There were no additions or corrections to the agenda.

There were no presentations from the Public.

The Director of Special Education reported that the MORCS DVR went well as exemplified from the Special Education Divisions Letter Below:

May 7, 2025  

Monsenor Oscar Romero Charter School

RE: Successful Completion of 2024-25 District Validation Review (DVR)

Dear Principal,

 I am pleased to inform you that your school has successfully completed the 2024-25 District Validation Review (DVR). 

Congratulations on this achievement! During the review process, the LAUSD DVR team identified one or more instances of non-compliance at your school. As a result, a corrective action plan was developed and shared with your administration. 

After careful evaluation, we can confirm that: (1) All identified instances of non-compliance have been fully rectified; (2) Your school has satisfactorily addressed all concerns raised during the DVR; (3) No additional documentation or further action is required at this time. 

This successful completion of the DVR process demonstrates your school's commitment to maintaining high standards and ensuring compliance with district policies. We appreciate your dedication and the hard work of your staff in addressing these matters promptly and effectively.

 Once again, congratulations on this accomplishment. We look forward to your continued success in providing quality education to our students. 

Sincerely, 

Anthony Aguilar

Chief of Special Education and Specialized Programs

Jose Soto, Ed.D. 

Executive Director

Division of Special Education  

Instruction & Performance Data 

ELPAC Most of our ELPAC scores have come in and things are looking great! Our prediction right now is that we will have a 33% reclassification rate, which is a fantastic achievement!.

Co-Planning and Co-Teaching Update: We are excited with the progress we have made in our co-teaching initiative this year and even more excited about the buy-in we have from staff to continue to improve and refine this practice. Last week, we split our instructional staff into two rooms, one room for Gen Ed teachers and one for support staff and resource/EL teachers. We used a CFG protocol called The Futures Protocol to reflect on our implementation this year and how we can improve for next year. This protocol has participants imagine that we are a year in the future. We discuss our “current” state of success (where we hope to be in May 2026) and how we “got there” (action steps we feel we need to enact to help us improve over the course of the next year). Finally, we reflect on the challenges we “were experiencing last year” that are no longer an issue (these are actual current challenges or barriers).

The protocol was very effective and I was very pleased with my group. We laughed a lot as we shared our thoughts for the future because people kept speaking in the wrong tense (past, present, future). We came up with a lot of great ideas and action steps and everyone was very solutions-oriented. I heard that the other group had a great experience with the protocol as well.

iReady and CAASPP. 
We are currently in the middle of our CAASPP testing window, and kids are working their way through their math assessments this week (May 13-16) and ELA assessments next week (May 20-23). With our strong iReady results, we are expecting to see strong growth in ELA, as well as growth in math.

iReady Reading: 
Results for our students are below, but here are some highlights from this year of diagnostics: ● All Grade Levels and Subgroups hit our two major metrics: at least 100% typical growth and at least 51% of students achieving improved placement. 
● Schoolwide, we hit 142% typical growth with 62% of students hitting their growth goals. 
● Schoolwide, our ELs hit 111% of their typical growth and 51% of them had improved placement. 
● Similarly, our students with special needs hit 133% of their typical growth and 59% had improved placement. 
● At the beginning of the year, 72% of our students were 2 or more grades below and at the end of the year, only 52% were 2 or more grade levels below.
● 5th Graders hit the “High Performing, High Growth” quadrant of the growth report. 

● 5th Graders hit 200% of their typical growth with 67% of students meeting their typical growth goal. 

● 5th graders hit 91% of their stretch growth, and 56% of them demonstrated improved placement. 

● In 7th grade, our students hit 189% typical growth overall with 67% of students achieving improved placement. 

● One of our cohorts in 7th grade had 275% typical growth with 72% of students hitting improved placement and in another, they had 241% typical growth with 73% of students attaining improved placement. 

● One of our 8th grade cohorts hit 167% typical growth with 62% improved placement.

● Our leadership class 7th graders demonstrated their leadership with 333% typical growth and 93% of them achieving improved placement!

Areas of Need/Growth: 
Although overall we hit our goals, there were a couple of cohorts with ELs did not stay on track with the Gen Ed population. We need to continue to work with those teachers to ensure the proper supports and approaches are in place

iReady Math: Results for our students are below, but here are some highlights from this year of diagnostics: 

● Overall, we hit 107% typical growth in math as a school 

● 7th grade students hit 167% typical growth in math with 66% of them achieving improved placement. 

● 5th graders hit 115% of their typical growth. 

● One of our 7th-grade cohorts hit 289% typical growth and 93% of the students demonstrated improved placement! This teacher’s other cohort hit 200% typical growth with 70% of students demonstrating improved placement.

Areas of Need/Growth: 

● Our 6th graders did not perform on par with all other students; in this grade level, most cohorts did not achieve their typical growth. We will need to focus on support for our 7th graders during next school year so we can ensure they hit their goals and we see strong growth on next year’s iReady and CAASPP as we prepare for renewal. 

● Although the grade as a whole performed well, only 27% of students with special needs in 8th grade hit their typical growth. We will need to work with these teachers to ensure all learning supports are in place to help all students achieve. 

● Schoolwide, our ELs and SWDs did not hit their typical growth in math. We will work to integrate more language supports and accommodations in our math classes.

Academic Achievement Update -
 

ELPAC English Language Proficiency Update: ELPAC and ELPI Progress We are pleased to share an update on the progress of our English Learners, focusing on ELPAC performance and projected growth based on the English Learner Progress Indicator (ELPI).

ELPAC Performance Summary 
Our latest ELPAC results show encouraging trends in English language development. The overall distribution of student scores is as follows: 
● Level 1 (Minimally Developed): 20.41% 
● Level 2 (Somewhat Developed): 24.49% 
● Level 3 (Moderately Developed): 35.71% 
● Level 4 (Well Developed): 19.39%

We are particularly encouraged that over 55% of our English Learners scored at Level 3 or 4, indicating readiness for academic success and language reclassification. Based on these results, 19 students have already met the ELPAC criterion for reclassification eligibility. We are currently reviewing academic and teacher input data to determine which students meet the full reclassification criteria, and are optimistic that many, if not all, of these students will be successfully reclassified

English Learner Progress Indicator (ELPI) This year, we are projecting that 47.9% of English Learners will demonstrate ELPI growth. This is a slight decline from last year’s growth rate of approximately 67%. While this represents a dip in year-over-year progress, we are encouraged by notable successes within grade-level cohorts: 
● 8th Grade: 70% expected to meet ELPI growth 
● 6th Grade: 42% expected to meet growth 
● 7th Grade: 32.3% expected to meet growth

Although the overall percentage is lower than last year, we anticipate landing in the Orange performance band on the California School Dashboard, reflecting moderate progress and providing a clear focus for continued improvement efforts.

We remain committed to supporting English Learners through high-leverage instructional strategies, targeted interventions, and continuous monitoring of student progress to ensure we are meeting their language development and academic needs.

Academics
Students are still in the middle of the barrage of exams students take in high school in May. Students are or have taken the following exams: ● NWEA Maps (all students) ● Smarter Balanced Assessment (11th grade) ● CAST (10, 11, and 12) ● AP Spanish (11, and 12) ● AP Environmental Studies (11, and 12) ● AP Biology (11, and 12) ● ELPAC (English language learners)

Community Schools and Culture and Climate BCCHS was not awarded the $25,000 grant from Great Public Schools Now (GPSN). BCCHS will still be offering a summer program for students to do credit recovery, and participate in enrichment opportunities focusing on college preparedness, art, sports, service, and leadership development. The Summer Program will be 24 days long and run from 8:45am to 12:45pm and include a snack.

Operations Based on student growth (students with disabilities), BCCHS is eligible for an additional space/room. During the 24-25 school year, BCCHS had 100% use of 16710.48 square feet of space. In the 25-26 school year, BCCHS will have 16,757.94 square feet of space. Unfortunately, the Prop 39 pro-rata share has increased from $13.22 to $16.05 per square foot for a 21.4% increase. The increase in cost will have a negative impact on the school budget.

School Culture and Climate 

Safety 

A new Tick Tok trend has emerged. The “challenge” encourages students to insert lead or metal into chromebooks, which can cause the devices to overheat, start smoking, catch fire, or explode. Staff is working on communication with the school community, training for staff on how to respond, and purchasing additional safety equipment to be able to respond to this new potentially dangerous scenario.


Senior Awards Knights Students were recognized for their academics, leadership, and athletic achievements in front of their loved ones on May 6, 2025 in the Maclay Multipurpose Room. Families were also able to enjoy a meal together. Students were recognized for being valedictorian (3), Academic high honors and honors, and varsity letters.
 

Accountability Update from the May 7th CA State Board of Education Meeting 

The SBE has been working on an integrated accountability plan to provide transparency for the public on the performance of public schools in the state. At the SBE meeting on Wednesday, May 7th, the Analysis, Measurement & Accountability Reporting Division (AMARD) from the CDE provided several updates on its work, some of which may have a negative impact on charter schools. The SBE will be taking action on these items at its July 9-10 meetings. The subjects include:
● Modifications to the College/Career Indicator on the CA Dashboard 
● Incorporation of the Growth Data for grades 4-8 into the CA Dashboard 
● Differentiated Assistance Outcomes for Long-Term English Learners 
● Incorporation of the Science Indicator for LCFF eligibility criteria 
● DASS application and renewal criteria 
● Review of LCFF Priority 1 Teacher Assignment Data We will be monitoring these items as they may pose significant challenges to charters since the renewal tracks under AB1505 are based on the CA Dashboard.

2025 CA School Dashboard Local Indicator Reporting 
The CDE will be opening the myCDEconnect portal on June 2, 2025 for submission of the Local Indicators for the CA School Dashboard. LEAs are required to complete the Local Indicator Self-Reflection process and upload their responses/scores via the portal. The Local Indicators for YPICS schools will be presented to the local governing board at the same regular meeting in June where the 2-25-26 LCAPs will be adopted.

Instructional Continuity Plan (ICP) 
There is a new requirement for LEAs in relation to the annual review of the Comprehensive School Safety Plan (CSSP). “Senate Bill 153, Chapter 38, adds a provision to California Education Code requiring local educational agencies (LEAs) to adopt a plan to ensure all students can access instruction during a natural disaster or emergency. The Instructional Continuity Plan (ICP) must be included in an LEA’s Comprehensive School Safety Plan (CSSP) by July 1, 2025. A locally-adopted CSSP must include an ICP to obtain approval of a Form J-13A waiver request beginning in fiscal year 2026–27”. The ICPs for YPICS schools will be brought to the governing board for review and approval at the June meeting.

LCAP Development 

All YPICS schools are continuing their engagement with educational partners as required in the Ed Code for review of the LCAPs. Of note is the requirement for a needs assessment focused on use of the Learning Recovery Emergency Block Grant (LREBG) funds through the 2028 fiscal year.

All YPICS schools used the LREBG Needs Assessment & Resource template provided by the California Statewide System of Support beginning in November 2024 to engage with various educational partners on the needs of students to address performance on state assessments in English/language arts and mathematics, as well as chronic absenteeism.

As schools continue engagement efforts and budget development, sections may change before final local governing board approval in June 2025.

Governor Newsom's May Revise (2025-26 Budget):

A Sobering Outlook: 
The report highlighted the revised budget's somber view, with a projected deficit of around $12 billion. This was attributed to factors like a "Trump Slump," tariffs, and a decline in international tourism, which resulted in a significant drop in state revenues.

Balancing the Budget: The report would have noted the proposed solutions to bridge the deficit, including withdrawing from state General Fund Reserves and making programmatic reductions.
 

Protection for TK-12 and Community Colleges: 
A key point of the report included a focus on  K-12 and community college because they were largely protected from the most severe cuts, in contrast to other state agencies. The Governor's proposal maintained funding for key initiatives and a cost-of-living adjustment (COLA).
 

Proposition 98 Changes: The report detailed the revisions to Proposition 98 funding. The overall funding for Proposition 98 was projected to increase by a smaller amount than previously anticipated. The revise also proposed a change in how funding from the universal transitional kindergarten (UTK) "rebench" is distributed, directing the full amount to TK-12 education instead of splitting it with community colleges.
 

Other Cuts: The report mentioned other significant cuts in the budget that, while not directly impacting TK-14 education, could have a ripple effect on students and their families. These cuts were primarily in healthcare (Medi-Cal), social services (CalWORKs, In-Home Supportive Services), and housing programs.

The purpose of the hearing is to present information regarding the proposed 2025-2026 Local Control Accountability Plans (LCAPs) for Bert Corona Charter School, Monseñor Oscar Romero Charter School, and Bert Corona Charter High School.   Information related to the proposed 2025-2026 budgets for the YPI Charter Schools and all schools listed above will also be presented.  YPICS encourages input from parents, teachers, and community members before the Board approves the LCAPs and school budgets at the June 30, 2025, board meeting.

The Board moved into Closed Session at 7:37 PM.

The Board moved into Closed Session at 7:37 PM.

Open Session reconvened at 8:04PM. 

Board Chair Mary Keipp reported no action was taken in Closed Session.

The next regular board meeting will be Monday, June 9, 2025.