There were no additions or corrections to the agenda.

There were no presentations from the Public. 

1. Board Academic Committee update presented by Committee Chair Cesar Lopez- The Academic Committee did meet in January to review the CA Dashboards for each school.  The next scheduled meeting will be in March to review mid-year district benchmark assessment results against the academic school action plans.  Lastly, ED King-Berg will conduct an outside audit of the Special Education Program, which will focus on  program review along with academic outcomes, number of students, and fiscal best practices when supporting  students with IEPS
 

2. Board Finance Committee update presented by Committee Chair, Michael Green: Finance Committee met last on February 2, 2025, at 5:00 PM.  The committee's recommended fiscal items were presented to the board for approval during the regular board meeting held the same day at 6:00 PM.  This committee is looking forward to reviewing the Special Education Audit Recommendations for implementation to improve the outcomes.  The Audit Team is being led by Alice Fisher, Retired CDE Special Education Director.
 

3. Board Technology Committee update will be presented by Committee Chair, Dean Cho.  Ryan and I have been reviewing e-rate consulting from learning tech. Based on their pricing, they are unreasonable. Our current E-Rate Consultant, Learning Tree, is about 20k total for the year. Vet other consultants. The Director is reviewing other E-Rate consultants. Ryan has budget tracking for forecasting. He has helpful diagrams; the goal is to have a virtual for decision making.  From Board Member Cho’s perspective, Learning Tree is quite expensive.  BCCS firewall: The equipment was delivered many months ago, and we need a plan to replace the existing firewall.  The licensing will expire in 3 years.  MORCS needs to upgrade beginning on 27.  The overall goal is to standardize the entire network.  Managing the staff to the equipment network is positive. We will need to engage someone to develop an overall security plan. 

Comparison of February vs March Data Comparing and analyzing IEP and Service Compliance data for February and March reveals varying levels of improvement across the three schools. The detailed comparison, including the change from February to March, is provided below: Key Findings and Analysis. The primary goal for compliance is to maximize the percentage of students in Tiers 1-2 (90%-100% Service Delivery) and minimize the number of Overdue IEPs and service delivery in Tiers 4-6 (0%-70% Service Delivery).

1. BCCHS (Bert Corona Charter High School): 

• Service Delivery (Tiers 1-2): Decreased from 90.0% to 88.3% (-1.7%). While it remains the highest of the three schools, this marks the first downward trend for the school. 
• The "Yellow Zone" (Tier 3): Increased from 6.0% to 7.8%. This explains the dip in Tier 1-2; about 2% of the student population drifted from "full service" into the "partial service" category. 
• Low Delivery (Tiers 4-6): Improved slightly from 3.0% to 2.9%. They are doing an excellent job of keeping the "critically underserved" population very small. 
• Compliance: Overdue IEPs rose from 1 to 2. ○ Analysis: One IEP remains overdue while we explore placement options, while the other IEP became overdue due to a mistake made when calendaring the IEP meeting. The IEP has been scheduled for March 6, 2026.

2. BCCS (Bert Corona Charter School): 

• Service Delivery (Tiers 1-2): Improved from 73.7% to 75.6% (+1.9%). 
• The "Yellow Zone" (Tier 3): Dropped from 21.0% to 16.7% (-4.3%). This is a positive trend, as students previously receiving only 80-89% of services are likely the ones who moved up into the 90-100% bracket. 
• Low Delivery (Tiers 4-6): Increased from 4.8% to 6.0%. While small, this indicates a handful of students (roughly 2 additional students based on the raw count) are now receiving significantly fewer services than required. 
• Compliance: Overdue IEPs rose from 0 to 2. ○ Analysis: One of the overdue IEPs was caused by case carrier oversight, while the other was caused by a shift in a contracted service provider. Both IEPs should be compliant by March 2, 2026.

3. MORCS (Monsenor Oscar Romero Charter School): 

• Service Delivery (Tiers 1-2): Improved slightly from 62.1% to 62.3% (+0.2%). 
• The "Yellow Zone" (Tier 3): Remained exactly the same at 33.3%. One-third of their students consistently receive 80-89% of their services. 
• Low Delivery (Tiers 4-6): Improved from 4.5% to 4.3% (-0.2%). 
• Compliance: Maintained 0 overdue IEPs.

Instructional update

iReady Deep Dive Celebrations: During our data review, we identified the following student groups who have already met or exceeded their end-of-year goals! These groups include general education, special education, and English learners across various on-campus cohorts.

Math Areas of Focus: As an organization, YPICS identified math as a need across all schools. To address this need, we have been partnering regularly with the UCLA Math Project and iReady to train teachers, observe instruction, and identify tools and strategies to increase engagement and performance in our schools. At BCCS, we have identified the following areas of focus with the support of our partners: 

• Academic Discourse 
• Utilization of the iReady Resources and Slides 
• Utilization in each lesson/unit of the prerequisite lesson identified by the iReady program 
• Monitoring of pacing using the iReady pacing guide tool
   

Community Schools

Our community schools team continues to build strong relationships with our students, families, and community partners. During our spring parent conferences, the team will be conducting our second round of stakeholder surveys using the YouthTruth platform. Based on the fall semester survey, we adjusted our strategic plan for the year to address the needs identified. We plan to do the same with spring-semester feedback and will use the data from both to plan for the 26-27 school year. Our CS team is also working on a trip to Washington, D.C., over spring break for some of our 8th-grade students. Through a partnership with EF Tours, our 8th graders have raised funds over the last 8 months to pay for their trip, and they are set to depart in April. Mr. Walter, our 8th-grade English teacher, is leading the trip. 

Instruction 

Our 6th-grade team implemented a targeted motivation strategy tied to growth on the i-Ready Diagnostic and personalized lessons platform. Students who completed the most i-Ready lessons with passing scores were recognized for their persistence, effort, and academic ownership. 

• 18 students earned this recognition. 
• Students were celebrated with a two-hour field experience at Ultrazone Laser Tag. 
• The experience provided structured team-building, positive peer engagement, and a fun incentive directly tied to academic performance. 

This celebration reinforces our commitment to: 

• Linking academic effort to meaningful recognition. 
• Promoting growth mindset and stamina in foundational Math and Reading skills. 
• Building positive grade-level culture around achievement. We will continue to monitor i-Ready lesson completion and passing rates to ensure increased rigor, accountability, and growth across all grade levels.
   

Culture & Climate

Our PPR system continues to reinforce positive behavior, academic effort, and alignment with our school values. Current PPR totals: 

• 6th Grade: 167 
• 7th Grade: 127 
• 8th Grade: 157. 

These recognitions include positive phone calls home and the acknowledgment of students who demonstrate responsibility, leadership, and perseverance. The consistency of recognitions reflects staff commitment to celebrating what is going well and proactively shaping school culture. Current ODR totals: 

• 6th Grade: 36 
• 7th Grade: 198 
• 8th Grade: 183

While 6th-grade referrals remain relatively low, 7th- and 8th-grade students continue to require targeted behavioral supports. 

Our focus moving forward includes: 

• Restorative conversations and reteaching expectations. 
• Tiered behavioral interventions. 
•  Increased family communication. 
• Alignment of classroom systems to reduce repeat referrals.

Academics 
Third Writing Assessment 
Throughout the 2025–2026 school year, all students have completed two writing assessments: the Fall Writing Assessment, which focused on narrative writing, and the Winter Writing Assessment, which centered on explanatory writing. The upcoming Spring Writing Assessment will emphasize argumentative writing. English teachers will administer this assessment in their classes during the week of March 2–6, 2026. During the January Total Professional Development day, all teachers, including English teachers, participated in the Los Angeles County Office of Education (LACOE) Writing Across the Curriculum training. This session provided additional strategies and resources to enhance students’ writing proficiency across all subject areas. The training represented the fourth installment in a series of LACOE-facilitated professional learning sessions conducted this school year. 
 

College & Career 

Dual Enrollment

Spring 2026 LAMC Courses For Spring 2026, the Los Angeles Mission College (LAMC) courses offered on our campus are Chicano Studies 008: The Mexican-American in the History of the United States II and Administrative Justice 104: Introduction to Forensic Science. Chicano Studies 008 began on February 9 and currently has 30 students enrolled. Administrative Justice 104 began on February 25 and currently has 32 students enrolled.

Parent Workshops (Ongoing) 

On February 3, we held our monthly Parent College Workshop, “Choosing College Together,” designed to help parents and students navigate the uncertainties of selecting the right college fit. During the session, parents gained valuable insight into the transition process their students will experience and learned practical ways to support them through the journey to ensure college enrollment and completion. 

School Culture and Climate 

Athletics BCCHS’s athletics program has recently concluded the boys' and girls' soccer seasons and the boys' basketball season. Unfortunately, both the soccer teams and the boys' basketball team missed the playoffs this year for the first time in three years. While this outcome was challenging for our student-athletes, we see it as an opportunity for growth and development within our programs. Athletics play a crucial role in fostering our school culture and spirit. We remain committed to enhancing our programs and supporting our student-athletes' development. Looking ahead, we are excited to kick off our spring sports season, which includes girls' softball, boys' baseball, and boys' volleyball. We are optimistic about the potential of these teams and are dedicated to ensuring a positive experience for all our athletes. 

Operations 

Enrollment Summary 9th Grade: 45, 10th Grade: 56, 11th Grade: 45, 12th Grade: 50 Total Enrollment: 196 students

Operations 
Enrollment: All three school sites are currently under-enrolled based on the 25-26 budget enrollment goals/minimums. Bert Corona lost 1 student. MORCS had no change. BCCHS added 2 students.

Attendance Recovery 

Background: Senate Bill (SB) 153 established the Attendance Recovery (AR) program to mitigate the negative impact of chronic absenteeism and emergency events on students' academic continuity and LEA funding. Beginning in fiscal year 2025–2026, LEAs can start AR programs.

Impact: AR programs enable students to recoup absences for apportionment purposes, up to the lesser of 10 total absences or the total number of absences accrued in a given school year, by attending supplementary sessions outside the regularly scheduled school day.

Programming: All YPICS sites have begun offering an AR program to students before or after school, on weekends, or during intersession breaks (Thanksgiving, Winter, Spring, Summer). Students participating in an AR program engage in educational activities and content aligned with grade-level standards that are substantially equivalent to the student’s regular instructional program.

Recordkeeping: YPCIS is tracking and reporting attendance from participation in an AR program separately from attendance generated during the regular school day (EC Section 46211(d)(3)). The teacher of each AR classroom must document each student's participation time if an hourly accounting of student participation is used. The LEA must maintain these records and provide access to this documentation during their annual audit, as needed (EC Section 46211(e)(1)).

Annual Audit: Starting with the 2025–26 Guide for Annual Audits of K–12 LEAs, Section H.Z. directs auditors to verify the requirements of (d), (e), (f) and (g) of EC Section 46211, and assess fiscal penalties for noncompliance (EC Section 46211(j)).

Subject: Charter Oversight Preparation & Strategic Partnership Progress 

1. LAUSD Oversight Preparation & Strategic Alignment 

Our schools are currently in the final stages of preparation for the upcoming LAUSD Oversight Visits. This process is deeply rooted in a cycle of continuous improvement: 

• Foundation: The 2024-2025 District Reports served as one of the primary data sources for setting this year’s goals and informing our strategic planning sessions at each site. 
• Alignment: School leadership teams are currently conducting final reviews to ensure that YPICS Network Goals are seamlessly integrated with school-specific targets identified during last year’s review. 
• Transparency: These reports were emailed to Board Members in June 2025 and were vetted during the Fall 2025 Board Academic and Fiscal Committee Meetings. They are presented today for the full Board's review and filing.
• Upcoming Oversight Schedule: MORCS: Thursday, April 16, 2026 BCCHS: Monday, April 20, 2026 BCCS: Thursday, April 23, 2026 Action Item: The 24-25 District Reports have been added to today’s Consent Agenda for formal receipt and filing. As always, you are welcome to attend.
   

2. Professional Development & Strategic Partnerships We continue to leverage high-impact partnerships to drive instructional excellence across the network.

LACOE: Writing Literacy Initiative 

Our partnership with the Los Angeles County Office of Education (LACOE) is currently leading network-wide Professional Development focused on writing literacy. 

• Impact: This work has gained external recognition; several YPICS teachers have been invited to co-present their findings and student progress alongside LACOE at the California Assessment Conference this September.

UCLA Math Project: Framework Implementation
 

The UCLA Math Project remains a cornerstone of our STEM strategy.

• Focus: Deepening teacher mastery of the CA Math Framework and shifting classroom culture toward "mathematical risk-taking." 
• Goal: Moving beyond rote memorization to foster student confidence and collaborative problem-solving.
• Observation: Our next Learning Walk is scheduled for March 11, 2026, at MORCS, where we will observe these strategies in live classroom environments.
   

Summary of Next Steps 

• Finalizing site-level documentation for April visits. 
• Preparing teacher presenters for the September California Assessment Conference. 
• Conducting the MORCS  UCLA Math Learning Walk on 3/11.

Board Chair Keipp reminded all board members that they must submit their Form 700 responses electronically via the county website at https://losangelescounty.southtechhosting.com/eDisclosure.

Board Chair Keipp reminded the board that the oversight reports have been used, vetted, and discussed to align goals during the fall Academic and Fiscal Board Committee Meetings.  If there are any questions or further discussion, we will need to move it off consent and add it as an action item.  Board Secretary Sandra Mendosa had a question but decided to withdraw her question.

The next board meeting will be held at the YPICS Learning and Support Center on Monday, March 23, 2026.