There were no additions or corrections to the agenda.

There were no presentations from the Public.

The YPICS Board of Trustees conducted a public hearing to receive

recommendations from parents, community members, and staff regarding

the 2024-2025 Local Control and Accountability Plans (LCAPs) and

Budgets for Bert Corona Charter High School, Bert Corona Charter School, and Monseñor Oscar Romero Charter School.

Academic Excellence: Executive Administrators are prepared to share growth data at this meeting.  There is much to celebrate.

Fiscal Committee: We held a meeting before this one. We recommended that the Board accept the 9.6% increase in the medical plan.   Next, we will meet for 2.5 hours on 6/04/24 to finalize next year's budget with a recommendation to bring the final budget back to the full Board on June 24, 2024

Technology Committee:  We have not met since we put in Ring Central.  We will submit the e-rate plan accurately and on time.

School Executive Administrators were on hand to respond to questions and comments regarding council meeting reports.

School Executive Administrators were on hand to respond to questions and comments regarding council meeting reports.

School Executive Administrators were on hand to respond to questions and comments regarding council meeting reports..

KNOWLEDGE Legal Update: 

Sharing 504 plan in Google Workspace won’t guarantee implementation

Case name: Waterloo (IA) Cmty. Sch. Dist., 124 LRP9137 (OCRV, Chicago 12/08/23). 

Ruling: An Iowa district may have violated Section 504 and Title II of the ADA by failing to implement a high schooler’s classroom accommodations, according to OCR. To address OCR’s concerns, the district signed a voluntary resolution agreement. As part of the agreement, the district committed to training school staff concerning the importance of implementing students’ 504 plans and IEPs. It also promised to offer the student the opportunity to re-enroll in the district and, if the student reenrolls, to consider his need for compensatory education. What it means: Section 504 requires that districts fully implement a student’s 504 plan or IEP. To ensure that happens, districts must appoint someone to distribute the 504 plan orIEP to staff responsible for implementing it and follow up to ensure staff have reviewed and understand the plan. In this case, the teachers were reportedly unaware of the student’s 504 plan, although the counselor shared it through Google Workspace. Had the counselor followed up with teachers, she could have ensured they reviewed the plan, understood it, and provided the students with classroom accommodations. 

Summary: It wasn’t surprising that teachers at an Iowa high school reportedly failed to provide a student with classroom accommodations, given that they didn’t know he had a 504 plan. To resolve OCR’s concerns that the school didn’t implement the plan, the district agreed to train its staff on implementing IEPs and 504 plans. The parent claimed the district discriminated against the student by not providing several of his accommodations. OCR stated that Section 504 requires districts to provide FAPE to students with disabilities. Districts can provide FAPE by implementing a 504 plan or IEP, OCR added. Here, OCR observed, the plan included several accommoda-tions which, according to the parent, teachers didn’t provide. 

These, OCR noted, included preferential seating, extended time for assignments, and chunking of assignments. OCR pointed out that the counselor overseeing 504 services at the school initially shared the plan with teachers in GoogleWorkspace, stating, “Ensure you have reviewed and are following all accommodations.” When the parent asked the counselor if teachers were implementing the 504 plan, OCR noted the counselor responded: “Yes, they are!” When the parent asked the teachers a few weeks later, however, OCR remarked, the teachers reportedly told the parent they didn’t know the student had a plan. This evidence created concerns, OCR stated, that teachers denied the student FAPE by failing to provide the required accommodations. Prior to OCR completing its investigation, the district pledged to take the steps outlined in solution agreement. One of the steps requires the district to train school staff concerning the importance of disseminating 504 plans and IEPs to staff, implementing accommodations, and documenting the provision of accommodations..

Expanded Learning Time and Opportunities 

● Expanded Learning Programs: 

○ All school sites continue to implement after school programs. 

● ELO-P programs continue to be offered at both middle school sites; We have opened the application for any new submissions for next semester. 

● Sites have started planning for Summer Programs, including the HS which received funding to implement summer program this year. 

● Staff is meeting monthly to review FPM process and identify current gaps and develop strategies to address them. 

23/24 Services/Resources 

● Current and previous partnerships: Wolf Connection, Vision to Learn, Luminarias Counseling, Cal Arts, UCLA School of Dentistry, Dignity Health, Heroes of Life, Think Together, El Nido, Strength United, MEND, LA County Mental Health, Catalysts SGV, St. John’s Community Center, Parent Education Bridge for Student Achievement Foundation, Hope Gardens, Big Smile, Central City Neighborhood Partners (VITA), GRYD, Vision to learn, Serra Medical, Wolf Camp, San Fernando Valley Partnership, Pueblo y Salud, Champions in Service, The Village Family Services, Nature for all. 

Highlights: 
● Through the partnership with the San Fernando Valley Partnership BCCHS has been able to welcome a substance abuse case manager/mentor who will be supporting students struggling with substance use. 

● Central City Neighborhood Partners (CCNP) provided food distribution for families at MORCS. 

● MORCS continues to provide monthly workshops covering various topics with the help of partners.

Instruction & Performance Data 

Our focus for instruction this semester has been on writing across the curriculum and co-planning to ensure supports and structures are in place for all students. Each week, our teachers have time to work together on planning lessons that are two weeks out, giving them time to collaborate across their grade level and with support teachers/staff. With this new practice, resource teachers, EL teachers, and paraprofessionals are more in tune with what is going on daily in the gen ed classrooms, and they have a plan for how they will support students for each of those classes. We finished the administration of our final iReady diagnostic earlier this month and have had a chance to analyze the results. We are very pleased with the growth we saw this year, and we worked with parents, students, and staff to explore places where we may be seeing equity gaps. The data and these gaps will help us look into student growth and performance more deeply and help us make decisions about goals, staffing, and support we will be putting in place for the 24-25 school year.

Overall, our students performed well and demonstrated significant improvement across the board. However, we need to identify gaps so we can continue to refine our practice and work to meet all our students' needs. A full equity report was included as a separate document in case the board wants to review all data points. Further explanation can be provided if board members are interested in the report.

Instruction 
With the end of the school year approaching, we are beginning to see the results of the hard work and effort that our teaching staff has put in throughout the school year. Completing our iReady diagnostic assessments shows that students demonstrated significant growth in Math and Reading. The following is a breakdown of the growth made in both Reading and Mathematics as measured by the iReady diagnostic assessments. 

Reading 
● Schoolwide 

○ Schoolwide, 72% of our students met or exceeded their typical growth goal. 
○ 34% of students met or exceeded their stretch goal. 

○ 27% of students moved from the 3 or more grade levels or below band, bringing our starting percentage of 68% at 3 or more grade levels below to 41%.

Mathematics 
● Schoolwide
○ Schoolwide, 68% of our students met or exceeded their typical growth goal. 35% of students met or exceeded their stretch goal.

○ 22% of students moved from the 3 or more grade levels or below band, bringing our starting percentage of 54% at 3 or more grade levels below 32%.
 

Instruction & Performance Data

 NWEA MAPs School Profile Spring Data Math Single Term Achievement 34% of our students are near or above grade level in math. 18% are near or at grade level, 12% are at grade level, and 4 % are above grade level. The senior class has the highest proficiency of all grade levels, with 44% of students near or above grade level. The 10th grade has the lowest with 27% of students near or above grade level..

Reading Single Term Achievement Spring 45% of our students are near or above grade level in Reading. 22% are near or at grade level, 19% are at grade level, and 4 % are above grade level. The senior class has the highest proficiency of all grade levels with 57% of students near or above grade level. The 10th grade has the lowest with 22% of students near or above grade level.

Federal Program Monitoring (FPM) MORCS 2024-25 
Last month, we informed the Board of the selection of Monsenor Oscar Romero for online Federal Program Monitoring by the California Department of Education.At MORCS, we have begun reviewing current documentation for Compensatory Education (Title I) and English Learner Programs to ensure compliance in these frequently reviewed programs. The formal notification from the CDE on which programs have been selected is expected to be sent before June. The CDE will hold a week of online training in August to prepare schools identified for review during the 2024-25 academic year.

LCAP Development for 2024-25 
All three LCAP drafts to be presented in this evening’s public hearing were reviewed using Loyola Marymount University’s Center for Equity for English Learner’s (CEEL). The drafts will also be submitted for review by the DIrector of Special Education and the Option 3 SELPA. Revisions will be made based on additional feedback gathered from educational partners including the SAC, ELAC/EL-PAC, and teachers leading to the June adoption by the Board.

Big cuts, no new taxes: Gov. Newsom’s plan to fix California’s budget deficit 2 BY ALEXEI KOSEFF MAY 10, 2024 IN SUMMARY Gavin Newsom proposes a mix of spending cuts and using reserves to balance the state budget. He says that core services will be largely untouched, but some existing programs would be affected..

IN SUMMARY Gavin Newsom proposes a mix of spending cuts and using reserves to balance the state budget. He says that core services will be largely untouched, but some existing programs would be affected.

Faced with ongoing weaknesses in state finances, Gov. Gavin Newsom put forward a revised budget plan today that he said aims to stabilize California in the longer term by addressing a “sizable deficit” estimated at $56 billion over the next two fiscal years. Looking beyond the typical annual budget cycle, Newsom proposed more than $30 billion in ongoing and one-time spending cuts, including to education and climate objectives that have been among the governor’s own priorities, though he promised that “core programs” providing social services to needy Californians would be mostly untouched.

Looking beyond the typical annual budget cycle, Newsom proposed more than $30 billion in ongoing and one-time spending cuts, including to education and climate objectives that have been among the governor’s own priorities, though he promised that “core programs” providing social services to needy Californians would be mostly untouched. “These are propositions that I’ve long advanced, many of them. These are things that I’ve supported,” Newsom said during a press conference in Sacramento. “But you’ve got to do it. We have to be responsible. We have to be accountable. We have to balance the budget.”
 

The Board moved into Closed Session at 7:24 PM.

Open Session resumed at 8:07 PM. No action was taken during Closed Session. 

The next regular board meeting will be June 3, 2024.