There were no additions or corrections to the agenda.

There were no presentations or comments from the Public.

The Official Record: Public Hearing to Determine the Sufficiency of Instructional Materials for all Students was formally convened by the YPI Charter Schools' Board of Trustees to fulfill the requirements of California Education Code (EC) Section 60119.

The primary purpose of this hearing was to receive public testimony and formally determine that every YPICS student has standards-aligned textbooks or instructional materials to use both in class and to take home. These materials are sufficient and up to date for all core subjects, including mathematics, science, history/social science, and English/language arts.

The requirement to hold an annual public hearing and the Education Code mandate require this determination. Specifically, EC $\S 60119$ obligates the governing board of each school district to:
 

Hold a public hearing, separate from a regularly scheduled board meeting, specifically on the topic of instructional materials sufficiency.
 

This annual process ensures equitable access to the educational resources every student needs to attend YPI Charter Schools.

The next Academic Committee meeting will be held on September 9, 2025.

The following Report was made available to the BOARD:

New Hires for the 25-26 School Year 

● School Psychologist (YPICS) HIRED 

● Resource Specialist Teacher (MORCS) HIRED 

● Resource Specialist Teacher (BCCHS) HIRED 

● Three (2) Paraprofessionals - Part-time (BCCS) 2 HIRED 

Remaining Open Positions 

● Behavior Intervention Implementation (BII) (BCCHS) ○ An additional BII/Paraprofessional will support incoming students with intensive academic needs 

● One (1) Paraprofessionals - Part-time (BCCS) ○ Due to the large number of incoming students with IEPs, additional Paraprofessionals are required.

YPICS School Psychologist will now provide all BID Services to ensure timely service delivery.

25-26 COMPLIANCE MONITORING 
● Bert Corona Charter High School has received a Notice to Cure for Special Education Noncompliance (see attached). Bert Corona Charter High School had a significant number of overdue IEP meetings and non-compliant service delivery last school year. School Cross Country Internal Hire BCCS 1 BID 3 BII (1 open Para position) BCCHS 4 BII (1open BII position) MORCS 3 BII BID Services Now being provided by our School Psychologists Although significant efforts were made to resolve the issues, several still remained into the month of July. We are currently preparing to respond to the Notice to Cure by the due date of September 3, 2025. In addition, we have and continue to take proactive steps to remain in compliance with IEP timelines and special education service delivery. 
● Bert Corona School will participate in DVR during the 25-26 school year. 
● Bert Corona High School will participate in the DVR during the 28-29 school year. 
● CDE ○ Bert Corona Charter School, Bert Corona Charter High School, and Monseñor Oscar Romero were selected to participate in CDE Cyclical Monitoring Cycle B
     ○ Year 1 - COMPLETED JUNE 30, 2025 

     ○ Year 2 - 25-26 School year 

● Compliance and Improvement Monitoring Process (CIM) - TBD

 

The following Report was made available to the BOARD:

Preparations for our school year started in June 2025, right after the 24-25 school year ended. Over the summer, we engaged in a Strategic Planning series that guided our site team through reflection, data analysis, equity gap analysis, and the creation of a school-year plan. We started by reviewing our LCAP, community schools documents, sections of our charter petition, and some of our foundational vision documents. We then started digging into all of our data, identified our equity gaps, gathered feedback from all stakeholders, then set goals and areas of focus for the year that aligned with our LCAP.

After we identified our goals, each team created a logic model, plan, and timeline for our work this year. We meet every 5 weeks to monitor our progress and share it with our teams and other stakeholders. An executive summary of our strategic plan will be shared with our staff and families.

Through our strategic planning and data analysis, our team identified the following areas of focus for the 2025-26 school year. These focus areas were identified to address specific equity gaps in our data review and are supported by all departments and teams on campus. Moreover, they are areas of focus that align with the YPICS goals of intense math instruction for all students and subgroups, and implementing writing across the curriculum.

The following Report was made available to the BOARD:
 

Introduction 

At the start of another school year, we face new challenges, both expected and unexpected. Seeing firsthand the impact of ICE raids on our community has forced us to rethink how we will continue to meet the needs of the communities we serve while providing high-quality instruction for all. Although we had to start the year without our leader, the staff and admin team have risen to the occasion and helped us start the school year on a high note. This can be seen in the faces of our students, who have shown us that their resilient spirit in the face of uncertainty serves as a beacon of hope for this school year and beyond. Our new staff members have adjusted well to their positions and hit the ground running, bringing fresh ideas and perspectives. Additionally, each of our school departments is refocused under the umbrella provided by the student outcomes highlighted in our charter.

Academics Math: With a newfound emphasis on math instruction using the California Mathematics Classroom curriculum, the MORCS Math department is committed to providing strong first instruction using the resources from Curriculum Associates. This is bolstered by an effort to embed Interim Assessment Blocks (IABs) or Focused Interim Assessment Blocks (FIABs) to provide students with authentic practice on par with the rigor expected on CAASPP assessments. 

Science: Our teachers continue to use the Stile curriculum to engage students in learning from the NGSS framework. Summer professional development sessions were geared toward enhancing teachers’ understanding of the CAST Interim assessments and using available resources to build students’ capacity to tackle the tough tasks expected on the test. 

ELA: Our ELA team continues to define and refine what “good writing” looks like at YPICS schools. We have been conducting practice performance tasks focused on the various writing types for the past two school years. At this point, two-thirds of our students are familiar with this practice, which will continue this school year. The LSC team has identified writing as a focus area and has demonstrated this commitment by scheduling sessions with Valerie Braimah to develop writing instruction.

History/Social Science: The 7th and 8th-grade teachers worked closely with trainers from Thinking Nation to refine their practice and revisit expectations around completing the yearly writing tasks. To this point, the goal has been to engage students with two extended writing tasks each school year, focused on in-depth analysis of primary sources and creating argumentative and/or explanatory writing samples.

Physical Education: Our PE department has also committed to supporting students’ writing development as well by instituting journaling on Mondays. The goal is to have students keep a record of their skill development over time as it relates to the various PE standards. Mr. Carbajal also mentioned creating themed writing assignments focused on learning more about famous athletes, their journey to prominence, and their philanthropic efforts.

English Language Development: This year, our ELD program will continue to offer two distinct experiences for our students. First, we are offering a Newcomer ELD class to students who have been multilingual learners for less than 3 years, as defined by CALPADS. These students will use the National Geographic curriculum to enhance their understanding through themed units on conflict, bravery, teamwork, and more. The other grade level classes will focus on improving performance on the ELPAC by continuing to take practice interim assessments and utilizing strategic pull-out sessions to provide targeted support in identified areas of need for small student groups.

Culture and Climate 
Our SCC team has been working hard over the summer to create new goals and expectations for the 25-26 school year. After speaking with our Coordinators, they have identified a zero-suspension rate as the lofty yet attainable goal for the year. To support this effort, the team met with the teaching staff during summer professional development, facilitating sessions focused on establishing classroom rules and expectations. While this is normally conducted through Instruction, shifting it to the SCC department allows for greater transparency and uniformity across grade levels and for schoolwide initiatives.


Operations Attendance:
● Individualized support plans for students at risk of chronic absenteeism. This year, these efforts will include a team-based approach between Operations and Community schools. The coordinators plan to meet with families every three weeks, as needed, when students are identified as “at-risk” of becoming chronically absent. 

● Incentives and recognitions to motivate students toward regular school attendance. The OPS team will continue to recognize “Perfect Attendance” monthly, providing students with treats to celebrate their achievements. 

● With the addition of our Meal Program

Community Schools: 
The Coordinator of Community Schools has already arranged for vision screenings to be conducted in the second week of school. In the past, these screenings have led to various students getting glasses provided to them through the Vision to Learn program which has supported students academically when there is a visual impairment.

The following Report was made available to the BOARD:
 

Academics 

24-25 NWEA MAPS

NWEA MAPs Student Growth Summary Report Mathematics Fall to Spring In mathematics, 89 of the 200 students school-wide (45%) met their projected growth goals between the fall and spring assessments. Here is a breakdown by grade level: 9th Grade: 25 out of 52 students (48%) met their growth goal. 10th Grade: 19 out of 48 students (40%) met their growth goal 11th Grade: 21 out of 45 students (47%) met their growth goal. 12th Grade: 24 out of 55 students (44%) met their growth goal.

NWEA MAPs Student Growth Summary Report 

Reading Fall to Spring In reading, 107 of the 191 students school-wide (56%) met their projected growth goals between the fall and spring assessments. Here is a breakdown by grade level: 9th Grade: 36 out of 52 students (69%) met their growth goal. 10th Grade: 21 out of 40 students (53%) met their growth goal. 11th Grade: 25 out of 44 students (57%) met their growth goal.

Former class valedictorian c/o ‘25 was successfully enrolled at Los Angeles Mission College and will be receiving support from the department of students with disabilities. He was assessed using his last IEP. All necessary accommodations to complete his academic goals and aspirations will be in place. In addition, he will receive a laptop through the LA Promise program. His mother was particularly grateful for the warm handoff by BCCHS administration and counseling staff.

Community Schools Summer Program 

Our summer program offered a combination of essential credit recovery with enriching activities designed to prepare students for college. Students were able to catch up on courses needed for graduation while also participating in valuable experiences like a college application boot camp for rising seniors. To further inspire and inform their post-secondary choices, the program also includes field trips to campuses such as California State University, Long Beach (CSULB) and the University of California, Irvine (UCI). In addition, students participated in a fishing expedition out of the San Pedro harbor.

Back to School Knight 

Back to School Knight will be held on Wednesday, August 27, 2025, from 5:30 to 7:30 pm. Families meet their child's teachers, learn about the curriculum, classroom procedures, and expectations for the upcoming school year. It's an opportunity for families to ask questions and connect with school staff and other parents. Student athletes and their families will also meet with and hear from coaches, and learn about the team schedule and expectations.

School Culture and Climate-Safety

Staff have implemented an extended perimeter supervision plan during drop-off in the morning and pick-up in the afternoon. Administrative staff are positioned at the corner of Borden/Gain and Glenoaks, and at Gain, and are collaborating with the Maclay supervision team. Staff is also responding to law enforcement sightings that could create an unsafe environment for students, staff, and families. As of Friday, August 23, BCCHS has only experienced one report of a sighting. That sighting was in the BCCHS/BCCS service area.

The following Report was made available to the BOARD:

Review of the YPICS Instructional Continuity Plans
Senate Bill 153, Chapter 38, Statutes of 2024 (hereinafter SB 153) adds a provision to California Education Code (EC) Section 32282 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. These requirements apply to school districts, county offices of education, and charter schools.

The following Report was made available to the BOARD:

Facilities

Bert Corona Charter High School: 

Nine rooms have been identified by LAUSD as infested with fleas, including rooms 9-13, the student restrooms, the cafeteria, and the main office. The source of the infestation was identified as a family of 5 raccoons that have been on the campus for the past 3 years. Staff have been pushing hard to ensure that LAUSD moves quickly to meet the school's needs. Although the immediate response was slow, LAUSD has used every resource at its disposal to remedy the situation. LAUSD initially stated it would need 4-8 weeks to cure the infestation. Staff is trying to remain hopeful that there will be a quick return to our rooms. The BCCHS staff has responded appropriately and is adapting to the challenge. More details are included in the BCCHS EA board report.

Monseñor Oscar Romero Charter School 

In late June, the MORCS campus was vandalized. Both MPR doors (Garcia Hall) were tagged, as were the hanging light fixtures in the outdoor lunch area. The lunch window panes and two classroom door window panes were also damaged with inappropriate pictures carved into the glass. LAUSD removed the graffiti and a contractor replaced the window panes. 

Bert Corona Charter School 

Two significant concerns exist at the BCCS. 1) the A-1 Bungalow is dipping and will need the foundation to be repaired/leveled. Staff is getting quotes for the repair costs. 2) When temperatures reach 90 to 100 degrees in the valley, several rooms at BCCS become excessively hot. Staff is tracking the rooms, times, and temperatures to determine next steps

Community Schools Grants Programs 

The Children and Youth Behavioral Health Initiative (CYBHI) YPICS is beginning to implement the CYBHI grant. Generally, the CYBHI grant works to "reimagine a more integrated, youth-centered system that meets the needs of all young people, particularly those who face the greatest systemic barriers to wellness. The initiative's goal is to enable California kids to find support for their mental health and substance use needs where, when, and in the way they need it most." Specifically, CYBHI will enable schools to build the capacity, infrastructure, and partnerships needed to achieve a long-term, sustainable funding model. At YPICS, we are currently 1) exploring various mental health service models; 2) seeking potential community partners; and 3) learning about Medical billing. Over time, YPICS will be able to bill Medi-Cal and other insurance carriers for mental health services provided on our school campuses. This effort directly connects to our community school efforts and to our efforts to deliver a full continuum of trauma-informed care.

Attendance Recovery Program 
Staff is working to develop our Attendance Recovery Programs (AR) at each school. The purpose of the Attendance Recovery Program is to mitigate the negative impact that chronic absenteeism and emergency events have had on students' academic continuity and on LEA funding. AR programs are voluntary programs that enable students to recoup absences for apportionment (up to the lesser of 10 total or the total number of absences accrued in a given school year) by attending supplementary sessions outside the regularly scheduled school day. Beginning in fiscal year 2025–2026, school districts, county offices of education, and classroom-based charter schools may choose to offer an AR program to eligible scholars.

School Culture and Climate 
SCC Staff explored the 24-25 data for Office Discipline Referrals (ODRs) for undesired behaviors for each school. All three schools had more ODRs for Disruption and Defiance than any other undesired behavior. Teams are working together to explore ways to support teachers and students in reducing or extinguishing these behaviors on our campuses.

Strategic Plan: 

Goals for 2025-2026 

As we begin the 2025–2026 school year, YPI Charter Schools remain focused on the goals outlined in our Strategic Plan*. Guided by this year’s theme, “Unpacking, Greatness Together!” is the path to continue to move from good to great together and in community, we recognize that every decision, every interaction, and every learning opportunity can lead to growth and every member of the community (scholars, parents, teachers, staff, and administrators) has greatness within them and has the capacity to learn, grow and succeed. Whether that growth is personal, professional, academic, or organizational, we are committed to using every minute with purpose, finding ways to improve ourselves and everyone around us. This includes growing our impact on student achievement, expanding our support systems, strengthening our workforce, and preparing for future opportunities to serve our students.

New Teacher Training & Returning Staff YPICS Professional Development Days:

New Teacher Training: July 29 - August 1, 2025. Our comprehensive four-day new teacher training program was designed to fully immerse our incoming educators in the organizational culture and equip them with the essential tools for a successful start. The training was structured to blend foundational principles, instructional best practices, and community-building strategies.

Key topics included: • Organizational Foundations: An in-depth exploration of our "why," along with our mission, vision, outcomes, and expectations. This ensured all new staff gained a deep understanding of our core purpose and guiding principles. • Instructional Excellence: Training on foundational pedagogical frameworks, including an introduction to standards-based grading, best practices for special education service delivery (co-teaching and co-planning), and our Multi-Tiered System of Supports (MTSS). • Content and Community: Specific sessions were dedicated to building trust with parents and students, as well as understanding our Community Schools model. New teachers also received direct content support, including training on iReady Math, to prepare them for immediate classroom application.

Returning Teacher and Staff Professional Development - August 4 - August 11, 2025

The focus for our returning teachers and staff was a collaborative effort to increase student achievement in both writing and mathematics. This professional development was designed to foster cross-disciplinary collaboration and create consistent learning expectations across our schools. Highlights of this training included: • Writing Across the Disciplines: ELA teachers received specialized training from LACOE to support writing instruction. In a unique cross-curricular effort, teachers from History (using the "Thinking Nation" and DBQ approach), Math, Science, and even Physical Education departments collaborated to develop specific goals and action plans to embed writing into their respective curricula. • iReady: New Classroom Mathematics California Version training provided to all math teachers teaching students in grades 5th-9th through Algebra. • Systemic Improvement: All departments worked to strengthen pacing and consistent learning expectations across the system. Furthermore, significant time was dedicated to refining departmental systems to better support scholars and their families, ensuring we provide the holistic approach necessary for student and family success.

Summary and Outlook The summer professional development sessions effectively prepared our new and returning staff for the upcoming school year. By aligning both training tracks with the shared goal of improving student achievement in core subjects (with an intentional focus on writing and mathematics) and refining our support systems, we are poised to provide a more consistent and impactful educational experience. These efforts will strengthen our collective capacity and ensure we are a unified force in realizing our mission for every student and family we serve.

 

LAUSD Notice to Cure Review:

The board carefully reviewed (in a 55-minute discussion) every detail of the LAUSD Notice to cure regarding the YPICS. Special Education Program. Additionally, the YPICS Board voted to request an extension from LAUSD and to set a date to meet with the ED and the Director of Special Education to review the response before submitting it to LAUSD.

YPICS Board Meetings will be held on the following dates: 

• 8/25/2025 
• 9/29/2025 
• 10/27/2025 
• 12/8/2025 
• 1/26/2026 
• 3/2/2026 
• 3/23/2026 
• 4/27/2026 
• 5/18/2026 
• 6/8/2026 
• 6/29/2026

Each school executive administrator presented their latest enrollment data, projections, causes, and action plans to address increasing enrollment at each school.

BACKGROUND The Board approved the 25-26 School Calendar on May 19, 2025. The middle school site, including Bert Corona Charter School and Moseñor Oscar Romero Charter School, requested that the week of state testing be changed to shortened days on the 25-26 calendar to better support the implementation of 2026 State Testing. 

DETAILS At the middle schools, the shortened days on January 14th and June 9, 10, and 11th have been moved to May 12, 13, 14, and 15th to support 2026 State Testing. Students are typically exhausted at the end of the day during state testing week. A shortened day allows students to rest and return the next day, better prepared to do their best on the test. The Middle School total instructional days and minutes will not be impacted by this change. 

BCCHS will remove the January 14th shortened day and replace it with a regular day or a full day of school, increasing the total number of instructional minutes by 90. The existing June schedule better supports the High school finals schedule.

1. Recommendation to approve 2025-2026 Parent Involvement Policies for  YPICS (BCCS, BCCHS, and MORCS).
2. Recommendation to acknowledge filing of Quarter 3 & Quarter 4 Williams Uniform Compliant Reports to LACOE.

The next board meeting will be Monday, September 29, 2025.