
l
L
l
e
3
1
1
8
2
0
3
7
2
3
1
2
6
S
3
S
2
9
8
2
7
3
S
2
3
1
2
8
S
1
4
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
6
8
2
1
2
1
S
3
6
2
4
1
3
6
3
3
7
6
8
3
1
S
2
9
2
S
1
9
1
2
6
9
3
1
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
6
1
5
1
0
%
1
9
%
3
7
%
2
4
%
1
2
%
6
5
%
3
6
%
6
0
8
2
0
%
3
5
%
2
4
%
1
5
%
3
%
8
2
%
1
8
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
7
8
8
1
3
2
0
3
7
2
1
7
0
2
9
7
3
7
2
7
3
8
2
2
1
0
8
7
1
2
x
8
1
8
6
S
4
C
r
e
n
s
h
a
w
A
r
L
s
-
1
e
c
h
n
o
l
o
g
y
C
h
a
r
L
e
r
P
l
g
h
2
0
S
1
0
1
7
4
1
2
7
6
8
3
2
1
9
6
2
0
4
S
2
3
1
0
8
8
1
2
x
8
7
8
7
3
3
A
l
a
l
n
L
e
r
o
y
L
o
c
k
e
C
o
l
l
e
g
e
r
e
p
a
r
a
L
o
r
y
3
6
2
3
S
2
6
2
S
1
2
8
6
1
4
3
2
7
2
9
4
S
1
8
9
2
L
S
8
7
S
0
!
o
h
n
M
a
r
s
h
a
l
l
S
e
n
l
o
r
P
l
g
h
1
9
8
2
9
1
4
2
7
2
S
2
S
S
0
S
0
1
8
4
S
2
1
3
4
2
3
1
6
7
8
2
2
L
2
8
4
6
2
v
l
r
g
l
l
M
l
d
d
l
e
1
0
7
1
7
1
S
3
6
2
9
1
4
S
8
4
3
1
1
0
S
1
3
2
4
2
S
2
3
1
S
6
2
3
8
2
8
7
4
8
W
e
s
L
A
d
a
m
s
r
e
p
a
r
a
L
o
r
y
P
l
g
h
1
4
6
2
1
S
2
S
3
6
1
9
7
6
2
4
1
4
S
9
3
0
4
1
1
8
8
9
1
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
9
3
0
1
2
%
1
9
%
3
6
%
2
3
%
7
%
6
9
%
3
1
%
9
2
1
2
4
%
4
0
%
2
3
%
1
0
%
2
%
8
8
%
1
2
%
2
0
1
2
C
S
1
M
A
1
P
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
2
0
1
1
-
1
2

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

2
0
1
2
C
S
1
L
L
A
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
184
LSC 8u LocCode School
2012-13
Crade
Span
2011-12
CAPSLL
Crade10
assed
MaLh
2011-12
CAPSLL
Crade10
assedLLA
2012-13
CAPSLL
Crade10
assed
MaLh
2012-13
CAPSLL
Crade10
assedLLA
2011-12
CohorL
CraduaLlon
8aLe
XR 2 8570 Camino Nuevo Charter High 9-12 94% 93% 96% 93% 94%
L 2 8729 AbrahamLlncolnSenlorPlgh 9-12 80 76 83 8S 7S
x 2 77S0 AcademyofLnvlronmenLal&Soc 9-12 70 68 64 76 89
x8 2 8823 Alllanceur.ClgaMohanPlgh 9-12 97 92 99 9S 100
x8 1 882S AlllanceWllllamandCarolCuchl 9-12 91 89 89 93 92
x8 2 8827 AnlmoCscarueLaPoyaCharLer 9-12 86 83 84 86 93
x8 7 8S04 AnlmoaL8rown 9-12 89 84 87 82 74
n 6 8609 ArleLaPlgh 9-12 80 82 88 82 93
x8 S 7733 AsplreaclflcAcademy 9-11 83 86 87 81 --
S S 8S36 8ellSenlorPlgh 9-12 82 73 83 72 78
x 2 8606 LasLLosAngeleserformlngArLs 9-12 6S 68 73 74 81
x 2 8774 LosAngelesSchoolofClobalSLud 9-12 80 80 80 72 86
S S 8882 MaywoodAcademyPlgh 9-12 89 87 81 76 84
x8 3 8106 norLhvalleyCharLerAcademy 6-12 94 94 93 81 86
x 6 7716 CesarL.ChavezLearnlngAcadem 9-12 86 88 80 84 94
S S 8881 SouLhLasLPlgh 9-12 81 80 88 83 77
S S 8871 SouLhCaLeSenlorPlgh 9-12 7S 74 79 78 82
LAUSD Similar Schools from CDE Median -- 83% 83% 84% 82% 86%
Resident Schools
x 2 7771 AmbassadorSchoolofClobalLea 6-12 84 76 S7 63 64
x 2 8S43 8elmonLSenlorPlgh 9-12 77 6S 79 74 71
x 2 8S01 LosAngelesPlghSchoolofLheAr 9-12 86 87 74 72 61
x 2 7783 newCpenWorldAcademy k-12 72 76 66 67 63
x 2 8206 SchoolforLhevlsualArLsandPum 9-12 79 74 81 74 81
x 2 7780 uCLACommunlLy k-12 86 78 78 73 70
Resident Schools Median -- 82% 76% 76% 73% 67%
Comparison Schools
x 2 8S43 8elmonLSenlorPlgh 9-12 77 6S 79 74 71
x8 1 86S4 CrenshawArLs-1echnologyCharLe 9-12 8S 87 78 79 87
x8 7 8733 AlalnLeroyLocke3Collegerepa 9-12 62 S4 60 47 61
L S 87S0 !ohnMarshallSenlorPlgh 9-12 86 83 88 83 80
L 2 8462 vlrgllMlddle 6-8 -- -- -- -- --
x 2 8748 WesLAdamsreparaLoryPlgh 9-12 74 74 78 72 80
Comparison Schools in Charter Median -- 77% 74% 78% 74% 80%
a
1hlspagedlsplaysLheCAPSLLpassraLesandgraduaLlonraLesofLhespeclfledschoolyearaspubllshedbyLhe
CallfornlaueparLmenLofLducaLlon(CuL).
HIGH SCHOOL DATA WITH COMPARISON SCHOOLS
Office of Data and Accountability * 10 or fewer Students 2/11/2014
185
a
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
S
u
s
p
.
8
a
L
e
2
0
1
1
-
1
2
S
u
s
p
.
8
a
L
e
2
0
1
2
-
1
3
S
l
n
g
l
e
S
L
d
.
2
0
1
1
-
1
2
2
0
1
2
-
1
3
2
0
1
1
-
1
2
2
0
1
2
-
1
3
A
f
r
.
A
m
e
r
.
#
A
f
r
.
A
m
e
r
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
S
L
u
d
.
u
l
s
.
#
S
L
u
d
.
u
l
s
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
X
R
2
8
5
7
0
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
4
%
2
%
2
%
2
0
9
4
1
1
8
-
-
-
-
9
%
4
4
7
%
5
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
2
8
7
2
9
A
b
r
a
h
a
m
L
l
n
c
o
l
n
S
e
n
l
o
r
P
l
g
h
0
2
1
1
0
S
1
1
0
0
1
1
1
6
7
0
2
7
7
S
0
A
c
a
d
e
m
y
o
f
L
n
v
l
r
o
n
m
e
n
L
a
l
&
S
o
c
l
a
l
o
l
l
c
y
6
2
1
3
2
2
7
3
S
0
1
0
2
8
1
4
1
4
x
8
2
8
8
2
3
A
l
l
l
a
n
c
e
u
r
.
C
l
g
a
M
o
h
a
n
P
l
g
h
1
6
7
1
2
1
8
2
7
0
2
9
3
x
8
1
8
8
2
S
A
l
l
l
a
n
c
e
W
l
l
l
l
a
m
a
n
d
C
a
r
o
l
C
u
c
h
l
A
c
a
d
e
m
y
7
3
4
1
S
4
6
1
7
1
4
7
S
4
3
S
3
x
8
2
8
8
2
7
A
n
l
m
o
C
s
c
a
r
u
e
L
a
P
o
y
a
C
h
a
r
L
e
r
P
l
g
h
6
3
3
3
2
7
0
8
8
-
-
-
-
S
3
2
0
x
8
7
8
S
0
4
A
n
l
m
o
a
L
8
r
o
w
n
8
4
6
2
2
1
0
0
4
4
1
8
2
S
2
S
4
S
4
n
6
8
6
0
9
A
r
l
e
L
a
P
l
g
h
2
3
2
1
S
2
2
1
1
8
0
1
0
1
6
7
0
x
8
S
7
7
3
3
A
s
p
l
r
e
a
c
l
f
l
c
A
c
a
d
e
m
y
1
8
8
S
4
S
1
6
9
9
0
-
-
-
-
1
0
6
1
3
3
1
S
S
S
8
S
3
6
8
e
l
l
S
e
n
l
o
r
P
l
g
h
0
1
0
8
2
0
2
4
0
1
0
0
1
1
4
1
1
1
2
8
6
0
6
L
a
s
L
L
o
s
A
n
g
e
l
e
s
e
r
f
o
r
m
l
n
g
A
r
L
s
A
c
a
d
e
m
y
3
1
7
9
1
9
1
1
0
2
S
0
S
0
4
6
7
2
8
7
7
4
L
o
s
A
n
g
e
l
e
s
S
c
h
o
o
l
o
f
C
l
o
b
a
l
S
L
u
d
l
e
s
3
1
1
6
1
9
8
1
S
4
0
4
0
2
3
0
S
S
8
8
8
2
M
a
y
w
o
o
d
A
c
a
d
e
m
y
P
l
g
h
1
1
6
6
1
7
1
8
-
-
-
-
1
0
1
2
S
2
x
8
3
8
1
0
6
n
o
r
L
h
v
a
l
l
e
y
C
h
a
r
L
e
r
A
c
a
d
e
m
y
3
6
8
1
7
3
0
4
8
2
S
2
S
1
8
3
4
9
6
7
7
1
6
C
e
s
a
r
L
.
C
h
a
v
e
z
L
e
a
r
n
l
n
g
A
c
a
d
e
m
l
e
s
-
S
o
c
l
a
0
1
0
2
0
3
1
4
0
4
3
0
S
S
8
8
8
1
S
o
u
L
h
L
a
s
L
P
l
g
h
1
2
4
1
S
S
7
3
8
1
3
S
0
2
4
1
0
S
S
8
8
7
1
S
o
u
L
h
C
a
L
e
S
e
n
l
o
r
P
l
g
h
3
1
0
4
1
S
1
3
4
2
0
0
6
6
7
6
7
1
0
3
0
9
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
%
2
%
1
%
1
9
9
2
4
1
9
1
%
8
0
%
0
%
9
%
4
6
2
%
1
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
2
7
7
7
1
A
m
b
a
s
s
a
d
o
r
S
c
h
o
o
l
o
f
C
l
o
b
a
l
L
e
a
d
e
r
s
h
l
p
2
1
3
3
2
3
S
4
3
0
0
1
1
7
7
1
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
2
2
3
1
2
3
9
2
4
2
1
7
0
1
4
1
4
6
1
2
8
S
0
1
L
o
s
A
n
g
e
l
e
s
P
l
g
h
S
c
h
o
o
l
o
f
L
h
e
A
r
L
s
(
L
A
P
0
0
0
0
0
2
7
0
1
0
3
9
0
2
7
7
8
3
n
e
w
C
p
e
n
W
o
r
l
d
A
c
a
d
e
m
y
S
S
S
3
S
8
3
S
8
2
2
1
S
1
1
1
1
9
1
3
2
8
2
0
6
S
c
h
o
o
l
f
o
r
L
h
e
v
l
s
u
a
l
A
r
L
s
a
n
d
P
u
m
a
n
l
L
l
e
4
1
6
1
2
0
1
1
4
0
3
3
0
2
7
7
8
0
u
C
L
A
C
o
m
m
u
n
l
L
y
2
1
8
8
2
0
1
7
2
1
6
0
8
S
S
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
2
%
1
%
1
%
1
7
6
2
2
1
1
2
%
1
7
0
%
0
%
1
0
%
8
1
1
%
1
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
2
8
S
4
3
8
e
l
m
o
n
L
S
e
n
l
o
r
P
l
g
h
2
2
3
1
2
3
9
2
4
2
1
7
0
1
4
1
4
6
1
x
8
1
8
6
S
4
C
r
e
n
s
h
a
w
A
r
L
s
-
1
e
c
h
n
o
l
o
g
y
C
h
a
r
L
e
r
P
l
g
h
0
0
0
0
0
9
4
2
4
9
0
2
3
0
x
8
7
8
7
3
3
A
l
a
l
n
L
e
r
o
y
L
o
c
k
e
C
o
l
l
e
g
e
r
e
p
a
r
a
L
o
r
y
S
0
S
S
2
8
2
8
S
2
S
3
S
6
8
6
1
6
4
1
1
9
0
9
8
4
9
1
2
S
7
1
2
6
6
7
L
S
8
7
S
0
!
o
h
n
M
a
r
s
h
a
l
l
S
e
n
l
o
r
P
l
g
h
4
1
1
9
1
0
0
2
0
6
1
3
9
2
6
0
1
S
1
0
2
6
S
S
L
2
8
4
6
2
v
l
r
g
l
l
M
l
d
d
l
e
9
1
1
1
3
6
1
6
S
6
2
3
3
0
3
1
S
1
6
6
2
2
8
7
4
8
W
e
s
L
A
d
a
m
s
r
e
p
a
r
a
L
o
r
y
P
l
g
h
6
1
3
6
6
2
0
8
1
8
7
1
4
3
1
1
3
2
7
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
5
%
2
%
2
%
1
1
5
2
4
1
8
6
4
3
5
%
1
0
2
2
%
2
%
1
3
%
1
5
6
2
%
1
%
E
V
E
N
T
S
D
A
Y
S
A
F
R
I
C
A
N

A
M
E
R
I
C
A
N
S
S
T
U
D
E
N
T
S

W
I
T
H

D
I
S
A
B
I
L
I
T
Y
C
a
m
i
n
o

N
u
e
v
o

C
h
a
r
t
e
r

H
i
g
h
S
U
S
P
E
N
S
I
O
N
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
s
u
s
p
e
n
s
l
o
n
e
v
e
n
L
s
,
d
a
y
s
a
n
d
r
a
L
e
f
o
r
2
0
1
1
-
2
0
1
2
a
n
d
2
0
1
2
-
2
0
1
3
s
c
h
o
o
l
y
e
a
r
.
C
O
M
P
A
R
I
S
O
N

D
A
T
A

(
A
L
L
)
D
I
S
P
R
O
P
O
R
T
I
O
N
A
L
I
T
Y
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
1
/
2
0
1
4
186
CAMINO NUEVO CHARTER HIGH SCHOOL
March 4, 2014


Final budget
Final petition


(213) 241-0399

187
TAB 11
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for PUC Community Charter Middle School
(Public Hearing)
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior PUC Community Charter Middle
School (PUC CCMS) Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve
350 students in grades 6-8 in each year oI its charter term.
Background:
On January 17, 2014, PUC CCMS submitted its charter renewal petition application to the
Charter Schools Division. The charter petition and supporting documents were reviewed by the
Charter Schools Division, the OIIice oI the General Counsel, and other District staII. The
60-day statutory timeline Ior Board action on this petition continues until March 18, 2014.
school:
program;
StaII assesses that PUC Community Charter Middle School has met the above criteria.
188
PUC Community Charter Middle School serves students in grades 6-8 in Board District 6,
Educational Service Center North (ESCN), at 11500 Eldridge Avenue, Lakeview Terrace, CA
91342. The school has reported its current enrollment as 345 students in grades 6-8. The
school is located on a private site.

PUC Community Charter Middle School (PUC CCMS) was originally approved by the Board
oI Education in June oI 1999, renewed on June 22, 2004, and most recently renewed Ior a third
term on June 9, 2009. For the proposed 2014-19 charter term, the school has an enrollment
capacity oI 350 students in grades 6-8 in each year oI its charter term. During the current
charter term oI PUC Community Charter Middle School, the school`s student body has
reIlected the community in which it operates. According to October 2012 CDE data, the
school`s demographics are approximately 91 Latino, 4 AIrican American, 1 Filipino, 1
American Indian, and 2 White. The Resident Schools Median indicates resident schools
serve 96 Latino, 1 AIrican American, 1 Asian, 0 Filipino, 0 American Indian, and 1
White.
PUC Community Charter Middle School (PUC CCMS) has chosen to implement its own
English Learner Master Plan and has provided supporting documentation to the Charter Schools
Division.
There is a commitment Irom PUC senior leadership, Ior all schools within the organization, to
adhere to their behavioral intervention plan as delineated in the charter which consists oI a three
tiered support approach with school-wide Targeted Early Prevention (80 oI students),
Targeted Intervention (15 oI students) with increased Iamily communication and involvement,
and Intensive Intervention (5 oI students) where mentoring and clinical counseling is
provided, and Iamily support team meetings occur. They have Iurther addressed reducing
suspensions through designing and Iacilitating proIessional development Ior all site leaders and
staII members regarding prevention and supports, speciIically on the use oI alternatives to
suspensions.
PUC Community Charter Middle School is one oI 13 charter schools managed by Partnerships
to UpliIt Communities, a non-proIit charter management organization. The organization and its
schools demonstrate strength in operations, Iiscal management, governance, and IulIillment oI
their charter terms and are in overall good standing with the District. PUC Community Charter
Middle School has met the minimum academic perIormance criteria Ior renewal required under
Education Code section 47607(b) as evidenced below in the Summary oI School PerIormance.
In 2013, the school achieved a school-wide Growth API oI 868, a 1-point increase Irom its 2012
Base API oI 867 Its three-year API aggregate growth oI 128 points exceeded the 5-point target
Ior the 2010-2011 school year. API Growth Targets Ior 2011-2012 and 2012-2013 were not set
by the state since the school`s API exceeded 800. The school earned a Statewide Rank oI 8 and
a Similar Schools Rank oI 10 Ior both 2012 and 2013 school years. The school has met API
growth targets Ior all statistically signiIicant subgroups each year since the 2010-2011 school
year. Lastly, the school has outperIormed the resident District schools with comparable
demographics in each year oI its charter in Growth API and in the percentage oI students
scoring proIicient and advanced on CST ELA and Mathematics.
189
considered when reviewing a charter school renewal petition. According to the 2013 SPF, PUC
Community Charter Middle School has been classiIied as an 'Excelling school, which is the
highest tier oI Iive possible tiers oI perIormance. The school`s placement in this tier is due to
high levels oI student achievement on the ELA and Math portions oI the CaliIornia Standards
Tests. The District`s Academic Growth Over Time (AGT) report Ior PUC Community Charter
Middle School is another criterion considered Ior charter school renewal to determine whether
the charter school has a sound educational program. AGT results measure the impact oI
schools and educators on the academic growth oI students tested using the CaliIornia Standards
Test (CST). The AGT data compares a student`s perIormance to his/her own expected
perIormance. The AGT results Ior PUC Community Charter Middle School in the areas oI ELA
3-Year Average and General Math 3-Year Average are both Far Above the Range oI Predicted
District outcomes. The school`s Algebra 1 AGT 3-Year Average is Above the Range oI
Predicted District outcomes.
Ior all students. The school has implemented Iour promising practices that have been
developed by the PUC Organization: 1) PUC HR Round Tables-Ior the purpose oI identiIying
areas that are working well and not so well and the development oI action plans to address
concerns in an eIIort to maintain employee satisIaction and reduce teacher turnover. 2)
Value-Added Collaboration-structured teacher meetings that Iocus on student development,
intervention, strategic planning and use oI diIIerentiated strategies. 3) Community Circles-a
venue where students can express themselves in a saIe environment to explore current issues, a
vehicle Ior character building, and presentation oI topics that are most likely not discussed in
their home environments. 4) English Learner ReclassiIication-a large percentage oI English
learners are reclassiIied as a result oI systematic oral language development and enriched
learning opportunities.
Current PUC Community Charter Middle School Governing Board members completed
questionnaires regarding conIlicts oI interest. A due diligence review perIormed by the OIIice
oI the Inspector General oI the school`s principal, and on-site Iinancial manager, revealed no
material negative Iindings.
Prior to the Board approval oI the charter renewal, the school must submit any requested
materials, including a signed Memorandum oI Understanding (MOU) Ior Special Education.
Expected Outcomes:
PUC Community Charter Middle School is expected to operate its charter school in a manner
'Yes - The approval oI the renewal oI the charter term Ior Iive (5) years would grant PUC
Community Charter Middle School the right to continue to operate as a charter school under the
190
terms oI the renewal petition Ior a Iive (5) year period beginning July 1, 2014.
30, 2013, unless PUC Community Charter Middle School appeals the denial and the charter is
Education. This Board Report No. 253 - 13/14 and accompanying documents shall constitute
the Board oI Education`s adopted written Iindings oI Iact Ior the denial oI the PUC Community
Charter Middle School renewal petition.
Budget Impact:
PUC Community Charter Middle School currently is a member oI LAUSD SELPA Option 3
(Charter Operated Programs). Under the current LAUSD SELPA Option 3 Special Education
MOU, Charter School`s Iair share contribution to special education will be 10 oI charter
schools` AB 602 (rate includes Base, COLA, Growth/Decline, 1/3 oI Program
Specialist/Regionalized Services) and their Federal IDEA revenues. This amount will be paid
Irom the Charter School`s Iunds Irom the Local Control Funding Formula and will be allocated
to support the existing District-wide administration oI special education supports and services.
An additional 10 oI special education revenues will be retained by the District and allocated
as directed by the Advisory Board and members oI the Charter-operated Program, with the
leadership oI the Charter-operated Program special education director. These Iunds will be
used to support the personnel Ior the Charter-operated Program section oI the SELPA; build
management and operating procedures to create an inIrastructure to support schools in meeting
the needs oI students with mild to severe disabilities; and, to create and implement new
programs that serve students in charter schools. At the conclusion oI each Iiscal year during the
entire charter petition period, any unspent special education revenues shall be returned to the
LAUSD SELPA.
renewal petition.
191
192


March 4, 2014
PUC COMMUNITY CHARTER MIDDLE SCHOOL
March 4, 2014




years:

years; or
school.
following:
schools.

193


March 4, 2014
PUC Community Charter Middle School has met the minimum statutory requirement as
evidenced in the Data Summary Report.

Student Discipline
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. PUC
Community Charter Middle Schools grounds for student suspension and expulsion are aligned with
those listed in Education Code Section 48900 et seq. As the data below shows, PUC Community
Charter Middle School had (16) suspensions and one (1) expulsion for the 2012-13 school year. In
2011-12 the school reported 16 suspensions and no expulsions. As of the date of this report, the school
reports three (3) suspensions and no expulsions for the current school year. According to data submitted
by the charter school to the LAUSD Office of Data and Accountability, school-wide suspension rates for
this school have steadily decreased during this charter term as shown below:

2008-2009 13.0%
2009-2010 8.6%
2010-2011 6.2%
2011-2012 4.7%
2012-2013 4.6%

For the current 2013-2014 school year, the school reports As of the date of this report, the school reports
three (3) suspensions and no 0 expulsions. for the current school year. Partnerships to Uplift
Communities (PUC), the organization that operates the charter school, reports that it is revisiting and
reviewing its suspension and expulsion policies and procedures to ensure a more cohesive, clear, and
effective process for all stakeholders. There is a commitment from PUC senior leadership, for all
schools within the organization, to adhere to their behavioral intervention plan as delineated in the
charter which consists of a three tiered support approach with school-wide Targeted Early Prevention
(80% of students), Targeted Intervention (15% of students) with increased family communication and
involvement, and Intensive Intervention (5% of students) where mentoring and clinical counseling is
provided, and family support team meetings occur. They have further addressed reducing suspensions
through designing and facilitating professional development for all site leaders and staff members
regarding prevention and supports, specifically on the use of alternatives to suspensions.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of
this report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
PUC
Community
Charter
Middle School
8453 3 0 16 1 16 0
194


March 4, 2014
Special Education

According to the December 2012 CASEMIS report, PUC Community Charter Middle School (PUC
CCMS) enrolled Special Education students at a rate that is below the District average. PUC
Community Charter Middle School had a special education enrollment rate of 7%, which was five (5)
percentage points lower than the LAUSD Similar Schools from CDE Median (12%). The school is
committed to continuing its efforts to identify and serve students with disabilities. The school provides
both strategic and intensive targeted intervention as needed for students. PUC CCMS has implemented
a system similar to the Collaborative Learning Model (CLM) of full inclusion to meet the unique
learning and social needs of students with disabilities. This model includes regular collaboration
between special education and general education teachers to embed instructional strategies in the weekly
lessons to ensure access to the curriculum, specialized academic instruction, and ongoing progress
monitoring on a biweekly basis.

OCT
2012
Enroll
#
S
p

E
d

E
n
r
o
l
l

#

S
p

E
d

E
n
r
o
l
l

%

%

H
i
g
h

I
n
c
i
d
e
n
c
e

%

L
o
w

I
n
c
i
d
e
n
c
e

#
A
U
T

#
D
B

#
D
E
A
F

#
E
D

#
E
M
D

#
H
O
H

#
M
R

#
O
H
I
*

#
O
I

#
S
L
D
*

#
S
L
I
*

#
T
B
I

#
V
I

348 25 7% 6% 1% 3 0 0 0 0 0 0 2 0 18 2 0 0

English Learners

The tables below represent the number of English Learners identified, served, and reclassified by PUC
Community Charter Middle School. The schools October 2012 CALPADS Demographics with
Comparison Schools shows an English learner population of 5% which is lower than the LAUSD
Similar Schools from CDE Median of 8%. The schools 2012-13 reclassification rate of 96% was
higher than the LAUSD Similar Schools from CDE Median rate of 30.4%. The success of English
Learners in their English language development is of the utmost importance to the school. The school is
rigorous in their close monitoring of the progress of English Learners, providing targeted, differentiated
instruction, and reclassifying students when they are ready. In addition, the instructional program for
PUC CCMS is designed to promote language acquisition, oral language development and enriched
learning opportunities. Students interact through cooperative learning activities, make oral presentations,
and collaborate for group performances. Lastly, additional EL tutoring is made available in the
extended day program. (The 2011-12 reclassification rate of 112% is the result of having 25 EL students
in fall of 2010-11, enrolling three (3) more that year and reclassifying every EL student the following
year in 2011-12.)

Loc
Code
School
T
o
t
a
l

E
n
r
o
l
l

#

%

F
/
R

M
e
a
l

%

G
A
T
E

%

E
L

%

L
a
t
i
n
o

%

W
h
i
t
e

%

A
f
.

A
m
e
r
.

%

A
s
i
a
n

%

F
i
l
i
.

8453 PUC Community Charter Middle School 348 83% 11% 5% 91% 1% 4% 0% 1%

195


March 4, 2014
RECLASSIFICATION

2012-13
2011-12
# EL
2012-13 #
Reclassified
2012-13
Reclassification Rate
Change from
Prior Year
PUC Community Charter Middle School 25 24 96.0% -16.0%
Comparison Schools in Charter Median 251 47 13.4% 1.5%
District 180,618 24,697 13.7% -1.7%

2011-12
2010-11 #
EL
2011-12 #
Reclassified
2011-12
PUC Community Charter Middle School 25 28 112.0%
District 194,904 29,956 15.4%

2010-11
2009-10 #
EL
2010-11 #
Reclassified
2010-11
PUC Community Charter Middle School 35 9 25.7%
District 205,312 26,080 12.7%





196


March 4, 2014

Charter Schools Division oversight for the 2013-2014 school year deemed Student Achievement
and Educational Performance at the school to be Accomplished.

The 2013 School Performance Framework rating is Excelling.
The school has met 2013 API Growth Targets for all subgroups.
The 2013 school-wide API is 868, exceeding the state target of 800.
The schools 2013 AGT in ELA is far above the District average.
The schools 2013 AGT in general Math and Algebra 1 is far above the District average.
The school reclassifies English learners at a rate higher than the District average.


school to be Proficient.

There is clear, strong evidence that the Governing Board effectively evaluates school leadership
and hold staff accountable to law and the charter as evidenced by the Teaching and Learning
Framework implemented.
It is clearly evident that the Governing Board has an effective stakeholder communication
system and protocols for resolving concerns.
The school has many relationships with community organizations that lead to enhanced
resources for students. The schools partnership with CSUN provides entering 6
th
graders a
week-long orientation on the CSUN campus.

PUC CMO leadership recognizes the need to revisit suspension and expulsion procedures with
all PUC school administrators to ensure that appropriate systems and PUC policies are being
adhered to. All schools within the PUC CMO are utilizing alternatives to suspension
CSD staff have discussed and shared with PUC CMO leadership ideas on how to maximize
stakeholder access and transparency for all related to Governing Board meetings. PUC
leadership is exploring ways to refine these processes.



197


March 4, 2014
Cash and cash equivalents of $1,607,923 are positive. This generates a cash reserve of 52.15%
which is well above the recommended reserve of 5%. This financial area has remained positive
from 2009-10 2012/13.
Net assets are positive, $1,830,520. Financial trend analysis shows the schools net assets have
continuously remained positive since fiscal year 09/10 to 12/13.
Net income is positive $99,463.
The fiscal condition of the school is strong and there are no known fiscal issues.

None noted.

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



The school consistently analyzes individual student data and implements effective intervention
strategies to address the learning needs of all students as evidenced by the PUC wide data
analysis days. The school utilizes Data Director to analyze data and develop strategies to support
students. Identify, Target, Plan, and Implement (ITPI) is the intervention plan for struggling
students.
The school is rigorous in their close monitoring of the progress of English Learners, providing
targeted, differentiated instruction, and reclassifying students when they are ready The
instructional program for PUC CCMS is designed to promote language acquisition, oral
language development and enriched learning opportunities. Students interact through
cooperative learning activities, make oral presentations, and collaborate for group
performances. Lastly, additional EL tutoring is made available in the extended day program.
There is clear, strong evidence in the instructional program of the innovative features described
in the charter and their positive impact on student achievement can be documented as evidenced
by the Learning Cycle implemented in all classes, MESH class, and Doug Lemovs Teach like a
Champion strategies.

School leadership shared the need to continue supporting teacher practice in the development
and use of the schools agreed upon instructional strategies and raising the level of rigor in lesson
development.

198
61167S0
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno S 98 ?es A 29 ?es A 7 ?es
WhlLe -- -- --
LngllshLearners S 99 ?es A 36 ?es A S ?es
SocloeconomlcallyulsadvanLaged S 102 ?es A 26 ?es A -2 ?es
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
CommunlLyCharLerMlddle 837 868 31 867 868 1
CuLSlmllarSchoolsMedlan 800 80S S 80S 843 38
8esldenLSchoolsMedlan 672 711 39 718 716 -2
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
CommunlLyCharLerMlddle 38 62 31 69
CuLSlmllarSchoolsMedlan 34 66 41 60
8esldenLSchoolsMedlan 64 37 6S 3S
ComparlsonSchoolsMedlan 64 36 70 30
CommunlLyCharLerMlddle 17 17 100 17 10 S9
CuLSlmllarSchoolsMedlan 17 10 S9 17 12 71
8esldenLSchoolsMedlan 21 13 67 21 11 S2
ComparlsonSchoolsMedlan 18 10 S9 18 11 61
AYP Comparison
2012 AYP 2013 AYP
?es ?es ?es
4 8 8
S 10 10
API Comparison
97 31 1
?es ?es ?es
837 868 868
S A A
(Ld.Code47607).
2010-11 2011-12 2012-13
740 837 867
Community Charter Middle
Loc.Code: 84S3
CuSCode:
CRITERIA SUMMARY
199
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
2
0
1
3
L
n
r
o
l
l
o
n
1
s
L
u
a
y
o
f
1
e
s
L
l
n
g
C
o
n
f
2
0
1
2
8
a
s
e
2
0
1
3
C
r
o
w
L
h
2
0
1
2
S
L
a
L
e
8
a
n
k
2
0
1
2
S
l
m
l
l
a
r
S
c
h
o
o
l
s
8
a
n
k
M
e
L
2
0
1
3
S
c
h
-
w
l
d
e
1
a
r
g
e
L
M
e
L
2
0
1
3
S
u
b
g
r
o
u
p
1
a
r
g
e
L
s
l
r
e
e
/
8
e
d
u
c
e
d
L
u
n
c
h
S
p
L
d
C
A
1
L
L
L
8
l
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
A
s
l
a
n
l
l
l
l
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
6
8
4
5
3
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
3
5
1
6
-

8
8
6
7
8
6
8
8
1
0
Y
e
s
Y
e
s
8
5
7
9
5
5
5
9
1
2
4
0
1
1
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
x
8
S
8
1
S
4
C
a
l
l
f
o
r
n
l
a
A
c
a
d
e
m
y
f
o
r
L
l
b
e
r
a
l
S
L
u
d
l
e
s
3
1
1
6
-
8
8
S
8
8
S
1
8
1
0
?
e
s
?
e
s
8
2
1
2
2
6
3
0
9
0
3
1
1
2
3
0
0
x
8
S
7
7
7
8
S
a
n
L
a
8
o
s
a
C
h
a
r
L
e
r
A
c
a
d
e
m
y
2
0
9
6
-
8
7
6
1
7
8
7
4
3
?
e
s
n
o
8
6
1
6
1
1
8
4
0
8
9
6
1
0
3
0
0
0
L
S
8
2
0
8
1
h
o
m
a
s
S
L
a
r
r
k
l
n
g
M
l
d
d
l
e
1
S
0
4
6
-
8
8
0
S
8
4
3
6
7
?
e
s
?
e
s
6
S
1
0
3
4
9
3
9
S
9
1
8
2
1
4
7
0
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
1
1
-
8
0
5
8
4
3
6
7
-
-
8
2
1
2
1
1
8
3
9
8
9
6
1
1
3
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
9
8
6
-
8
6
9
8
7
1
6
1
7
?
e
s
n
o
6
7
1
2
8
2
S
S
1
9
S
0
4
0
0
0
0
0
n
6
8
3
0
6
C
l
l
v
e
v
l
s
L
a
M
l
d
d
l
e
1
2
8
2
6
-
8
7
3
3
7
3
8
3
7
?
e
s
n
o
8
6
1
8
1
1
1
8
4
6
9
S
2
1
1
0
0
0
1
n
6
8
3
2
1
a
c
o
l
m
a
M
l
d
d
l
e
1
S
3
9
6
-
8
7
2
6
7
3
3
2
3
?
e
s
n
o
S
9
1
3
1
S
1
9
4
3
9
4
2
1
1
1
1
0
0
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
9
S
7
6
-
8
7
0
9
6
9
7
2
6
n
o
n
o
6
7
1
6
9
2
S
3
8
9
6
1
1
0
0
0
0
0
x
6
6
S
0
1
S
a
n
l
e
r
n
a
n
d
o
l
n
s
L
l
L
u
L
e
o
f
A
p
p
l
l
e
d
M
e
d
3
9
4
6
-
8
8
7
0
6
1
0
0
1
3
1
4
1
9
4
7
9
7
1
1
0
1
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
9
5
7
-
7
1
8
7
1
6
2
7
-
-
6
7
1
3
1
1
1
9
4
6
9
5
1
1
0
0
0
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
8
6
8
0
S
4
8
e
r
L
C
o
r
o
n
a
C
h
a
r
L
e
r
3
6
4
6
-
8
6
9
1
7
3
4
1
1
?
e
s
n
o
8
1
1
4
0
1
8
4
7
9
6
2
1
0
1
0
0
1
x
S
1
8
6
0
2
v
l
e
w
a
r
k
C
o
n
L
l
n
u
a
L
l
o
n
7
2
9
-
1
2
S
S
9
4
8
3
8
8
n
o
?
e
s
1
8
6
3
1
9
1
7
S
7
1
4
0
0
0
0
0
1
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
9
8
6
-
8
6
9
8
7
1
6
1
7
?
e
s
n
o
6
7
1
2
8
2
S
S
1
9
S
0
4
0
0
0
0
0
x
8
6
8
2
1
2
L
a
k
e
v
l
e
w
C
h
a
r
L
e
r
A
c
a
d
e
m
y
3
S
0
6
-
8
8
S
S
8
4
3
8
1
0
?
e
s
n
o
9
1
1
3
7
1
3
S
2
9
S
1
1
0
1
1
0
0
x
6
8
8
4
3
S
a
n
l
e
r
n
a
n
d
o
S
e
n
l
o
r
P
l
g
h
1
8
0
6
9
-
1
2
6
7
6
6
7
1
2
6
n
o
n
o
6
2
1
3
1
4
1
9
4
8
9
7
1
1
0
0
1
0
0
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
9
S
7
6
-
8
7
0
9
6
9
7
2
6
n
o
n
o
6
7
1
6
9
2
S
3
8
9
6
1
1
0
0
0
0
0
x
6
8
8
7
8
S
y
l
m
a
r
S
e
n
l
o
r
P
l
g
h
1
6
9
7
9
-
1
2
6
7
7
7
0
9
2
4
?
e
s
n
o
6
6
1
2
1
2
1
6
4
6
9
4
2
3
0
0
0
0
0
P
e
t
i
t
i
o
n

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
8
9
8
-
6
9
1
7
0
9
2
6
-
-
6
7
1
3
8
1
9
4
7
9
5
1
1
0
0
0
0
0
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
2
0
1
2
8
a
s
e
l
,
s
c
h
o
o
l
r
a
n
k
s
,
2
0
1
3
C
r
o
w
L
h
l
,
a
n
d
L
h
e
d
e
m
o
g
r
a
p
h
l
c
l
n
f
o
r
m
a
L
l
o
n
f
r
o
m
L
h
e
2
0
1
3
C
r
o
w
L
h
r
e
p
r
L
.
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
A
n
a
s
L
e
r
l
s
k
(
*
)
l
n
d
l
c
a
L
e
s
L
h
a
L
L
h
e
s
c
h
o
o
l
d
o
e
s
n
o
L
h
a
v
e
v
a
l
l
d
2
0
1
2
8
a
s
e
o
r
2
0
1
3
C
r
o
w
L
h
l
.
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
200
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
1
o
L
a
l
L
n
r
o
l
l
l
/
8
M
e
a
l
C
A
1
L
L
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
.
A
s
l
a
n
l
l
l
l
.
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
6
8
4
5
3
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
3
4
8
8
3
%
1
1
%
5
%
9
1
%
1
%
4
%
0
%
1
%
1
%
0
%
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
x
8
S
8
1
S
4
C
a
l
l
f
o
r
n
l
a
A
c
a
d
e
m
y
f
o
r
L
l
b
e
r
a
l
S
L
u
d
l
e
s
3
1
S
8
0
8
7
x
8
S
7
7
7
8
S
a
n
L
a
8
o
s
a
C
h
a
r
L
e
r
A
c
a
d
e
m
y
2
1
0
8
7
1
1
8
9
L
S
8
2
0
8
1
h
o
m
a
s
S
L
a
r
r
k
l
n
g
M
l
d
d
l
e
1
S
2
1
8
6
3
4
S
9
1
7
1
4
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
1
5
8
6
%
1
1
%
8
%
8
7
%
2
%
2
%
1
%
2
%
0
%
0
%
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
4
7
8
9
2
7
9
6
n
6
8
3
0
6
C
l
l
v
e
v
l
s
L
a
M
l
d
d
l
e
1
2
S
7
8
9
1
0
1
8
9
6
n
6
8
3
2
1
a
c
o
l
m
a
M
l
d
d
l
e
1
S
S
9
8
4
1
4
1
9
9
4
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
9
S
0
9
6
2
S
9
6
6
6
S
0
1
S
a
n
l
e
r
n
a
n
d
o
l
n
s
L
l
L
u
L
e
o
f
A
p
p
l
l
e
d
M
e
d
l
a
4
0
1
8
9
1
2
1
9
9
7
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
9
5
0
8
9
%
1
0
%
1
9
%
9
6
%
1
%
1
%
1
%
0
%
0
%
0
%
0
%
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
8
6
8
0
S
4
8
e
r
L
C
o
r
o
n
a
C
h
a
r
L
e
r
3
6
8
8
2
1
7
9
6
x
S
1
8
6
0
2
v
l
e
w
a
r
k
C
o
n
L
l
n
u
a
L
l
o
n
4
3
S
1
6
0
4
2
S
1
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
4
7
8
9
2
7
9
6
x
8
6
8
2
1
2
L
a
k
e
v
l
e
w
C
h
a
r
L
e
r
A
c
a
d
e
m
y
3
4
S
8
8
1
3
9
S
6
8
8
4
3
S
a
n
l
e
r
n
a
n
d
o
S
e
n
l
o
r
P
l
g
h
2
S
7
2
8
6
1
2
1
9
9
7
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
9
S
0
9
6
2
S
9
6
6
8
8
7
8
S
y
l
m
a
r
S
e
n
l
o
r
P
l
g
h
2
4
0
8
6
3
1
2
1
S
9
4
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
8
4
7
8
6
%
8
%
1
9
%
9
6
%
1
%
1
%
0
%
0
%
0
%
0
%
0
%
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
k
-
1
2
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
a
n
d
p
e
r
c
e
n
L
a
g
e
s
o
f
s
e
l
e
c
L
s
u
b
g
r
o
u
p
s
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
u
a
y
.
o
f
L
n
g
l
l
s
h
L
e
a
r
n
e
r
s
(
L
L
s
)
l
s
c
a
l
c
u
l
a
L
e
d
b
y
d
l
v
l
d
l
n
g
L
h
e
L
o
L
a
l
n
u
m
b
e
r
o
f
L
L
s
r
e
p
o
r
L
e
d
o
n
L
h
e
M
a
r
c
h
2
0
1
3
L
a
n
g
u
a
g
e
C
e
n
s
u
s
b
y
L
h
e
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
.
O
C
T
O
B
E
R

2
0
1
2

C
A
L
P
A
D
S

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
201
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 6 8453 Community Charter Middle 35 9 26% 25 28 112% 25 24 96%
x8 S 81S4 CallfornlaAcademyforLlberalSLu 28 16 S7 33 6 18 23 7 30
x8 S 7778 SanLa8osaCharLerAcademy 11 11 100 27 0 0 39 24 62
L S 8208 1homasSLarrklngMlddle 3S6 28 8 2S0 2S 10 206 26 13
Resident Schools
x 6 8228 CharlesMaclayMlddle 347 39 11 313 S8 19 2S1 S4 22
n 6 8306 CllvevlsLaMlddle 42S 8S 20 3S2 83 24 26S 76 29
n 6 8321 acolmaMlddle 460 79 17 348 72 21 33S S7 17
n 6 83S8 SanlernandoMlddle 4S8 62 14 39S 47 12 37S 47 13
x 6 6S01 SanlernandolnsLlLuLeofApplled -- -- -- -- -- -- -- 24 --
x8 6 80S4 8erLCoronaCharLer 99 14 14 90 21 23 74 1S 20
xS 1 8602 vlewarkConLlnuaLlon 12 0 0 8 0 0 11 0 0
x 6 8228 CharlesMaclayMlddle 347 39 11 313 S8 19 2S1 S4 22
x8 6 8212 LakevlewCharLerAcademy 32 18 S6 39 20 S1 48 21 44
x 6 8843 SanlernandoSenlorPlgh 92S 79 9 783 S1 7 S60 S0 9
n 6 83S8 SanlernandoMlddle 4S8 62 14 39S 47 12 37S 47 13
x 6 8878 SylmarSenlorPlgh 832 108 13 686 S6 8 449 60 13
a
202
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
CommunlLyCharLerMlddle 2S 24 96.0 -16.0
8esldenLSchoolsMedlan 300 S4 19.3 -0.3
ComparlsonSchoolslnCharLerMedlan 2S1 47 13.4 1.S
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
CommunlLyCharLerMlddle 2S 28 112.0
8esldenLSchoolsMedlan 3S0 6S 19.6
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
CommunlLyCharLerMlddle 3S 9 2S.7
LAuSuSlmllarSchoolsfromCuLMedlan 28 16 S7.1
8esldenLSchoolsMedlan 442 71 1S.4
ulsLrlcL 20S,312 26,080 12.7
203
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
C
C
1
2
0
1
2
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
P
l
g
h
l
n
c
l
d
e
n
c
L
o
w
l
n
c
l
d
e
n
c
#
A
u
1
#
u
8
u
L
A
l
#
L
u
#
L
M
u
#
P
C
P
M
8
C
P
l
*
#
C
l
#
S
L
u
*
S
L
l
*
#
1
8
l
#
v
l
X
R
6
8
4
5
3
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
3
4
8
2
5
7
%
6
%
1
%
3
0
0
0
0
0
0
2
0
1
8
2
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
x
8
S
8
1
S
4
C
a
l
l
f
o
r
n
l
a
A
c
a
d
e
m
y
f
o
r
L
l
b
e
r
a
l
S
L
u
d
l
e
s
3
1
S
3
8
1
2
1
1
4
0
0
0
0
0
0
6
0
2
7
1
0
0
x
8
S
7
7
7
8
S
a
n
L
a
8
o
s
a
C
h
a
r
L
e
r
A
c
a
d
e
m
y
2
1
0
3
3
1
6
1
2
6
0
0
0
0
0
1
1
0
2
S
0
0
0
L
S
8
2
0
8
1
h
o
m
a
s
S
L
a
r
r
k
l
n
g
M
l
d
d
l
e
1
S
2
1
1
4
8
1
0
2
7
0
0
6
0
2
7
1
1
1
8
6
6
2
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
1
5
3
8
1
2
%
1
1
%
3
%
6
0
0
0
0
0
1
6
0
2
7
1
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
4
7
1
0
6
1
3
1
0
1
8
0
0
0
0
0
0
1
3
3
6
S
7
0
0
n
6
8
3
0
6
C
l
l
v
e
v
l
s
L
a
M
l
d
d
l
e
1
2
S
7
2
1
7
1
7
1
S
1
0
0
0
0
0
3
1
8
2
1
2
1
S
S
8
0
0
n
6
8
3
2
1
a
c
o
l
m
a
M
l
d
d
l
e
1
S
S
9
2
0
1
1
3
1
1
1
2
0
0
7
0
0
0
1
4
3
1
S
6
9
0
0
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
9
S
0
1
4
2
1
S
1
2
S
0
0
0
0
2
1
4
6
3
1
0
8
4
0
0
x
6
6
S
0
1
S
a
n
l
e
r
n
a
n
d
o
l
n
s
L
l
L
u
L
e
o
f
A
p
p
l
l
e
d
M
e
d
l
a
4
0
1
S
1
1
3
1
2
3
0
0
0
0
0
0
9
0
3
9
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
9
5
0
1
4
2
1
3
%
1
2
%
2
%
1
0
0
0
0
0
0
0
1
3
3
1
0
8
7
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
8
6
8
0
S
4
8
e
r
L
C
o
r
o
n
a
C
h
a
r
L
e
r
3
6
8
4
9
1
3
1
2
4
0
0
0
0
2
0
6
0
3
S
2
0
0
x
S
1
8
6
0
2
v
l
e
w
a
r
k
C
o
n
L
l
n
u
a
L
l
o
n
4
3
4
9
0
0
0
0
0
0
0
0
0
4
0
0
0
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
4
7
1
0
6
1
3
1
0
1
8
0
0
0
0
0
0
1
3
3
6
S
7
0
0
x
8
6
8
2
1
2
L
a
k
e
v
l
e
w
C
h
a
r
L
e
r
A
c
a
d
e
m
y
3
4
S
4
S
1
3
1
0
6
0
0
0
0
1
2
6
0
2
9
1
0
0
x
6
8
8
4
3
S
a
n
l
e
r
n
a
n
d
o
S
e
n
l
o
r
P
l
g
h
2
S
7
2
3
2
9
1
3
1
0
1
6
0
0
1
0
2
3
7
3
1
S
2
3
3
3
0
1
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
9
S
0
1
4
2
1
S
1
2
S
0
0
0
0
2
1
4
6
3
1
0
8
4
0
0
x
6
8
8
7
8
S
y
l
m
a
r
S
e
n
l
o
r
P
l
g
h
2
4
0
8
3
0
3
1
3
1
1
1
2
0
0
3
0
4
2
2
3
6
3
2
2
0
2
1
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
8
4
7
1
0
6
1
3
%
1
0
%
2
%
6
0
0
0
0
2
2
6
3
6
5
2
0
0
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
k
-
1
2
e
n
r
o
l
l
m
e
n
L
L
o
L
a
l
(
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
)
a
n
d
L
h
e
n
u
m
b
e
r
o
f
k
-
1
2
s
p
e
c
l
a
l
e
d
u
c
a
L
l
o
n
s
L
u
d
e
n
L
s
l
n
L
o
L
a
l
,
b
y
l
n
c
l
d
e
n
c
e
c
a
L
e
g
o
r
y
,
a
n
d
b
y
e
l
l
g
l
b
l
l
l
L
y
a
s
r
e
p
o
r
L
e
d
o
n
L
h
e
u
e
c
e
m
b
e
r
2
0
1
2
C
a
l
l
f
o
r
n
l
a
S
p
e
c
l
a
l
L
d
u
c
a
L
l
o
n
M
a
n
a
g
e
m
e
n
L
l
n
f
o
r
m
a
L
l
o
n
S
y
s
L
e
m
(
C
A
S
L
M
l
S
)
8
e
p
o
r
L
.
P
l
g
h
l
n
c
l
d
e
n
c
e
e
l
l
g
l
b
l
l
l
L
l
e
s
a
r
e
l
n
d
l
c
a
L
e
d
b
y
a
n
a
s
L
e
r
l
s
k
(
*
)
.
K
-
1
2

S
P
E
C
I
A
L

E
D
U
C
A
T
I
O
N

S
T
U
D
E
N
T
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S

(
D
E
C
E
M
B
E
R

2
0
1
2

C
A
S
E
M
I
S

R
E
P
O
R
T
)
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
204
A
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
6
8
4
5
3
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
3
4
4
1
%
8
%
2
9
%
4
3
%
1
9
%
3
8
%
6
2
%
3
4
5
3
%
9
%
1
9
%
3
8
%
3
1
%
3
1
%
6
9
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
x
8
S
8
1
S
4
C
a
l
l
f
o
r
n
l
a
A
c
a
d
e
m
y
f
o
r
L
l
b
e
r
a
l
S
L
u
d
l
e
s
3
0
4
2
2
6
4
2
2
4
3
4
6
6
3
0
4
3
1
3
2
S
4
1
1
9
4
1
6
0
x
8
S
7
7
7
8
S
a
n
L
a
8
o
s
a
C
h
a
r
L
e
r
A
c
a
d
e
m
y
1
8
9
S
1
3
3
7
3
4
1
1
S
S
4
S
1
8
8
2
1
8
2
1
4
2
1
7
4
1
S
9
L
S
8
2
0
8
1
h
o
m
a
s
S
L
a
r
r
k
l
n
g
M
l
d
d
l
e
1
4
3
1
2
2
4
3
1
3
6
3
3
6
7
1
4
4
S
S
1
3
2
1
3
3
2
9
3
9
6
2
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
0
4
2
%
7
%
2
6
%
3
4
%
2
4
%
3
4
%
6
6
%
3
0
4
3
%
1
3
%
2
1
%
4
1
%
1
9
%
4
1
%
6
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
1
8
8
1
8
3
9
2
8
6
S
3
S
8
4
6
7
2
6
3
2
2
6
6
S
3
S
n
6
8
3
0
6
C
l
l
v
e
v
l
s
L
a
M
l
d
d
l
e
1
1
1
3
S
1
6
3
6
3
1
1
2
S
7
4
3
1
1
4
1
1
0
2
7
2
6
2
6
1
1
6
3
3
7
n
6
8
3
2
1
a
c
o
l
m
a
M
l
d
d
l
e
1
4
4
S
8
1
6
3
6
3
0
1
1
6
0
4
1
1
S
0
3
1
0
2
4
2
9
2
8
1
0
6
3
3
8
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
8
S
0
9
1
8
4
2
2
S
6
9
3
1
8
8
3
8
2
6
3
6
2
6
7
0
3
0
6
6
S
0
1
S
a
n
l
e
r
n
a
n
d
o
l
n
s
L
l
L
u
L
e
o
f
A
p
p
l
l
e
d
M
e
d
l
a
3
6
S
8
1
4
4
2
2
8
6
4
3
7
3
6
9
4
3
0
3
7
2
4
7
1
2
8
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
8
5
0
8
%
1
6
%
3
9
%
2
8
%
9
%
6
4
%
3
7
%
8
8
3
8
%
2
6
%
3
2
%
2
6
%
9
%
6
5
%
3
5
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
8
6
8
0
S
4
8
e
r
L
C
o
r
o
n
a
C
h
a
r
L
e
r
3
2
3
8
1
0
4
6
2
6
1
0
6
4
3
6
3
4
0
4
2
7
3
6
2
7
6
7
3
3
x
S
1
8
6
0
2
v
l
e
w
a
r
k
C
o
n
L
l
n
u
a
L
l
o
n
6
3
S
0
2
7
1
6
9
3
6
7
4
0
4
9
1
0
9
9
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
8
1
8
8
1
8
3
9
2
8
6
S
3
S
8
4
6
7
2
6
3
2
2
6
6
S
3
S
x
8
6
8
2
1
2
L
a
k
e
v
l
e
w
C
h
a
r
L
e
r
A
c
a
d
e
m
y
3
1
6
3
2
9
3
8
2
3
3
9
6
1
3
2
0
2
2
0
3
6
3
4
3
1
7
0
6
8
8
4
3
S
a
n
l
e
r
n
a
n
d
o
S
e
n
l
o
r
P
l
g
h
1
6
8
4
1
1
1
7
3
6
2
6
1
0
6
4
3
6
1
6
1
3
2
3
4
1
2
2
1
2
8
6
1
4
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
8
S
0
9
1
8
4
2
2
S
6
9
3
1
8
8
3
8
2
6
3
6
2
6
7
0
3
0
6
8
8
7
8
S
y
l
m
a
r
S
e
n
l
o
r
P
l
g
h
1
6
1
S
8
1
7
3
8
2
7
6
3
3
6
1
6
0
6
2
4
3
2
2
1
1
8
7
7
2
3
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
8
1
8
8
%
1
7
%
3
8
%
2
6
%
9
%
6
4
%
3
6
%
8
4
6
8
%
2
7
%
2
2
%
2
6
%
5
%
7
0
%
3
0
%
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
2
0
1
2
-
1
3

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

A
2
0
1
3
C
S
1
L
L
A
2
0
1
3
C
S
1
M
A
1
P
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
205
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
6
8
4
5
3
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
3
4
2
3
%
7
%
2
4
%
4
1
%
2
6
%
3
4
%
6
7
%
3
4
2
1
%
8
%
2
1
%
4
1
%
2
8
%
3
0
%
6
9
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
x
8
S
8
1
S
4
C
a
l
l
f
o
r
n
l
a
A
c
a
d
e
m
y
f
o
r
L
l
b
e
r
a
l
S
L
u
d
l
e
s
3
0
1
1
2
7
3
9
2
8
3
3
6
7
2
9
9
1
1
1
2
2
4
6
1
9
3
4
6
S
x
8
S
7
7
7
8
S
a
n
L
a
8
o
s
a
C
h
a
r
L
e
r
A
c
a
d
e
m
y
2
6
4
S
3
7
3
0
2
0
S
1
S
0
2
S
8
S
2
S
2
8
3
4
S
8
4
3
L
S
8
2
0
8
1
h
o
m
a
s
S
L
a
r
r
k
l
n
g
M
l
d
d
l
e
1
4
3
2
4
1
0
2
4
2
8
3
4
3
8
6
2
1
4
S
4
7
1
7
2
2
3
1
2
4
4
6
S
S
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
0
1
4
%
9
%
2
7
%
3
0
%
2
8
%
3
8
%
6
2
%
2
9
9
5
%
1
7
%
2
2
%
3
4
%
1
9
%
4
6
%
5
5
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
7
8
6
7
1
7
4
1
2
S
6
S
3
4
7
8
7
1
1
2
9
3
0
2
4
7
0
3
0
n
6
8
3
0
6
C
l
l
v
e
v
l
s
L
a
M
l
d
d
l
e
1
2
3
S
6
1
4
3
S
3
1
1
4
S
S
4
S
1
2
3
9
8
2
9
2
7
2
3
1
3
6
4
3
6
n
6
8
3
2
1
a
c
o
l
m
a
M
l
d
d
l
e
1
S
3
8
6
1
7
3
2
3
1
1
4
S
S
4
S
1
S
9
9
1
1
3
0
2
6
2
7
6
7
3
3
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
1
2
8
0
1
1
2
1
3
4
2
7
6
6
3
S
1
3
4
6
9
2
7
3
2
2
6
6
8
3
2
6
6
S
0
1
S
a
n
l
e
r
n
a
n
d
o
l
n
s
L
l
L
u
L
e
o
f
A
p
p
l
l
e
d
M
e
d
l
a
0
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
1
2
3
5
6
%
1
7
%
3
4
%
2
7
%
9
%
5
5
%
3
5
%
1
2
3
9
9
%
2
9
%
2
7
%
2
4
%
6
%
6
7
%
3
2
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
8
6
8
0
S
4
8
e
r
L
C
o
r
o
n
a
C
h
a
r
L
e
r
3
4
0
9
1
6
3
7
2
3
1
4
6
2
3
7
3
S
0
1
0
3
6
3
2
1
6
7
8
2
2
x
S
1
8
6
0
2
v
l
e
w
a
r
k
C
o
n
L
l
n
u
a
L
l
o
n
2
9
S
7
2
9
1
4
1
0
0
2
6
1
9
S
8
2
3
1
0
0
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
7
8
6
7
1
7
4
1
2
S
6
S
3
4
7
8
7
1
1
2
9
3
0
2
4
7
0
3
0
x
8
6
8
2
1
2
L
a
k
e
v
l
e
w
C
h
a
r
L
e
r
A
c
a
d
e
m
y
3
1
S
4
2
4
3
S
3
0
3
4
6
S
3
2
0
2
1
6
3
7
3
9
2
4
7
6
6
8
8
4
3
S
a
n
l
e
r
n
a
n
d
o
S
e
n
l
o
r
P
l
g
h
1
8
3
0
1
4
1
9
3
4
2
3
1
0
6
7
3
3
1
6
8
1
2
3
3
9
2
4
1
2
8
6
1
S
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
1
2
8
0
1
1
2
1
3
4
2
7
6
6
3
S
1
3
4
6
9
2
7
3
2
2
6
6
8
3
2
6
8
8
7
8
S
y
l
m
a
r
S
e
n
l
o
r
P
l
g
h
1
6
9
1
1
0
1
9
3
S
2
7
6
4
3
6
1
6
6
4
2
8
3
9
2
4
9
1
1
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
7
8
6
1
0
%
1
9
%
3
4
%
2
5
%
9
%
6
5
%
3
5
%
7
8
7
1
1
%
3
6
%
2
4
%
1
6
%
6
%
7
8
%
2
2
%
2
0
1
2
C
S
1
M
A
1
P
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
2
0
1
1
-
1
2

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

2
0
1
2
C
S
1
L
L
A
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
206
a
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
S
u
s
p
.
8
a
L
e
2
0
1
1
-
1
2
S
u
s
p
.
8
a
L
e
2
0
1
2
-
1
3
S
l
n
g
l
e
S
L
d
.
2
0
1
1
-
1
2
2
0
1
2
-
1
3
2
0
1
1
-
1
2
2
0
1
2
-
1
3
A
f
r
.
A
m
e
r
.
#
A
f
r
.
A
m
e
r
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
S
L
u
d
.
u
l
s
.
#
S
L
u
d
.
u
l
s
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
X
R
6
8
4
5
3
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
5
%
5
%
3
%
1
6
1
6
2
5
2
7
4
%
1
4
7
%
7
%
7
%
2
6
2
3
%
1
2
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
x
8
S
8
1
S
4
C
a
l
l
f
o
r
n
l
a
A
c
a
d
e
m
y
f
o
r
L
l
b
e
r
a
l
S
L
u
d
l
e
s
1
0
3
1
2
7
7
6
3
9
2
S
4
0
4
0
1
2
3
7
1
4
1
4
x
8
S
7
7
7
8
S
a
n
L
a
8
o
s
a
C
h
a
r
L
e
r
A
c
a
d
e
m
y
9
2
7
1
7
7
3
4
2
-
-
-
-
1
6
3
3
9
L
S
8
2
0
8
1
h
o
m
a
s
S
L
a
r
r
k
l
n
g
M
l
d
d
l
e
8
1
1
7
4
1
S
9
6
2
2
9
0
1
4
S
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
9
%
8
%
7
%
3
1
1
7
7
6
3
9
2
%
1
7
2
0
%
2
0
%
1
2
%
3
7
9
%
9
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
x
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
9
8
3
3
S
9
S
S
0
4
3
4
1
2
1
2
1
0
6
7
n
6
8
3
0
6
C
l
l
v
e
v
l
s
L
a
M
l
d
d
l
e
7
9
7
1
0
1
2
8
3
0
1
1
2
0
1
6
2
0
8
1
n
6
8
3
2
1
a
c
o
l
m
a
M
l
d
d
l
e
7
1
1
8
3
3
1
4
9
4
4
1
2
0
0
1
3
2
0
S
3
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
6
6
1
1
7
9
4
3
3
1
1
2
0
1
6
1
4
9
S
6
6
S
0
1
S
a
n
l
e
r
n
a
n
d
o
l
n
s
L
l
L
u
L
e
o
f
A
p
p
l
l
e
d
M
e
d
l
a
2
7
3
7
S
1
4
0
1
2
S
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
7
%
2
%
2
%
8
3
1
7
9
5
3
3
1
%
1
2
0
%
0
%
1
3
%
1
4
9
3
%
2
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
x
8
6
8
0
S
4
8
e
r
L
C
o
r
o
n
a
C
h
a
r
L
e
r
1
2
4
6
4
1
1
1
2
3
1
3
0
1
4
S
0
0
x
S
1
8
6
0
2
v
l
e
w
a
r
k
C
o
n
L
l
n
u
a
L
l
o
n
0
0
0
0
0
S
9
3
9
0
3
0
6
8
2
2
8
C
h
a
r
l
e
s
M
a
c
l
a
y
M
l
d
d
l
e
9
8
3
3
S
9
S
S
0
4
3
4
1
2
1
2
1
0
6
7
x
8
6
8
2
1
2
L
a
k
e
v
l
e
w
C
h
a
r
L
e
r
A
c
a
d
e
m
y
7
2
6
1
1
S
3
2
0
1
4
2
S
2
S
1
3
4
S
7
6
8
8
4
3
S
a
n
l
e
r
n
a
n
d
o
S
e
n
l
o
r
P
l
g
h
1
0
2
7
3
2
4
0
2
9
4
2
9
7
1
2
1
4
3
3
3
1
3
3
2
9
1
0
n
6
8
3
S
8
S
a
n
l
e
r
n
a
n
d
o
M
l
d
d
l
e
6
6
1
1
7
9
4
3
3
1
1
2
0
1
6
1
4
9
S
6
8
8
7
8
S
y
l
m
a
r
S
e
n
l
o
r
P
l
g
h
S
1
2
7
6
1
4
S
6
3
6
2
2
1
2
2
9
1
1
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
7
%
2
%
2
%
6
1
1
1
9
5
2
3
1
%
2
1
2
%
2
%
1
3
%
1
0
6
5
%
4
%
E
V
E
N
T
S
D
A
Y
S
A
F
R
I
C
A
N

A
M
E
R
I
C
A
N
S
S
T
U
D
E
N
T
S

W
I
T
H

D
I
S
A
B
I
L
I
T
Y
C
o
m
m
u
n
i
t
y

C
h
a
r
t
e
r

M
i
d
d
l
e
S
U
S
P
E
N
S
I
O
N
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
s
u
s
p
e
n
s
l
o
n
e
v
e
n
L
s
,
d
a
y
s
a
n
d
r
a
L
e
f
o
r
2
0
1
1
-
2
0
1
2
a
n
d
2
0
1
2
-
2
0
1
3
s
c
h
o
o
l
y
e
a
r
.
C
O
M
P
A
R
I
S
O
N

D
A
T
A

(
A
L
L
)
D
I
S
P
R
O
P
O
R
T
I
O
N
A
L
I
T
Y
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
207
PUC COMMUNITY CHARTER MIDDLE SCHOOL
March 4, 2014


Final budget
Final petition


(213) 241-0399

208
TAB 12
Text FiIe
Sequence
Version: 1
Conditional Approval of the Renewal of the Charter for Magnolia Science Academy-6
(Public Hearing)

Action Proposed:
StaII recommends the conditional approval oI the renewal oI the charter Ior Magnolia Science
Academy-6 Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019 to serve up to 575
students in grades 6-11 by the end oI its charter term (related BR #282 - 13/14 changes the
enrollment capacity and grade levels to be served). The renewal is conditional upon Iurther
review oI the school`s Iiscal processes and operations with an expectation oI no material
Iindings.

Background:
On November 6, 2013, Magnolia Science Academy-6 submitted its charter renewal petition
school:
program;
209
File Number: Rep-2-4
StaII assesses that Magnolia Science Academy-6 has met the above criteria.
Magnolia Science Academy-6 serves students in grades 6-8 in Board District 1, Educational
Service Center West (ESCW), at 3754 Dunn Drive, Los Angeles, CA 90034, a private site. Per
the December 2013 Secondary Schools ClassiIication report, the school`s current enrollment is
140 students in grades 6-8. Magnolia Science Academy-6 has applied Ior Iacilities under Prop.
39. In the event that the school does not elect to occupy district Iacilities under Prop. 39, the
school will seek a private site that will allow the school to accommodate increased enrollment
up to their capacity.

On February 26, 2008, the LAUSD Board oI Education approved the charter petition Ior
Magnolia Science Academy-6 Ior grades 6-11 Ior Iive years beginning July 1, 2009. The school
opened in the Iall oI 2009. For the proposed 2014-19 charter term, the school plans to serve up
to 575 students in grades 6-11 by year Iive. During the current charter term oI 2013-14, the
school`s student body has reIlected the community in which it operates. According to October
2012 CDE data, the school`s demographics are approximately 49 Latino; 19 White; 15
AIrican American; 4 Asian; 6 Filipino; 1 American Indian; 1 PaciIic Island; and 4
Two or More Races. Magnolia Science Academy-6 has chosen to implement its own English
Learner Master Plan, and has provided the Charter Schools Division supporting documentation.
Magnolia Science Academy-6 is managed by the Magnolia Educational & Research Foundation
which does business as Magnolia Public Schools (MPS), a non-proIit organization established
in August 1997. MPS oversees a network oI charter schools throughout CaliIornia dedicated to
inspiring students to choose career paths in science, technology, engineering, and math (STEM),
while providing a robust, standards-based education program within a supportive culture oI
excellence. In the Iall oI 2002, the Foundation established its Iirst charter school, Magnolia
Science Academy-1 ('MSA-1), in the San Fernando Valley. Since then, the Foundation has
replicated its educational program at 11 other charter school sites throughout CaliIornia, eight oI
those authorized by LAUSD.
Magnolia Science Academy-6 has met the minimum academic perIormance criteria Ior renewal
required under Education Code section 47607(b) as evidenced below in the Summary oI School
PerIormance. In 2013, the school achieved a school-wide Growth API oI 828, a 17-point
decrease Irom its Base API oI 845. Since its opening in 2009, Magnolia Science Academy-6 has
maintained its API score above 800. The school earned a 2013 Statewide Rank oI 7 and a
Similar Schools Rank oI 8. The school has outperIormed the resident District schools with
comparable demographics in each year oI its charter in API and in the percentage oI students
scoring proIicient and advanced on CST ELA and Mathematics.
Magnolia Science Academy-6 has been classiIied as a 'Service & Support school, which is the
third tier oI Iive possible tiers oI perIormance. The school`s placement in this tier is due to
decreases in student achievement on Math portions oI the CaliIornia Standards Test. In order to
address the school`s perIormance levels in Math, the school is implementing the Iollowing
210
practices to monitor student growth and achievement: (1) Magnolia Science Academy-6 is
using MAP assessments to assess all students and to monitor their academic growth throughout
the year. (2) ProIessional development has Iocused on more Irequent analysis oI student data
and identiIying those students who are below grade level in math to make the needed
adjustment to support students` mastery. (3) The school also oIIers interventions to support
students in Math including tutoring during the day and an aIter-school program. According to
its three-year Academic Growth Over Time (AGT results Ior 2010-13), the school`s ELA-AGT
is within the range oI predicted growth. (See Summary of Charter School Performance.)
The Magnolia Schools are implementing the recommendations Irom the 2012 audit done by the
LAUSD OIIice oI the Inspector General. The area requiring more attention at this time Ior Iull
implementation is Ior the organization to build the cash reserve oI Iour oI its schools to a
recommended 5. The CMO provides Iiscal support and the consolidated audit Ior 2012/2013
shows the CMO and the schools have a combined cash reserve oI 7.3, which is above the
recommended amount. CSD staII continues to monitor the implementation oI the
recommendations as part oI ongoing oversight. Furthermore, the OIIice oI Inspector General
will be conducting another Iiscal audit on the Magnolia Schools as a Iollow up to the 2012
audit.
Ior all students. As part oI a CMO, Magnolia Science Academy-6 adheres with Iidelity to Iour
promising practices that are signature marks at all Magnolia Schools. (1) Home visits are part oI
each student`s education program. Every school year every teacher and administrators visit
students in their homes to gain insights and to create personal connections. (2) Magnolia
Science Academy-6 obtains student data Irom multiple sources: internal MAP assessments
administered three times per year, CST scores, and class grades. The data is used by the
leadership and staII to assess student learning and to make instructional decisions to support
student achievement. (3) Magnolia Science Academy-6 implements an Open Inquiry
Instructional approach to enable students to investigate problems and Iind solutions on their
own. (4) As an extension oI STEM courses, Magnolia Science Academy-6`s aIter-school
Robotics club allows students to combine and apply advanced computer and technology-based
activities with a Iocus on robotics. Teams oI students have been awarded 2nd place in the
Teamwork Category (2011), 1st place in Physics (2011), 2nd place in Biology (2012), and an
award oI recognition Ior Project Design (2012).

Current Magnolia Public Schools Governing Board members completed questionnaires
regarding conIlicts oI interest. A due diligence review perIormed by the OIIice oI the Inspector
General oI the school`s principal, and on-site Iinancial manager, revealed no material negative
Iindings.
Magnolia Science Academy-6 has indicated that, prior to Board approval oI its charter renewal,
it will agree to and execute the LAUSD SELPA Option 2 Special Education MOU with the
understanding that it intends to apply to become a member oI the Option 3 Charter Operated
211
Programs Ior Special Education Services (LAUSD SELPA Option 3). Unless and until it is
accepted Ior membership in the LAUSD SELPA Option 3 and executes the LAUSD SELPA
Option 3 Special Education MOU, the executed LAUSD SELPA Option 2 Special Education
MOU will remain in eIIect. Upon Magnolia Science Academy-6`s acceptance as a member oI
the LAUSD SELPA Option 3 and execution oI the LAUSD SELPA Option 3 Special Education
MOU, the Option 3 MOU will supersede and render null and void the previously executed
Option 2 MOU.

Expected Outcomes:
Magnolia Science Academy-6 is expected to operate its charter school in a manner consistent
with local, state, and Iederal ordinances, laws and regulations and with the terms and conditions
set Iorth in its petition. The benchmarks Ior achievement are set Iorth in the petition.
Furthermore, the CSD expects that the charter school and CMO provide the CSD quarterly
Iinancial reports reviewed by the Governing Board and indicating an improving Iinancial
position Ior the school. In addition, staII expects the Iurther review oI Iiscal processes and
operations to yield no material Iindings.

'Yes - The conditional approval oI the renewal oI the charter term would grant Magnolia
Science Academy-6 the right to continue to operate as a charter school under the terms oI the
renewal petition Ior a Iive (5) year period beginning July 1, 2014, contingent upon a Iurther
review oI Iiscal processes and operations that does not result in any material Iindings.
Moreover, should the Board oI Education approve the related action Ior material revision in BR
#282 - 13/14, the renewal petition shall be amended to conIorm to provisions oI the material
revision reIlecting a 300 student enrollment capacity and a 6-8 grade level conIiguration. StaII
will provide the Board oI Education an update as soon as possible and prior to June 30, 2014, as
to the status oI the school`s meeting the condition oI this action.
30, 2014, unless Magnolia Science Academy-6 appeals the denial and the charter is granted by
the Los Angeles County Board oI Education or the CaliIornia State Board oI Education.
Additionally, the denial oI this renewal would render the action proposed in BR #282 - 13/14
moot. This BR #280 - 13/14 and accompanying documents shall constitute the Board oI
Education`s adopted written Iindings oI Iact Ior the denial oI the Magnolia Science Academy-6
renewal petition.


Budget Impact:
212
Magnolia Science Academy-6 is a current member oI LAUSD SELPA Option 2. Under the
current LAUSD SELPA Option 2 Special Education MOU, Charter School`s Iair share
contribution Ior special education Ior the Iirst year oI the charter petition will be 20 oI the
District`s general Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom
the Charter School`s Iunds Irom the Local Control Funding Formula. The rate will increase by
5 Ior each subsequent Iiscal year until the applicable percentage reaches 35. The rate will
remain at 35 Ior the remainder oI the Charter School`s petition period based on the District`s
general Iund contribution rate Ior that Iiscal year. At the conclusion oI each Iiscal year during
the entire charter petition period, any unspent special education revenues shall be returned to the
LAUSD SELPA.

renewal petition.
213
214


March 4, 2014
MAGNOLIA SCIENCE ACADEMY-6
March 4, 2014




years:

years; or
school.
following:
Standardized Testing and Reporting Program established by Article 4 (commencing with
Section 60640) for demographically similar pupil populations in the comparison schools.


215


March 4, 2014
Magnolia Science Academy-6 has met the minimum statutory requirement as evidenced in the Data
Summary Report.

Student Discipline

that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Magnolia
Science Academy-6s grounds for student suspension and expulsion are aligned with those listed in
Education Code Section 48900 et seq. Magnolia Science Academy-6 makes every effort to maintain
low suspension and explusion rates throughout the school year. At the beginning of the year, the charter
school meets with parents and students to discuss schoolwide behavorial expectations and consquences.
The small school environment allows every adult on the campus to have a personal relationship with
every student. As part of the schools curriculum, the charter school offers Get Ready for Life as a
program that addresses the following topics: Conflict Resolution and Making Responsible Choices
which are designed for students to reflect on their behavior, and to make appropriate decisions. Further,
the school has implemented a Postive and Negative system which monitors students behavior and
rewards students for positive behavior. If students receive a number of negative points, the school
intervenes and counsels with the students to address behaviors. As the data below show, in 2013-14,
Magnolia Science Academy-6 reported 0 suspensions and 0 expulsions.In 2012-13, the school reported
8 suspensions and 0 expulsions. In 2011-12, the school reported 12 suspensions and 0 explusions.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of this
report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Magnolia
Science
Academy-
6
8013 0 0 8 0 12 0

Special Education

According to the December 2012 CASEMIS report, Magnolia Science Academy-6 enrolled Special
Education students at a rate that is reflective of the District average. Magnolia Science Academy-6 had
a special education enrollment rate of 10%, which was 2 percentage points lower than the LAUSD
Similar Schools from CDE Median (12%). The school is committed to continuing its efforts to identify
and serve students with disabilities. The school provides both strategic and intensive targeted
intervention as needed for students. Magnolia Pubic Schools has a Special Education Director who
provides technical support and professional development to all schools relating to special education. The
school implements both a pull-out and push-in model to support students with disabilities. The resource
specialist (RSP) and the general education teachers collaborate throughout the year to embed
instructional strategies within the lesson plans for all classes to support students.
216


March 4, 2014
OCT
2012
Enroll #
#

S
p

E
d

E
n
r
o
l
l

%

S
p

E
d

E
n
r
o
l
l

%

H
i
g
h

I
n
c
i
d
e
n
c
e

%

L
o
w

I
n
c
i
d
e
n
c
e

#
A
U
T

#
D
B

#
D
E
A
F

#
E
D

#
E
M
D

#
H
O
H

#
M
R

#
O
H
I
*

#
O
I

#
S
L
D
*

#
S
L
I
*

#
T
B
I

#
V
I

136 14 10% 8% 2% 2 0 0 1 0 0 0 5 0 5 1 0 0

English Learners

The tables below represent the number of English Learners identified, served and reclassified by
Magnolia Science Academy-6 Charter School. The schools October 2012 (CALPADS) English learner
population of 6% is one percentage point lower than the LAUSD Similar Schools from CDE Median of
7%. The school has provided evidence of the following: In 2011-12, six ELs took the CELDT, and
three were reclassified. In 2012-13, seven students took the CELDT, and five were reclassified. At the
time of this report, the school indicated that the school reported the results to CDE; however, the school
is investigating why it is not recorded. CSD is continuing to monitor this situation.

ESC BD
Loc
Code
School
T
o
t
a
l

E
n
r
o
l
l

#

%

F
/
R

M
e
a
l

%

G
A
T
E

%

E
L

%

L
a
t
i
n
o

%

W
h
i
t
e

%

A
f
.

A
m
e
r
.

%

A
s
i
a
n

%

F
i
l
i
.

W 1 8013
Magnolia Science Academy-
6
136 51% 0% 6% 49% 22% 14% 4% 7%

RECLASSIFICATION
2012-13
2011-12 #
EL
2012-13 #
Reclassified
2012-13
Change from
Prior Year
Magnolia Science Academy 6 5 0 0.0% 0.0%
District 180,618 24,697 13.7% -1.7%
2011-12
2010-11 #
EL
2011-12 #
Reclassified
2011-12
Magnolia Science Academy 6 18 0 0.0%
District 194,904 29,956 15.4%
2010-11
2009-10 #
EL
2010-11 #
Reclassified
2010-11

District 205,312 26,080 12.7%
217


March 4, 2014






Based on 2012-13 Oversight, the Charter Schools Division Reports the following:


MSA-6 has a school-wide Growth API of 828, a 17-point decrease from its Base API of 845.
MSA-6 met 10 of 11 AYP.
MSA-6 has an API state rank of 7.
MSA-6 has a similar schools rank of 8.
MSAs ELA AGT (3 year) is 4.1 which is above predicted growth targets and significantly above
the District Average.

218


March 4, 2014
(Math AGT (3 year) is 2.4 which is below predicted growth and significantly below the District
Average; Ensure the school provides support to students to address the low performance in math.
Develop an action plan to address the support needed for math scores and to address
improvement in the performance on student achievement for numerically significant subgroups.


school to be Proficient.

Board meetings, agendas, supporting materials and Board meeting minutes are maintained and
posted as appropriate in accordance with the Brown Act.
If parents cannot attend meetings, the school provides venues where parents may attend
teleconference Board meetings.

Ensure that teachers receive PD to develop deeper content knowledge since it was noted that 9 of
10 teachers have preliminary single subject credentials and 8 teachers are in their first year of
teaching. Provide BTSA support to those teachers who are new to the profession.
Ensure teachers are provided time to plan for instruction since it was noted that teachers have
non-instructional demands that interfere with their duties to effectively prepare for lessons and
collaborate with other teachers.


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

Per Audit 2012/2013 Report
Unmodified (unqualified) opinion
No findings or material weaknesses
Magnolia Education and Research Foundation, the Charter Management Organization for the
Magnolia Schools, supports the charter schools financially.
The 2012/13 consolidated audit for Magnolia Education and Research Foundation and the
charter schools shows:
The net assets are positive, $4,791,707.
The unrestricted net assets are positive, $2,751,009 (included in positive net assets above).
Net income is positive, $3,773,354.

219


March 4, 2014
Per Audit Reports
Change in net assets (net income) is negative at present. Net income is recommended to be
positive and net assets are recommended to be positive.
Per the 2012/2013 audit the net assets were negative $351,461. The first interim report for
2013/2014 projects net assets at the end of the year to be negative $346,119.
Per the 2013/2013 audit the net income was negative $163,337. The first interim report for
2013/2014 projects net income at the end of the year to be positive $5,342.
The cash reserve is below the recommended 5% of annual expenditures. The cash reserve, $886,
represents less than 1% of the annual expenditures. The cash reserve should be increased to 5%.
Recommend that enrollment increase to generate added revenue with limited expense increase.
The school has projected increases in significant increases in enrollment but has not achieved an
increase. 2013/14 enrollment decreased by nine students to 134, when compared to the
2012/2013 enrollment.
We continue to monitor the implementation of the recommendations made in the August 20,
2012 Office of the Inspector General Audit Report of the Magnolia Science Academy Charter
Schools.


The charter school offers students who are below basic and/or far below basic in ELA and math
academic support through a Pull Out Schedule where a staff member works with no more than 3
students at a time during the instructional day.
Students are offered after-school tutoring and mandatory enrichment classes for students who
need additional academic support in ELA and math.
There was evidence of differentiated teaching strategies in the core content areas.
There was ample student work to demonstrate mastery of units of the standards in all content
areas.
The school uses an assessment called MAP to obtain student performance data in ELA and
math and the data is used by teachers to make informed decisions about curricular and
instructional priorities in the the core content areas.
School uses the web portal-COOLSIS- which is an interactive website that communicates to
parents, students and teachers regarding course materials, homework assignments, projects, and
the reporting of students academic grades.
Home Visits are provided annually and this year, 25% of the teachers visited students.

None noted at this time.
220
117648
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno -- -- --
WhlLe -- -- --
LngllshLearners -- -- --
SocloeconomlcallyulsadvanLaged -- S SS ?es A -36 no
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
MagnollaSclenceAcademy6 817 843 26 84S 828 -17
CuLSlmllarSchoolsMedlan 827 846 19 8S3 8S4 1
8esldenLSchoolsMedlan 733 71S -18 729 71S -14
ComparlsonSchoolsMedlan 782 788 6 787 781 -6
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
MagnollaSclenceAcademy6 38 62 64 36
CuLSlmllarSchoolsMedlan 34 67 37 63
ComparlsonSchoolsMedlan S1 S0 4S SS
MagnollaSclenceAcademy6 11 10 91 13 7 S4
8esldenLSchoolsMedlan 2S 14 64 2S 14 S6
ComparlsonSchoolsMedlan 17 13 7S 17 11 61
Magnolia Science Academy 6
Loc.Code: 8013
CuSCode:
CRITERIA SUMMARY
(Ld.Code47607).
2010-11 2011-12 2012-13
842 817 84S
817 843 828
A A A
-2S 26 -17
?es ?es ?es
?es ?es no
8 7 7
6 8
API Comparison
AYP Comparison
2012 AYP 2013 AYP
221
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
2
0
1
3
L
n
r
o
l
l
o
n
1
s
L
u
a
y
o
f
1
e
s
L
l
n
g
C
o
n
f
2
0
1
2
8
a
s
e
2
0
1
3
C
r
o
w
L
h
2
0
1
2
S
L
a
L
e
8
a
n
k
2
0
1
2
S
l
m
l
l
a
r
S
c
h
o
o
l
s
8
a
n
k
M
e
L
2
0
1
3
S
c
h
-
w
l
d
e
1
a
r
g
e
L
M
e
L
2
0
1
3
S
u
b
g
r
o
u
p
1
a
r
g
e
L
s
l
r
e
e
/
8
e
d
u
c
e
d
L
u
n
c
h
S
p
L
d
C
A
1
L
L
L
8
l
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
A
s
l
a
n
l
l
l
l
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
1
8
0
1
3
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
1
2
6
6
-

8
8
4
5
8
2
8
7
8
Y
e
s
N
o
4
9
1
0
0
3
1
4
4
9
1
9
1
5
4
6
1
1
4
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
3
8
2
1
7
L
r
n
e
s
L
L
a
w
r
e
n
c
e
M
l
d
d
l
e
1
S
7
3
6
-
8
8
1
9
8
1
0
6
4
?
e
s
n
o
S
6
1
1
3
2
1
0
2
6
S
2
1
7
6
1
7
6
0
0
0
n
3
8
1
8
2
C
l
l
v
e
r
W
e
n
d
e
l
l
P
o
l
m
e
s
M
l
d
d
l
e
1
S
7
3
6
-
8
8
S
8
8
S
6
8
9
?
e
s
n
o
6
2
1
3
3
0
7
3
0
6
6
1
7
S
6
6
0
0
0
S
7
8
1
1
0
8
u
d
e
c
l
n
d
a
S
e
p
u
l
v
e
d
a
u
o
d
s
o
n
M
l
d
d
l
e
1
8
1
S
6
-
8
8
S
3
8
S
4
8
8
?
e
s
?
e
s
S
S
1
0
3
8
4
2
1
6
3
1
S
1
1
4
S
1
1
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
1
5
7
3
-
8
5
3
8
5
4
8
8
-
-
5
6
1
1
3
2
7
2
6
6
3
1
7
6
6
6
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
W
1
8
0
2
8
A
u
d
u
b
o
n
M
l
d
d
l
e
7
8
1
6
-
8
7
2
9
6
9
6
2
9
n
o
n
o
7
9
1
8
1
1
1
2
1
S
3
6
0
6
2
1
0
0
0
0
W
4
8
2
3
S
M
a
r
l
n
a
d
e
l
8
e
y
M
l
d
d
l
e
7
4
9
6
-
8
7
3
0
7
4
3
2
3
?
e
s
n
o
6
7
1
4
1
9
1
1
2
3
S
7
6
3
4
1
1
1
0
0
W
4
8
4
2
S
M
a
r
k
1
w
a
l
n
M
l
d
d
l
e
6
9
3
6
-
8
7
1
8
7
1
S
2
S
n
o
n
o
6
6
1
3
1
S
1
4
3
8
7
3
7
1
6
1
1
1
0
0
W
1
8
3
4
0
a
l
m
s
M
l
d
d
l
e
1
S
7
3
6
-
8
8
8
1
8
7
8
9
9
?
e
s
n
o
S
4
8
4
6
S
2
3
4
1
1
8
2
6
1
1
3
0
0
0
W
4
8
4
8
1
u
a
n
l
e
l
W
e
b
s
L
e
r
M
l
d
d
l
e
6
4
3
6
-
8
7
2
6
7
1
3
2
4
n
o
n
o
7
2
2
S
9
1
S
2
6
6
3
9
2
4
1
1
1
1
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
7
4
9
-
7
2
9
7
1
5
2
5
-
-
6
7
1
4
1
5
1
2
2
3
5
7
7
2
6
1
1
1
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
S
2
0
2
7
A
l
d
a
m
a
L
l
e
m
e
n
L
a
r
y
4
4
8
k
-
6
7
6
0
7
7
2
3
3
?
e
s
n
o
4
6
1
2
1
2
4
0
2
4
9
2
3
0
2
2
1
0
1
L
S
2
1
S
1
A
n
n
a
n
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
2
2
k
-
6
8
1
4
8
0
4
S
7
?
e
s
n
o
S
3
9
1
8
1
6
1
6
9
2
2
3
0
1
1
1
0
x
S
8
6
4
3
8
e
n
[
a
m
l
n
l
r
a
n
k
l
l
n
S
e
n
l
o
r
P
l
g
h
1
2
4
1
9
-
1
2
6
9
2
7
1
3
3
S
?
e
s
?
e
s
6
S
1
2
1
6
1
6
4
6
9
0
1
1
3
4
1
0
0
L
S
2
6
0
3
8
u
c
h
a
n
a
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
7
4
k
-
6
7
8
1
7
S
7
4
3
n
o
n
o
4
9
1
8
1
3
2
2
1
7
8
7
3
1
2
S
1
0
0
n
6
2
3
2
9
8
e
a
c
h
y
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
3
7
7
k
-
S
7
S
2
7
S
0
2
4
n
o
n
o
7
9
2
1
9
3
1
2
7
9
4
1
2
1
1
0
0
1
L
S
3
S
0
7
L
a
g
l
e
8
o
c
k
L
l
e
m
e
n
L
a
r
y
6
7
1
k
-
6
8
7
S
8
8
7
8
6
?
e
s
?
e
s
S
S
1
4
3
S
1
0
1
4
S
0
1
7
2
1
1
1
9
1
0
1
L
S
8
6
1
4
L
a
g
l
e
8
o
c
k
P
l
g
h
2
1
3
0
7
-
1
2
7
7
3
7
7
6
6
2
n
o
n
o
6
4
1
1
3
3
7
2
S
S
9
1
0
2
7
2
2
1
1
0
L
S
3
8
7
7
l
l
e
L
c
h
e
r
u
r
l
v
e
L
l
e
m
e
n
L
a
r
y
3
1
0
k
-
6
7
4
1
7
4
6
2
4
?
e
s
n
o
6
2
1
4
7
3
3
3
4
9
1
0
1
4
3
0
0
1
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
S
3
9
k
-
S
7
9
7
7
8
7
4
7
n
o
n
o
4
6
1
3
1
0
4
8
2
8
9
S
0
2
2
0
0
0
1
L
S
8
1
8
9
W
a
s
h
l
n
g
L
o
n
l
r
v
l
n
g
M
l
d
d
l
e
6
1
0
6
-
8
6
9
6
7
2
9
1
2
?
e
s
n
o
7
6
1
6
1
S
1
S
4
1
8
3
1
1
S
8
0
0
0
L
S
8
0
6
6
L
u
L
h
e
r
8
u
r
b
a
n
k
M
l
d
d
l
e
8
7
3
7
-
8
7
9
2
7
8
6
S
8
n
o
n
o
7
7
1
1
1
9
1
2
4
0
9
1
1
2
2
3
1
0
0
L
S
S
3
8
4
M
o
n
L
e
v
l
s
L
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
0
2
2
-
6
7
S
2
7
4
8
2
4
n
o
n
o
6
S
1
S
1
2
3
6
3
0
9
6
1
1
1
1
0
0
0
L
S
S
4
1
1
M
L
.
W
a
s
h
l
n
g
L
o
n
L
l
e
m
e
n
L
a
r
y
2
2
4
k
-
6
9
0
8
9
0
7
9
S
?
e
s
?
e
s
1
7
1
1
1
8
1
2
4
1
3
S
7
1
0
6
1
0
0
L
S
6
3
2
9
8
o
c
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
1
9
4
k
-
6
8
4
9
8
3
1
7
8
?
e
s
?
e
s
7
0
1
8
1
2
1
4
7
7
1
8
2
S
1
1
2
0
1
L
S
7
1
7
8
1
o
l
a
n
d
W
a
y
L
l
e
m
e
n
L
a
r
y
2
3
4
k
-
6
8
0
1
7
9
0
S
S
n
o
n
o
4
7
1
2
1
1
1
2
2
4
7
6
3
2
S
1
4
0
0
0
L
S
7
9
S
9
?
o
r
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
S
0
k
-
6
8
1
3
7
9
8
S
9
n
o
n
o
8
2
1
S
1
0
2
0
2
S
9
0
2
0
1
4
0
2
0
P
e
t
i
t
i
o
n

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
4
1
3
-
7
8
7
7
8
1
5
5
-
-
6
3
1
4
1
3
1
6
2
5
9
0
2
2
3
4
1
0
0
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
2
0
1
2
8
a
s
e
l
,
s
c
h
o
o
l
r
a
n
k
s
,
2
0
1
3
C
r
o
w
L
h
l
,
a
n
d
L
h
e
d
e
m
o
g
r
a
p
h
l
c
l
n
f
o
r
m
a
L
l
o
n
f
r
o
m
L
h
e
2
0
1
3
C
r
o
w
L
h
r
e
p
r
L
.
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
A
n
a
s
L
e
r
l
s
k
(
*
)
l
n
d
l
c
a
L
e
s
L
h
a
L
L
h
e
s
c
h
o
o
l
d
o
e
s
n
o
L
h
a
v
e
v
a
l
l
d
2
0
1
2
8
a
s
e
o
r
2
0
1
3
C
r
o
w
L
h
l
.
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
222
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
1
o
L
a
l
L
n
r
o
l
l
l
/
8
M
e
a
l
C
A
1
L
L
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
.
A
s
l
a
n
l
l
l
l
.
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
1
8
0
1
3
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
1
3
6
5
1
%
0
%
6
%
4
9
%
2
2
%
1
4
%
4
%
7
%
1
%
1
%
3
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
3
8
2
1
7
L
r
n
e
s
L
L
a
w
r
e
n
c
e
M
l
d
d
l
e
1
S
6
7
S
8
3
1
1
0
S
2
1
8
1
7
n
3
8
1
8
2
C
l
l
v
e
r
W
e
n
d
e
l
l
P
o
l
m
e
s
M
l
d
d
l
e
1
S
9
0
S
9
2
9
6
6
1
7
S
7
8
1
1
0
8
u
d
e
c
l
n
d
a
S
e
p
u
l
v
e
d
a
u
o
d
s
o
n
M
l
d
d
l
e
1
8
S
3
S
2
3
7
6
3
1
S
1
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
1
5
9
0
5
8
%
3
1
%
7
%
6
3
%
1
7
%
7
%
6
%
5
%
0
%
0
%
0
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
W
1
8
0
2
8
A
u
d
u
b
o
n
M
l
d
d
l
e
7
8
1
8
6
1
0
1
2
3
6
6
2
W
4
8
2
3
S
M
a
r
l
n
a
d
e
l
8
e
y
M
l
d
d
l
e
7
7
2
8
7
1
7
1
1
S
6
3
S
W
4
8
4
2
S
M
a
r
k
1
w
a
l
n
M
l
d
d
l
e
7
1
4
6
6
1
4
1
3
7
3
1
8
W
1
8
3
4
0
a
l
m
s
M
l
d
d
l
e
1
6
0
0
S
4
4
6
4
2
1
8
2
6
1
1
W
4
8
4
8
1
u
a
n
l
e
l
W
e
b
s
L
e
r
M
l
d
d
l
e
6
3
7
7
2
1
S
6
3
2
S
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
7
7
2
7
2
%
1
4
%
1
2
%
5
6
%
7
%
2
6
%
1
%
1
%
0
%
0
%
0
%
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
S
2
0
2
7
A
l
d
a
m
a
L
l
e
m
e
n
L
a
r
y
6
S
1
8
4
4
S
9
1
L
S
2
1
S
1
A
n
n
a
n
d
a
l
e
L
l
e
m
e
n
L
a
r
y
3
1
0
9
1
1
3
2
1
9
1
S
8
6
4
3
8
e
n
[
a
m
l
n
l
r
a
n
k
l
l
n
S
e
n
l
o
r
P
l
g
h
1
6
8
2
6
2
1
6
1
4
8
9
L
S
2
6
0
3
8
u
c
h
a
n
a
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
3
S
8
S
2
8
8
9
n
6
2
3
2
9
8
e
a
c
h
y
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
S
9
1
8
0
3
7
9
S
L
S
3
S
0
7
L
a
g
l
e
8
o
c
k
L
l
e
m
e
n
L
a
r
y
8
3
2
S
7
2
6
1
3
S
1
1
6
1
1
1
8
L
S
8
6
1
4
L
a
g
l
e
8
o
c
k
P
l
g
h
2
6
1
S
6
S
3
1
6
0
2
1
L
S
3
8
7
7
l
l
e
L
c
h
e
r
u
r
l
v
e
L
l
e
m
e
n
L
a
r
y
4
3
1
8
7
3
6
9
1
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
7
9
3
8
4
S
S
9
S
L
S
8
1
8
9
W
a
s
h
l
n
g
L
o
n
l
r
v
l
n
g
M
l
d
d
l
e
6
1
3
8
3
1
S
1
S
8
4
L
S
8
0
6
6
L
u
L
h
e
r
8
u
r
b
a
n
k
M
l
d
d
l
e
8
8
9
8
7
1
9
1
2
9
0
L
S
S
3
8
4
M
o
n
L
e
v
l
s
L
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
0
6
9
S
1
1
3
8
9
6
L
S
S
4
1
1
M
L
.
W
a
s
h
l
n
g
L
o
n
L
l
e
m
e
n
L
a
r
y
3
6
4
1
7
3
7
3
8
1
2
L
S
6
3
2
9
8
o
c
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
7
8
6
7
1
3
7
1
1
0
L
S
7
1
7
8
1
o
l
a
n
d
W
a
y
L
l
e
m
e
n
L
a
r
y
3
6
6
8
9
2
4
7
6
1
4
L
S
7
9
S
9
?
o
r
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
3
4
8
8
4
2
1
8
9
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
5
6
3
8
4
%
8
%
2
1
%
8
9
%
3
%
1
%
2
%
3
%
1
%
0
%
0
%
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
k
-
1
2
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
a
n
d
p
e
r
c
e
n
L
a
g
e
s
o
f
s
e
l
e
c
L
s
u
b
g
r
o
u
p
s
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
u
a
y
.
o
f
L
n
g
l
l
s
h
L
e
a
r
n
e
r
s
(
L
L
s
)
l
s
c
a
l
c
u
l
a
L
e
d
b
y
d
l
v
l
d
l
n
g
L
h
e
L
o
L
a
l
n
u
m
b
e
r
o
f
L
L
s
r
e
p
o
r
L
e
d
o
n
L
h
e
M
a
r
c
h
2
0
1
3
L
a
n
g
u
a
g
e
C
e
n
s
u
s
b
y
L
h
e
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
.
O
C
T
O
B
E
R

2
0
1
2

C
A
L
P
A
D
S

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
223
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 1 8013 Magnolia Science Academy 6 5 3 60% 18 0 0% 5 0 0%
n 3 8217 LrnesLLawrenceMlddle 192 26 14 188 49 26 1S1 36 24
n 3 8182 CllverWendellPolmesMlddle 110 29 26 132 19 14 133 36 27
S 7 8110 8udeclndaSepulvedauodsonMld 120 7 6 97 22 23 91 19 21
Resident Schools
W 1 8028 AudubonMlddle 103 12 12 91 14 1S 96 18 19
W 4 823S Marlnadel8eyMlddle 163 1S 9 140 32 23 123 2S 20
W 4 842S Mark1walnMlddle 168 20 12 162 43 27 121 29 24
W 1 8340 almsMlddle 100 21 21 113 26 23 91 3S 38
W 4 8481 uanlelWebsLerMlddle 132 21 16 94 11 12 96 17 18
L S 2027 AldamaLlemenLary 298 49 16 294 62 21 26S 6 2
L S 21S1 AnnandaleLlemenLary 73 13 18 76 18 24 73 9 12
x S 8643 8en[amlnlrankllnSenlorPlgh S68 29 S 463 S2 11 324 41 13
L S 2603 8uchananSLreeLLlemenLary 174 18 10 16S 40 24 133 17 13
n 6 2329 8eachyAvenueLlemenLary 267 48 18 236 64 27 214 33 1S
L S 3S07 Lagle8ockLlemenLary 160 17 11 1S7 44 28 118 21 18
L S 8614 Lagle8ockPlgh 362 47 13 33S 18 S 226 S6 2S
L S 3877 lleLcherurlveLlemenLary 340 42 12 303 S0 17 241 62 26
L 2 4982 LosAngelesLlemenLary 479 80 17 471 9S 20 4S2 49 11
L S 8189 WashlngLonlrvlngMlddle 24S 30 12 167 21 13 131 31 24
L S 8066 LuLher8urbankMlddle 277 23 8 171 27 16 122 33 27
L S S384 MonLevlsLaSLreeLLlemenLary 211 27 13 2S4 S3 21 232 64 28
L S S411 ML.WashlngLonLlemenLary S 1 20 7 0 0 10 3 30
L S 6329 8ockdaleLlemenLary 6S 16 2S 49 10 20 38 2 S
L S 7178 1olandWayLlemenLary 97 17 18 90 13 14 96 13 14
L S 79S9 ?orkdaleLlemenLary 1S7 12 8 137 31 23 99 14 14
a
224
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
MagnollaSclenceAcademy6 S 0 0.0 0.0
8esldenLSchoolsMedlan 96 2S 20.3 -2.S
ComparlsonSchoolslnCharLerMedlan 132 26 14.8 -S.S
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
MagnollaSclenceAcademy6 18 0 0.0
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
MagnollaSclenceAcademy6 S 3 60.0
LAuSuSlmllarSchoolsfromCuLMedlan 120 26 13.S
ComparlsonSchoolslnCharLerMedlan 228 2S 12.9
ulsLrlcL 20S,312 26,080 12.7
225
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
C
C
1
2
0
1
2
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
P
l
g
h
l
n
c
l
d
e
n
c
L
o
w
l
n
c
l
d
e
n
c
#
A
u
1
#
u
8
u
L
A
l
#
L
u
#
L
M
u
#
P
C
P
M
8
C
P
l
*
#
C
l
#
S
L
u
*
S
L
l
*
#
1
8
l
#
v
l
X
R
1
8
0
1
3
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
1
3
6
1
4
1
0
%
8
%
2
%
2
0
0
1
0
0
0
5
0
5
1
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
3
8
2
1
7
L
r
n
e
s
L
L
a
w
r
e
n
c
e
M
l
d
d
l
e
1
S
6
7
1
8
1
1
2
1
1
8
0
0
1
0
1
1
2
4
4
1
3
S
7
0
0
n
3
8
1
8
2
C
l
l
v
e
r
W
e
n
d
e
l
l
P
o
l
m
e
s
M
l
d
d
l
e
1
S
9
0
2
0
3
1
3
3
3
0
0
0
0
2
1
6
2
7
2
1
1
2
1
0
1
0
S
7
8
1
1
0
8
u
d
e
c
l
n
d
a
S
e
p
u
l
v
e
d
a
u
o
d
s
o
n
M
l
d
d
l
e
1
8
S
3
1
7
8
1
0
2
S
0
0
0
0
8
1
2
1
3
1
1
3
6
0
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
1
5
9
0
1
8
1
1
2
%
9
%
2
%
2
5
0
0
0
0
2
1
2
4
3
1
1
3
7
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
W
1
8
0
2
8
A
u
d
u
b
o
n
M
l
d
d
l
e
7
8
1
1
4
4
1
8
1
4
2
4
0
0
2
0
1
6
3
1
2
7
1
6
0
1
W
4
8
2
3
S
M
a
r
l
n
a
d
e
l
8
e
y
M
l
d
d
l
e
7
7
2
1
0
8
1
4
1
1
7
0
0
7
0
0
0
1
6
6
7
0
2
0
0
W
4
8
4
2
S
M
a
r
k
1
w
a
l
n
M
l
d
d
l
e
7
1
4
8
8
1
2
1
1
9
0
0
1
0
1
0
8
1
6
2
6
0
0
W
1
8
3
4
0
a
l
m
s
M
l
d
d
l
e
1
6
0
0
1
2
3
8
2
3
0
0
2
0
1
1
0
2
4
1
S
6
4
1
1
W
4
8
4
8
1
u
a
n
l
e
l
W
e
b
s
L
e
r
M
l
d
d
l
e
6
3
7
1
6
0
2
S
1
9
1
9
0
0
7
0
0
1
0
3
2
S
8
1
S
1
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
7
7
2
1
2
3
1
4
%
1
1
%
3
%
1
9
0
0
2
0
1
6
2
4
2
7
0
5
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
S
2
0
2
7
A
l
d
a
m
a
L
l
e
m
e
n
L
a
r
y
6
S
1
S
2
8
3
0
0
0
0
1
0
2
0
3
1
1
S
0
0
L
S
2
1
S
1
A
n
n
a
n
d
a
l
e
L
l
e
m
e
n
L
a
r
y
3
1
0
4
1
1
3
1
0
7
0
0
0
0
1
1
3
1
1
1
1
7
0
0
x
S
8
6
4
3
8
e
n
[
a
m
l
n
l
r
a
n
k
l
l
n
S
e
n
l
o
r
P
l
g
h
1
6
8
2
2
2
7
1
3
1
1
1
8
0
0
8
0
3
1
6
1
0
1
1
7
0
0
0
1
L
S
2
6
0
3
8
u
c
h
a
n
a
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
3
S
8
1
1
S
1
1
1
8
0
0
0
0
1
3
3
1
3
2
2
3
0
0
n
6
2
3
2
9
8
e
a
c
h
y
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
S
9
1
9
6
1
6
1
3
1
0
0
0
6
0
0
2
1
1
1
3
8
2
8
0
0
L
S
3
S
0
7
L
a
g
l
e
8
o
c
k
L
l
e
m
e
n
L
a
r
y
8
3
2
1
2
4
1
S
1
0
2
3
0
1
4
0
0
1
1
1
0
2
S
3
2
0
0
0
L
S
8
6
1
4
L
a
g
l
e
8
o
c
k
P
l
g
h
2
6
1
S
2
9
S
1
1
4
1
0
0
7
0
4
1
9
1
8
7
1
9
1
4
1
3
L
S
3
8
7
7
l
l
e
L
c
h
e
r
u
r
l
v
e
L
l
e
m
e
n
L
a
r
y
4
3
1
4
S
1
0
1
0
1
0
0
0
0
1
1
S
0
2
3
1
4
0
0
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
7
9
3
1
1
2
1
4
3
4
0
0
0
0
2
1
7
9
2
2
0
2
6
1
1
L
S
8
1
8
9
W
a
s
h
l
n
g
L
o
n
l
r
v
l
n
g
M
l
d
d
l
e
6
1
3
9
7
1
6
1
2
6
0
0
1
0
2
3
6
0
6
4
1
0
1
4
L
S
8
0
6
6
L
u
L
h
e
r
8
u
r
b
a
n
k
M
l
d
d
l
e
8
8
9
9
2
1
0
8
0
0
1
0
1
0
S
1
7
3
2
1
0
L
S
S
3
8
4
M
o
n
L
e
v
l
s
L
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
0
6
7
6
1
S
1
1
1
2
0
1
0
0
0
3
2
1
4
8
8
0
1
L
S
S
4
1
1
M
L
.
W
a
s
h
l
n
g
L
o
n
L
l
e
m
e
n
L
a
r
y
3
6
4
2
7
7
1
0
0
0
0
1
0
4
1
1
0
1
0
0
0
L
S
6
3
2
9
8
o
c
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
7
8
3
S
1
3
1
0
7
0
0
0
0
0
0
2
0
2
0
6
0
0
L
S
7
1
7
8
1
o
l
a
n
d
W
a
y
L
l
e
m
e
n
L
a
r
y
3
6
6
4
3
1
2
1
6
0
0
0
0
1
1
0
0
1
0
1
S
0
0
L
S
7
9
S
9
?
o
r
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
3
4
8
4
0
1
1
1
7
0
0
0
0
0
1
2
0
1
3
6
0
1
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
5
6
3
7
9
1
3
%
1
0
%
3
%
1
1
0
0
0
0
1
2
5
1
3
2
1
2
0
0
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
k
-
1
2
e
n
r
o
l
l
m
e
n
L
L
o
L
a
l
(
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
)
a
n
d
L
h
e
n
u
m
b
e
r
o
f
k
-
1
2
s
p
e
c
l
a
l
e
d
u
c
a
L
l
o
n
s
L
u
d
e
n
L
s
l
n
L
o
L
a
l
,
b
y
l
n
c
l
d
e
n
c
e
c
a
L
e
g
o
r
y
,
a
n
d
b
y
e
l
l
g
l
b
l
l
l
L
y
a
s
r
e
p
o
r
L
e
d
o
n
L
h
e
u
e
c
e
m
b
e
r
2
0
1
2
C
a
l
l
f
o
r
n
l
a
S
p
e
c
l
a
l
L
d
u
c
a
L
l
o
n
M
a
n
a
g
e
m
e
n
L
l
n
f
o
r
m
a
L
l
o
n
S
y
s
L
e
m
(
C
A
S
L
M
l
S
)
8
e
p
o
r
L
.
P
l
g
h
l
n
c
l
d
e
n
c
e
e
l
l
g
l
b
l
l
l
L
l
e
s
a
r
e
l
n
d
l
c
a
L
e
d
b
y
a
n
a
s
L
e
r
l
s
k
(
*
)
.
K
-
1
2

S
P
E
C
I
A
L

E
D
U
C
A
T
I
O
N

S
T
U
D
E
N
T
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S

(
D
E
C
E
M
B
E
R

2
0
1
2

C
A
S
E
M
I
S

R
E
P
O
R
T
)
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
226
A
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
1
8
0
1
3
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
1
2
6
2
%
6
%
3
0
%
3
4
%
2
8
%
3
8
%
6
2
%
1
2
6
3
%
2
6
%
3
5
%
2
3
%
1
3
%
6
4
%
3
6
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
3
8
2
1
7
L
r
n
e
s
L
L
a
w
r
e
n
c
e
M
l
d
d
l
e
1
S
0
4
6
1
0
2
6
2
7
3
2
4
2
S
9
1
S
2
7
S
1
9
2
3
2
S
2
8
4
7
S
3
n
3
8
1
8
2
C
l
l
v
e
r
W
e
n
d
e
l
l
P
o
l
m
e
s
M
l
d
d
l
e
1
4
4
2
1
2
7
3
7
3
0
3
4
6
7
1
4
8
S
3
1
0
2
2
4
0
2
S
3
S
6
S
S
7
8
1
1
0
8
u
d
e
c
l
n
d
a
S
e
p
u
l
v
e
d
a
u
o
d
s
o
n
M
l
d
d
l
e
1
7
2
0
3
2
3
2
9
4
0
3
1
6
9
1
7
3
7
2
1
2
2
3
3
1
3
2
3
7
6
3
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
1
5
0
4
3
%
6
%
2
6
%
2
9
%
3
2
%
3
4
%
6
7
%
1
5
2
7
3
%
1
2
%
2
3
%
3
1
%
2
8
%
3
7
%
6
3
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
W
1
8
0
2
8
A
u
d
u
b
o
n
M
l
d
d
l
e
6
6
9
1
0
1
9
3
S
2
S
1
1
6
4
3
6
6
9
S
1
2
3
4
3
1
1
7
7
7
2
3
W
4
8
2
3
S
M
a
r
l
n
a
d
e
l
8
e
y
M
l
d
d
l
e
6
7
7
6
1
2
3
4
3
3
1
S
S
2
4
8
7
0
6
9
2
9
2
9
2
6
6
7
3
2
W
4
8
4
2
S
M
a
r
k
1
w
a
l
n
M
l
d
d
l
e
6
2
9
9
1
8
3
8
2
7
6
S
3
6
6
3
8
1
0
2
6
2
9
2
7
6
S
3
S
W
1
8
3
4
0
a
l
m
s
M
l
d
d
l
e
1
S
3
9
3
1
8
3
2
4
3
2
6
7
S
1
S
4
6
2
1
1
2
0
3
2
3
S
3
3
6
7
W
4
8
4
8
1
u
a
n
l
e
l
W
e
b
s
L
e
r
M
l
d
d
l
e
S
8
2
9
1
4
3
6
3
0
1
1
S
9
4
1
6
0
2
1
1
2
4
3
2
2
8
6
7
3
3
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
6
6
9
9
%
1
4
%
3
5
%
3
0
%
1
1
%
5
9
%
4
1
%
6
9
5
1
0
%
2
6
%
2
9
%
2
7
%
6
%
6
7
%
3
3
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
S
2
0
2
7
A
l
d
a
m
a
L
l
e
m
e
n
L
a
r
y
4
1
1
8
1
S
3
3
2
8
1
6
S
6
4
4
4
1
S
4
1
6
2
S
2
9
2
6
4
S
S
S
L
S
2
1
S
1
A
n
n
a
n
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
1
6
3
1
3
3
S
3
6
1
3
S
1
4
9
2
2
0
1
1
3
2
4
3
S
2
8
3
8
6
3
S
8
6
4
3
8
e
n
[
a
m
l
n
l
r
a
n
k
l
l
n
S
e
n
l
o
r
P
l
g
h
1
0
6
9
4
1
0
3
8
3
1
1
6
S
2
4
7
1
0
S
3
1
9
3
7
2
3
1
6
7
9
2
1
L
S
2
6
0
3
8
u
c
h
a
n
a
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
4
3
8
1
3
2
9
2
9
2
1
S
0
S
0
3
4
4
6
2
0
2
1
2
S
2
8
4
7
S
3
n
6
2
3
2
9
8
e
a
c
h
y
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
3
2
7
9
1
4
3
2
2
8
1
8
S
S
4
6
3
3
6
S
2
2
2
0
2
4
2
9
4
7
S
3
L
S
3
S
0
7
L
a
g
l
e
8
o
c
k
L
l
e
m
e
n
L
a
r
y
6
1
9
2
1
7
2
9
4
8
2
3
7
7
6
2
0
1
1
6
2
S
S
2
2
3
7
7
L
S
8
6
1
4
L
a
g
l
e
8
o
c
k
P
l
g
h
2
0
1
6
S
2
S
3
0
3
1
3
9
6
1
2
0
1
3
1
2
3
3
2
8
2
1
7
3
2
7
L
S
3
8
7
7
l
l
e
L
c
h
e
r
u
r
l
v
e
L
l
e
m
e
n
L
a
r
y
2
8
6
6
1
3
4
0
2
6
1
4
S
9
4
0
2
8
S
7
1
7
2
S
2
8
2
3
4
9
S
1
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
4
9
2
8
1
4
3
3
2
9
1
6
S
S
4
S
4
9
1
3
1
1
1
6
3
3
3
6
3
0
6
9
L
S
8
1
8
9
W
a
s
h
l
n
g
L
o
n
l
r
v
l
n
g
M
l
d
d
l
e
S
S
1
9
1
S
3
6
2
7
1
2
6
0
3
9
S
7
2
6
2
0
3
2
3
2
1
1
S
8
4
3
L
S
8
0
6
6
L
u
L
h
e
r
8
u
r
b
a
n
k
M
l
d
d
l
e
8
1
0
S
1
2
3
3
3
6
1
S
S
0
S
1
8
0
8
S
1
6
2
8
3
S
1
6
4
9
S
1
L
S
S
3
8
4
M
o
n
L
e
v
l
s
L
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
S
6
8
1
S
3
6
2
6
1
S
S
9
4
1
4
6
1
6
1
8
2
1
3
2
2
3
4
S
S
S
L
S
S
4
1
1
M
L
.
W
a
s
h
l
n
g
L
o
n
L
l
e
m
e
n
L
a
r
y
2
1
1
1
1
2
3
3
4
9
1
7
8
2
2
1
4
1
1
2
3
0
S
2
1
7
8
2
L
S
6
3
2
9
8
o
c
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
1
7
S
1
2
9
3
8
2
S
3
7
6
3
1
8
0
3
1
2
2
6
2
6
3
3
4
1
S
9
L
S
7
1
7
8
1
o
l
a
n
d
W
a
y
L
l
e
m
e
n
L
a
r
y
2
1
9
6
3
3
3
S
1
9
4
7
S
4
2
1
9
4
1
6
2
S
3
2
2
4
4
S
S
6
L
S
7
9
S
9
?
o
r
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
2
6
4
1
2
3
4
2
9
2
1
S
0
S
0
2
2
7
3
1
4
2
6
2
8
2
9
4
3
S
7
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
3
7
7
6
%
1
3
%
3
3
%
2
9
%
1
7
%
5
1
%
5
0
%
3
8
0
5
%
1
6
%
2
5
%
2
9
%
2
7
%
4
5
%
5
5
%
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
2
0
1
2
-
1
3

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

A
2
0
1
3
C
S
1
L
L
A
2
0
1
3
C
S
1
M
A
1
P
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
227
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
1
8
0
1
3
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
1
5
4
1
%
5
%
1
9
%
3
9
%
3
6
%
2
5
%
7
5
%
1
5
4
6
%
1
8
%
3
7
%
2
5
%
1
3
%
6
1
%
3
8
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
3
8
2
1
7
L
r
n
e
s
L
L
a
w
r
e
n
c
e
M
l
d
d
l
e
1
S
8
0
4
2
4
2
6
3
7
3
7
6
3
1
S
9
4
S
1
8
2
4
2
S
2
7
4
7
S
2
n
3
8
1
8
2
C
l
l
v
e
r
W
e
n
d
e
l
l
P
o
l
m
e
s
M
l
d
d
l
e
1
4
9
6
2
2
4
3
2
3
6
3
2
6
8
1
S
1
S
2
1
0
2
2
3
7
2
9
3
4
6
6
S
7
8
1
1
0
8
u
d
e
c
l
n
d
a
S
e
p
u
l
v
e
d
a
u
o
d
s
o
n
M
l
d
d
l
e
1
7
1
1
2
2
2
2
8
4
1
3
0
6
9
1
7
3
S
3
1
1
2
4
3
2
2
9
3
8
6
1
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
1
5
8
0
2
%
6
%
2
4
%
2
8
%
3
7
%
3
2
%
6
8
%
1
5
9
4
3
%
1
1
%
2
4
%
3
2
%
2
9
%
3
8
%
6
1
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
W
1
8
0
2
8
A
u
d
u
b
o
n
M
l
d
d
l
e
6
8
9
8
1
7
3
1
2
8
1
7
S
6
4
S
7
2
6
9
2
9
2
7
2
S
6
S
3
4
W
4
8
2
3
S
M
a
r
l
n
a
d
e
l
8
e
y
M
l
d
d
l
e
7
7
1
S
1
S
3
2
3
2
1
6
S
2
4
8
7
8
S
1
0
3
0
3
2
2
3
7
2
2
8
W
4
8
4
2
S
M
a
r
k
1
w
a
l
n
M
l
d
d
l
e
6
2
3
8
1
7
3
1
2
9
1
S
S
6
4
4
6
4
4
1
2
2
7
2
8
2
S
6
7
3
4
W
1
8
3
4
0
a
l
m
s
M
l
d
d
l
e
1
6
6
0
3
1
6
2
8
4
7
2
S
7
S
1
6
6
S
2
1
0
2
1
3
3
3
4
3
3
6
7
W
4
8
4
8
1
u
a
n
l
e
l
W
e
b
s
L
e
r
M
l
d
d
l
e
6
3
2
9
1
7
3
4
2
6
1
S
6
0
4
1
6
4
0
8
2
4
3
3
2
8
6
S
3
S
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
6
8
9
8
%
1
7
%
3
1
%
2
8
%
1
6
%
5
6
%
4
5
%
7
2
6
9
%
2
7
%
2
8
%
2
5
%
9
%
6
5
%
3
4
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
S
2
0
2
7
A
l
d
a
m
a
L
l
e
m
e
n
L
a
r
y
4
2
6
1
2
1
7
3
0
2
4
1
8
S
9
4
2
4
3
1
S
2
0
2
0
2
7
2
9
4
S
S
6
L
S
2
1
S
1
A
n
n
a
n
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
1
4
2
4
S
2
9
1
6
S
4
4
S
2
1
8
0
1
2
2
3
3
0
3
4
3
S
6
4
S
8
6
4
3
8
e
n
[
a
m
l
n
l
r
a
n
k
l
l
n
S
e
n
l
o
r
P
l
g
h
1
2
0
8
6
1
3
3
2
3
1
1
7
S
1
4
8
1
1
8
2
2
6
3
7
2
1
1
3
8
4
1
7
L
S
2
6
0
3
8
u
c
h
a
n
a
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
3
7
S
1
4
3
1
3
2
1
9
S
0
S
1
3
3
9
S
1
8
2
4
2
7
2
6
4
7
S
3
n
6
2
3
2
9
8
e
a
c
h
y
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
3
2
1
9
1
3
3
2
2
4
2
1
S
4
4
S
3
2
7
7
2
0
2
3
2
0
3
0
S
0
S
0
L
S
3
S
0
7
L
a
g
l
e
8
o
c
k
L
l
e
m
e
n
L
a
r
y
6
8
3
4
1
7
2
9
4
6
2
S
7
S
6
8
8
3
1
1
1
6
2
2
4
9
3
0
7
1
L
S
8
6
1
4
L
a
g
l
e
8
o
c
k
P
l
g
h
1
9
8
0
S
1
0
2
S
2
9
3
0
4
0
S
9
1
9
8
1
1
S
3
3
2
7
2
1
7
S
2
6
L
S
3
8
7
7
l
l
e
L
c
h
e
r
u
r
l
v
e
L
l
e
m
e
n
L
a
r
y
3
3
S
6
1
7
3
4
3
0
1
3
S
7
4
3
3
3
S
6
2
3
2
3
2
8
2
0
S
2
4
8
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
S
1
0
8
1
S
2
S
2
9
2
3
4
8
S
2
S
1
0
4
1
3
1
7
2
8
3
8
3
4
6
6
L
S
8
1
8
9
W
a
s
h
l
n
g
L
o
n
l
r
v
l
n
g
M
l
d
d
l
e
S
8
8
9
1
6
3
S
2
8
1
2
6
0
4
0
6
0
7
1
4
3
6
2
8
1
7
7
8
2
2
L
S
8
0
6
6
L
u
L
h
e
r
8
u
r
b
a
n
k
M
l
d
d
l
e
7
8
2
4
1
0
3
2
3
7
1
7
4
6
S
4
7
8
3
S
1
9
2
7
3
2
1
7
S
1
4
9
L
S
S
3
8
4
M
o
n
L
e
v
l
s
L
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
1
1
1
0
1
4
3
3
2
8
1
S
S
7
4
3
S
1
3
S
1
7
2
S
2
6
2
7
4
7
S
3
L
S
S
4
1
1
M
L
.
W
a
s
h
l
n
g
L
o
n
L
l
e
m
e
n
L
a
r
y
2
0
S
2
1
6
2
4
S
6
2
0
8
0
2
0
8
0
1
4
3
2
4
9
1
9
8
1
L
S
6
3
2
9
8
o
c
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
1
6
6
1
2
9
3
3
2
9
3
8
6
2
1
7
1
1
2
S
3
3
3
4
3
3
6
7
L
S
7
1
7
8
1
o
l
a
n
d
W
a
y
L
l
e
m
e
n
L
a
r
y
2
4
4
4
1
0
3
2
3
0
2
4
4
6
S
4
2
4
4
S
1
3
2
3
3
0
2
9
4
1
S
9
L
S
7
9
S
9
?
o
r
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
2
4
4
4
3
6
3
6
1
7
4
7
S
3
2
4
8
0
1
S
2
0
3
4
3
0
3
S
6
4
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
3
8
2
5
%
1
2
%
3
2
%
2
9
%
1
9
%
4
9
%
5
2
%
3
8
5
5
%
1
8
%
2
3
%
2
8
%
2
9
%
4
6
%
5
5
%
2
0
1
2
C
S
1
M
A
1
P
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
2
0
1
1
-
1
2

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

2
0
1
2
C
S
1
L
L
A
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
228
a
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
S
u
s
p
.
8
a
L
e
2
0
1
1
-
1
2
S
u
s
p
.
8
a
L
e
2
0
1
2
-
1
3
S
l
n
g
l
e
S
L
d
.
2
0
1
1
-
1
2
2
0
1
2
-
1
3
2
0
1
1
-
1
2
2
0
1
2
-
1
3
A
f
r
.
A
m
e
r
.
#
A
f
r
.
A
m
e
r
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
S
L
u
d
.
u
l
s
.
#
S
L
u
d
.
u
l
s
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
X
R
1
8
0
1
3
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
8
%
6
%
5
%
1
2
8
1
5
1
2
1
4
%
1
9
1
6
%
1
6
%
8
%
1
1
1
8
%
1
8
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
n
3
8
2
1
7
L
r
n
e
s
L
L
a
w
r
e
n
c
e
M
l
d
d
l
e
7
1
2
2
1
3
0
1
4
6
1
7
8
6
1
0
3
1
4
1
0
1
1
1
7
S
2
8
1
4
n
3
8
1
8
2
C
l
l
v
e
r
W
e
n
d
e
l
l
P
o
l
m
e
s
M
l
d
d
l
e
6
1
0
1
S
8
1
2
9
6
S
S
8
1
7
1
3
2
0
2
9
S
7
8
1
1
0
8
u
d
e
c
l
n
d
a
S
e
p
u
l
v
e
d
a
u
o
d
s
o
n
M
l
d
d
l
e
4
6
4
3
2
7
8
3
9
1
1
2
0
3
3
1
7
4
3
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
6
%
4
%
3
%
1
0
1
5
8
1
2
9
6
5
6
%
1
0
3
7
%
7
%
1
1
%
1
7
5
9
%
6
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
W
1
8
0
2
8
A
u
d
u
b
o
n
M
l
d
d
l
e
2
7
1
3
1
1
2
2
6
1
0
4
3
0
9
1
3
4
6
2
4
9
2
1
6
1
4
1
7
1
3
S
1
3
1
1
W
4
8
2
3
S
M
a
r
l
n
a
d
e
l
8
e
y
M
l
d
d
l
e
8
6
8
4
1
1
2
2
1
0
0
3
S
2
7
0
S
1
4
1
0
6
1
7
W
4
8
4
2
S
M
a
r
k
1
w
a
l
n
M
l
d
d
l
e
S
3
3
2
1
S
6
2
4
1
7
1
3
0
8
1
3
9
6
S
W
1
8
3
4
0
a
l
m
s
M
l
d
d
l
e
S
9
3
4
2
1
2
0
S
8
2
6
4
1
9
S
1
1
6
6
W
4
8
4
8
1
u
a
n
l
e
l
W
e
b
s
L
e
r
M
l
d
d
l
e
1
S
1
0
7
3
8
1
1
7
S
3
2
S
1
S
8
9
2
3
1
4
9
8
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
8
%
5
%
4
%
9
3
4
1
1
2
0
5
8
2
6
%
2
7
0
8
%
6
%
1
4
%
1
1
6
8
%
6
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
L
S
2
0
2
7
A
l
d
a
m
a
L
l
e
m
e
n
L
a
r
y
2
1
2
S
1
2
8
0
3
3
3
3
3
4
8
6
L
S
2
1
S
1
A
n
n
a
n
d
a
l
e
L
l
e
m
e
n
L
a
r
y
4
1
4
1
1
9
1
2
7
0
1
2
4
4
2
S
8
6
4
3
8
e
n
[
a
m
l
n
l
r
a
n
k
l
l
n
S
e
n
l
o
r
P
l
g
h
9
1
7
1
3
7
1
8
9
4
6
1
2
0
S
1
4
2
3
1
4
L
S
2
6
0
3
8
u
c
h
a
n
a
n
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
1
0
2
1
0
2
1
S
0
1
4
7
6
0
n
6
2
3
2
9
8
e
a
c
h
y
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
0
2
1
6
4
1
6
1
7
1
7
1
4
9
0
1
L
S
3
S
0
7
L
a
g
l
e
8
o
c
k
L
l
e
m
e
n
L
a
r
y
1
7
1
1
2
2
2
1
7
0
1
3
1
1
8
1
L
S
8
6
1
4
L
a
g
l
e
8
o
c
k
P
l
g
h
6
1
S
8
S
9
2
1
S
8
1
2
S
4
7
1
1
2
8
1
3
L
S
3
8
7
7
l
l
e
L
c
h
e
r
u
r
l
v
e
L
l
e
m
e
n
L
a
r
y
1
7
4
1
1
S
1
S
0
1
0
4
2
2
L
2
4
9
8
2
L
o
s
A
n
g
e
l
e
s
L
l
e
m
e
n
L
a
r
y
1
9
0
1
1
0
3
2
6
0
1
2
1
1
0
0
L
S
8
1
8
9
W
a
s
h
l
n
g
L
o
n
l
r
v
l
n
g
M
l
d
d
l
e
1
2
8
1
4
7
1
2
7
8
3
1
8
1
3
1
3
1
6
1
0
0
1
4
1
0
L
S
8
0
6
6
L
u
L
h
e
r
8
u
r
b
a
n
k
M
l
d
d
l
e
3
2
7
1
S
3
S
2
7
3
2
4
4
1
0
9
4
0
L
S
S
3
8
4
M
o
n
L
e
v
l
s
L
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
1
4
4
6
S
1
7
1
4
1
4
1
2
6
7
3
L
S
S
4
1
1
M
L
.
W
a
s
h
l
n
g
L
o
n
L
l
e
m
e
n
L
a
r
y
1
3
0
S
0
6
2
3
0
2
S
0
L
S
6
3
2
9
8
o
c
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
0
0
1
0
1
2
7
0
1
3
3
7
0
L
S
7
1
7
8
1
o
l
a
n
d
W
a
y
L
l
e
m
e
n
L
a
r
y
0
1
0
1
0
2
7
0
1
0
4
0
0
L
S
7
9
S
9
?
o
r
k
d
a
l
e
L
l
e
m
e
n
L
a
r
y
0
1
2
1
2
1
3
0
1
1
4
2
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
1
%
0
%
0
%
8
2
1
1
3
2
%
7
0
%
0
%
1
2
%
7
2
1
%
1
%
E
V
E
N
T
S
D
A
Y
S
A
F
R
I
C
A
N

A
M
E
R
I
C
A
N
S
S
T
U
D
E
N
T
S

W
I
T
H

D
I
S
A
B
I
L
I
T
Y
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

6
S
U
S
P
E
N
S
I
O
N
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
s
u
s
p
e
n
s
l
o
n
e
v
e
n
L
s
,
d
a
y
s
a
n
d
r
a
L
e
f
o
r
2
0
1
1
-
2
0
1
2
a
n
d
2
0
1
2
-
2
0
1
3
s
c
h
o
o
l
y
e
a
r
.
C
O
M
P
A
R
I
S
O
N

D
A
T
A

(
A
L
L
)
D
I
S
P
R
O
P
O
R
T
I
O
N
A
L
I
T
Y
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
229
March 4, 2014


Final budget
Final petition


(213) 241-0399

230
TAB 13
Text FiIe
Sequence
Version: 1
Conditional Approval of the Material Revision of the Charter for Magnolia Science
Academy-6 to Change Grade Levels from 6-11 to 6-8 and Decrease its Enrollment
Capacity from 575 Students to 300 Students
Action Proposed:
StaII recommends conditional approval oI the material revision oI the charter Ior Magnolia
Science Academy-6 to amend the grade levels served Irom 6-11 to 6-8 and to reduce the
enrollment capacity Irom 575 students to 300 students Ior the term July 1, 2014 to June 30,
2019. The material revision is conditional upon Iurther review oI the school`s Iiscal processes
and operations with an expectation oI no material Iindings. This material revision is also
contingent upon the approval oI the renewal oI the charter proposed in BR #280 - 13/14.
Background:
For the last Iive years, the charter school has oIIered grades 6-8 and has shared that they have
been unable to serve grades 9-11 at their private site. Per the December 2013 Secondary
Schools ClassiIication report, the school`s current enrollment is 140 students in grades 6-8.
This material revision is related to the renewal consideration oI Magnolia Science Academy-6
(BR #280 - 13/14) and amends the renewal charter petition to conIorm to provisions oI this
material revision.
On February 26, 2008, the LAUSD Board oI Education approved the charter petition Ior
Magnolia Science Academy-6 Ior grades 6-11 Ior Iive years beginning July 1, 2009. The school
opened in the Iall oI 2009. For the proposed 2014-2019 charter term, the school plans to serve
240 students in grades 6-8 during the Iirst year, and by the end oI the charter term will serve up
to 300 students. Magnolia Science Academy-6 is currently in Board District 1, Educational
Service Center West (ESCW), at 3754 Dunn Drive, Los Angeles, CA 90034, a private site.
Magnolia Science Academy-6 has applied Ior Iacilities under Prop. 39. In the event that the
school does not elect to occupy district Iacilities under Prop. 39, the school will seek a larger
private site to increase their current enrollment up to its capacity.
which does business as Magnolia Public Schools (MPS), a non-proIit corporation established in
August 1997. MPS oversees a network oI charter schools throughout CaliIornia dedicated to
inspiring students to choose career paths in science, technology, engineering, and math (STEM),
while providing a robust, standards-based education program within a supportive culture oI
231
excellence. In the Iall oI 2002, the Foundation established its Iirst charter school, Magnolia
Science Academy-1 ('MSA-1), in the San Fernando Valley. Since then, the Foundation has
replicated its educational program and philosophy at 11 other charter school sites throughout
CaliIornia, eight oI which are authorized by LAUSD.
Expected Outcomes:
set Iorth in its charter. In addition, staII expects the Iurther review oI Iiscal processes and
'Yes - The conditional approval oI the material revision oI the charter would grant Magnolia
charter, as amended, Ior charter term beginning July 1, 2014 to June 30, 2019 contingent upon a
Iurther review oI Iiscal processes and operations that does not result in any material Iindings.
(BR #280 - 13/14). Should the Board oI Education approve BR #280 - 13/14, the renewal
petition shall be amended to conIorm to provisions oI this material revision. StaII will provide
the Board oI Education an update as soon as possible and prior to June 30, 2014, as to the status
oI the school`s meeting the condition oI this action.
'No - The denial oI the material revision oI the charter would result in Magnolia Science
Academy-6 continuing to operate under the terms oI its current charter as proposed Ior the
conditional renewal in BR #280 - 13/14 with an enrollment capacity oI 575 students and a
grade-level conIiguration oI 6-11.
Budget Impact:
charter to a charter school to be operated by, or as, a non-proIit public beneIit corporation is not
implications would require District approval prior to implementation. Approval oI the material
revision is also contingent upon adequate liability insurance coverage.
Magnolia Science Academy-6 is a current member oI LAUSD SELPA Option 2. Under the
current LAUSD SELPA Option 2 Special Education MOU, Charter School`s Iair share
contribution Ior special education Ior the Iirst year oI the charter petition will be 20 oI the
District`s general Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom
the Charter School`s Iunds Irom the Local Control Funding Formula. The rate will increase by
232
5 Ior each subsequent Iiscal year until the applicable percentage reaches 35. The rate will
remain at 35 Ior the remainder oI the Charter School`s petition period based on the District`s
general Iund contribution rate Ior that Iiscal year. At the conclusion oI each Iiscal year during
the entire charter petition period, any unspent special education revenues shall be returned to the
LAUSD SELPA.
II all pending issues, iI any, are not resolved at the time oI the Board meeting, the OIIice oI
General Counsel may recommend the denial oI the material revision.
233
234
TAB 14
Text FiIe
Sequence
Version: 1
Conditional Approval of the Renewal of the Charter for Magnolia Science Academy-7
(Public Hearing)
Action Proposed:
StaII recommends conditional approval oI the renewal oI the charter Ior Magnolia Science
Academy-7 Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 250 students
in grades K-6 in year 1 and up to 425 students in grades K-8 by the end oI its charter term
(related BR #284 - 13/14 changes the enrollment capacity and grade levels to be served). The
renewal is conditional upon Iurther review oI the school`s Iiscal processes and operations with
an expectation oI no material Iindings.
Background:
On November 6, 2013 Magnolia Science Academy-7 submitted its charter renewal petition
school:
program;
235
StaII assesses that Magnolia Science Academy-7 has met the above criteria.
Magnolia Science Academy-7 serves students in grades K-5 in Board District 3, Educational
Service Center North (ESCN), at 18355 Roscoe Blvd., Northridge, CA 91325, a private site.
Per the December 2013 Elementary ClassiIication Report, the school`s current enrollment is
302 students in grades K-5.

On February 26, 2008, Magnolia Science Academy-7 was originally approved by the Board oI
Education to serve grades 6-11. While the school was approved to serve grades 6-11, the
opening date was delayed because it could not secure a Iacility large enough to operate a 6-11
program. Once a site was secured in Northridge, the Governing Board submitted a material
revision request to amend its petition to oIIer a K-8 program because Magnolia Public Schools
was already operating a successIul 6-12 charter school within the same geographic area. The
charter was amended by the Board oI Education on June 15, 2010 to allow the school to open
in September 2010 as a K-8 school. For the proposed 2014-19 charter term, the school plans to
serve up to 425 students in grades K-8 by the end oI the charter term.
During the current charter term oI Magnolia Science Academy-7, the school`s student body has
reIlected the community in which it operates. According to October 2012 CDE data, the
school`s demographics are approximately 62 Latino, 24 White, 3 AIrican American, 4
Filipino, and 4 Two or More Races. Magnolia Science Academy-7 has chosen to implement
its own English Learner Master Plan, and has provided the Charter Schools Division
supporting documentation.
Magnolia Science Academy-7 is managed by the Magnolia Educational & Research
Foundation ('Foundation) which does business as Magnolia Public Schools (MPS), a
non-proIit organization established in August 1997. MPS oversees a network oI charter schools
throughout CaliIornia dedicated to inspiring students to choose career paths in science,
technology, engineering, and math (STEM), while providing a robust, standards-based
education program within a supportive culture oI excellence. In the Iall oI 2002, the
Foundation established its Iirst charter school, Magnolia Science Academy-1 ('MSA-1), in
the San Fernando Valley. Since then, the Foundation has replicated its educational program at
11 other charter school sites throughout CaliIornia, eight oI which are authorized by LAUSD.

Magnolia Science Academy-7 has met the minimum academic perIormance criteria Ior renewal
required under Education Code section 47607(b) as evidenced below in the Summary oI
School PerIormance. In 2013, the school achieved a school-wide Growth API oI 904. In the
last three years, Magnolia Science Academy-7 has consistently maintained its API score above
800. The school earned a 2013 Statewide Rank oI 9. Form the data provided by the OIIice oI
Data and Accountability per the CDE there is no Similar Schools Rank. The school has
outperIormed the resident District schools with comparable demographics in each year oI its
charter in Growth API and in the percentage oI students scoring proIicient and advanced on
CST ELA and Mathematics.
236
Magnolia Science Academy-7 has been classiIied as an 'Excelling school, which is the
highest tier oI Iive possible tiers oI perIormance. The school`s placement in this tier is due to
high levels oI student achievement on the ELA and Math portions oI the CaliIornia Standards
Tests coupled with at-predicted academic growth levels in both English Language Arts and
Math according to its three-year Academic Growth Over Time (AGT) results. The school`s
3-Year AGT (2010-13) result in ELA is above predicted growth, while the school`s 3-Year
AGT (2010-13) results in Math is within the range oI predicted growth. (See Summary of
Charter School Performance.)
The Magnolia Schools are implementing the recommendations Irom the 2012 audit done by
the LAUSD OIIice oI the Inspector General. The area requiring more attention at this time Ior
Iull implementation is Ior the organization to build the cash reserve oI Iour oI its schools to a
recommended 5. Magnolia Science Academy-7 projects a cash balance Ior 2013/2014 to be
5.5 based on the 2013/2014 First Interim Report submitted by the school. The CMO
provides Iiscal support and the consolidated audit Ior 2012/2013 shows the CMO and the
schools have a combined cash reserve oI 7.3, which is above the recommended amount.
CSD staII continues to monitor the implementation oI the recommendations as part oI ongoing
oversight.
practices across LAUSD schools to help generate innovation and improve educational
outcomes Ior all students. As part oI a CMO, Magnolia Science Academy-7 adheres with
Iidelity to Iour promising practices that are signature marks at all Magnolia Schools. (1) Home
visits are part oI each student`s education program. Every school year every teacher and
administrators visit students in their homes to gain insights and to create personal connections.
(2) Magnolia Science Academy-7 obtains student data Irom multiple sources: internal MAP
assessments administered three times per year, CST scores, and class grades. The data is used
by the leadership and staII to assess student learning and to make instructional decisions to
support student achievement. (3) Magnolia Science Academy-7 implements an Open Inquiry
Instructional approach to enable students to investigate problems and Iind solutions on their
own. (4) Teachers in grades 1-5 use chapter books and novels to Iacilitate and to develop
language proIiciency skills.
Current Magnolia Public Schools Governing Board members completed questionnaires
regarding conIlicts oI interest. A due diligence review perIormed by the OIIice oI the
Inspector General oI the school`s lead petitioner, principal, and on-site Iinancial manager,
revealed no material negative Iindings.
Expected Outcomes:
237
set Iorth in its petition. The benchmarks Ior achievement are set Iorth in the petition.
Furthermore, the CSD expects that the charter school and CMO provide the CSD quarterly
Iinancial reports reviewed by the Governing Board and indicating an improving Iinancial
position Ior the school. In addition, staII expects the Iurther review oI Iiscal processes and
'Yes - The conditional approval oI the renewal oI the charter would grant Magnolia Science
Academy-7 the right to continue to operate as a charter school under the terms oI the renewal
petition Ior a Iive (5) year period beginning July 1, 2014 contingent upon a Iurther review oI
Iiscal processes and operations that does not result in any material Iindings. Moreover, should
the Board oI Education approve the related action Ior material revision in BR #284 - 13/14, the
renewal petition shall be amended to conIorm to provisions oI the material revision reIlecting a
300 student enrollment capacity and a K-5 grade level conIiguration. StaII will provide the
Board oI Education an update as soon as possible and prior to June 30, 2014, as to the status oI
the school`s meeting the condition oI this action.
30, 2013, unless Magnolia Science Academy-7 appeals the denial and the charter is granted by
the Los Angeles County Board oI Education or the CaliIornia State Board oI Education.
Additionally, the denial oI this renewal would render the action proposed in BR #284 - 13/14
moot. This BR #283 - 13/14 and accompanying documents shall constitute the Board oI
Education`s adopted written Iindings oI Iact Ior the denial oI the Magnolia Science Academy-7
renewal petition.
Budget Impact:
Magnolia Science Academy-7 is currently a member oI LAUSD SELPA Option 3 (Charter
Operated Programs). Under the current LAUSD SELPA Option 3 Special Education MOU, the
charter school`s Iair share contribution to special education will be 10 oI charter schools` AB
602 (rate includes Base, COLA, and Growth/Decline reduced by the amount withheld Ior
Program Specialist/Regionalized Services) and Federal IDEA revenues. The revenue rate will
be adjusted to account Ior changes in the State`s Iunding Iormula beginning Iiscal year
238
2013-14. The amount withheld by the District Irom the Program Specialist/Regionalized
Services in Iiscal year 2012-13 will continue to be withheld and adjusted annually Ior COLA.
The Iair share contribution will be paid Irom the charter school`s Iunds Irom the Local Control
Funding Formula and will be allocated to support the existing District-wide administration oI
special education supports and services. An additional 10 oI special education revenues will
be retained by the District and allocated as directed by the Advisory Board and members oI the
Charter-operated Program, with the leadership oI the Charter-operated Program special
education director. These Iunds will be used to support the personnel Ior the Charter-operated
Program section oI the SELPA; build management and operating procedures to create an
inIrastructure to support schools in meeting the needs oI students with mild to severe
disabilities; and, to create and implement new programs that serve students in charter schools.
At the conclusion oI each Iiscal year during the entire charter petition period, any unspent
special education revenues shall be returned to the LAUSD SELPA.
renewal petition.
239
240


March 4, 2014
March 4, 2014




years:

years; or
school.
following:
schools.

241


March 4, 2014
Magnolia Science Academy-7 has met the minimum statutory requirement as evidenced in the Data
Summary Report.

Student Discipline
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Magnolia
Science Academy-7s grounds for student suspension and expulsion are aligned with those listed in
Education Code Section 48900 et seq. The school implements a consistent positive behavior program
which includes rewarding students with Caught Being Good tickets and recognizing them during the
Monday Morning Assemblies. Since this is a small charter school, teachers and administrators closely
monitor the behavior of students and immediately consult with parents to seek a resolution to any issues
dealing with students behaviors. At the time of this report, and as the data show below, there are no
suspensions and expulsions reported for the following years: 2013-14, 2012-13 and 2011-12.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of this
report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Magnolia
Science
Academy-7
8014 0 0 0 0 0 0

Special Education

According to the 2012 CASEMIS report, Magnolia Science Academy-7 enrolled Special Education
students at a rate that is reflective of the District average. Magnolia Science Academy-7 had a special
education enrollment rate of 9% which is 9 percentage points less than the Resident Schools Median of
18%. The school is committed to continuing its efforts to identify and serve students with disabilities.
The school provides both strategic and intensive targeted intervention as needed for students. Magnolia
Public Schools has a Special Education Director who provides technical support and professional
development to all schools relating to special education. The school implements both a pull-out and
push-in model to support students with disabilities. The resource specialist (RSP) and the general
education teachers collaborate throughout the year to embed instructional strategies within the lesson
plans for all classes to support students.

OCT
2012
Enroll
#
S
p

E
d

E
n
r
o
l
l

#

S
p

E
d

E
n
r
o
l
l

%

%

H
i
g
h

I
n
c
i
d
e
n
c
e

%

L
o
w

I
n
c
i
d
e
n
c
e

#
A
U
T

#
D
B

#
D
E
A
F

#
E
D

#
E
M
D

#
H
O
H

#
M
R

#
O
H
I
*

#
O
I

#
S
L
D
*

#
S
L
I
*

#
T
B
I

#
V
I

233 20 9% 7% 1% 3 0 0 0 0 0 0 5 0 6 6 0 0

242


March 4, 2014
English Learners

The tables below represent the number of English Learners identified, served and reclassified by
Magnolia Science Academy-7 school. The schools October 2012 (CALPADS) English learner
population of 18% was lower than the Resident School Median of 45%. The schools 2011-12
reclassification rate of 24% was higher than the Resident School Median of 12%. Magnolia Science
Academy-7 reports that the CALPADS data does not align to internal data results. The school has
reported that, in the first two years of the schools operation, the reporting was done at the Magnolia
Public Schools home office. As of the date of this report, the reporting responsibility has been delegated
to support staff at the school site. Based on evidence the school has provided, in 2010-11, the school
reports 28 students took the CELDT, and 10 were reclassified. In 2011-12, the schools EL population
was 31, 31 students took the CELDT, and 4 were reclassified. In 2012-13, the schools EL popultion
was 45, 45 students took the CLEDT, and 5 were reclassified. CSD will continue to monitor the
situation.

ESC BD
Loc
Code
School
T
o
t
a
l

E
n
r
o
l
l

#

%

F
/
R

M
e
a
l

%

G
A
T
E

%

E
L

%

L
a
t
i
n
o

%

W
h
i
t
e

%

A
f
.

A
m
e
r
.

%

A
s
i
a
n

%

F
i
l
i
.

N 3 8014 Magnolia Science Academy-7 233 74% 0% 18% 62% 24% 3% 3% 4%

RECLASSIFICATION
2012-13
2011-12 #
EL
2012-13 #
Reclassified
2012-13
Change from
Prior Year
Magnolia Science Academy 7 29 7 24.1% 24.1%
LAUSD Similar Schools from CDE Median
District 180,618 24,697 13.7% -1.7%
2011-12
2010-11 #
EL
2011-12 #
Reclassified
2011-12
District 194,904 29,956 15.4%
2010-11
2009-10 #
EL
2010-11 #
Reclassified
2010-11
Magnolia Science Academy 7 -- 16 --
District 205,312 26,080 12.7%

243


March 4, 2014






The report below is based on the 2012-2013 Oversight visit.


MSA-7 attained an API score of 906, increasing by 50 points from the prior year.
MSA-7 has a statewide rank of 8.
MSA-7 met 5 of 5 AYP criteria.
MSA-7 earned a 2012 SPF classification of Achieving.

None noted at this time.

244


March 4, 2014

Charter Schools Division oversight deemed Governance and Organizational Management at

Board meetings, agendas, supporting materials and Board meeting minutes are maintained and
posted as appropriate in accordance with the Brown Act.
If parents cannot attend meetings, the school provides venues where parents may attend
teleconference Board meetings.

Students noted the school should provide clean restrooms.


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

Per the 2012-13 Audit
Auditors opinion is Unmodified (Unqualified).
There are no deficiencies, findings or material weaknesses.
Net income is positive, $281,537. The 2013/2014 first interim report submitted by the charter
school projects net income of $453,078 at the end of the fiscal year.
Magnolia Education and Research Foundation, the Charter Management Organization for the
Magnolia Schools, supports the charter schools financially
The 2012/13 consolidated audit for Magnolia Education and Research Foundation and the
charter schools shows:
o The net assets are positive, $4,791,707.
o The unrestricted net assets are positive, $2,751,009 (included in positive net assets above).
o Net income is positive, $3,773,354.

The recommended cash reserve is 5% of annual expenditures. The 2012/13 audit shows a cash
reserve of $45,720 which represents 2.4% of annual expenditures. It is recommended that the
cash reserve be increased to 5% of annual expenditures. The 2013/2014 First Interim Report
submitted by the school projects a cash balance for 2013/2014 to be 6.8% of annual
expenditures. The reserve is improving.
We continue to monitor the implementation of the recommendations made in the August 20,
2012 Office of the Inspector General Audit Report of the Magnolia Science Academy Charter
Schools.

245


March 4, 2014

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

MSA 7 holds a monthly Family Breakfast on the first Saturday of the month. There is positive
interaction between teachers and students.
MSA-7s instructional practices reflected appropriate group structures (pods of 4 and pods of 6
students), teachers asked cognitively demanding questions and students were engaged.
Student to teacher ratio on average was within a range of 19:1 to 24:1.
MSA-7 uses data to drive curricular and instructional decisions and to inform the development of
differentiated instructional strategies.
MSA-7 adopted the Accelerated Reader program and students have shown significant gains in
reading comprehension skills.
MSA-7 holds after school tutoring for students who are performing below grade level and after
school enrichment to challenge students who are high performing.
MSA-7 has implemented a School Wide Positive Behavior Plan to reinforce positive behaviors
and school wide core values and themes that are embedded in the schools culture.

246
1176SS
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno -- -- --
WhlLe -- -- --
LngllshLearners -- -- --
SocloeconomlcallyulsadvanLaged -- -- --
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
MagnollaSclenceAcademy7 8S6 906 S0 906 904 -2
CuLSlmllarSchoolsMedlan
8esldenLSchoolsMedlan 798 799 1 798 800 2
ComparlsonSchoolsMedlan 771 784 13 78S 766 -19
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
MagnollaSclenceAcademy7 26 74 13 87
ComparlsonSchoolsMedlan S8 42 42 S7
MagnollaSclenceAcademy7 S S 100 13 10 77
8esldenLSchoolsMedlan 19 13 76 17 9 S2
Loc.Code: 8014
CuSCode:
CRITERIA SUMMARY
(Ld.Code47607).
2010-11 2011-12 2012-13
8S6 906
8SS 906 904
8 A A
S0 -2
?es ?es
?es ?es
8 9
API Comparison
AYP Comparison
2012 AYP 2013 AYP
247
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
2
0
1
3
L
n
r
o
l
l
o
n
1
s
L
u
a
y
o
f
1
e
s
L
l
n
g
C
o
n
f
2
0
1
2
8
a
s
e
2
0
1
3
C
r
o
w
L
h
2
0
1
2
S
L
a
L
e
8
a
n
k
2
0
1
2
S
l
m
l
l
a
r
S
c
h
o
o
l
s
8
a
n
k
M
e
L
2
0
1
3
S
c
h
-
w
l
d
e
1
a
r
g
e
L
M
e
L
2
0
1
3
S
u
b
g
r
o
u
p
1
a
r
g
e
L
s
l
r
e
e
/
8
e
d
u
c
e
d
L
u
n
c
h
S
p
L
d
C
A
1
L
L
L
8
l
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
A
s
l
a
n
l
l
l
l
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
6
8
0
1
4
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
1
1
6
K
-

5
9
0
6
9
0
4
9

Y
e
s
Y
e
s
7
5
1
6
1
1
4
2
0
6
1
2
3
2
5
5
0
0
3
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
n
6
2
4
3
8
8
e
r
L
r
a
n
d
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
2
4
S
k
-
S
8
4
0
8
1
8
7
9
?
e
s
?
e
s
4
3
1
S
1
3
2
6
3
4
8
0
1
1
1
S
1
0
0
1
n
3
2
4
7
0
8
l
y
L
h
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
8
7
k
-
S
7
3
9
7
3
7
2
3
n
o
n
o
S
4
1
4
6
4
S
2
2
7
4
4
8
9
3
0
1
0
n
6
2
7
6
7
C
a
n
L
a
r
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
7
8
k
-
S
8
2
8
8
0
8
6
9
?
e
s
n
o
4
6
1
9
1
3
3
7
2
8
8
1
S
3
7
3
0
1
0
n
6
4
0
S
S
C
a
r
d
e
n
C
r
o
v
e
L
l
e
m
e
n
L
a
r
y
2
7
9
k
-
S
7
9
8
8
0
0
4
S
?
e
s
n
o
4
6
1
1
2
0
3
1
2
2
8
0
7
1
7
4
1
0
0
n
3
4
1
1
0
C
a
u
l
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
S
6
k
-
S
7
8
0
7
6
3
4
4
n
o
n
o
S
7
2
2
S
3
9
1
8
8
1
7
S
2
4
0
0
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
2
7
9
-
7
9
8
8
0
0
4
5
-
-
4
6
1
5
1
3
3
7
2
2
8
0
7
3
7
3
0
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
n
3
2
3
2
3
8
a
s
s
e
L
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
1
9
k
-
S
7
8
S
7
8
0
4
7
n
o
n
o
S
S
1
3
1
1
3
8
3
0
8
6
S
4
2
2
0
0
1
n
3
2
9
S
9
C
h
a
n
d
l
e
r
L
l
e
m
e
n
L
a
r
y
3
S
S
k
-
S
8
7
3
8
4
7
8
9
?
e
s
n
o
6
1
8
1
7
1
7
1
8
S
2
3
2
7
3
4
1
1
1
n
6
7
4
3
2
C
o
l
u
m
b
u
s
A
v
e
n
u
e
3
6
2
k
-
S
7
7
6
7
6
6
3
7
n
o
n
o
S
2
1
2
7
4
3
2
8
9
0
4
2
2
2
1
0
0
n
6
4
4
9
3
P
a
z
e
l
L
l
n
e
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
4
6
8
k
-
S
7
8
S
7
S
8
4
7
n
o
n
o
S
9
1
4
7
4
6
1
9
8
4
S
4
3
2
0
1
1
n
3
4
7
2
6
k
e
s
L
e
r
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
6
4
4
k
-
S
9
0
1
9
1
3
9
9
?
e
s
?
e
s
4
6
8
2
S
1
1
1
8
4
6
3
1
7
8
S
1
0
0
n
6
7
0
2
7
S
y
l
v
a
n
a
r
k
L
l
e
m
e
n
L
a
r
y
S
4
9
k
-
S
7
2
3
7
1
7
1
2
n
o
n
o
S
1
1
0
7
4
7
3
0
9
3
2
3
1
1
0
0
1
n
6
7
3
8
4
v
a
l
e
r
l
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
4
1
k
-
S
7
7
4
7
S
4
3
S
n
o
n
o
7
7
1
2
1
1
3
0
2
8
8
7
2
3
3
3
0
0
1
P
e
t
i
t
i
o
n

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
5
1
9
-
7
8
5
7
6
6
4
7
-
-
5
5
1
2
1
1
3
8
2
8
8
6
5
4
3
2
0
0
1
2
0
1
2

B
A
S
E

A
P
I

A
N
D

2
0
1
3

G
R
O
W
T
H

A
P
I

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
2
0
1
2
8
a
s
e
l
,
s
c
h
o
o
l
r
a
n
k
s
,
2
0
1
3
C
r
o
w
L
h
l
,
a
n
d
L
h
e
d
e
m
o
g
r
a
p
h
l
c
l
n
f
o
r
m
a
L
l
o
n
f
r
o
m
L
h
e
2
0
1
3
C
r
o
w
L
h
r
e
p
r
L
.
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
A
n
a
s
L
e
r
l
s
k
(
*
)
l
n
d
l
c
a
L
e
s
L
h
a
L
L
h
e
s
c
h
o
o
l
d
o
e
s
n
o
L
h
a
v
e
v
a
l
l
d
2
0
1
2
8
a
s
e
o
r
2
0
1
3
C
r
o
w
L
h
l
.
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
248
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
1
o
L
a
l
L
n
r
o
l
l
l
/
8
M
e
a
l
C
A
1
L
L
L
L
a
L
l
n
o
W
h
l
L
e
A
f
.
A
m
e
r
.
A
s
l
a
n
l
l
l
l
.
A
m
l
n
d
l
a
n
a
c
l
f
l
c
l
s
l
a
n
d
1
w
o
o
r
M
o
r
e
X
R
6
8
0
1
4
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
2
3
3
7
4
%
0
%
1
8
%
6
2
%
2
4
%
3
%
3
%
4
%
0
%
0
%
4
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
n
6
2
4
3
8
8
e
r
L
r
a
n
d
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
3
8
3
8
7
4
4
8
4
n
3
2
4
7
0
8
l
y
L
h
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
6
S
8
4
S
4
7
7
n
6
2
7
6
7
C
a
n
L
a
r
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
8
4
9
0
S
1
8
2
n
6
4
0
S
S
C
a
r
d
e
n
C
r
o
v
e
L
l
e
m
e
n
L
a
r
y
4
2
S
9
3
1
1
3
2
8
0
n
3
4
1
1
0
C
a
u
l
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
1
1
8
6
4
S
8
0
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
4
2
5
8
7
%
5
%
4
5
%
8
0
%
7
%
3
%
6
%
3
%
0
%
0
%
0
%
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
n
3
2
3
2
3
8
a
s
s
e
L
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
6
S
8
8
4
7
8
8
n
3
2
9
S
9
C
h
a
n
d
l
e
r
L
l
e
m
e
n
L
a
r
y
S
S
6
S
4
2
0
S
0
3
S
n
6
7
4
3
2
C
o
l
u
m
b
u
s
A
v
e
n
u
e
S
8
2
8
8
S
2
8
8
n
6
4
4
9
3
P
a
z
e
l
L
l
n
e
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
4
3
8
8
S
S
8
S
n
3
4
7
2
6
k
e
s
L
e
r
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
9
3
8
4
3
1
3
1
8
4
S
3
2
n
6
7
0
2
7
S
y
l
v
a
n
a
r
k
L
l
e
m
e
n
L
a
r
y
8
6
8
9
2
S
8
9
4
n
6
7
3
8
4
v
a
l
e
r
l
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
9
7
9
8
0
4
3
8
8
C
h
a
r
t
e
r

C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

M
e
d
i
a
n
8
6
5
8
8
%
5
%
4
7
%
8
8
%
4
%
4
%
3
%
2
%
1
%
0
%
0
%
S
c
h
o
o
l

D
e
m
o
g
r
a
p
h
i
c

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
k
-
1
2
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
a
n
d
p
e
r
c
e
n
L
a
g
e
s
o
f
s
e
l
e
c
L
s
u
b
g
r
o
u
p
s
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
u
a
y
.
o
f
L
n
g
l
l
s
h
L
e
a
r
n
e
r
s
(
L
L
s
)
l
s
c
a
l
c
u
l
a
L
e
d
b
y
d
l
v
l
d
l
n
g
L
h
e
L
o
L
a
l
n
u
m
b
e
r
o
f
L
L
s
r
e
p
o
r
L
e
d
o
n
L
h
e
M
a
r
c
h
2
0
1
3
L
a
n
g
u
a
g
e
C
e
n
s
u
s
b
y
L
h
e
C
c
L
o
b
e
r
2
0
1
2
C
e
n
s
u
s
e
n
r
o
l
l
m
e
n
L
n
u
m
b
e
r
.
O
C
T
O
B
E
R

2
0
1
2

C
A
L
P
A
D
S

D
E
M
O
G
R
A
P
H
I
C
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
249
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 6 8014 Magnolia Science Academy 7 -- 16 -- 23 0 0% 29 7 24%
Resident Schools
n 6 2438 8erLrandAvenueLlemenLary 174 22 13 182 38 21 1S3 18 12
n 3 2470 8lyLheSLreeLLlemenLary 220 42 19 228 38 17 234 19 8
n 6 2767 CanLaraSLreeLLlemenLary 3S2 63 18 322 S9 18 282 27 10
n 6 40SS CardenCroveLlemenLary 18S 26 14 17S 30 17 1S6 26 17
n 3 4110 CaulLSLreeLLlemenLary 186 16 9 199 26 13 211 37 18
n 3 2323 8asseLLSLreeLLlemenLary S10 67 13 S02 102 20 423 4S 11
n 3 29S9 ChandlerLlemenLary 117 19 16 141 28 20 12S 30 24
n 6 7432 ColumbusAvenue 37S 73 19 286 67 23 27S 37 13
n 6 4493 PazelLlneAvenueLlemenLary S02 60 12 423 S4 13 41S 61 1S
n 3 4726 kesLerAvenueLlemenLary 187 43 23 191 33 17 170 36 21
n 6 7027 SylvanarkLlemenLary S4S S9 11 S38 96 18 487 S7 12
n 6 7384 valerloSLreeLLlemenLary SS6 64 12 S29 92 17 464 77 17
a
250
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
MagnollaSclenceAcademy7 29 7 24.1 24.1
LAuSuSlmllarSchoolsfromCuLMedlan
8esldenLSchoolsMedlan 211 26 11.8 -S.4
ComparlsonSchoolslnCharLerMedlan 41S 4S 14.7 -3.1
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
MagnollaSclenceAcademy7 23 0 0.0
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
MagnollaSclenceAcademy7 -- 16 --
ComparlsonSchoolslnCharLerMedlan S02 60 13.1
ulsLrlcL 20S,312 26,080 12.7
251
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
C
C
1
2
0
1
2
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
#
S
p
L
d
L
n
r
o
l
l
P
l
g
h
l
n
c
l
d
e
n
c
L
o
w
l
n
c
l
d
e
n
c
#
A
u
1
#
u
8
u
L
A
l
#
L
u
#
L
M
u
#
P
C
P
M
8
C
P
l
*
#
C
l
#
S
L
u
*
S
L
l
*
#
1
8
l
#
v
l
X
R
6
8
0
1
4
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
2
3
3
2
0
9
%
7
%
1
%
3
0
0
0
0
0
0
5
0
6
6
0
0
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
n
6
2
4
3
8
8
e
r
L
r
a
n
d
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
3
8
3
8
2
2
1
1
2
2
1
0
0
7
0
4
4
7
0
1
3
2
6
0
0
n
3
2
4
7
0
8
l
y
L
h
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
6
S
6
8
1
S
1
2
8
0
0
0
0
0
0
7
1
3
S
1
S
2
0
n
6
2
7
6
7
C
a
n
L
a
r
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
8
4
1
0
S
1
8
1
1
4
0
0
0
0
0
0
0
6
1
2
6
3
2
0
0
n
6
4
0
S
S
C
a
r
d
e
n
C
r
o
v
e
L
l
e
m
e
n
L
a
r
y
4
2
S
4
8
1
1
1
0
S
0
0
0
0
0
0
3
1
1
8
2
1
0
0
n
3
4
1
1
0
C
a
u
l
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
1
1
7
4
1
8
1
S
8
0
0
0
0
0
1
7
0
4
7
9
0
2
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
4
2
5
7
4
1
8
%
1
2
%
3
%
8
0
0
0
0
0
0
7
1
2
6
2
1
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
n
3
2
3
2
3
8
a
s
s
e
L
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
8
6
S
9
0
1
0
1
S
0
0
0
0
2
0
8
1
4
7
1
7
0
0
n
3
2
9
S
9
C
h
a
n
d
l
e
r
L
l
e
m
e
n
L
a
r
y
S
S
6
8
8
1
6
1
0
4
0
0
0
0
0
1
2
S
1
1
S
2
4
0
0
n
6
7
4
3
2
C
o
l
u
m
b
u
s
A
v
e
n
u
e
S
8
2
6
8
1
2
2
6
0
0
0
0
1
0
6
1
1
6
1
8
0
0
n
6
4
4
9
3
P
a
z
e
l
L
l
n
e
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
7
4
3
8
S
1
1
9
0
0
S
0
3
0
1
2
0
3
1
2
4
0
1
n
3
4
7
2
6
k
e
s
L
e
r
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
9
3
8
7
7
8
2
3
0
0
0
0
0
4
8
0
2
0
2
1
0
1
n
6
7
0
2
7
S
y
l
v
a
n
a
r
k
L
l
e
m
e
n
L
a
r
y
8
6
8
9
1
1
0
2
1
0
0
0
0
1
0
7
2
1
7
4
3
0
0
n
6
7
3
8
4
v
a
l
e
r
l
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
9
7
9
1
S
3
1
6
1
3
1
9
0
0
0
0
0
2
1
1
1
S
1
6
9
0
0
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
8
6
5
8
8
1
1
%
8
%
3
%
2
1
0
0
0
0
1
0
8
1
2
0
2
4
0
0
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
k
-
1
2
e
n
r
o
l
l
m
e
n
L
L
o
L
a
l
(
a
s
o
f
C
c
L
o
b
e
r
2
0
1
2
)
a
n
d
L
h
e
n
u
m
b
e
r
o
f
k
-
1
2
s
p
e
c
l
a
l
e
d
u
c
a
L
l
o
n
s
L
u
d
e
n
L
s
l
n
L
o
L
a
l
,
b
y
l
n
c
l
d
e
n
c
e
c
a
L
e
g
o
r
y
,
a
n
d
b
y
e
l
l
g
l
b
l
l
l
L
y
a
s
r
e
p
o
r
L
e
d
o
n
L
h
e
u
e
c
e
m
b
e
r
2
0
1
2
C
a
l
l
f
o
r
n
l
a
S
p
e
c
l
a
l
L
d
u
c
a
L
l
o
n
M
a
n
a
g
e
m
e
n
L
l
n
f
o
r
m
a
L
l
o
n
S
y
s
L
e
m
(
C
A
S
L
M
l
S
)
8
e
p
o
r
L
.
P
l
g
h
l
n
c
l
d
e
n
c
e
e
l
l
g
l
b
l
l
l
L
l
e
s
a
r
e
l
n
d
l
c
a
L
e
d
b
y
a
n
a
s
L
e
r
l
s
k
(
*
)
.
K
-
1
2

S
P
E
C
I
A
L

E
D
U
C
A
T
I
O
N

S
T
U
D
E
N
T
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S

(
D
E
C
E
M
B
E
R

2
0
1
2

C
A
S
E
M
I
S

R
E
P
O
R
T
)
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
252
A
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
6
8
0
1
4
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
1
1
6
1
%
0
%
2
5
%
3
5
%
3
9
%
2
6
%
7
4
%
1
1
6
1
%
3
%
9
%
3
7
%
5
0
%
1
3
%
8
7
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
n
6
2
4
3
8
8
e
r
L
r
a
n
d
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
2
3
S
4
3
3
3
6
1
9
4
6
S
S
2
3
S
2
1
1
2
7
3
2
2
8
4
0
6
0
n
3
2
4
7
0
8
l
y
L
h
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
S
9
S
2
2
4
1
2
3
6
8
3
2
2
S
8
6
1
7
2
8
3
2
1
8
S
1
S
0
n
6
2
7
6
7
C
a
n
L
a
r
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
4
4
S
1
2
3
2
3
1
2
0
4
9
S
1
3
4
9
3
1
0
1
7
3
1
3
8
3
0
6
9
n
6
4
0
S
S
C
a
r
d
e
n
C
r
o
v
e
L
l
e
m
e
n
L
a
r
y
2
7
4
S
1
0
3
7
3
4
1
3
S
2
4
7
2
7
3
2
1
4
2
2
2
8
3
4
3
8
6
2
n
3
4
1
1
0
C
a
u
l
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
2
4
7
1
6
3
2
2
8
1
7
S
S
4
S
2
2
6
3
1
9
2
S
3
S
1
7
4
7
S
2
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
2
5
9
5
%
1
2
%
3
3
%
3
1
%
1
7
%
5
2
%
4
7
%
2
5
8
3
%
1
4
%
2
5
%
3
2
%
2
8
%
4
0
%
6
0
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
n
3
2
3
2
3
8
a
s
s
e
L
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
4
9
S
8
1
1
3
7
2
9
1
6
S
6
4
S
4
9
9
3
1
3
2
6
3
0
2
7
4
2
S
7
n
3
2
9
S
9
C
h
a
n
d
l
e
r
L
l
e
m
e
n
L
a
r
y
3
4
0
6
2
S
3
0
3
1
4
0
6
1
3
4
0
1
1
7
2
6
4
8
2
6
7
4
n
6
7
4
3
2
C
o
l
u
m
b
u
s
A
v
e
n
u
e
3
4
S
9
1
S
3
7
2
7
1
2
6
1
3
9
3
4
S
3
1
6
2
3
3
1
2
6
4
2
S
7
n
6
4
4
9
3
P
a
z
e
l
L
l
n
e
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
4
4
3
9
1
4
3
8
3
1
6
1
4
0
4
4
2
S
1
6
2
S
3
3
2
2
4
6
S
S
n
3
4
7
2
6
k
e
s
L
e
r
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
6
2
6
2
1
2
3
0
S
0
2
0
8
0
6
3
0
1
2
4
6
0
1
S
8
4
n
6
7
0
2
7
S
y
l
v
a
n
a
r
k
L
l
e
m
e
n
L
a
r
y
S
3
7
1
1
1
8
3
S
2
4
1
1
6
4
3
S
S
3
7
8
2
3
2
S
2
6
1
8
S
6
4
4
n
6
7
3
8
4
v
a
l
e
r
l
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
1
1
8
1
7
3
3
2
8
1
4
S
8
4
2
6
1
2
S
1
4
2
2
3
4
2
S
4
1
S
9
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
4
9
5
8
%
1
4
%
3
5
%
2
9
%
1
4
%
5
8
%
4
2
%
4
9
9
3
%
1
4
%
2
3
%
3
0
%
2
6
%
4
2
%
5
7
%
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
2
0
1
2
-
1
3

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

A
2
0
1
3
C
S
1
L
L
A
2
0
1
3
C
S
1
M
A
1
P
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
253
L
S
C
8
u
L
o
c
.
C
o
d
e
S
c
h
o
o
l
n
a
m
e
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
#
1
e
s
L
e
d
l
a
r
8
e
l
o
w
8
a
s
l
c
8
e
l
o
w
8
a
s
l
c
8
a
s
l
c
r
o
f
A
d
v
8
/
8
8
/
l
8
8
r
o
f
/
A
d
v
X
R
6
8
0
1
4
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
7
1
1
%
7
%
2
1
%
3
2
%
3
8
%
2
9
%
7
0
%
7
1
1
%
0
%
8
%
4
5
%
4
5
%
9
%
9
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
n
6
2
4
3
8
8
e
r
L
r
a
n
d
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
2
4
4
2
3
S
3
2
2
4
4
4
S
6
2
4
9
1
1
1
2
2
3
1
3
S
3
4
6
6
n
3
2
4
7
0
8
l
y
L
h
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
S
7
9
1
S
3
4
3
2
S
8
4
1
2
6
1
7
1
S
2
7
2
9
2
2
4
9
S
1
n
6
2
7
6
7
C
a
n
L
a
r
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
S
1
7
2
7
3
6
2
2
4
2
S
8
3
6
1
4
1
S
2
6
4
6
2
8
7
2
n
6
4
0
S
S
C
a
r
d
e
n
C
r
o
v
e
L
l
e
m
e
n
L
a
r
y
2
7
1
6
1
3
3
1
3
1
1
9
S
0
S
0
2
7
1
4
1
4
1
8
2
9
3
S
3
6
6
4
n
3
4
1
1
0
C
a
u
l
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
4
7
8
3
S
3
3
1
S
S
2
4
8
2
S
1
4
1
6
1
9
3
S
2
6
3
9
6
1
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
2
5
7
7
%
9
%
3
4
%
3
2
%
1
9
%
5
0
%
5
0
%
2
6
1
4
%
1
4
%
1
9
%
2
9
%
3
5
%
3
6
%
6
4
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
n
3
2
3
2
3
8
a
s
s
e
L
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
S
S
4
6
1
2
2
9
3
3
1
9
4
7
S
2
S
S
6
4
1
S
2
4
2
9
2
8
4
3
S
7
n
3
2
9
S
9
C
h
a
n
d
l
e
r
L
l
e
m
e
n
L
a
r
y
3
1
S
3
2
0
3
4
3
S
3
1
6
9
3
1
S
1
1
2
2
6
S
4
2
0
8
0
n
6
7
4
3
2
C
o
l
u
m
b
u
s
A
v
e
n
u
e
3
6
7
8
1
7
3
0
3
3
1
3
S
S
4
6
3
6
6
4
1
7
2
2
2
8
2
9
4
3
S
7
n
6
4
4
9
3
P
a
z
e
l
L
l
n
e
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
4
4
3
S
3
3
3
8
1
4
4
7
S
2
4
4
4
4
1
1
2
6
3
2
2
7
4
1
S
9
n
3
4
7
2
6
k
e
s
L
e
r
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
6
3
6
4
1
3
2
6
S
1
2
3
7
7
6
4
0
1
1
2
2
2
S
8
1
9
8
0
n
6
7
0
2
7
S
y
l
v
a
n
a
r
k
L
l
e
m
e
n
L
a
r
y
S
4
9
9
1
8
3
7
2
3
1
2
6
4
3
S
S
S
0
6
2
4
2
4
2
7
1
9
S
4
4
6
n
6
7
3
8
4
v
a
l
e
r
l
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
6
3
1
7
1
4
3
S
2
8
1
7
S
6
4
S
6
3
4
3
1
S
2
3
3
0
2
9
4
1
S
9
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
5
4
9
6
%
1
2
%
3
0
%
3
3
%
1
7
%
4
7
%
5
2
%
5
5
0
4
%
1
5
%
2
3
%
2
8
%
2
9
%
4
1
%
5
9
%
2
0
1
2
C
S
1
M
A
1
P
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
2
0
1
1
-
1
2

C
A
L
I
F
O
R
N
I
A

S
T
A
N
D
A
R
D
S
-
T
E
S
T

(
C
S
T
)

E
N
G
L
I
S
H

L
A
N
G
U
A
G
E

A
R
T
S

A
N
D

M
A
T
H

R
E
S
U
L
T
S

2
0
1
2
C
S
1
L
L
A
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
254
a
a
L
S
C
8
u
L
o
c
C
o
d
e
S
c
h
o
o
l
S
u
s
p
.
8
a
L
e
2
0
1
1
-
1
2
S
u
s
p
.
8
a
L
e
2
0
1
2
-
1
3
S
l
n
g
l
e
S
L
d
.
2
0
1
1
-
1
2
2
0
1
2
-
1
3
2
0
1
1
-
1
2
2
0
1
2
-
1
3
A
f
r
.
A
m
e
r
.
#
A
f
r
.
A
m
e
r
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
S
L
u
d
.
u
l
s
.
#
S
L
u
d
.
u
l
s
.
S
u
s
p
.
8
a
L
e
S
l
n
g
l
e
S
L
d
.
X
R
6
8
0
1
4
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
0
%
0
%
0
%
0
0
0
0
3
%
6
0
%
0
%
1
0
%
2
3
0
%
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
n
6
2
4
3
8
8
e
r
L
r
a
n
d
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
0
2
4
2
S
2
9
0
1
7
7
9
4
n
3
2
4
7
0
8
l
y
L
h
e
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
0
0
0
0
0
7
3
3
0
1
4
6
6
0
n
6
2
7
6
7
C
a
n
L
a
r
a
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
3
1
8
0
4
2
0
3
1
7
0
1
S
9
3
0
n
6
4
0
S
S
C
a
r
d
e
n
C
r
o
v
e
L
l
e
m
e
n
L
a
r
y
3
1
4
3
1
7
3
1
7
0
4
3
0
n
3
4
1
1
0
C
a
u
l
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
0
2
2
3
9
S
2
0
S
1
S
6
3
3
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s

M
e
d
i
a
n
0
%
0
%
1
%
2
2
3
3
3
%
1
7
0
%
0
%
1
5
%
6
6
0
%
0
%
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s
n
3
2
3
2
3
8
a
s
s
e
L
L
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
2
3
6
2
4
8
3
2
7
4
1
0
9
0
1
n
3
2
9
S
9
C
h
a
n
d
l
e
r
L
l
e
m
e
n
L
a
r
y
0
1
0
1
0
6
3
6
0
1
4
8
0
0
n
6
7
4
3
2
C
o
l
u
m
b
u
s
A
v
e
n
u
e
2
9
S
1
0
S
2
1
4
0
1
1
6
S
3
n
6
4
4
9
3
P
a
z
e
l
L
l
n
e
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
1
1
1
8
1
2
3
S
4
3
3
6
1
1
7
9
1
S
1
0
n
3
4
7
2
6
k
e
s
L
e
r
A
v
e
n
u
e
L
l
e
m
e
n
L
a
r
y
1
1
1
0
1
7
0
9
8
2
0
7
S
0
n
6
7
0
2
7
S
y
l
v
a
n
a
r
k
L
l
e
m
e
n
L
a
r
y
2
1
7
3
1
8
S
3
2
7
0
8
6
0
n
6
7
3
8
4
v
a
l
e
r
l
o
S
L
r
e
e
L
L
l
e
m
e
n
L
a
r
y
2
2
1
1
6
2
6
2
1
3
3
0
7
1
3
1
4
0
4
C
o
m
p
a
r
i
s
o
n

S
c
h
o
o
l
s

i
n

C
h
a
r
t
e
r

M
e
d
i
a
n
2
%
1
%
1
%
1
1
5
1
7
5
3
%
3
0
0
%
0
%
1
1
%
8
0
1
%
1
%
E
V
E
N
T
S
D
A
Y
S
A
F
R
I
C
A
N

A
M
E
R
I
C
A
N
S
S
T
U
D
E
N
T
S

W
I
T
H

D
I
S
A
B
I
L
I
T
Y
M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

7
S
U
S
P
E
N
S
I
O
N
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
1
h
l
s
p
a
g
e
d
l
s
p
l
a
y
s
L
h
e
s
u
s
p
e
n
s
l
o
n
e
v
e
n
L
s
,
d
a
y
s
a
n
d
r
a
L
e
f
o
r
2
0
1
1
-
2
0
1
2
a
n
d
2
0
1
2
-
2
0
1
3
s
c
h
o
o
l
y
e
a
r
.
C
O
M
P
A
R
I
S
O
N

D
A
T
A

(
A
L
L
)
D
I
S
P
R
O
P
O
R
T
I
O
N
A
L
I
T
Y
O
f
f
i
c
e

o
f

D
a
t
a

a
n
d

A
c
c
o
u
n
t
a
b
i
l
i
t
y
2
/
1
2
/
2
0
1
4
255
March 4, 2014


Final budget
Final petition


(213) 241-0399

256
TAB 15
Text FiIe
Sequence
Version: 1
Conditional Approval of the Material Revision of the Charter for Magnolia Science
Academy-7 to Change Grade Levels from K-8 to K-5 and Decrease its Enrollment
Capacity from 425 Students to 300 Students
Action Proposed:
StaII recommends the conditional approval oI the material revision oI the charter Ior Magnolia
Science Academy-7 to amend the grade levels served Irom K-8 to K-5 and to reduce the
enrollment capacity Irom 425 students to 300 Ior the term July 1, 2014 to June 30, 2019. The
material revision is conditional upon Iurther review oI the school`s Iiscal processes and
operations with an expectation oI no material Iindings. This material revision is also contingent
upon the approval oI the renewal oI the charter proposed in BR #283 - 13/14.
Background:
On February 26, 2008, Magnolia Science Academy-7 was originally approved by the Board oI
Education to serve grades 6-11. While the school was approved to serve grades 6-11, the
opening date was delayed because it could not secure a Iacility to operate a 6-11 grade program.
Once a site was secured in Northridge, the Governing Board submitted a material revision
request to amend its petition to oIIer a K-8 program because Magnolia Public Schools was
already operating a successIul 6-12 charter school within the same geographic area. The charter
was amended by the Board oI Education on June 15, 2010 to allow the school to open in
September 2010 as a K-8 school. Then on May 1, 2011, the Board approved an amendment to
Element 8 to reIlect Iederally-approved language Ior their lottery procedures in order to secure
speciIic grant Iunding. The school`s current enrollment is 302 students in grades K-5.
(BR #283 - 13/14) and amends the renewal charter petition to conIorm to provisions oI this
material revision.
Magnolia Science Academy-7 serves students in grades K-5 in Board District 3, Educational
Service Center North (ESCN), at 18355 Roscoe Blvd., Northridge, CA 91325, on a private site.
The school`s current enrollment is 302 students in grades K-5.
('Foundation) which does business as Magnolia Public Schools (MPS), a non-proIit
organization established in August 1997. MPS oversees a network oI charter schools throughout
CaliIornia dedicated to inspiring students to choose career paths in science, technology,
257
File Number: Rep-2-
engineering, and math (STEM), while providing a robust, standards-based education program
within a supportive culture oI excellence. In the Iall oI 2002, the Foundation established its Iirst
charter school, Magnolia Science Academy-1 ('MSA-1), in the San Fernando Valley. Since
then, the Foundation has replicated its educational program at 11 other charter school sites
throughout CaliIornia, eight oI which are authorized by LAUSD.
Expected Outcomes:
set Iorth in its charter. In addition, staII expects the Iurther review oI Iiscal processes and
'Yes - The conditional approval oI the material revision oI the charter would grant Magnolia
charter, as amended, Ior the remainder oI its charter term Ior a Iive (5) year period beginning
July 1, 2014 contingent upon a Iurther review oI Iiscal processes and operations that does not
result in any material Iindings. This material revision is related to the renewal consideration oI
Magnolia Science Academy-7 (BR #283 - 13/14). Should the Board oI Education approve BR
#283 - 13/14, the renewal petition shall be amended to conIorm to provisions oI this material
revision. StaII will provide the Board oI Education an update as soon as possible and prior to
June 30, 2014, as to the status oI the school`s meeting the condition oI this action.
'No - The denial oI the material revision oI the charter would result in Magnolia Science
Academy-7 continuing to operate under the terms oI its current charter as proposed Ior the
conditional renewal in BR #283 - 13/14 with an enrollment capacity oI 425 students and a
grade-level conIiguration oI K-8.
Budget Impact:
charter to a charter school to be operated by, or as, a non-proIit public beneIit corporation is not
implications would require District approval prior to implementation. Approval oI the material
revision is also contingent upon adequate liability insurance coverage.
Magnolia Science Academy-7 is currently a member oI LAUSD SELPA Option 3 (Charter
Operated Programs). Under the current LAUSD SELPA Option 3 Special Education MOU, the
charter school`s Iair share contribution to special education will be 10 oI charter schools` AB
602 (rate includes Base, COLA, and Growth/Decline reduced by the amount withheld Ior
258
File Number: Rep-2-
Program Specialist/Regionalized Services) and Federal IDEA revenues. The revenue rate will
be adjusted to account Ior changes in the State`s Iunding Iormula beginning Iiscal year 2013-14.
The amount withheld by the District Irom the Program Specialist/Regionalized Services in
Iiscal year 2012-13 will continue to be withheld and adjusted annually Ior COLA. The Iair
share contribution will be paid Irom the charter school`s Iunds Irom the Local Control Funding
Formula and will be allocated to support the existing District-wide administration oI special
education supports and services. An additional 10 oI special education revenues will be
retained by the District and allocated as directed by the Advisory Board and members oI the
Charter-operated Program, with the leadership oI the Charter-operated Program special
education director. These Iunds will be used to support the personnel Ior the Charter-operated
Program section oI the SELPA; build management and operating procedures to create an
inIrastructure to support schools in meeting the needs oI students with mild to severe
disabilities; and, to create and implement new programs that serve students in charter schools.
At the conclusion oI each Iiscal year during the entire charter petition period, any unspent
special education revenues shall be returned to the LAUSD SELPA.
II all pending issues, iI any, are not resolved at the time oI the Board meeting, the OIIice oI
General Counsel may recommend the denial oI the material revision.
259
260
TAB 16
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: ntensive Support and ntervention
School Improvement Grant Application Approval Cohort 3
Action Proposed:
The Board oI Education approves the School Improvement Grant Application Ior Cohort 3 to be
submitted to the State oI CaliIornia Ior Iunding oI 11 schools. This meeting will serve as one oI
the two public meetings required as one component oI the School Improvement Grant
Application opportunity.
Background:
School Improvement Grants, authorized under American Reinvestment and Recovery Act
(ARRA) section 1003(g) oI Title I oI the Elementary and Secondary Education Act oI 1965
(Title I oI ESEA), are grants, through State Educational Agencies (SEAs), to Local Educational
Agencies (LEAs) Ior use in Title I schools identiIied Ior improvement, corrective action, or
restructuring. These grants are intended to support Program Improvement schools with the
greatest need Ior the Iunds and the strongest commitment to use these Iunds. The grant
provides adequate resources in order to substantially raise student achievement and enable
schools to make adequate yearly progress and exit program improvement status.
Under the Iinal requirements, school improvement Iunds are to be Iocused on each State`s
persistently lowest-achieving Title I schools in improvement, corrective action, or restructuring
('Tier I schools). LEAs also have the option to apply Ior Iunding Ior the persistently
lowest-achieving secondary schools that are eligible Ior, but do not receive, Title I, Part A Iunds
('Tier II schools). The State oI CaliIornia has indicated they do not have suIIicient Iunds to
Iund any Tier III schools.
In 2009, the State established a list oI SIG-eligible Tier I and II schools, oI which 31 are
LAUSD. Currently, twenty oI the 31 schools are receiving SIG Iunding. Nine were chosen Ior
Cohort 1, eleven are in Cohort 2. The remaining 11 schools are included in this application Ior
Cohort 3 Iunding. For the Tier I and Tier II schools an LEA chooses to serve through the
School Improvement Grant, the LEA must implement one oI Iour school intervention models:
turnaround model, restart model, school closure, or transIormation model. Please see the
attached list oI schools and their intervention models.
Each oI the eleven schools has participated in a collaborative eIIort with their stakeholders to
conduct a needs analysis and determine which model best Iits their school. They are currently
261
working on their Implementation Plan and Budget. Schools choosing the Restart Model are
working on the Iinal selection oI an EMO.
The application is due March 14, 2014, with the Iinal selection oI schools chosen anticipated in
mid-May.
Expected Outcomes:
Participating schools will increase student achievement by providing extended opportunities to
learn, using data to inIorm instruction, using multiple observation-based assessments,
developing and increasing teacher/leader eIIectiveness, engaging Iamilies and communities, and
creating a positive school and classroom environment Ior students.
'Yes - The approval could provide these 11 schools with suIIicient resources to implement
their school reIorm model.
'No - The denial oI the application would result in prohibiting these schools Irom participation
in the School Improvement reIorm Iunding.
None
Budget Impact:
Each oI the schools estimate an additional $6 million over three years Ior expenditures related
to increasing student achievement with additional instructional programs, proIessional
development, teacher and leader incentives, extended learning time, and increased enrichment
and intervention Ior students. Total amount requested is $66 million.
There are no legal issues that have been identiIied by counsel at this time.
Attachments:
List oI the applicant schools. School Improvement Grant applications are on Iile in the
Superintendent`s OIIice.
Informative:
School Improvement Grant (SIG) - Cohort 3
262
I
N
F
O
R
M
A
T
I
V
E
263
No. 285-13/14
For March 4, 2014 Board Meeting

Division of Intensive Support and Intervention

INFORMATIVE


FROM: Dr. Donna E. Muncey, Chief of Intensive Support and Intervention
Nader Delnavaz, Administrative Coordinator, College and Career Education

SUBJECT: SCHOOL IMPROVEMENT GRANT (SIG)COHORT 3

There are currently two cohorts of schools in LAUSD receiving funding through the School
Improvement Grant program, which provides supplemental funding to the persistently lowest-achieving
Title I schools in the state. On January 16, 2014, the California State Board of Education approved
funding for a third cohort of SIG schools starting in SY 2014-15. Schools can receive up to $2 million
per year for three years to create opportunities and implement strategies to improve teaching and
learning at their schools. For Cohort 3, LAUSD seeks to forward applications from two elementary, two
middle schools, five high schools, and two span schools (for a total of eleven schools) that are
undergoing whole-school reform efforts to improve student achievement for all of their students. The
application is due on March 14, 2014.

School Improvement Grants, authorized under American Reinvestment and Recovery Act (ARRA)
section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (Title I or 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. These grants are
intended to support Program Improvement schools with adequate resources in order to substantially
raise the achievement of students to enable the schools to make adequate yearly progress and exit
improvement status.

In 2009, the State identified 31 persistently lowest-achieving schools in LAUSD. They funded nine of
those schools for Cohort 1 and eleven for Cohort 2. The remaining eleven unfunded schools from the
original list are eligible for Cohort 3 funding, with the exact level of funding per school based on the
model selected and the services to be provided. Not all schools may be selected to receive the grant.
And, as in the past, annual renewal of the funding will be contingent upon each schools progress and
available funds from the USDE.

Each of the eleven schools has participated in a collaborative effort with their stakeholders to conduct a
needs analysis and determine which model best fits their school. They are currently working on their
Implementation Plan and Budget. Schools choosing the Restart Model are working on the final selection
of an EMO.

School Improvement Grant requirements include the selection and implementation of one of four school
intervention models: transformation model, restart model, turnaround model, and school closure.
Below are the schools that have selected to participate in SIG:
264
Dr. John E. Deasy, Superintendent -2- March 4, 2014

Transformation Model: In this model, the LEA implements a reform that includes: using research
based instructional support strategies, increasing leaders and teachers effectiveness, increasing
learning opportunities for students and increasing operational flexibility and sustained support. The
schools listed below will apply under this model:

x Robert Fulton College Preparatory School
x Sun Valley Middle School
x Sylmar High School

Restart Model: A model in which an LEA collaborates with the school to select an Educational
Management Organization (EMO) or a Charter Management Organization (CMO) to work in
partnership with the school. The schools listed below will have a Board Approved process or MOU that
will be finalized upon the awarding of funding of the School Improvement Grant:

x Angeles Mesa Elementary School
x Audubon Middle School
x Carson High School
x Legacy Senior High International Studies Learning Complex
x Los Angeles High School
x Miguel Contreras Learning Complex
x San Fernando High School
x Woodcrest Elementary School

Turnaround Model: A model in which an LEA uses locally adopted competencies to review and
select staff for school (rehiring no more than 50% of existing staff). This model also includes
researched based instructional support strategies, increasing leaders and teachers effectiveness,
increasing student learning opportunities and providing operational flexibility and sustained support. No
schools have selected this model.

School Closure Model: A model in which an LEA closes a school and enrolls the students who
attended that school in other schools in the LEA that are higher achieving. There are no schools
recommended for this model.

In past years, the SIG schools average API growth has matched or outpaced the Districts growth
performance, so we are excited to bring this opportunity to a new cohort of schools. If you have any
questions, please contact Nader Delnavaz at 213-241-2144 or nader.delnavaz@lausd.net.

c: Michelle King
David Holmquist
Enrique Boullt
Gerardo Loera
Jefferson Crain

265
SlCCohorL3-roposedModels (Asof2/12/14)
School ESC Principal Model
AngelesMesaLS W Paywood1hompson 8esLarL
AudobonMS W Charmaln?oung 8esLarL
CarsonPS x WlndyWarren 8esLarL
LegacylnL'lSLudlesLearnlngComplex S Culllermlna!auregul 8esLarL
LosAngelesPS x Pelena?oon-lonLamlllas 8esLarL
MlguelConLrerasLearnlngComplex x ualLonCole 8esLarL
8oberLlulLonCollegerep x 8aquelCeorge 1ransformaLlon
SanlernandoPS x kenneLhLee 8esLarL
SunvalleyMS x 8oberLoLee 1ransformaLlon
SylmarPS x !amesLee 1ransformaLlon
WoodcresLLS x kery!ackson 8esLarL
266
TAB 17
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Facilities
..Title
Amendment to the Facilities Services Division Strategic Execution Plan to Define and
Approve Eighteen Board Member Priority and Alteration and Improvement Projects
Action Proposed:
StaIIproposesthattheBoardoIEducationapproveanamendment to the Facilities Services
Division (FSD) Strategic Execution Plan (SEP) to deIine and approve eighteen Alteration and
Improvement (A&I) and Board Member Priority (BMP) projects (as listed on Attachment A)
and authorize the ChieI Facilities Executive, and/or his designee, to make any purchases
associated with these projects. The total combined budget Ior these projects is $583,942.

Background:
In accordance with the Maintenance and Operations Weighted Allocation Formula, local Bond
Measures K, R and Y Iunds have been allocated to Board-Prioritized Facilities Programs Ior
A&I and BMP projects. Projects are developed at the discretion oI the Board District or
Educational Service Center with support Irom Facilities Services Division staII and input Irom
school administrators. All projects must be capital in nature and adhere to bond language and
laws.

The projects proposed in this Board Report will upgrade, modernize and/or enhance the
learning environment Ior students. The projects include various modernization, technology,
security upgrade and repair scopes oI work. Project scopes, schedules and budgets within these
categories may vary depending on site conditions and needs.

Expected Outcomes:
Execution oI these projects will help improve the learning environment Ior students, teachers
and staII.

A "yes" vote will allow staII to execute the projects listed on Attachment A. Failure to approve
this proposed action will delay the projects and ultimately the anticipated beneIit to the schools
and their students.

The requested actions are consistent with the Board-Prioritized Facilities Programs Ior A&I and
BMP projects and the District's commitment to address unmet school Iacilities needs and
provide students with a saIe and healthy learning environment.
267

Budget Impact:
The total budget Ior the eighteen projects is $583,942. Eight projects are Iunded by BMP Iunds.
Ten projects are Iunded by A&I Funds. All projects are Iunded with Bond Program Iunds
earmarked speciIically Ior these programs.

This report includes many time-sensitive, small to medium-sized projects that have been
deemed critical by Board Members and/or Administrators oI Operations and school
administrators.

Bond Oversight Committee Recommendations:
This item was considered by the School Construction Bond Citizens' Oversight Committee
(BOC) at its meeting on February 27, 2014. The BOC's adopted resolution, including the vote
oI the Committee, will be Iorwarded under separate cover. StaII has concluded that this
proposed SEP Amendment will Iacilitate implementation oI the FSD-SEP, and thereIore, it will
not adversely aIIect the District's ability to successIully complete the FSD-SEP.

Attachments:
- Attachment A - List oI Alteration and Improvement (A&I) and Board Member Priority (BMP)
projects

268
A
T
T
A
C
H
M
E
N
T

A

-
-

B
O
A
R
D

M
E
M
B
E
R

P
R
I
O
R
I
T
Y

A
N
D

A
L
T
E
R
A
T
I
O
N

I
M
P
R
O
V
E
M
E
N
T

P
R
O
J
E
C
T
S
B
d
.

o
f

E
d

R
p
t

N
o
.

2
7
6
-
1
3
/
1
4

P
a
g
e

1
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n

M
a
r
c
h

1
1
,

2
0
1
4
B
D
E
S
C
S
c
h
o
o
l
P
r
o
j
e
c
t

D
e
s
c
r
i
p
t
i
o
n
P
r
o
g
r
a
m

F
u
n
d
s
P
r
o
j
e
c
t

B
u
d
g
e
t
A
n
t
i
c
i
p
a
t
e
d

C
o
n
s
t
r
u
c
t
i
o
n

S
t
a
r
t

3
N
o
r
t
h
B
e
c
k
f
o
r
d

C
h
a
r
t
e
r
E
n
r
i
c
h
e
d

S
t
u
d
i
e
s
U
p
g
r
a
d
e

t
h
e

n
o
r
t
h

p
a
r
k
i
n
g

l
o
t

e
n
t
r
a
n
c
e

b
y

p
r
o
v
i
d
i
n
g

a

n
e
w

s
w
i
n
g

g
a
t
e
A
&
I

F
u
n
d
s
$
9
,
9
5
2
Q
2
-
2
0
1
4
3
N
o
r
t
h
C
h
a
t
s
w
o
r
t
h

P
a
r
k

E
S
U
p
g
r
a
d
e

t
h
e

s
o
u
t
h

p
a
r
k
i
n
g

l
o
t

e
n
t
r
a
n
c
e

b
y

p
r
o
v
i
d
i
n
g

a

n
e
w

s
w
i
n
g

g
a
t
e
A
&
I

F
u
n
d
s
$
8
,
7
8
6
Q
2
-
2
0
1
4
3
N
o
r
t
h
L
i
m
e
r
i
c
k

E
S
I
n
c
r
e
a
s
e

s
c
h
o
o
l
'
s

a
c
c
e
s
s

t
o

t
e
c
h
n
o
l
o
g
y

b
y

p
r
o
v
i
d
i
n
g

l
a
p
t
o
p

c
o
m
p
u
t
e
r
s

a
n
d

m
e
d
i
a

c
a
r
t
s

B
M
P

F
u
n
d
s
$
2
7
,
6
7
0
Q
2
-
2
0
1
4
3
N
o
r
t
h
M
e
l
v
i
n

E
S
I
n
c
r
e
a
s
e

s
c
h
o
o
l
'
s

a
c
c
e
s
s

t
o

t
e
c
h
n
o
l
o
g
y

b
y

p
r
o
v
i
d
i
n
g

l
a
p
t
o
p

c
o
m
p
u
t
e
r
s

a
n
d

c
a
r
t
s
B
M
P

F
u
n
d
s
$
4
2
,
2
0
0
Q
2
-
2
0
1
4
3
N
o
r
t
h
C
o
l
u
m
b
u
s

E
S
I
n
c
r
e
a
s
e

s
c
h
o
o
l
'
s

a
c
c
e
s
s

t
o

t
e
c
h
n
o
l
o
g
y

b
y

p
r
o
v
i
d
i
n
g

n
e
w

d
e
s
k
t
o
p

c
o
m
p
u
t
e
r
s
B
M
P

F
u
n
d
s
$
8
1
,
5
6
4
Q
2
-
2
0
1
4
3
N
o
r
t
h
G
r
a
n
a
d
a

E
S
I
n
c
r
e
a
s
e

s
c
h
o
o
l
'
s

a
c
c
e
s
s

t
o

t
e
c
h
n
o
l
o
g
y

b
y

p
r
o
v
i
d
i
n
g

n
e
w

d
e
s
k
t
o
p

c
o
m
p
u
t
e
r
s
B
M
P

F
u
n
d
s
$
8
9
,
2
1
3
Q
2
-
2
0
1
4
3
N
o
r
t
h
W
i
n
n
e
t
k
a

E
S
I
n
c
r
e
a
s
e

s
c
h
o
o
l
'
s

a
c
c
e
s
s

t
o

t
e
c
h
n
o
l
o
g
y

b
y

p
r
o
v
i
d
i
n
g

n
e
w

d
e
s
k
t
o
p

c
o
m
p
u
t
e
r
s
,

s
m
a
r
t

b
o
a
r
d
,

a
n
d

a

p
r
i
n
t
e
r
B
M
P

F
u
n
d
s
$
4
7
,
6
2
6
Q
2
-
2
0
1
4
4
N
o
r
t
h

E
n
c
i
n
o

E
S
U
p
g
r
a
d
e

e
x
t
e
r
i
o
r

l
i
g
h
t
i
n
g

i
n

t
h
e

p
a
r
k
i
n
g

l
o
t

a
n
d

k
i
n
d
e
r
g
a
r
t
e
n

p
l
a
y

y
a
r
d

t
o

i
m
p
r
o
v
e

s
c
h
o
o
l

s
a
f
e
t
y

a
n
d

s
e
c
u
r
i
t
y
B
M
P

F
u
n
d
s
$
1
4
,
8
4
9
Q
2
-
2
0
1
4
269
A
T
T
A
C
H
M
E
N
T

A

-
-

B
O
A
R
D

M
E
M
B
E
R

P
R
I
O
R
I
T
Y

A
N
D

A
L
T
E
R
A
T
I
O
N

I
M
P
R
O
V
E
M
E
N
T

P
R
O
J
E
C
T
S
B
d
.

o
f

E
d

R
p
t

N
o
.

2
7
6
-
1
3
/
1
4

P
a
g
e

2
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n

M
a
r
c
h

1
1
,

2
0
1
4
B
D
E
S
C
S
c
h
o
o
l
P
r
o
j
e
c
t

D
e
s
c
r
i
p
t
i
o
n
P
r
o
g
r
a
m

F
u
n
d
s
P
r
o
j
e
c
t

B
u
d
g
e
t
A
n
t
i
c
i
p
a
t
e
d

C
o
n
s
t
r
u
c
t
i
o
n

S
t
a
r
t

2
E
a
s
t
S
o
t
o

E
S
U
p
g
r
a
d
e

t
h
e

c
a
m
p
u
s

b
y

i
n
s
t
a
l
l
i
n
g

a
i
r

c
o
n
d
i
t
i
o
n
i
n
g

u
n
i
t
s

i
n

t
h
e

f
o
o
d

p
r
e
p
a
r
a
t
i
o
n
/
e
a
t
i
n
g

a
r
e
a

a
n
d

t
e
a
c
h
e
r
s

l
o
u
n
g
e
,

i
n
s
t
a
l
l

a

r
o
o
f

c
o
v
e
r
i
n
g

i
n

t
h
e

f
o
o
d

p
r
e
p
a
r
a
t
i
o
n
/
e
a
t
i
n
g

a
r
e
a
A
&
I

F
u
n
d
s
$
4
4
,
0
5
2
Q
3
-
2
0
1
4
2
E
a
s
t
B
e
l
v
e
d
e
r
e

E
S
P
r
o
v
i
d
e

e
l
e
c
t
r
i
c
a
l

a
n
d

s
a
f
e
t
y

u
p
g
r
a
d
e
s

b
y

i
n
s
t
a
l
l
i
n
g

c
i
r
c
u
i
t
r
y

a
n
d

c
a
b
l
i
n
g

t
o

p
o
w
e
r

n
e
w

e
x
i
t

s
i
g
n
s

t
h
r
o
u
g
h
o
u
t

t
h
e

m
a
i
n

b
u
i
l
d
i
n
g

t
h
a
t

c
o
m
p
l
y

w
i
t
h

f
i
r
e

c
o
d
e
A
&
I

F
u
n
d
s
$
3
4
,
3
3
1
Q
2
-
2
0
1
4
5
E
a
s
t
B
u
c
h
a
n
a
n

E
S
U
p
g
r
a
d
e

c
a
m
p
u
s

l
i
g
h
t
i
n
g

s
y
s
t
e
m

b
y

i
n
s
t
a
l
l
i
n
g

l
i
g
h
t
i
n
g

a
r
o
u
n
d

t
h
e

l
u
n
c
h

s
h
e
l
t
e
r

a
n
d

s
o
u
t
h

p
l
a
y
g
r
o
u
n
d
A
&
I

F
u
n
d
s
$
2
1
,
0
1
4
Q
2
-
2
0
1
4
4
W
e
s
t
C
o
e
u
r

D
'
A
l
e
n
e

E
S
U
p
g
r
a
d
e

p
h
y
s
i
c
a
l

s
e
c
u
r
i
t
y

o
f

t
h
e

s
c
h
o
o
l

b
y

p
u
r
c
h
a
s
i
n
g

a
n
d

i
n
s
t
a
l
l
i
n
g

a
n

e
l
e
c
t
r
o
n
i
c

c
a
m
e
r
a

d
o
o
r

e
n
t
r
y

s
y
s
t
e
m

a
t

t
h
e

m
a
i
n

e
n
t
r
a
n
c
e
A
&
I

F
u
n
d
s
$
2
7
,
4
8
4
Q
2
-
2
0
1
4
1
W
e
s
t
3
r
d

S
t
.

E
S
P
r
o
v
i
d
e

s
e
c
u
r
i
t
y

u
p
g
r
a
d
e
s

b
y

p
r
o
v
i
d
i
n
g

a

n
e
w

c
h
a
i
n

l
i
n
k

f
e
n
c
e

a
n
d

a
c
c
e
s
s

c
o
n
t
r
o
l

s
y
s
t
e
m

i
n

s
c
h
o
o
l

p
a
r
k
i
n
g

l
o
t
A
&
I

F
u
n
d
s
$
1
5
,
3
1
3
Q
2
-
2
0
1
4
4
W
e
s
t
S
e
l
m
a

E
S
U
p
g
r
a
d
e

p
h
y
s
i
c
a
l

s
e
c
u
r
i
t
y

o
f

t
h
e

s
c
h
o
o
l

b
y

p
u
r
c
h
a
s
i
n
g

a
n
d

i
n
s
t
a
l
l
i
n
g

a
n

e
l
e
c
t
r
o
n
i
c

c
a
m
e
r
a

d
o
o
r

e
n
t
r
y

s
y
s
t
e
m

a
t

t
h
e

m
a
i
n

e
n
t
r
a
n
c
e
A
&
I

F
u
n
d
s
$
1
4
,
8
6
2
Q
2
-
2
0
1
4
7
S
o
u
t
h

A
m
b
l
e
r

E
S
U
p
g
r
a
d
e

s
e
c
u
r
i
t
y

b
y

p
r
o
v
i
d
i
n
g

n
e
w

p
a
n
i
c

b
a
r

h
a
r
d
w
a
r
e

a
n
d

a
u
d
i
b
l
e

a
l
a
r
m

s
y
s
t
e
m
s

a
t

v
a
r
i
o
u
s

g
a
t
e
s
A
&
I

F
u
n
d
s
$
1
9
,
4
2
3
Q
2
-
2
0
1
4
1
S
o
u
t
h

M
i
l
l
e
r

E
S
U
p
g
r
a
d
e

p
h
y
s
i
c
a
l

s
e
c
u
r
i
t
y

o
f

t
h
e

s
c
h
o
o
l

b
y

p
u
r
c
h
a
s
i
n
g

a
n
d

i
n
s
t
a
l
l
i
n
g

a
n

e
l
e
c
t
r
o
n
i
c

c
a
m
e
r
a

d
o
o
r

e
n
t
r
y

s
y
s
t
e
m

a
t

t
h
e

m
a
i
n

e
n
t
r
a
n
c
e
A
&
I

F
u
n
d
s
$
1
9
,
2
1
9
Q
2
-
2
0
1
4
270
A
T
T
A
C
H
M
E
N
T

A

-
-

B
O
A
R
D

M
E
M
B
E
R

P
R
I
O
R
I
T
Y

A
N
D

A
L
T
E
R
A
T
I
O
N

I
M
P
R
O
V
E
M
E
N
T

P
R
O
J
E
C
T
S
B
d
.

o
f

E
d

R
p
t

N
o
.

2
7
6
-
1
3
/
1
4

P
a
g
e

3
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n

M
a
r
c
h

1
1
,

2
0
1
4
B
D
E
S
C
S
c
h
o
o
l
P
r
o
j
e
c
t

D
e
s
c
r
i
p
t
i
o
n
P
r
o
g
r
a
m

F
u
n
d
s
P
r
o
j
e
c
t

B
u
d
g
e
t
A
n
t
i
c
i
p
a
t
e
d

C
o
n
s
t
r
u
c
t
i
o
n

S
t
a
r
t

7
S
o
u
t
h

G
r
a
h
a
m

E
S
U
p
g
r
a
d
e

p
h
y
s
i
c
a
l

s
e
c
u
r
i
t
y

o
f

t
h
e

s
c
h
o
o
l

b
y

p
u
r
c
h
a
s
i
n
g

a
n
d

i
n
s
t
a
l
l
i
n
g

a
n

e
l
e
c
t
r
o
n
i
c

c
a
m
e
r
a

d
o
o
r

e
n
t
r
y

s
y
s
t
e
m

a
t

t
h
e

m
a
i
n

e
n
t
r
a
n
c
e
.

U
p
g
r
a
d
e

c
a
m
p
u
s

b
y

p
r
o
v
i
d
i
n
g

a

n
e
w

w
a
l
l

m
o
u
n
t
e
d

m
a
r
q
u
e
e
B
M
P

F
u
n
d
s
$
5
1
,
4
8
8
Q
2
-
2
0
1
4
7
S
o
u
t
h

G
u
l
f

E
S

U
p
g
r
a
d
e

r
e
s
t
r
o
o
m
s

b
y

p
r
o
v
i
d
i
n
g

n
e
w

h
a
n
d

d
r
y
e
r
s

i
n

t
h
e

b
o
y
s

a
n
d

g
i
r
l
s

r
e
s
t
r
o
o
m
s
B
M
P

F
u
n
d
s
$
1
4
,
8
9
6
Q
2
-
2
0
1
4
T
o
t
a
l

$
5
8
3
,
9
4
2
271
A
T
T
A
C
H
M
E
N
T

A

-
-

B
O
A
R
D

M
E
M
B
E
R

P
R
I
O
R
I
T
Y

A
N
D

A
L
T
E
R
A
T
I
O
N

I
M
P
R
O
V
E
M
E
N
T

P
R
O
J
E
C
T
S
B
d
.

o
f

E
d

R
p
t

N
o
.

2
7
6
-
1
3
/
1
4

P
a
g
e

4
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n

M
a
r
c
h

1
1
,

2
0
1
4
A
n
t
i
c
i
p
a
t
e
d

C
o
n
s
t
r
u
c
t
i
o
n

C
o
m
p
l
e
t
i
o
n

Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
Q
2
-
2
0
1
4
Q
2
-
2
0
1
4
Q
2
-
2
0
1
4
Q
2
-
2
0
1
4
Q
2
-
2
0
1
4
Q
3
-
2
0
1
4
272
A
T
T
A
C
H
M
E
N
T

A

-
-

B
O
A
R
D

M
E
M
B
E
R

P
R
I
O
R
I
T
Y

A
N
D

A
L
T
E
R
A
T
I
O
N

I
M
P
R
O
V
E
M
E
N
T

P
R
O
J
E
C
T
S
B
d
.

o
f

E
d

R
p
t

N
o
.

2
7
6
-
1
3
/
1
4

P
a
g
e

5
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n

M
a
r
c
h

1
1
,

2
0
1
4
A
n
t
i
c
i
p
a
t
e
d

C
o
n
s
t
r
u
c
t
i
o
n

C
o
m
p
l
e
t
i
o
n

Q
4
-
2
0
1
4
Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
Q
3
-
2
0
1
4
273
A
T
T
A
C
H
M
E
N
T

A

-
-

B
O
A
R
D

M
E
M
B
E
R

P
R
I
O
R
I
T
Y

A
N
D

A
L
T
E
R
A
T
I
O
N

I
M
P
R
O
V
E
M
E
N
T

P
R
O
J
E
C
T
S
B
d
.

o
f

E
d

R
p
t

N
o
.

2
7
6
-
1
3
/
1
4

P
a
g
e

6
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n

M
a
r
c
h

1
1
,

2
0
1
4
A
n
t
i
c
i
p
a
t
e
d

C
o
n
s
t
r
u
c
t
i
o
n

C
o
m
p
l
e
t
i
o
n

Q
4
-
2
0
1
4
Q
3
-
2
0
1
4
274
TAB 18
Text FiIe
Sequence
Version: 1
..Title
Amendment to the Facilities Services Division Strategic Execution Plan to Define and
Approve Five Projects to Address Critical School Repair Needs

Action Proposed:
StaII proposes that the Board oI Education approve an amendment to the Facilities Services
Division (FSD) Strategic Execution Plan (SEP) to deIine Iive projects to address critical school
repair needs, as listed in Attachment A. The total combined budget Ior these projects is
$4,273,847.

Background:
On January 14, 2014, the Board oI Education approved the establishment oI the School
Upgrade Program (SUP), the next phase oI the District's Bond Program which will modernize,
build and repair school Iacilities to improve student health, saIety and educational quality. The
Board's action approved the overarching goals and principles, Iunding sources, speciIic
categories oI need, and spending targets Ior the SUP. In total $7,852,970,000 was allocated to
support the development oI projects under the SUP. As proposed projects are developed, they
will be submitted to the Bond Oversight Committee (BOC) Ior its consideration and the Board
oI Education Ior its approval.

The SUP includes a spending target to address "Critical School Repair and SaIety
Improvements to School Building Components". Projects developed under this category oI
need are included in the Facilities Services Division Strategic Execution Plan. The Iive
proposed projects to address critical school repair needs are necessary to improve student
health, saIety and educational quality (as Attachment A).

Expected Outcomes:
StaII anticipates that the Board oI Education will approve the proposed action to deIine Iive
projects to address critical school repair needs that will improve student health, saIety and
educational quality.

A "yes" vote will authorize staII to proceed with the expenditure oI bond Iunds to undertake the
Iive proposed projects in accordance with the provisions set Iorth in Measures K, R, Y and Q.
II the proposed action is not approved bond Iunds will not be expended and critical school
repair needs will remain unaddressed.

275
These actions are consistent with the District's commitment to address unmet school Iacilities
needs and provide students with a saIe and healthy learning environment.

Budget Impact:
The total combined budget Ior the Iive critical school repair projects is $4,273,847. The
projects will be Iunded by Bond Program Iunds earmarked speciIically Ior critical school repair
and saIety improvements to school building components.

It may be necessary to undertake Ieasibility studies, site analysis, scoping, and/or due diligence
activities on the proposed projects prior to initiating design. As necessary, the OIIice oI
Environmental Health and SaIety (OEHS) will evaluate the proposed projects in accordance
with the CaliIornia Environmental Quality Act (CEQA) to ensure compliance. II through the
planning and design process it is determined that the proposed project scope(s) will not
suIIiciently address the critical need identiIied, the project scope, schedule and budget will be
revised accordingly.

Bond Oversight Committee Recommendations:
This item was considered by the School Construction Bond Citizens' Oversight Committee
(BOC) at its meeting oI February 27, 2014. The BOC's adopted resolution, including the vote
oI the Committee, will be Iorwarded under separate cover. StaII has concluded that this
proposed SEP amendment will Iacilitate implementation oI the SEP, and thereIore, it will not
adversely aIIect the District's ability to successIully complete the SEP.

Attachments:
- Attachment A- Project DeIinitions Ior Five Projects to Address Critical School Repair Needs

276

Bd. of Ed Rpt No. 277-13/14 Page 1 of 2 Board of Education
March 4, 2014
ATTACHMENT A
1. Leland Elementary School Project to Address Deteriorated Arcade (West & North)
Educational Service Center South, Board District 7
Project Background and Scope The structural integrity of the arcade has been
compromised by severe corrosion at the base of the vertical support members and studs.
Replacement and/or alterations to the arcade are required to address this critical school
repair need. Temporary shoring has been installed to provide limited access to the area
until a permanent solution is in place. The project scope, schedule and budget is based on
the expectation that the arcade and associated retaining wall, footings, flatwork and stairs
are removed and replaced.
Project Budget -- $668,650
Project Schedule -- Construction is anticipated to begin in August 2015, and conclude in
February 2016.
2. Bravo Medical Magnet Project to Address Reoccurring Water Intrusion in the Main
Building
Educational Service Center East, Board District 2
Project Background and Scope This project has been developed to relieve persistent
site flooding issues. The scope includes the removal and replacement of drain pipes and
damaged sidewalks, gutters, curbs, tree wells, and hardwood flooring at the main
building; re-grading slopes, concrete, and sidewalks to prevent water intrusion; and
providing a sump pump system for below grade-level drainage. Proposed improvements
to the public right-of-way will be coordinated with the local government agency,
including any necessary access and use agreements.
Project Budget -- $ 2,943,082
Project Schedule -- Construction is anticipated to begin in August 2015, and conclude in
February 2016.
3. Northridge Academy High School Project to Address Failing Concrete Planter Boxes
Educational Service Center North, Board District 3
Project Background and Scope The concrete planter boxes (10) located throughout the
school site are no longer able to sustain the weight of their contents of trees, shrubs and
soil, which has created a potential safety hazard. The planter boxes have been secured
with metal bands to prevent them from collapsing. The scope of work includes the
demolition of the concrete planter boxes (10) and the associated water supply and waste
lines; removal of the trees and shrubs contained within the planter boxes, and equipping
the school grounds with tables, umbrellas and benches of a permanent nature, in place of
the failing concrete planter boxes.
Project Schedule -- Construction is anticipated to begin in July 2014, and conclude in
August 2014.
277

Bd. of Ed Rpt No. 277-13/14 Page 2 of 2 Board of Education
March 4, 2014
ATTACHMENT A
4. Hillside Elementary School - Project to Address Deteriorated Upper Deck Concrete
Walkway (Connecting Multipurpose and Classroom Building)
Educational Service Center East, Board District 2
Project Background and Scope The concrete membrane of the upper deck walkway
connecting the Multipurpose and Classroom Building has deteriorated, which has created
a tripping hazard. The scope of work includes completely removing and replacing the
concrete membrane of the upper deck, and repairing the deteriorated areas of the
connected stairwell and landings.
Project Schedule -- Construction is anticipated to begin on April 14, 2014, and conclude
in late April 2014 (Spring Recess).
5. 93
rd
Street Elementary School Project to Address Damaged Asphalt in Parking Lot
and Path of Travel Requirements
Educational Service Center South, Board District 7
Project Background and Scope The asphalt in the parking lot is damaged and in need of
resurfacing. The scope of work includes removing and replacing damaged asphalt
pavement, and associated path of travel upgrades according to the Division of State
Architect approved drawings.
Project Schedule -- Construction is anticipated to begin in early July 2014, and conclude
in September 2014.
278
TAB 19
Text FiIe
Sequence
Version: 1
Resolution of Intention to Dedicate Easements at 9th Street Span School-Public Hearing
on April 8, 2014

Action Proposed:
StaIIproposesthattheBoardoIEducationadoptaResolution oI Intention to Dedicate
Easements at 9th Street Span School, as legally described in Exhibits A-1 through A-4 and
shown on Exhibits B-1 through B-4 (attached), to the City oI Los Angeles, a municipal
corporation, copies oI which are on Iile and available Ior public examination in the Board
Secretariat's OIIice, 333 South Beaudry Avenue, 24th Floor, Los Angeles, CaliIornia 90017.

Property: Portions oI 9th Street Span School
(See Exhibits A-1 through A-4 and B-1 through B-4)
820 Towne Avenue
Los Angeles, CaliIornia 90021
Purpose: Dedications oI new corner cuts Ior accessibility purposes and a curb cut Ior a
passenger drop oII area
Grantee: City oI Los Angeles
Consideration: None
Date oI Public Hearing: April 8, 2014

Background:
On October 12, 2010, the Board oI Education approved the 9thStreet Span K-8 Redevelopment
project, which is now known as 9thStreet Span School. In order to construct improvements in
the public right-oI-way, the City oI Los Angeles required the District to construct the Iollowing:

1. A 15-Ioot by 15-Ioot corner cut at the southeast corner oI the intersection oI Towne
Avenue and 8th Street Ior accessibility purposes;
2. A 15-Ioot by 15-Ioot corner cut at the northwest corner oI the intersection oI
StanIord Avenue and 9th Street Ior accessibility purposes;
3. A 15-Ioot by 15-Ioot corner cut at the northeast corner oI the intersection oI Towne
Avenue and 9th Street Ior accessibility purposes; and
4. An 8-Ioot curb cut Ior a vehicular drop oII area along the west side oI StanIord
Avenue, bordering the east side oI the campus.

This dedication will enable the District to comply with the City oI Los Angeles oIIsite
improvement permit requirements associated with the construction oI the 9th Street Span
279
School.

California Eaucation Coae Sections 17556 through 17561 speciIy that a Notice oI Adoption oI
Resolution oI Intention to Dedicate an Easement include a time, not less than ten days aIter
adoption oI the Resolution, to hold a public hearing by the Board oI Education. The adopted
Resolution must be posted in three public places within the District's boundaries no less than
ten days beIore the date oI the public hearing and be published no less than Iive days beIore the
hearing in a newspaper oI general circulation within the District's boundaries. The Los Angeles
Daily Journal is currently being used Ior this purpose.

9th Street Span School is located in Educational Service Center East and Board District 2
(Garcia).

Expected Outcomes:
StaII anticipates the Board oI Education will adopt the Resolution oI Intention to Dedicate
Easements to the City oI Los Angeles.

II approved, staII will proceed with the steps necessary to dedicate the easements to the City oI
Los Angeles. AIter dedication, the City oI Los Angeles will be responsible Ior all Iuture
maintenance, repair and improvements to these public areas.

This proposed action will help ensure the successIul completion and closeout oI the 9th Street
Span K-8 Redevelopment project and subsequently the Facilities Services Division Strategic
Execution Plan.

Budget Impact:
All costs associated with the Resolution oI Intention to Dedicate Easements to the City oI Los
Angeles Ior construction oI new corner cuts and a vehicular drop-oII area are included in the
project budget and are Iunded by Bond Program Iunds.

Not applicable.

Attachments:
- Notice oI Resolution oI Intention to Dedicate Easements to the City oI Los Angeles
- Exhibits A1-A4: Legal Descriptions
- Exhibits B1-B4: Maps
280
1

NOTICE OF ADOPTION OF RESOLUTION OF INTENTION TO DEDICATE EASEMENTS
AT 9
th
STREET SPAN SCHOOL

At a meeting of the Board of Education of the City of Los Angeles, Governing Board of the Los Angeles
Unified School District, held March 4, 2014, the following resolution was adopted by at least a two-thirds
vote of all its members:

RESOLVED: That the Board of Education of the City of Los Angeles, in pursuance of the
provisions of Sections 17556 through 17561, inclusive, of the Education Code of the State of California,
does hereby declare its intention to irrevocably offer to dedicate easements for public street purposes at 9
th

Street Span School, to the City of Los Angeles, a municipal corporation, (hereinafter called Grantee) with
regard to that certain real property situated in the County of Los Angeles, City of Los Angeles, State of
California, legally described on Exhibits A-1 through A-4 and shown on Exhibits B-1 through B-4
attached hereto.

The proposed dedication of easements to the City of Los Angeles will be for the construction of three new
property line corner cuts for accessibility purposes and a vehicular drop-off on the west side of Stanford
Avenue, bordering the east side of the 9
th
Street Span School campus. The dedications will be an
Irrevocable Offer to Dedicate Easements legally described in Exhibits A-1 through A-4 and shown on
Exhibits B-1 through B-4 attached hereto.

Grantee shall be responsible for damage caused intentionally or by any negligent act or omission of
Grantee, its agent or employees while exercising the rights granted herein.

BE IT FURTHER RESOLVED: That a public meeting of this Board be held in the Los Angeles
Unified School District Board Room, 333 South Beaudry Avenue, 1st Floor, Los Angeles, 90017, the
regular place of meeting of this Board, at or about 1:00 p.m., on April 8, 2014 for a public hearing upon
the question of such dedication.

BE IT FURTHER RESOLVED: That it is the intention of the Board at the time and place fixed
for such public hearing or meeting, unless a petition protesting against the proposed dedication, signed by
at least ten percent of the qualified electors of said Los Angeles Unified School District, as shown by the
affidavit of one of the petitioners, be filed with this Board, to order such dedications and adopt a
resolution authorizing the execution and delivery of the dedications for public street improvement
purposes.

Notice of the adoption of this resolution and of the time and place of holding said meeting shall be given
by posting copies of this resolution, signed by the members of this Board or a majority thereof, in three
public places in this Los Angeles Unified School District of Los Angeles County, not less than ten days
before the date of said meeting and by publishing a copy of this resolution once not less than five days
before the date of said meeting in a newspaper of general circulation published in the Los Angeles School
District of Los Angeles County.
281
2

IN WITNESS of the passage of the foregoing Resolution as prescribed by law, we, the Members of said
Board of Education, present and voting thereon, have hereunto set our hands the 4
th
day of March 2014.

______________________________________ _______________________________________

______________________________________ _______________________________________

______________________________________ _______________________________________

_____________________________________________
Members of the Board of Education of the
City of Los Angeles

STATE OF CALIFORNIA )
) ss
COUNTY OF LOS ANGELES )

I, _____________________________, ____________________________, Board of Education of
the City of Los Angeles, California, hereby certify the foregoing to be a full, true, and correct copy of the
Resolution of Intention to Dedicate Easements at Para Los Nios Middle School.

By: ______________________________________

Name: ____________________________________

Title: _____________________________________

Subscribed and sworn to (or affirmed) before me on
this _____ day of __________________, 20___, by
____________________________, proved to me on
the basis of Satisfactory evidence to be the person
who appeared before me.

______________________________________
Notary Public in and for the County
of Los Angeles, State of California

282
-1
283
-1
284
-2
285
-2
286
-3
287
-3
288
-4
289
-4
290
TAB 20
Text FiIe
Sequence
Version: 1
..Title
Resolution of Intention to Dedicate Easements at Sonia M. Sotomayor Learning
Academies - Public Hearing on April 8, 2014
Action Proposed:
StaIIproposesthattheBoardoIEducationadoptaResolutionoIIntentiontoDedicate
EasementsatSoniaM. Sotomayor Learning Academies, as legally described in Exhibits A-1
and A-2 and also shown on Exhibits B-1 and B-2 (attached), to the City oI Los Angeles, a
municipal corporation, copies oI which are on Iile and available Ior public examination in the
Board Secretariat's OIIice, 333 South Beaudry Avenue, 24th Floor, Los Angeles, CaliIornia
90017.

Property: Portions oI Sonia M. Sotomayor Learning Academies
(See Exhibits A-1 and A-2 and B-1 and B-2)
2050 San Fernando Road
Los Angeles, CaliIornia 90065
Purpose: Easements Ior sewer and storm drain purposes
Grantee: City oI Los Angeles
Consideration: None
Date oI Public Hearing: April 8, 2014

Background:
On January 24, 2006, the Board oI Education approved the Central Region High School No. 13
project, which is now known as Sonia M. Sotomayor Learning Academies. In order to
construct improvements in the public right-oI-way, the City oI Los Angeles required the District
to dedicate easements Ior sewer and storm drain purposes, as shown on Exhibits B-1 and B-2.

The easements will enable the District to comply with the City oI Los Angeles oIIsite
improvement permit requirements associated with the construction oI the Sonia M. Sotomayor
Learning Academies project.

California Eaucation Coae Sections 17556 through 17561 speciIy that a Notice oI Adoption oI
Resolution oI Intention to Dedicate Easements include a time, not less than ten days aIter
adoption oI the Resolution, to hold a public hearing by the Board oI Education. The adopted
Resolution must be posted in three public places within the District's boundaries no less than
ten days beIore the date oI the public hearing and be published no less than Iive days beIore the
hearing in a newspaper oI general circulation within the District's boundaries. The Los Angeles
291
Daily Journal is currently being used Ior this purpose.

Sonia M. Sotomayor Learning Academies is located in Educational Service Center East and
Board District 5 (Kayser).

Expected Outcomes:
StaII anticipates the Board oI Education will adopt the Resolution oI Intention to Dedicate
Easements to the City oI Los Angeles.

II approved, staII will proceed with the steps necessary to dedicate the easements to the City oI
Los Angeles. AIter dedication, the City oI Los Angeles will be responsible Ior all Iuture
maintenance, repair and improvements.

This proposed action will help ensure the successIul completion and close-out oI the Central
Region High School No. 13 project and subsequently the Facilities Services Division Strategic
Execution Plan.

Budget Impact:
All costs associated with the Resolution oI Intention to Dedicate Easements to the City oI Los
Angeles Ior sewer and storm drain purposes are included in the project budget and are Iunded
by Bond Program Iunds.

Not applicable.
Attachments:
- Notice oI Resolution oI Intention to Dedicate Easements to the City oI Los Angeles
- Exhibits A-1 and A-2 - Legal Descriptions
- Exhibits B-1 and B-2 - Maps

292
1

NOTICE OF ADOPTION OF RESOLUTION OF INTENTION TO DEDICATE EASEMENTS
AT SONIA M. SOTOMAYOR LEARNING ACADEMIES

At a meeting of the Board of Education of the City of Los Angeles, Governing Board of the Los Angeles
Unified School District, held March 4, 2014, the following resolution was adopted by at least a two-thirds
vote of all its members:

RESOLVED: That the Board of Education of the City of Los Angeles, in pursuance of the
provisions of Sections 17556 through 17561, inclusive, of the Education Code of the State of California,
does hereby declare its intention to irrevocably offer to dedicate easements for sewer and storm drain
purposes at Sonia M. Sotomayor Learning Academies to the City of Los Angeles, a municipal
corporation, (hereinafter called Grantee) with regard to that certain real property situated in the County of
Los Angeles, City of Los Angeles, State of California, legally described on Exhibits A-1 and A-2 and also
shown on Exhibits B-1 and B-2 attached hereto.

The proposed dedication of the easements to the City of Los Angeles will be for public sewer and storm
drain access. The dedication will be an Irrevocable Offer to Dedicate Easements legally described in
Exhibits A-1 and A-2 and shown on Exhibits B-1 and B-2 attached hereto.

Grantee shall be responsible for damage caused intentionally or by any negligent act or omission of
Grantee, its agent or employees while exercising the rights granted herein.

BE IT FURTHER RESOLVED: That a public meeting of this Board be held in the Los Angeles
Unified School District Board Room, 333 South Beaudry Avenue, 1st Floor, Los Angeles, 90017, the
regular place of meeting of this Board, at or about 1:00 p.m., on April 8, 2014 for a public hearing upon
the question of such dedication.

BE IT FURTHER RESOLVED: That it is the intention of the Board at the time and place fixed
for such public hearing or meeting, unless a petition protesting against the proposed dedication, signed by
at least ten percent of the qualified electors of said Los Angeles Unified School District, as shown by the
affidavit of one of the petitioners, be filed with this Board, to order such dedications and adopt a
resolution authorizing the execution and delivery of the dedication for sewer and storm drain purposes.

Notice of the adoption of this resolution and of the time and place of holding said meeting shall be given
by posting copies of this resolution, signed by the members of this Board or a majority thereof, in three
public places in this Los Angeles Unified School District of Los Angeles County, not less than ten days
before the date of said meeting and by publishing a copy of this resolution once not less than five days
before the date of said meeting in a newspaper of general circulation published in the Los Angeles School
District of Los Angeles County.
293
2

IN WITNESS of the passage of the foregoing Resolution as prescribed by law, we, the Members of said
Board of Education, present and voting thereon, have hereunto set our hands the 4
th
day of March 2014.

______________________________________ _______________________________________

______________________________________ _______________________________________

______________________________________ _______________________________________

_____________________________________________
Members of the Board of Education of the
City of Los Angeles

STATE OF CALIFORNIA )
) ss
COUNTY OF LOS ANGELES )

I, _____________________________, ____________________________, Board of Education of
the City of Los Angeles, California, hereby certify the foregoing to be a full, true, and correct copy of
Resolution of Intention to Dedicate Easements at Sonia M. Sotomayor Learning Academies.

By: ______________________________________

Name: ____________________________________

Title: _____________________________________

Subscribed and sworn to (or affirmed) before me on
this _____ day of __________________, 20___, by
____________________________, proved to me on
the basis of Satisfactory evidence to be the person
who appeared before me.

______________________________________
Notary Public in and for the County
of Los Angeles, State of California
294
-1
295
-1
296
-2
297
-2
298
TAB 21
Text FiIe
Agenda Date: 3/4/2014 Status: Draft Version: 1
March 15 Notices to Certificated Administrators and Contract Management Employees
Action Proposed:
It is proposed that the Board oI Education authorize the Human Resources Division to send no
later than March 15, 2014 notices to all certiIicated administrators, supervisory employees, and
conIidential employees, inIorming them that they may be released and/or reassigned due to
reasons including, but not limited to, Iunding, restructuring, loss oI conIidence or Ior cause, in
accordance with Education Code 44951.
It is also proposed that the Board oI Education authorize the OIIice oI the General Counsel to
send 45-day notices (or as speciIied in their contract) by March 15, 2014 to all certiIicated level
management and senior management employees oI the classiIied service with expiring
contracts, as provided in Education Code Section 35031, advising them that they will be
released Irom their contract positions no later than June 30, 2014.
It is Iurther proposed that the Board authorize the Human Resources Division to send
subsequent notices oI release by June 30, 2014 to employees who were sent March 15 notices
and have been identiIied Ior actual release. This subsequent notice advises them that they will
be released Irom their positions Ior the 2014-2015 school year and, as applicable, reassigned to
the position/classiIication and salary level indicated in the notice, iI any.
Background:
Pertinent Education Code provisions require that certiIicated administrators, conIidential
employees, supervisory employees and contract management employees with expiring contracts
be continued in their positions Ior the succeeding school year unless notiIied by March 15 that
they may be released and/or reassigned due to reasons including, but not limited to, Iunding,
restructuring, loss oI conIidence or Ior cause.
Expected Outcomes:
That the Board will approve these proposals and grant authority to the OIIice oI General
Counsel and the Human Resources Division to send notices to release/reassign employees in
compliance with applicable Education Code provisions and laws.
Failure to appropriately notiIy certiIicated administrators, conIidential employees, supervisory
employees, and contract management employees with expiring contracts in accordance with
299
Education Code and/or collecting bargaining agreement provisions, may require the District to
continue paying these employees` salaries and beneIits at their current rate and classiIications.
Additionally, the District would be limited in its ability to make staIIing decisions that Iurther
District plans aligned with budgetary limitations.
The Education Code speciIies statutory deadlines with which the District must comply in order
to implement any release/reassignment oI personnel Ior the next school year. This Board
Report would authorize the release/reassignment oI employees in compliance with applicable
law as needed.
Budget Impact:
Failure to appropriately notiIy certiIicated administrators, conIidential employees, supervisory
employees, and contract management employees in accordance with Education Code provisions
and laws may require the District to continue paying these employees` salaries and beneIits at
their current rate and classiIications. Additionally the District would be limited in its ability to
implement reduction oI staII as required due to budgetary limitations and remaining
uncertainties.
Not applicable

300
I
N
F
O
R
M
A
T
I
V
E
301
No. 288-13/14
For 3-4-2014 Board Meeting


INFORMATIVE


FROM: Vivian K. Ekchian

SUBJECT: RECOMMENDATIONS AND TIMELINE FOR NOTIFICATION OF
CERTIFICATED ADMINISTRATORS AND CONTRACT MANAGEMENT
EMPLOYEES

Background:

At this time the District cannot anticipate all budgetary conditions and events that may impact staffing
decisions for the 2014-15 academic year. In order to provide the Board of Education with maximum
flexibility in planning staffing for student and school success, it is recommended that the District send the
necessary notices as required by law to assure District staffing levels align with budgetary and
organizational needs.

The California Education Code and the AALA Bargaining Unit Agreement provide requirements for legal
notifications, reductions, and reassignment of certificated administrators and contract management
positions.

Recommendations:

Certificated and Classified Contract Management Employees

Notices should be sent to all certificated and classified contract management employees with expiring
contracts, advising them that they will be released from their contract positions no later than June 30,
2014.

Pursuant to Education Code 35031, if contract management employees with expiring contracts are not
notified of release from their positions at least 45 days (or as specified in their contract) prior to the
expiration of their contracts, their expiring contracts are automatically renewed for a term of the same
length, with the same current salary and benefits.

Contract management employees with expiring contracts have been sent notices of release each year,
without exception.

302

Dr. John E. Deasy, Superintendent - 2 - February 14, 2014

Certificated Management, Supervisory, and Confidential Employees

March 15 notices should be sent to all certificated administrators, supervisory employees, and confidential
employees informing them that they may be released and/or reassigned due to reasons including, but not
limited to, funding, restructuring, loss of confidence or for cause in accordance with Education Code
44951. This is a legal threshold notice that must be given by March 15; without this notice, these
employees must be continued in their positions for the following school year.

A tentative timeline is attached for your information. Please let me know if you have any questions or
require additional information.

Attachment

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain

303
ATTACHMENT


TENTATIVE TIMELINE FOR CERTIFICATED AND CONTRACT MANAGEMENT
MARCH 15 NOTICE PROCESS (2014)

1. Board Meeting for March 15 Layoff Notice Adoption and Authorization to
release: Certificated Administrators and Contract Management Personnel

March 4
2. Letters mailed to Certificated Administrators and Contract Management
Personnel with expiring contracts by certified mail (EC44951 and 35031)

by March 15
3. Board Communication approving contracts for certain Senior Management
employees with expiring contracts (Office of the General Counsel)

June 10
4. Board Communication on Pre-July 1 Notice and Board motion to declare
salaries and benefits indefinite

June 10
5. Letters mailed to all contract management employees as authorized by the
Board of Education (Office of the General Counsel)

June 13
6. Letters mailed to all certificated management, supervisory, and confidential
employees notifying them that they will be released/reassigned for the next
school year (Human Resources Division)

June 13

VKE:yv
2-14-14

304
TAB 22
305
306
I
N
F
O
R
M
A
T
I
V
E
307
308
309
310
311
312
RESOLUTIONS
313
TAB 23
Text FiIe
FiIe Number: Res-034-11/12
Agenda Date: 2/11/2014 Status: ld Busness Version: 1
FiIe Type: Board esoluton In ControI: Board Se!retarat ""!e
Mr. Zimmer-Investing Priorities Ior Equitable Learning Environments Ior All LAUSD
Students (Noticed September 10, 2013 and Postponed Irom Previous Board Meetings)
Whereas, The passage oI Proposition 30 and the Governor`s Local Control Funding
Formula (LCFF) proposal present the Los Angeles UniIied School District an
opportunity to stabilize schools, invest in programs that support improved student
achievement, restore essential positions and restore some oI the sacriIices made by
employees so the District could survive the budget crisis;
Whereas, Declining enrollment, Federal sequestration, and an unstable long-term
Iinancial picture require the District to make balanced, strategic and inIormed budget
decisions to ensure school community stability in the coming years;
Whereas, Five years oI devastating cuts to basic programs and services at school sites
have dramatically aIIected the resources available to students and Iamilies and have
negatively aIIected academic experiences;
Whereas, District employees have not been able to receive Cost OI Living Adjustment
(COLA) increases throughout the budget crisis; and
Whereas, Governing Board oI the Los Angeles UniIied School District resolutions have
directed the Superintendent and the Board to engage parents, community and our
bargaining unit representatives in soliciting input on priorities Ior the Board to use when
implementing the LCFF; now, thereIore, be it
Resolved, That the Superintendent, in accordance with District goals, policies and
mandates, prioritize stabilizing schools, re-hiring staII to Iill needed positions and
restoring programs as the Iirst round oI LCFF Iunding is delivered to the District and the
Superintendent delivers budget priorities to the Board;
Resolved Iurther, That the Superintendent be guided by the Iollowing principles as he
develops stabilization, re-hiring and program restoration plans:
Increasing student achievement and graduation
Bringing the District in line with national averages Ior class size, counselor
ratios, administrator ratios, and clerical and classiIied ratios;
Eliminating the statutory rehire lists and returning severed employees working in
314
File Number: Re--/
temporary status to permanent status;
Increasing student, staII and community saIety in and around our school
communities;
Seeing input on Iunding priorities Irom parents, students, staII, and community
members and bargaining units;
Resolved Iurther, That the Superintendent also prioritize incremental salary restoration
Ior all employees to meet at least the State statutes Ior COLA Ior the 2012-13 Iiscal year
and work with our bargaining unit partners to develop a strategy Ior District-wide
restoration over time; and, be it Iinally
Resolved, That the Superintendent work with parents, students, community and
bargaining units to develop immediate priority issues to be considered Ior Iunding,
should Local Control Funding Formula Iunding be released during the 2013-14 school
year.
315
I
N
F
O
R
M
A
T
I
V
E
316
INTER-OFFICE CORRESPONDENCE
Transmittal Form

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

FROM: Tony Atienza, Director
Budget Services and Financial Planning

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

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

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

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

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

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

The cost to return severed employees working in temporary status is included in the costs above since
317
these employees are on the rehire lists being eliminated. There will be an unknown budget impact
related to day-to-day substitutes as a result of teachers moving out of the substitute pool, while demand
for substitute teachers across the district may remain constant, increase or decrease.

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

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

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

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

318
TAB 24
Text FiIe
FiIe Number: Res-033-!"
Agenda Date: 1101 Status: ld Busness Version:
FiIe Type: Board esoluton In ControI: Board Se!retarat ""!e
Mr. Zimmer - Examining Recruitment and StaIIing Challenges within LAUSD Special
Education and Early Childhood Divisions (Noticed November 12, 2013)
Whereas, The Los Angeles UniIied School District (District) is committed to providing
every student with a quality education in a saIe learning environment;

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

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

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

Resolved, That the Governing Board oI the Los Angeles UniIied School District
recognizes that employees working in the Division oI Special Education help provide
services that assist in assuring the health and saIety oI students throughout the District;
Resolved Iurther, That the Board directs the Superintendent to work with parents, staII
and others that have been aIIected by cuts to the Division oI Special Education to
evaluate the impacts the reduction in staII hours has had on student health, saIety, and
learning;
Resolved Iurther, That the Board also directs the Superintendent to identiIy recruitment
and training strategies to Iill certiIicated and classiIied positions in the Divisions oI
Early Childhood Education and Special Education that have been diIIicult to staII;
Resolved Iurther, That the Board directs the Superintendent to report back to the Board
on the potential advantages and Ieasibility oI re-instituting a career ladder training
partnership and other tuition reimbursement programs Ior classiIied employees seeking
Special Education credentials and/or certiIication; and, be it Iinally
Resolved, That the Board directs the Superintendent to report back in 90 days on the
impact oI Division oI Special Education staII hours reductions on student health, saIety,
319
File Number: Re--111
and learning and recruitment and training methods Ior Divisions oI Early Childhood
Education and Special Education staII.
320
I
N
F
O
R
M
A
T
I
V
E
321
Transmittal Form



SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT

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

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

Budget Impact

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

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
322
323
TAB 25
Text FiIe
FiIe Number: es!"
Agenda Date: 1/14/2014 Status: ld Busness Version: 1
FiIe Type: Board esoluton In ControI: Board o! Educaton
Ms. Galatzan, Ms. Garcia - Local Control Funding Formula Strategy and Implementation
(Noticed June 4, 2013 and Postponed Irom Previous Board Meetings)
Whereas, Governor Jerry Brown`s proposed Local Control Funding Formula (LCFF)
attempts to rectiIy longstanding Iunding disparities between school districts across
CaliIornia;
Whereas, The LCFF aims to simpliIy education Iunding, and create a system that is
transparent, clear and equitable;
Whereas, The LCFF does away with categorical Iunding, much oI which no longer
serves its intended purpose;
Whereas, The LCFF aims to make education Iunding equitable, but not equal, and to
leave no student in the state behind;
Whereas, To make sure Iunding is equitable, and recognizing that some students need
more services than others, the LCFF allocates additional Iunding to students who live in
poverty, are Ioster children, or are English Learners ('supplemental Iunding), and
Iurther Iunding on top oI that to districts where more than halI the students Iall in one oI
those categories ('concentration grants); and
Whereas, Every child in the Los Angeles UniIied School District is entitled to a certain
level oI basic services to support his or her education; now, thereIore be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District will
continue to advocate Ior Governor Brown`s proposed Local Control Funding Formula in
Sacramento;
Resolved Iurther, That when education Iunds come to the District in the Iorm oI
'supplemental Iunding and a 'concentration grant, that money will Iollow the child to
the school site;
Resolved Iurther, That the Superintendent and his staII will come back in 90 days with
diIIerent allocation models where the dollars Iollow the child;
324
File Number: Re-1-111
Resolved Iurther, That those models will take into consideration the base level oI
Iunding every school needs to survive and thrive-regardless oI zip code, size or
composition;
Resolved Iurther, That the Superintendent will bring back a timeline to the Board Ior
determining what that base level oI Iunding is; and, be iI Iinally
Resolved, That the above process to determine what services and programs are part oI a
school`s base Iunding will include parent, school, and community participation.
325
I
N
F
O
R
M
A
T
I
V
E
326
Transmittal Form




Resolution Title: Local Control Funding
Formula Strategy and
Implementation
Presented By: Ms. Tamar Galatzan, Ms. Monica Garcia
Date Noticed: June 4, 2013

Date Presented for Action: January 14, 2014

Budget Impact

There is no net General Fund impact as a result of this action.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
327
TAB 26
Text FiIe
FiIe Number: es2-11/12
Agenda Date: 1101 Status: ld Busness Version: 1
FiIe Type: Board esoluton In ControI: Board o! Educaton
Agenda Number:
Ms. Garcia, Ms. Galatzan - Recommitting to 21st Century Learning Ior Students (Noticed
December 17, 2013)
Whereas, The Governing Board oI the Los Angeles UniIied School District understands the
urgency and importance oI 21st century learning and the responsibility it has to students to act
immediately on related matters;
Whereas, The week oI December 9th through the 15th marked Computer Science Education
Week, a Ilash point Ior highlighting the clear need Ior more exposure to technology, programing
and digital media to all students;
Whereas, Common Core instructional curriculum standards require that students use computing
devices Ior acquiring skills Ior digital presentations and web based research;
Whereas, The Board recognizes the importance oI a timely and eIIective deployment oI
computing devices in order to accelerate student Iamiliarity with the testing devices Ior the
2015-2016 Common Core Curriculum;
Whereas, On November 12, 2013, the Board voted 6-1 to move Iorward with Phase 2 oI the
Common Core Technology Project aIter many meetings and hours oI discussion;
Whereas, A delayed vote could hinder the eIIective deployment oI Phase 2; tablets, exploratory
laptop projects and Iuture related evaluations and slow the deployment to 38 oI the districts
neediest schools registered with the OIIice oI Civil Rights Ior oversight; and
Whereas, Various trainings and proIessional development have been diligently calendared and
planned out Ior teachers and District staII and would have to be canceled; now, thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District authorizes the
Superintendent to proceed on approved Board action oI November 12, 2013, Ior the Common
Core Technology Plan.
328
I
N
F
O
R
M
A
T
I
V
E
329
Transmittal Form




Resolution Title: Recommitting to 21
st
Century
Learning for Students
Presented By: Ms. Monica Garcia, Ms. Tamar Galatzan
Date Noticed: December 17, 2013


Budget Impact

The costs of this action are detailed in Board Report 129-13/14. As identified in the report, the total cost of
the previously approved resolution is $114,858,983. While the largest portion of this expense will be
funded using bond proceeds, there is a General Fund impact in 2013-14 of $548,978 and $11,200,000 in
fiscal year 2014-15. The detailed analysis of costs is available as Attachment D to Board Report 129-13/14
which was part of the December 10, 2013 board book and is available online under tab 6 of this document:
http://laschoolboard.org/sites/default/files/12-10-13RegBdPressPublic.pdf.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
330
TAB 27
Text FiIe
Agenda Date: Status: ld Busness Version: 1
FiIe Type: Board esoluton In ControI: Board o duaton
Mr. Kayser - Extending Transparency to All Schools TO BE POSTPONED
Whereas, The Los Angeles UniIied School District (LAUSD) is the second largest school
district in the nation with over 650,000 students;
Whereas, The LAUSD and the Governing Board are committed to creating the most
accountable, accessible, and transparent schools Ior all constituents;
Whereas, The LAUSD in 2008 enacted a policy, the LAUSD School Accountability Report
Card (Iirst distributed in January 2009), which brought accountability, access, and
transparency to all stakeholders in regards to the perIormance and environment oI local
LAUSD schools;
Whereas, Vast partnerships were built in 2008, including the OIIice oI Mayor Antonio
Villaraigosa, The CaliIornia Community Foundation, The United Way oI Los Angeles and
many more to support the implementation and distribution oI the report card;
Whereas, All LAUSD schools, including all independent, conversion, and aIIiliated
charters were participants in the initial roll out oI LAUSD School Accountability Report
Card program;
Whereas, Since the inception oI the LAUSD School Accountability Report Card
program, independent and conversion charter schools have not provided complete
inIormation; and
Whereas, All parents, students, community members and stakeholders deserve to have
the most complete inIormation Irom their school oI choice; now, thereIore, be it
Resolved, That the Board oI Education directs the Superintendent to mandate that all
LAUSD approved charters, including independent, conversion, and aIIiliated submit all
required inIormation as their non-charter LAUSD peers have done since 2009;
Resolved Iurther, That the Board oI Education oI the City oI Los Angeles directs the
Superintendent to require the Iollowing language in each new charter petition and
charter renewal petition:
331
File Number: Re-5-/
A charter seeking approval, renewal, or material revision by the Board oI
Education will adhere to deliver the required inIormation set Iorth by the
LAUSD School Accountability Report Card by the same date as the local
LAUSD non-charter school in their respective area. Failure to do so, will
invoke the process oI revocation.
and, be it, Iinally
Resolved, That this be incorporated into the Charter Authorizing Policy as reIerred to in Board
Rule 1008.
332
I
N
F
O
R
M
A
T
I
V
E
333
Transmittal Form




Resolution Title: Recommitting to 21
st
Century
Learning for Students
Presented By: Ms. Monica Garcia, Ms. Tamar Galatzan
Date Noticed: December 17, 2013


Budget Impact

The costs of this action are detailed in Board Report 129-13/14. As identified in the report, the total cost of
the previously approved resolution is $114,858,983. While the largest portion of this expense will be
funded using bond proceeds, there is a General Fund impact in 2013-14 of $548,978 and $11,200,000 in
fiscal year 2014-15. The detailed analysis of costs is available as Attachment D to Board Report 129-13/14
which was part of the December 10, 2013 board book and is available online under tab 6 of this document:
http://laschoolboard.org/sites/default/files/12-10-13RegBdPressPublic.pdf.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
334
TAB 28
Text FiIe
Agenda Date: 1101 Status: Draft Version: 1
FiIe Type: Board esolut!on In ControI: Board of Educat!on
Ms. Galatzan, Mr. Zimmer - Increasing Access to Computer Science Education: Taking the
Next Steps in Preparing and Educating Our Students Ior their 21st Century Careers
Whereas, A Bureau oI Labor Statistics study predicts that by 2018 CaliIornia will have 517,890
vacant positions in the computer/technology industry- and only 40,000 CaliIornian workers
with the education required to Iill those openings;
Whereas, Computer and technology jobs have Ior the past decade been ranked among the top
Iive highest-paid entry-level positions;
Whereas, Computer science, through the teaching oI computer coding, develops the critical
skills necessary Ior imagining, creating, and producing today`s and tomorrow`s technology;
Whereas, Computer science, as an interdisciplinary subject that requires critical thinking and
language-development skills, teaches Iundamental knowledge that will prepare students Ior 21st
century lives and careers, regardless oI their ultimate Iield oI study or occupation;
Whereas, 98 oI individuals who have completed or are pursuing computer science majors in
college report having access to computer science education in high school or earlier grades;
Whereas, Chicago and other major public school districts across the country have made
computer science education part oI their core curriculum;
Whereas, Student interest in computer science education in Los Angeles is increasing rapidly.
This is demonstrated in programs such as Code.org which, in December 2013, had more than
165,000 LAUSD students participate-with 46 percent Iemale representation, 18 higher than
the national average-in a national eIIort that produced 770 million lines oI code;
Whereas, The District`s current computer science oIIerings include 40 high schools oIIering
Exploring Computer Science courses (in partnership with the University oI CaliIornia Los
Angeles) and 13 high schools oIIering Advanced Placement Computer Science courses;
Resolved, That the Board oI Education is committed to preparing its students Ior the 21st
century by expanding access to computer science education;
335
File Number: Re-5-/
Resolved, That the Superintendent return to the Board, in a period not to exceed 90 days, with a
report that:
a) provides options Ior how the District can build upon and expand ongoing high
school computer science learning opportunities;
b) examines current and potential partnerships with universities, nonproIits, and other
organizations;
c) deIines Iunding needs associated with expanding computer science and learning
opportunities; and
explores how the District could expand computer science education to middle and
elementary school students.
02/05/14 Version
336
I
N
F
O
R
M
A
T
I
V
E
337
Transmittal Form




Resolution Title: Increasing Access to
Computer Science Education:
Taking the Next Steps in
Preparing and Educating Our
Students for their 21
st
Century
Careers
Presented By: Ms. Tamar Galatzan
Date Noticed: February 11, 2014

Date Presented for Action: To Be Determined

Budget Impact

The resolution calls for a strategic plan within 90 days. There is no net General Fund impact as a result of
this action.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
338
338a
28
TAB 29
Text FiIe
Ms. Garcia - Celebrating March as Women`s History Month
Whereas, Women have made signiIicant contributions to all aspects oI society, including
education, politics, science, entertainment, the arts, and Iamily health and development;
Whereas, Women oI every race, class, and ethnic background served as early leaders in
the IoreIront oI every major progressive social change movement;
Whereas, The contributions oI well-known women are highlighted in literature,
recordings and Iilm;
Whereas, A tremendous number oI lesser-known women have also contributed in
important areas, including medicine, mathematics, aviation and women`s rights;
Whereas, The contributions oI women have been celebrated in the United States since
1980, as a result oI the advocacy oI the National Women`s History Project;
Whereas, Children, as well as adults, have been encouraged and inspired by exposure to
the accomplishments oI countless women;
Whereas, Women have been leaders, not only in securing their own rights oI suIIrage
and equal opportunity, but also in the abolitionist movement, the emancipation
movement, the industrial labor movement, the civil rights movement, and other
movements, especially the peace movement, which create a more Iair and just society
Ior all;
Whereas, Despite these contributions, the role oI women in history has been consistently
overlooked and undervalued, in the literature, teaching and study oI history; and
Whereas, Additional education is needed in order to increase the knowledge oI all
citizens relative to the contributions oI women to the development oI society; now,
thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District
celebrates March as Women`s History Month; and be it Iinally
339
File Number: Re-5-/
Resolved, That the Superintendent work with all schools and encourage students to learn more
about the contributions oI women in their particular Iields oI interest.
340
I
N
F
O
R
M
A
T
I
V
E
341
Transmittal Form




Resolution Title: Celebrating March as
Womens History Month
Presented By: Ms. Monica Garcia


Budget Impact

The resolution recognizes March as Womens History Month. There is no net General Fund impact as a
result of this action.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
342
342a
29
TAB 30
Text FiIe
Agenda Date: Status: Draft Version:
FiIe Type: Board esoluton In ControI: Board of du!aton
Ms. Garcia, Ms. RatliII - Honoring the LiIe and Legacy oI Cesar E. Chavez
Whereas, A passionate advocate Ior social justice and civil rights Ior the poor and
disenIranchised, Cesar E. Chavez was a true American hero, and the anniversary oI his birth on
March 31, 2014, provides a Iitting opportunity to remember and honor his many contributions;
Whereas, In 1962 Cesar E. Chavez coIounded the United Farm Workers Union to contest the
poor treatment oI the workers in the Iields, and sought to empower those workers by organizing
the Iirst union to acquire labor contracts Ior Iarm workers in the grape Iields;

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

Whereas, In 2000, the Senate established March 31st as Cesar E. Chavez statewide holiday in
recognition oI the liIe oI this outstanding Mexican-American labor leader and the contributions
he has made to the State oI CaliIornia;
Whereas, the Cesar Chavez Day oI Service and Learning was created Ior public school children
to promote service to the communities oI CaliIornia in honor oI the liIe and work oI Cesar
Chavez;
343
File Number: Re-5-111
Whereas, even aIter his death in 1993, his message oI non-violence, unity, and justice oI all
people continues on today;
Whereas, To honor his work and the millions he has inspired, Takepart.com in association with
Participant Media and Pantelion Films, have initiated a petition urging President Obama to
declare a National Day oI Service Ior Cesar E. Chavez; and
Whereas, By successIully organizing the poorest oI the poor, Cesar Chavez gave hope and pride
to generations oI Latinos. He also inspired millions oI other Americans Irom all walks oI liIe
who never worked on a Iarm to strive Ior social justice; now, thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District celebrates
March 31st as Cesar E. Chavez Day to honor his legacy and urges the President to declare this
day as National Day oI Service;
Resolved Iurther, That the Superintendent encourages students, staII, school administrators,
teachers, and community members to implement service-learning projects based on his liIe,
work, and values, and realize the Iull intent oI the State-established Cesar Chavez Day oI
Service and Learning;
Resolved Iurther, That the Board instructs the Superintendent and the OIIice oI Government
Relations to communicate this resolution to Congress and the President in support oI a National
Day oI Service Ior Cesar E. Chavez; and be it Iinally
Resolved, That the Governing Board oI the Los Angeles UniIied School District directs the
Superintendent to inIorm parents and students about the petition to urge the President to declare
a Cesar Chavez National Day oI Service so all Americans can honor the legacy oI Cesar Chavez
by going to takepart.com/chavez~.
344
I
N
F
O
R
M
A
T
I
V
E
345
Transmittal Form




Resolution Title: Honoring the Life and
Legacy of Cesar E. Chavez
Presented By: Ms. Monica Garcia and Ms. Monica
Ratliff


Budget Impact

The resolution recognizes March 31
st
, 2014 as Cesar E. Chavez Day at LAUSD. The resolution encourages
students, staff, administrators, teachers and community members to recognize and celebrate the life and
legacy of Cesar E. Chavez through service-learning projects, to urge the President to declare March 31
st
as
National Service Day, and to communicate this resolution to Congress and the President in support of a
National Day of Service for Cesar E. Chavez. There is no net General Fund impact as a result of this
action.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
346
346a
30
TAB 31
Text FiIe
Agenda Date: 1101 Status: Draft Version:
Mr. Kayser, Mr. Zimmer - Support of Assemly Bill 659 - Armenian Genocide Oral
History Component
Whereas, The Los Angeles UniIied School District is committed to educating, students
in age-appropriate lessons, about civil and human rights, both locally and globally on
the topics oI civil rights, human rights violations, and genocide to inIorm students on
the struggles Iaced by survivors living in their communities;
Whereas, In Over the past 150 years, tens oI millions oI men, women, and children have
lost their lives in genocide or mass atrocities.
Whereas, CaliIornia is home to the largest number oI reIugees and immigrants in the
United States, many oI whom are descendants oI genocide survivors or are survivors
themselves;
Whereas, Between 1915 and 1923, 1.5 million ethnic Armenians living in the Turkish
Ottoman Empire were killed due to massacres, Iorced deportations, and disease in
concentration camps;
Whereas, The Nazi Party planned the persecution and murder oI so-called
'undesirables, Jews, Slavs, Roma, the disabled, Jehovah`s Witnesses, and
homosexuals, as well as political and religious dissidents. It is estimated that six million
Jews, two out oI every three living in Europe, and another Iive million people had been
killed by 1945;
Whereas, In 1975 the Khmer Rouge ordered the evacuation oI Cambodia`s cities and
Iorced residents to labor without enough Iood or rest, while also targeting suspected
political dissidents and those who were educated. Between 1.7 and 2 million
Cambodians died in Iour years;
Whereas, AIter the death oI Rwanda`s President Habyarimanas, an organized campaign
oI violence against Tutsi and moderate Hutu civilians started across the country,
resulting in an estimated 800,000 to 1 million deaths across the country in only 100
days;
Whereas, The current 'DarIur Genocide in Western Sudan began in 2003. It reIers to
the mass slaughter and rape oI DarIuri men, women, and children;
347
File Number: Re--/
Whereas, An oral history component - in-person testimony, video, or a multimedia
options, such as a DVD or online video - added to existing curriculum would engage
students by capturing the voices oI victims not included in traditional historical records;
now, thereIore, be it
Whereas, It is oIten said that those who do not know history are doomed to repeat it,
whether it be the history oI the 1.5 million ethnic Armenians killed, the Nazi`s
'eliminating six million so-called 'undesirables, Rwanda`s organized campaign oI
violence against Tutsi and Hutu civilians leaving one million dead in only 100 days or
the 'DarIur Genocide that started in 2003;
Whereas, Assembly Bill 659 calls Ior adding an oral history component to CaliIornia`s
curriculum that may include in-person testimony, video, and multimedia options Iurther
engaging students by capturing the voices oI Armenian victims not included in
traditional historical records; now, thereIore, be it
Resolved, That the Board oI Education oI the Los Angeles UniIied School District
supports Assembly Bill 659 as currently written, and calls on the CaliIornia Department
oI Education to more Iully incorporate the history, both written and oral, oI the
Armenian Genocide into the State`s curriculum.
348
I
N
F
O
R
M
A
T
I
V
E
349
Transmittal Form




Resolution Title: Support of Assembly Bill 659
Armenian Genocide Oral
History Component
Presented By: Mr. Bennett Kayser


Budget Impact

The resolution declares the Board of Educations support for Assembly Bill 659 as currently written. There
is no net General Fund impact as a result of this action.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
350
350a
31
TAB 32
Text FiIe
FiIe Type: Board esolution In ControI: Board of duation
Ms. Garcia - Leading Transparency into the Digital World
Whereas, For the last seven years, the Los Angeles UniIied School District (LAUSD) has
worked to increase transparency and inIormed community engagement;
Whereas, the CaliIornia State Controller is working to streamline what is already public
InIormation at LAUSD;
Whereas, The CaliIornia State Controller is contacting every County OIIice oI Education,
school district, and charter school across the State to ask them to participate in the important
expansion oI the State`s public compensation website - publicpay.ca.gov - by providing pay and
beneIit data Ior all K-12 public employees and school oIIicials;
Whereas, The previous website only covered public employees employed by the State, its 58
counties, 482 cities, 4,700 special districts, and 23 CaliIornia State University campuses;
Whereas, Later, 68 oI 72 districts comprising CaliIornia`s Community College system
volunteered their compensation data and last year, the University oI CaliIornia system also
embraced the goal oI greater transparency by agreeing to submit its data by late this spring;
Whereas, Public school districts must be responsible in demonstrating how public dollars are
put to work;
Whereas, Transparency leads to better accountability and more inIormed community
engagement,
Whereas, President Obama`s education agenda envisions a nation-wide commitment to
preparing all students Ior citizenship as inIormed, engaged and responsible members oI society;
Whereas, K-12 will be the only area oI public education not represented on the website;
Whereas, It is oI the upmost importance that LAUSD be a leading partner in sharing public
inIormation and trailblazing transparency into the digital world; now thereIore be it

Resolved, That the Governing Board oI the Los Angeles UniIied School direct the
Superintendent to support and work with the State Controller`s OIIice in complying with the
351
File Number: Re-5-/
request to participate in the expansion oI the State`s public compensation website.
352
I
N
F
O
R
M
A
T
I
V
E
353
354
354a
32
TAB 33
Text FiIe
Mr. Zimmer - Water Conservation and Drought Awareness (Waiver of Board Rule 72)
Whereas, According to the U.S. Drought Monitor, CaliIornia is currently living through the
worst possible category oI drought, where exceptional drought covers 9 percent oI the state;
Whereas, This drought threatens to inIlict the worst water crisis in the state history,

Whereas, January, which is typically one oI the wettest months oI the year, has turned out to be
among the driest in history Ior some cities;
Whereas, CaliIornia Governor Brown has announced legislation to provide $687 million in
emergency drought relieI due to the high likelihood that halI a million acres oI cropland might
go idle in a record production loss;

Whereas, No measurable rain Iell in Los Angeles during January Ior only the IiIth time since
1878; and
Whereas, On Dec 14, 2010, the Board oI Education approved the 'LAUSD Water Savings
Resolution, which among other things expressed the Board`s commitment to saving the
highest amount oI water and launched an awareness campaign to reduce end user usage, now,
thereIore, be it
Superintendent to report back on all necessary adjustments that need to be made in the care and
maintenance oI our schools that involve water usage in order to address drought conditions;
Resolved Iurther, That the Board directs the Superintendent, in collaboration with the Facilities
Division and all appropriate labor partners to report back on the current status oI water
conservation eIIorts in LAUSD,

Resolved Iurther, That the Board directs the Superintendent to work with the OIIice oI
Instruction to design curriculum Ior levels K-12 regarding the challenges oI living in drought
conditions; and the measures needed to conserve water resources; and be it Iinally
Superintendent to work in collaboration with the OIIice oI Environmental Health and SaIety,
355
File Number: Re--111
the Parent Services Branch, the City oI Los Angeles and County oI Los Angeles, other local
agencies to develop a drought awareness campaign Ior school communities.
356
I
N
F
O
R
M
A
T
I
V
E
356a
33
356b
TAB 34
Text FiIe
Mr. Kayser - Motion Declaring March 2014 to Be 'Covered LAUSD Month (Waiver of
Board Rules 72 and 73)
Whereas, The Los Angeles UniIied School District is the second largest in the nation, serving
well over halI a million Iamilies and employing over IiIty thousand CaliIornians;
Whereas, In 2010 President Obama signed legislation leading to comprehensive health reIorm
entitled the Patient Protection and AIIordable Care Act (ACA);
Whereas, March 31, 2014, ends the current open enrollment period Ior Covered CaliIornia and
the nation;
Whereas, As a compliment to Board Member Zimmer`s 'ACA Awareness Week in November
oI 2013, this motion seeks to Iurther support and enhance LAUSD`s Iinal outreach and
enrollment eIIort in ACA;
Whereas, Studies have Iound that children with health insurance have better attendance leading
higher academic achievement;
Whereas, Those who remain uninsured aIter March 31, 2014, will be Iinancially penalized the
Iollowing tax year;
Whereas, The LAUSD has partnered with Covered CaliIornia as a grantee and is a certiIied
enrollment entity with over IiIty certiIied enrollment counselors; and
Whereas, LAUSD`s outreach and enrollment model is among the best and the largest in the
nation; now, thereIore be it
Resolved, That the Governing Board oI Education oI the Los Angeles UniIied School District
encourages administrators, bargaining units, principals, parents, community members and
school sites to actively participate in the Covered LAUSD eIIort by hosting enrollment events,
inviting speakers to parent and school events, making computers available Ior sign-ups and
generally publicizing the eIIort to help LAUSD parents to take advantage oI this opportunity to
provide Iamilies with health coverage by March 31, 2014.
357
TAB 35
Text FiIe
Mr. Zimmer - Resolution To Support LAUSD Families by Supporting A Living Wage Increase
For Hotel Workers in the City oI Los Angeles
Whereas, The Economic Development Committee oI the Los Angeles City Council has
introduced a Motion requesting study oI an increase in the living wage Ior hotel workers at
hotels with more than 100 rooms,
Whereas, According to the Economic Development Department, 43 oI people who work in
hotels in Los Angeles earn wages that still place them Iar below the Iederal poverty line, are
economically restrictive, and prevent many Irom having purchasing power at local business and
adequately caring Ior their Iamilies,
Whereas, Research Irom the Economic Policy Institute indicates increasing wages Ior hotel
workers could generate more than $70 million in economic activity Ior Los Angeles, and
Whereas, Income inequality is one oI them oI the most pressing economic, social, and civil
rights issues Iacing Los Angeles and establishing a Iair wage Ior hotel employees will help raise
thousands oI Angelenos out oI poverty,
Whereas, Research demonstrates poverty widens the opportunity gap that leads to academic
achievement Ior students. 2011 research demonstrates 'the income achievement gap (deIined
here as the average achievement diIIerence between a child Irom a Iamily at the 90th percentile
oI the Iamily income distribution and a child Irom a Iamily at the 10th percentile) is now nearly
twice as large as the black-white achievement gap. (cited Irom The Wiaening Acaaemic
Achievement Gap Between the Rich ana the Poor. New Eviaence ana Possible Explanations by
Sean F. Reardon ; StanIord University),
Whereas, Thousands oI Los Angeles UniIied School District parents are employees oI the hotel
and tourism industry across Los Angeles, and deserve to earn a living wage to help liIt their
Iamilies out oI poverty,
Whereas, Several cities within Los Angeles County including Santa Monica, West Hollywood,
358
File Number: Re-5-/
and Long Beach, have already realized the value in providing enhanced wages Ior employees in
the hotel and tourism industry,
Whereas, In 2007, the Los Angeles City Council passed a living wage ordinance Ior workers
employed in hotels near LAX and in 2009, passed an ordinance that raised the wages Ior airport
employees, resulting in higher pay and real beneIits Ior low-income Iamilies, and
Whereas, The hotels and tourism industry near LAX has continued to thrive despite the increase
in wages Ior its workers, now, thereIore be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District supports the
Motion and requested study Ior the Los Angeles City Council to prepare, present, and pass an
ordinance requiring a living wage Ior hotel workers at hotels with more than 100 rooms, and be
it Iinally
Resolved, That the Board directs the Superintendent to transmit a copy oI this resolution to all
members oI the Los Angeles City Council.
359
TAB 36
Text FiIe
Mr. Zimmer - Student Engagement and Empowerment Resolution oI 2014
Whereas, The Los Angeles UniIied School District is committed to providing students a world
class education that prepares them to be citizens who participate in the democratic process oI
this country throughout their lives;
Whereas, The District has adopted policies in support oI these goals, including the Common
Core State Standards that emphasize interactive Civic Education as a mode oI engagement,
literacy development and post-graduate preparation;
Whereas, the new Local Control Funding Formula requires districts to develop and enhance
programs that prioritize Student Achievement, School Climate and Other Student Outcomes
and authentic student voices are an essential component in ensuring positive results in these
major priority areas;
Whereas, the Local Control Funding Formula also prioritizes active civic learning and
participation oI entire learning communities, including and especially students, to inIorm and
guide the District`s Local Accountability Plan (LCAP);
Whereas, numerous other district, state and national models honor and demonstrate the
importance oI authentic student voice in governing decisions that concern their own well
being-such as Alaska, the District oI Columbia, Hawaii, Iowa, Maryland, New Jersey,
Tennessee, Washington and Wisconsin on the state level; Twenty statewide boards oI education
across the nation and Iorty-three percent oI CaliIornia schools districts; the University oI
CaliIornia State Regents, the CaliIornia State University Board oI Trustees, and the CaliIornia
Community Colleges Board oI Governors;
Whereas, CaliIornia State Education Code Section 35012(d) provides the opportunity Ior at
least one student-elected high school student to provide student representation within each
District;
Whereas, A district-wide civic curriculum would eIIectively address the aIorementioned LCFF
priorities and serve to close the 'opportunity gap that exists between the privileged and the
most underserved students to gain access to civic leadership experiences in our District;
Whereas, The existing Student Involvement, Development and Empowerment Unit (SIDE) has
360
File Number: Re-5-/
already established a process Ior engaging and training youth to serve as representatives Ior
their peers on a student advisory council to the Superintendent;
Whereas, A district-wide curriculum would inIorm students oI their rights and
responsibilities, and direct student representation at a delegation level and at the Board would
provide a space Ior students to voice school-site concerns; now, thereIore, be it
Resolved, That the Student Involvement, Development and Empowerment Unit (SIDE), KLCS,
and |a local university| develop a district-wide curriculum consistent with the Common Core
State Standards uses televised Board meetings as a teaching tool across the curriculum and
Iacilitates increased student access to the issues that impact them most directly by highlighting
the Board meeting discussions and decisions on those issues, and reIlects on the
implementation oI those Board policies;
Resolved Iurther, That the district-wide curriculum will be piloted Ior the 2014-2015 school
year;
Resolved Iurther, That the League oI Women Voters, a nationally recognized organization, will
partner with LAUSD and the Board as an independent third party to provide an election process
and civic training Ior the elected high school student representatives to come together Irom
across the District to elect members Ior a representative Student Advisory Committee and
Board oI Education Student Member to ensure that the election process adheres to the core
commitment oI authentic student voice and representation;
Resolved Iurther, That every LAUSD high school student, including options school students,
participates in the election oI two Student Delegates Irom their school that will attend a
district-wide Student Congress each semester;
Resolved Iurther, That at the Iirst semester Student Congress, Delegates elect, by plurality, a
Student District Representative Irom each respective School Board District;
Resolved Iurther, That the seven District Representatives serve as liaisons between the Student
Congress and the Student Board Member to provide equal representation Irom each School
Board District;
Resolved Iurther, That the Board oI Education adopt a student advisory Board Member
beginning in 2015 (Ior an initial 6 month term) and Ior one year terms each year thereaIter, and
that a working group oI SIDE, the League oI Women Voters, United Way and other LAUSD
partners report back within 30 days with a process Ior election oI the Student School Board
Member, the scope and responsibility oI the Student School Board Member role, and options
Ior compensation;
Resolved Iurther, That SIDE develops and implements ongoing trainings Ior the Student School
Board Member, the Student District Representatives and the Student Congress, as well as other
youth leadership in LAUSD schools. SIDE will also support on-going student surveys to help
inIorm the Student Congress; and Iinally, be it,
361
File Number: Re-5-/
Resolved, That the Student Congress and the Student Board Member be embraced by the Board
to bring a new level oI legitimacy, accountability, and transparency to policy decisions enacted
by the Los Angeles UniIied School District beginning with the Spring Semester oI the 2015
school year and beyond.
362
TAB 37
Text FiIe
Ms. Garcia - Take Our Daughters and Sons To Work Day
Whereas, Take Our Daughters to Work Day was established in 1993 to empower young girls to
realize their Iull potential in the work environment and build the conIidence necessary to obtain
the skills and capabilities to enter and compete in today`s workplace;
Whereas, In 2003, the name oI the program was oIIicially changed to Take Our Daughters and
Sons To Work Day to include boys and empower all youth to overcome societal barriers and
reach their Iull potential;
Whereas, Adults, parents and mentors all share the responsibility to cultivate and inspire the
passions and talents oI all our youth;
Whereas, President Barack Obama has stated that On Take Our Daughters and Sons to Work
Day, we reaIIirm our commitment to this special responsibility by creating opportunities Ior our
Nation`s youth to gain Iirst-hand experience in the workplace;
Whereas, By connecting young people to diverse proIessional paths, we are able to broaden
their horizons, instilling in them the belieI that with hard work, determination and commitment
anything is possible. As adults we must encourage, provide positive examples, and Ioster
conIidence, hope, and determination, to ensure a strong and prepared 21st century workIorce
that can meet the challenges ahead;
Whereas, Take Our Daughters and Sons To Work Day on April 28th, millions oI young girls and
boys will participate and accompany their parents to the workplace where they will learn, be
inspired and have the opportunity to strive to reach their Iullest potential; and
Whereas, As stated in the Los Angeles UniIied School District Parent-Student Handbook
students who participate are required to notiIy the school oI attendance by returning a School
NotiIication oI Participation and Parent Responsibility Form; now, thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District designates
363
File Number: Re-5-/
April 28th as Take Our Daughters and Sons to Work Day and commemorate it throughout the
District;
Resolved Iurther, That students and employees will be encouraged to participate in Take Our
Daughters and Sons to Work Day; and, be it Iinally
Resolved, That the Board supports Take Our Daughters and Sons To Work Day.
364
TAB 38
Text FiIe
Mr. Kayser - Support oI Assembly Bill 1432
Whereas, The Los Angeles UniIied School District is the second largest public school district in
the nation with over 650,000 students;
Whereas, LAUSD is committed to creating the saIest and most secure environments Ior all
students, teachers, and employees;
Whereas, Assembly Bill 1432 (Gatto) intends to require that all certiIicated and classiIied
school employees oI a school district or charter school be annually trained in the requirements
Ior mandated reporters;
Whereas, The LAUSD already adheres to the requirements oI the 1963 CaliIornia Child Abuse
and Neglect Reporting Act (CANRA) and the guidelines set Iorth by Assembly Bill 1432;
Whereas, Since the inception oI CANRA in 1963, not all school districts were required to, but
rather encouraged to give training to all employees who qualiIied as mandated reporters; now,
thereIore be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District support
Assembly Bill 1432, as currently written, to ensure that all school districts in the State oI
CaliIornia train all employees to the highest standards oI saIety and protection Ior children.
365
TAB 39
Text FiIe
Agenda Number:
Ms. Galatzan - ReaIIirming Our Commitment to Ensuring A SaIe Learning Environment
Whereas, The Los Angeles UniIied School District is committed to providing a saIe and secure
learning environment Ior all oI its students, in which the most important responsibility oI all
District employees is the saIety oI our students;
Whereas, The State oI CaliIornia requires school districts to develop a strategy, as part oI the
Local Control Accountability Plan, Ior maintaining saIety schools and ensuring the saIety oI all
children;
Whereas, The LAUSD has been diligently pursuing measures to ensure the saIety oI its students
and its schools, and is committed to maintaining a learning and working environment that is
Iree Irom all Iorms oI harassment, including physical and sexual abuse, other Iorms oI child
abuse, bullying, and hazing;
Whereas, On June 24, 2008, the Governing Board oI the Los Angeles UniIied School District
adopted a set oI 'core values to emphasize the District`s commitment to keeping students saIe;
Whereas, Employees and all individuals who work or have contact with students are expected
to use good judgment and adhere to the Coae of Conauct with Stuaents;
Whereas, The District has policies that reIlect state and Iederal requirements and provides
guidance and procedures Ior reporting, investigating, and/or responding to student-to-student,
adult-to-student, and student-to-adult complaints oI such types oI abuse;
Whereas, District policy bulletins on abuse and harassment comprehensively include
background inIormation, relevant deIinitions, legal obligations, reporting and complaint
procedures, conIidentiality restrictions, and relevant Iorms and resources Ior all persons;
Whereas, Recent news reports oI alleged student-to-student misconduct have raised concerns
about the District`s procedures Ior releasing speciIic inIormation about the incident to school
community members;
Whereas, District policies designed to protect the privacy and conIidentiality oI minors may
limit the dissemination oI inIormation in alleged incidents oI student-to-student misconduct;
and
Whereas, The District`s OIIice oI General Counsel can advise the Board oI Education on what
actions can be taken in response to student-on-student allegations; now, thereIore, be it
Resolved, That the District`s OIIice oI General Counsel provide the Board oI Education with a
report, within 60 days, that outlines additional and permissible steps the District and employees
can take in response to student-to-student allegations, and be it Iinally
Resolved, That the District reaIIirms its commitment to ensuring a saIe learning environment to
which every student is entitled under applicable law and school district guidelines.
366
TAB 40
TAB 41
Text FiIe
FiIe Type: Miscellaneous
Business
Receipt oI 2012-13 Debt Report
DebtReportavailableonlineat
laschoolboard.org
368
TAB 42
Text FiIe
FiIe Number: 11/12-005"
FiIe Type: eport of
Correspondence
Correspondence and Petitions
Attachments: eport of Correspondence
438
REPORT OF CORRESPONDENCE - 1 - MARCH 4, 2014

BOARD OF EDUCATION OF THE CITY OF LOS ANGELES
Governing Board of the Los Angeles Unified School District
MARCH 4, 2014
REPORT OF CORRESPONDENCE

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

FROM LEGAL ACTION

1. Allie & Schuster Summons and Complaint for Breach of Contract; Common
Counts; to Enforce Stop Notice Claims, and For Recovery on
Bonds. Case No. BC 533399; Los Angeles Superior Court of
the State of California. First Fire Systems, Inc., a California
corporation, Plaintiff, v. Western Group, Inc., a corporation;
Los Angeles Unified School District; Hartford Fire Insurance
Company, a corporation; and Does 1 Through 100, Inclusive,
Defendants.

2. Lanak & Hanna Summons and Complaint for: 1) Breach of Contract; 2) Goods
Sold and Delivered/Agreed Price; 3) Open-Book Account;
4) Account Stated; 5) Enforcement of Stop Notice; 6) Claim
Against Public Works Labor and Materials Bond. Case No.
TC 027780; Los Angeles Superior Court of the State of
California. Evans Sandblasting Corp., a California corporation,
Plaintiff, v. Environmental Construction Group, Inc., a California
corporation; Los Angeles Unified School District, a public entity;
Swinerton Builders, a California corporation; Fidelity and Deposit
Company of Maryland, a Maryland corporation; Zurich American
Insurance Company, a New York corporation; Liberty Mutual
Insurance Company, a Massachussetts corporation; and Does 1
Through 100, Inclusive, Defendants.

3. Law Offices of Robert F. Schauer Summons and Complaint for Breach of Contract; Work, Labor
and Materials Furnished; Work, Labor and Services; Open Book
Account; Recovery on Contractors State License Bond;
Recovery on Stop Payment Notice; Recovery on Statutory Labor
and Material Payment Bond. Case No. BC 534379; Los Angeles
Superior Court of the State of California. Upland Contracting,
Inc., a California corporation, Plaintiff, v. Suffolk Roel Inc., a
Massachusetts corporation; Los Angeles Unified School District,
a public entity; Fidelity and Deposit Company of Maryland, a
Maryland corporation; Federal Insurance Company, a New Jersey
corporation; Safeco Insurance Company of America, a New
Hampshire corporation; and Does 1 Through 100, Inclusive,
Defendants.
439

4. Law Offices of Michael A. Taibi Summons and Complaint for Damages. Case No. 14K00092; Los
Angeles County Superior Court of the State of California.
Monique Powell, Plaintiff, v. Los Angeles Unified School
District; and Does 1 Through 50, Inclusive, Defendants.
5. Rutan & Tucker, LLP Summons and First Amended Petition for Writs of Mandate and
Complaint for Declaratory and Injunctive Relief. Case
No. 34-2013-80001678; Los Angeles Superior Court of the State
of California. City of Huntington Park, a municipal corporation;
Huntington Park Public Financing Authority, a California joint
exercise of powers authority; and Successor Agency to the
Community Development Commission of the City of Huntington
Park, a public entity organized and existing under California
Health & Safety Code 34173, Petitioners/Plaintiffs, v. Wendy L.
Watanabe, in her official capacity as Auditor-Controller for the
County of Los Angeles; County of Los Angeles Auditor-
Controllers Office, an agency of the Coutny of Los Angeles;
County of Los Angeles, a political subdivision of the State of
California; and Does 1 Through 50, Respondent/s Defendants,
Michael Cohen, in his official capacity as Director of the
California Department of Finance; California Department of
Finance, an agency of the State of California; John Chiang, in his
official capacity as Controller of the State of California;
California State Controllers Office, an agency of the State of
California; and Roes 1 Through 50, Real Parties in Interest.

6. Trygstad, Schwab & Trygstad Summons and Verified Complaint for Damages and Injunctive
Relief for: 1) Discrimination Based on Race in Violation of the
California Fair Employment and Housing Act (Gov. Code
12940, et seq.); 2) Discrimination Based on Gender (Sex) in
Violation of the California Fair Employment and Housing Act
(Gov. Code 12940, et seq.); 3) Discrimination Based on Age in
Violation of the California Fair Employment and Housing Act
(Gov. Code 12940, et seq.); 4) Failure to Prevent
Discrimination in Violation of the California Fair Employment
and Housing Act (Gov. Code 12940, et seq.); 5) Retaliation for
Reporting Discrimination in Violation of the California Fair
Employment and Housing Act (Gov. Code 12940, et seq.)
Case No. BC 535774; Los Angeles Superior Court of the State
of California. Robert Reider, Plaintiff, v. Los Angeles Unified
School District, a California public school district; and Does 1
Through 20, Inclusive, Defendants

7. K&L Gates Summons and Complaint by Suffolk Construction Company, Inc.,
for: 1) Breach of Contract; 2) Implied Contractual Indemnity;
and 3) Declaratory Relief. Case No. BC 536482; Los Angeles
Superior Court of the State of California. Suffolk Construction
Company, Inc., a Massachusetts corporation, Plaintiff, v. Los
Angeles Unified School District, a public entity; and Does 1
Through 100, Defendants.

440

The recommended disposition of the following item is Refer to Superintendent for referral to the
Office of the Risk Management and Insurance Services:
8. Law Offices of Richard A. Fisher Summons and Complaint for Damages. Case No. BC 532919; Los
Angeles County Superior Court of the State of California. Hattie
Sproule, Plaintiff, v. Los Angeles Unified School District; and Does
1 Through 20, Inclusive, Defendants.

9. Law Offices of Adrien Medvei Summons and Complaint for Damages: 1) Negligence;
2) Violation of the Unruh Civil Rights Act. Case No. BC 533751;
Los Angeles County Superior Court of the State of California.
Destiney Maxie, a minor, by and through Lakeisha White as
Guardian Ad Litem, Plaintiff, v. Los Angeles Unified School
District; Dean Sanchez; Principal Roberto Lee; Mr. Olivas; and
Does 1 Through 50, Inclusive, Defendants.
10. Komanapalli Massey Summons and Plaintiffs Complaint for Damages for:
1) Negligence/Negligent Failure of Los Angeles Unified School
District and its Co-Defendatns Employees to Train, Supervise or
Protect. Case No. BC 535098; Los Angeles County Superior Court
of the State of California. S.S., a minor, by and through her
Guardian Ad Litem, Eric S., Plaintiff, v. Los Angeles Unified
School District, a public entity; Dr. John E. Deasy, in his
professional capacity; Laurent Hernandez, in her professional
capacity; and Does 1 Through 25, Defendants.
11. McElfish Law Firm Summons and Complaint for Damages for: 1) Negligence;
2) Gross Negligence; 3) Negligent Hiring; 4) Negligent
Supervision; 5) Negligent Retention of Unfit Employee;
6) Assault; 7) Battery; 8) Willful Misconduct; 9) Conspiracy;
10) Negligent Infliction of Emotional Distress; 11) Negligent
Infliction of Emotional Distress, Bystander; 12) Intentional
Infliction of Emotional Distress; 13) Intentional Infliction of
Emotional Distress, Bystander; 14) Vicarious Liability. Case No.
BC 526911; Los Angeles County Superior Court of the State of
California. Meshach Betts, a minor, by and through his Guardian
Ad Litem, Nicole Brown; Nicole Brown, an individual; Jabari
Betts, an individual, Plaintiffs, v. Los Angeles Unified School
District, a governmental public entity; Peggy Baxter, an individual;
Genevieve Shepherd, an individual; and Does 1 Through 200,
Inclusive, Defendants.

12. Owen, Patterson & Owen Plaintiffs Complaint for Damages: 1) Intentional Infliction of
Emotional Distress; 2) Negligence/Negligent Supervision;
3) Negligence; 4) Sexual Battery; 5) Assault; 6) Battery;
7) Liability Pursuant to Civ. Code 1714.1; and 8) Parental
Vicarious Liability. Case No. BC 534161; Los Angeles County
Superior Court of the State of California. J.M., a minor, by and
through his Guardian Ad Litem, Michelle McCoy, Plaintiff, v. Los
Angeles Unified School District; Theresa Wedaa; Jason (Doe);
Jacob (Doe); Doe parents of minor perpetrators; and Does 1
Through 100, Inclusive, Defendants.
441

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

No.

Received From

Type of Damage

Claimant
Date of
Damage

13. The Blackman Law Firm
Cesareo Cortez
Damages Cesareo Cortez
Rosario G. Cortez
12/06/13
14. Law Offices of Robert M. Berger
Robert M. Berger
Damages Samuel Nathan Berger 7/26/13
15. Law Offices of Loren M. Merlin
Gary Gukassian
Damages Maria Cristina Lavadores
Villanueva
12/19/13
16. Law Offices of Andrew Zeytuntsyan
Jack Timourian
Damages Catalina Tellez-Pelcastre
Roman Secundino
2012 to
Present
17. Manly, Stewart & Finaldi
John C. Manly
Damages Jane WIM Doe (2 Recd) 2011/2012
Vince W. Finaldi
Damages Jane WLJ Doe 2007-2008
Vince W. Finaldi
Damages Jane WML Doe (2 Recd) 2011-2012
John C. Manly
Damages Jane WSC Doe 2007/2008
Vince W. Finaldi
Damages Jane WVS Doe 2007-2008
Vince W. Finaldi
Damages Jane WSC Doe (2 Recd) 2007-2008
23. Irma Perez Damages Danny Robles 12/12/13
24. Pete Taylor Damages Pete Taylor 9/16/13
25. Dannys Alvarado Vehicle Damages Dannys Alvarado 2/22/13
26. Stacey Arballo Vehicle Damages Stacey Arballo 1/24/14
27. Celia Avina Vehicle Damages Celia Avina 1/22/14
28. Paula Cabrera Vehicle Damages Paula Cabrera 12/12/13
29. Yolanda Guerra Vehicle Damages Yolanda Guerra 1/29/14
30. Insurlink Financial & Insurance
Mike Suh
Vehicle Damages Mike Suh 1/13/14
31. Edson Karratti Vehicle Damages Edson Karratti 10/21/13
32. Pamela Newman Vehicle Damages Pamela Newman 9/04/13
33. Laura Parra Vehicle Damages Laura Parra 12/18/13
34. Margarita V. Rios Vehicle Damages Margarita V. Rios 12/16/13
35. Wawanesa Insurance
Nakisha Duniver
Vehicle Damages Tsovinar Karapetyan 11/21/13

442

Respectfully Submitted

JEFFERSON CRAIN
Executive Officer of the Board
443
TAB 43
Text FiIe
Agend" D"te: 3/4/014 St"tus: Draft #ersion: 1
FiIe T$%e: Miscellaneous
Business
&n 'ontroI: Board of Education
Charter Ior Scholars Learning Academy - PUBLIC HEARING
Consideration oI the level oI support Ior a charter petition requesting a 5-year term to
serve 740 students in grades K-8 with a proposed location in the North Carson area oI
Los Angeles.
444
L
O
S

A
N
G
E
L
E
S

U
N
I
F
I
E
D

S
C
H
O
O
L

D
I
S
T
R
I
C
T

C
H
A
R
T
E
R

S
C
H
O
O
L
S

D
I
V
I
S
I
O
N

(
C
S
D
)

1

o
f

1

L
I
S
T

O
F

N
E
W

C
H
A
R
T
E
R

P
E
T
I
T
I
O
N
S

F
O
R

P
U
B
L
I
C

H
E
A
R
I
N
G

B
O
A
R
D

O
F

E
D
U
C
A
T
I
O
N

M
E
E
T
I
N
G

M
A
R
C
H

4
,

2
0
1
4

P
E
T
I
T
I
O
N

N
A
M
E

T
Y
P
E

C
S
D

T
E
A
M

A
S
S
I
G
N
M
E
N
T

B
D

E
S
C

P
R
O
P
O
S
E
D

A
R
E
A
/
L
O
C
A
T
I
O
N

G
R
A
D
E

L
E
V
E
L
S

#

O
F

S
T
U
D
E
N
T
S

T
E
R
M

1
.

S
c
h
o
l
a
r
s

L
e
a
r
n
i
n
g

A
c
a
d
e
m
y

S
t
a
r
t
-
u
p

I
n
d
e
p
e
n
d
e
n
t

J
o
h
n
s
o
n

7

S

N
o
r
t
h

C
a
r
s
o
n

K
-
8

7
4
0

2
0
1
4
-
1
9

445
TAB 44
Text FiIe
FiIe Type: Minutes In ControI: Board of Education
Approval oI Minutes
Attachment: 9:30 a.m. Regular Board Meeting, February 18, 2014 Minutes
446
447
448
449
450
TAB 45
Text FiIe
Business
Appointment oI Member to the School Construction Bond Oversight Committee
Resolved, That the Governing Board oI the Los Angeles UniIied School District ratiIies the
nomination oI Mr. William Brewington, representing the 31st District PTSA, as member
to the School Construction Bond Oversight Committee Ior a two-year term,
commencing immediately, and determines that Mr. Brewington is not an employee,
oIIicial, vendor, contractor, or consultant oI the District.
451
TAB 46
Text FiIe
Business
Appointment oI Member to the School Construction Bond Oversight Committee
Resolved, That the Governing Board oI the Los Angeles UniIied School District ratiIies the
conIirmation oI Ms. Elizabeth Lugo as Alternate Parent Member to the School
Construction Bond Citizens` Oversight Committee Ior a two-year term, commencing
immediately.
452

LAUSD Board Meeting Materials Magnolia Science Academy 6 and 7

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

LAUSD Board Meeting Materials Magnolia Science Academy 6 and 7

Transféré par

Droits d'auteur :

Formats disponibles

TAB 1

LAUSD Facilities and Planned Projects

Vous aimerez peut-être aussi