001Good morning. The time is now 9:07. Welcome to this special meeting of the Los Angeles Unified School District Board of Education. It's November 17th, 2025. I'm going to take role. Miss Newell, >> present. >> Dr. Rivas, >> present. >> Mr. Melvin here. Miss Grigo >> here. >> Miss Gomez >> here. >> Miss Ortiz Franklin >> present. >> Board President Schmelson >> present. >> Okay, that's seven all accounted for. We'll now go ahead and set the consent calendar for the items up for approval. Um, as you know, the consent calendar is a procedural mechanism that the board uses to vote on a batch of items all at once so as to avoid having to take each one individually and save everybody some time. So, the way we do it is I read through the consent calendar
002and the board says consent, discussion or question. If an item is on consent calendar, that means it is going to be approved. So, um, when it goes on consent, it means that there's no discussion for it and the board plans to approve the item. All right. So, tab one, approval of the renewal petition for accelerated charter academy. >> Consent. Tab two, approval of the renewal petition for citizens of the world school, world charter school, Marv Vista. >> Consent. Tab three, approval of the renewal petition for ICF Vista Middle Academy. >> Consent. Tab four, approval of the renewal petition for ICF Vista Elementary School. >> Elementary Academy consent. Thank you. Tab five, approval of the renewal petition for Catch Prep Charter High. >> Tab six, approval of the renewal petition for uh Extra Public School number
003two. >> Consent. Tab seven, approval of the renewal petition petition for Equitest Academy. Five. Consent. >> Consent. Tab eight, approval of the renewal petition for Hi-Tech LA. >> Consent. Tab nine, approval of the renewal petition for H High-Tech LA Middle. >> Tab 10, approval of the renewal petition for Magnolia Science Academy 4. >> Consent. Tab 11, approval of the renewal petition for the for Pquima Charter Elementary. >> Consent. Tab. 12. Approval of the renewal petition for Alliance Cory Hunter Middle. >> Consent. [snorts] Tab. 13. Approval of the renewal petition for Stella Middle Charter Academy. >> As consent tab 14, approval of the renewal petition for STEM Preparatory Elementary. >> Consent. >> Tab 15. Approval of the proposed material revision for STEM prep elementary. >> Consent. Tab. 16. Approval of the renewal petition for Valley International
004Preparatory High. >> Consent. Tab 17, approval for the petition for Valor Academy High. >> Tab 18, approval of the renewal petition for Wallace Annenburg High. >> Tab 19, approval of the renewal petition for ICF Innovation Los Angeles charter. >> Tab 20, approval of the renewal petition for City Language Immersion Charter. Tab 21, approval of the renewal petition for Camino Newevo High. Tab 22, approval of the renewal petition for the new Los Angeles charter. >> Okay. And tabs 23, 24, and 25 are denials. Cannot be on consent. >> Sorry, Mr. Clean. Tab 12 is not alliance, is it? Isn't it right? >> Yeah, alliance was last last month. >> Oh, here. I'm I apologize. So, let me Oh, Mr. Kutius, do you have something to >> Okay, here. Let me just turn on your mic and
005then you state it clearly because obviously I don't have a handle on it. It >> was just that question that item 12 is rise is what we have >> just for the record. Thank you. >> Thank you for everyone pointing that out to me. >> We want that on consent. >> Okay. So, I'm just going to read it again into the record. So, um tab 12, approval of the renewal petition for rise. Um, charter coyang 12. Thank you. Consent. My apologies everyone. Tabs 23, 24, and 25 cannot be on consent because they are denial of renewal petitions. Tab 26, charters for uh public hearing. Um, it's not for action, but folks get to speak on it when we take the public hearing. Um, I'm going to read the public hearing statement for tabs uh 1
006through 13, 14, 16 through 22. Everything that is on the calendar today, 16- 25. Uh, before action is taken on the following board reports, a public hearing must be held for tabs 1 through 14 and 16 through 25, which I have already read into the record. This constitutes a public hearing on those schools. A maximum of 15 individuals who wish to address the board on each of these items will be heard. Those who wish to speak should sign up online and have already signed up online. Speakers will be called by name. Uh so while we are here, may I have a motion and a second to take the consent items? >> Move it. Second. Second. >> Moved by Miss Gomez, second by Dr. Rivas. Okay. So, I'm just going to read um the consent items
007we're voting on and then the board will vote. So, that's items 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 and 22. Okay. Vote on the consent calendar for those items. Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Uh, board presidentson, >> yes. >> Okay, the seven eyes on those consent items. [applause] [cheering] [applause] >> Now, just please give me a moment to get ready for the presentations that we are about to hear. Oh yeah. >> Okay. So, if there's anyone in the room who was on an item set to speak for a consent item, um you may feel free to
008speak, but you can also wave that time seeing as how that item has already been approved. Um, and we also need to get word to folks outside who might be waiting to speak on these items. Tabs one through 22 have all have all been approved. Um, so are there folks in the room who still wish to speak on an item that has already been approved? >> Okay. So, nobody in the room is going to speak on items that have already been approved. So, it looks like >> and we're going to get word to the folks outside. Uh there's a for those not here in person today, there's a long line of folks outside waiting to speak and we're going to let them know that all those items have been approved, but they are still welcome
009to speak on them. >> [laughter] >> The reason for the brief pause is to make sure that there aren't folks who wanted to speak um have not been denied the opportunity to speak. So, I'm going to go check outside. Okay, thanks for your patience. I checked outside with as many folks as I could. There's only uh a very limited number of people who still wish to speak right now. That is just uh one individual. Um, so let me let me make sure we have the mechanism in place to make sure that f person can come up and and Okay. Um, it has been recommended to me that we retake the vote, same vote, just to make sure anyone who wanted to speak got the opportunity to speak. Um, so, uh, Mr. Tokovski, you're the you're
010the lone speaker. Uh so uh we have a negotiated settlement with you for five minutes of uh public comment seeing as how you were signed up on eight which would normally give you 24 minutes of public comment. So you get your five and then we will um retake the vote. >> And my mistake I was 10. Um but since the public comments have been reduced to two minutes gives you an opportunity to at least the timer's on the wrong number is to bring up a couple points. one is uh the the three that are six-year approvals. [snorts] Um that means they've hit a standard at the state level that we should be learning something from. So in your materials, there may or may not be a significant discussion of the three charters that met the
011higher standard and that's what we're supposed to be doing with charter schools. They're supposed to be the laboratories of experimentation to see what happens. Okay. So, um, number two, uh, there's a policy issue where we still continue to put same grade, uh, schools on the same campuses. I think that requires a board change to that if it fits your majority opinion, but to put a middle school campus with a middle school charter doesn't always make a lot of sense. It causes um stealing of chairs, allegations of taking kids. There's ways to structure it K TK12 so that if somebody experiences a collocation that the families get to see that that middle school would be okay for their elementary school, charter school to attend or secondary, the same thing. It's a policy and schools, although there's
012not many new, but you're now in the in the collocation period of Prop 39, you should assess whether or not that's the policy you want to put a middle school on Duke Ellington, that's also a charter middle school, and then have to uh negotiate peace treaties between the three. Number three, the you're going to have three recommendations of denial. It would be interesting to find out if the strategic enrollment team that you hear about has made any contacts with parents if if in fact or what the schedule will be from now till June because we know that 95% of the students in charter schools when they get closed do not come back to the LA Unified in any way. And so something is wrong. And I'm not going to say what that might be. But
013there is a problem. If you do that, close schools and then nobody comes back to LA Unifi. That means there's been a marketing problem. Maybe people aren't reading the back of the uh MTA buses or the bus benches, but there's something wrong if you close schools and then the kids, 95% of them do do not come back. Um, next, uh, my my comment about affiliated in in a school that is been warned and is maybe going to be set to, um, be closed by your vote. Uh, should be offered in some structural way uh, to become an affiliated school. That is to say, that bridges that problem of where do the kids go? If in fact, it's a low enrollment thing. in many many cases actually the low enrollment in a charter school is not
014as low as there are in in LA unified uh schools but they don't have the ability to to transfer money from one place to another because they might be a sole charter but if they came in as an affiliated or given the offer to find out why in fact they never became an affiliated charter it would be interesting to find that out and as they close the second thing is to offer that and grow the affiliated charters. We have an enrollment problem in LA Unified and across the state, but so many of the schools in LA Unified are of choice to families around this county. If you look at the state results of the 88 school districts in LA County, you will find that you the one that you govern is one of the higher
015performing school districts in the county. That means there are families in other school districts if given the opportunity, not just by permit, but by the choice of going to a an affiliated charter, which is essentially the same, but you have not structured that in any way. And so those are some of the policy things that I'd like to bring up to you. Um, and and in particular, some of the charters that were approved just a moment ago. uh like I said the six-year charters particularly the accelerated charter which is a union charter uh which is a uh public private partnership at the highest levels which has a lease agreement a lengthy lease agreement um all of those are issues that have come up in other contexts whether or not the school is uh across the
016board union whether the school has a lease agreement or not those are inside those charters and some of them have hit the six-year mark which is the highest mark. Thank you very much. >> All right. Thank you for your time. We're going to retake that vote really quick. Uh may I have a motion in a second? >> Moved. >> Seconded >> by Miss Gomez. Second by Mr. Melvinne. Uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvinne. >> Yes. >> Miss Grigo. >> Yes. >> Miss Gomez. >> Yes. >> Mr. T. Franklin. >> Yes. >> For President? >> Yes. >> All right. Seven eyes. And now we have tabs uh 23, 24, 25, and 26. Um each with 15 public comments each and then [clears throat] a presentation uh by the school
017themselves. So for tab 23, uh denial of the renewal petition for uh Inenium Charter Middle School. May I have a motion and a second? >> Move it. >> Second. >> Moved by Mr. Morlson, seconded by Miss Gonz, and do we have the presenter for the school? >> I'm sorry. >> Oh, okay. So, let me let me make sure that we can effectuate that. Let me get the name of the person and I'll go out there. >> [clears throat] >> Okay, for tab 23, we're all ready. Mr. build to me. I I believe you're here. Uh we've got your presentation cued. You're also signed up for the public comment portion. So you requested may may I just use my two minutes for the presentation plus the two minutes for signing up for public comment. And the
018agreement is yes. So you'll have four total minutes. Um and we will begin the timer as soon as you begin. There's a little clicker right there with arrow buttons for moving your presentation. Then um whenever you're ready, the uh the board is ready. >> Okay. I appreciate it. Thank you very much. Uh good morning, President Schmeerles, Superintendent Carvalo, and members of the board. My name is Bill Tumi, and I'm superintendent of Inenium Schools. I've spent more than 25 years leading charter schools across Los Angeles that serve students who are too often overlooked and underserved. I'm here today because the recommendation for denial of our 5-year renewal is both flawed and unfair and does not reflect the reality of who we serve, the progress of our students that they're making, or the law that governs middle
019performing charter schools. Let me begin with context that matters most. And serves one of the highest needs middle school populations in the San Frernando Valley. Over 90% Latino, 94% socioeconomically disadvantaged, nearly 40% English learners, almost double that of nearby LA USD schools. Our students face daily challenges beyond academics. Housing instability, food insecurity, trauma, and language barriers. Yet, they show up, they grow, and they thrive in our small, supportive community. When you look at the verified data, the story is clear. On the 2024 dashboard, our English learners outpaced the state, earning a green rating on the ELE progress indicator, while the state remained orange. In both math and ELA, and Genium performs comparable to or stronger than our resident schools when demographics are considered, and our English learners and socioeconomically disadvantaged students outperform those at Sutter
020and Kenoga Park Middle. Our NWA results validated and submitted to the district show one year or more of academic growth across nearly all groups. This is exactly clear and convincing evidence required. I also want to briefly address the participation rate concern. The district used an outdated enrollment number and misinterpreted NWA growth events while not participation counts. Using the correct testing window enrollment, ICMS meets the 95% requirement in math and reading. My colleague will speak in greater detail on this shortly. I must also clarify another crucial issue in the findings. Ernest Lawrence Gifted Magnet Middle School is not a valid comparison school. It's a selective magnet program designed to attract high achieving students. Does not reflect the demographics, needs, or entry barriers experienced by our families. using it as a a benchmark distorts our performance and
021contradicts the goal to evaluate pupil achievement when in the context of comparable schools. Every professional educational standard supports this. It's not an equitable comparison. Behind academics and genium is a lifeline for families. We provide three meals a day, afterchool tutoring, Saturday school, transportation support, counseling, and wraparound services. Our chronic absenteeism is nearly 10 percentage points down this year and our suspension rate remains one of the lowest in the area because we rely on restorative practices. Our audits are clean. Our governance is strong. Our LUSD oversight ratings are high. Our enrollment is actually increasing, not declining. A clear sign of community trust. Families trust us. Members of the board, closing in is not in the best interest of students. It would disrupt a safe, nurturing environment that families intentionally choose because they need something smaller, more
022supportive, and more responsive than their traditional options. We're not asking for leniency. We're asking for fairness, for context, and for the opportunity to continue the progress our students are already demonstrating. On behalf of our families, staff, and students, I respectfully urge you to vote to renew In Genium Charter Middle School for five years. Thank you. Thank you for your time. [applause] Okay, we'll continue with public comment and then if there are questions from the board or discussion that we'll have at that time. Allison Bobadia, are you here? Allison B. And then after Allison is Sarai Sarai a and then Gonzalez. So Allison Bobadia Sarai and then come on up. Me you have two minutes to speak once you begin. Allison B. >> Hello. My name is Alison Vadia and I am a seventh grader at
023ICMS. Closing ICMS is not in my best interest. I have learned so much at ICMS. I've learned how to write better and use grammar properly. I love our sports team and I am currently on our girls volleyball team which came in the top three in our division and hope to be on our basketball team next. I am in student council and I love planning events for our school. Closing ICMS is not in my best interest. This is my second home and I'm supported here and I feel like I belong here and I never felt that in at any other school. When I need help with my schoolwork, I can go to my teacher. I can go to our counselor if I need someone to talk to. I do not want to go to another school
024where I won't be seen or heard. I want to complete my middle school years at ICMS with my friends and staff who know me and care about me. Please renew ICMS for five more years. Thank you. [applause] >> Thank you. >> All right. >> We submitted a different order. Is that okay? or do you want to go in the order of the registrations? >> I don't I don't have an order and I I can't actually know who is actually speaking precisely to support or against ingenium. So, um who who did you submit the order to? Maybe that would be easier. >> We sent a letter to the secretariat. >> That's me. Okay. >> Um >> yesterday. >> Okay. All right. Yesterday. Um, let's do your order, but you got to give me the name of
025the person first so I can check them off and make sure that they're signed up. I don't >> Okay, so speaker number two is Dr. Julie Trleti, which is >> There's Dr. Dr. T. There you are. Okay, please go ahead. >> Esteemed board members and superintendent Carvalo. Hello and thank you. My name is Dr. Julie Trleti and I am the principal at Inenium Charter Middle School. CSD's denial recommendation is based on our participation rate, but CSD's calculations are incorrect and unfairly discriminate against our English learners and our students with disabilities. The enrollment number CSD used to calculate our participation rate is from norm day rather than from the enrollment at the time of testing as California does. Their rate does not include our English learners who are newcomers and take the Spanish language map growth
026assessment, yet includes our students on alternate curriculum who do not qualify to take the MAP growth assessment. Under EC47607, it states that on ALT curriculum, students must take an assessment. However, NWA does not offer an alternative assessment and they should be counted in they should not be counted in the overall participation rate and do not show up in the number of growth events, thus making the participation rate appear lower than it is. Importantly, last June as we were testing, ICE rates were taking place every day in our community. In fact, one ICMS student was picked up off the streets and sent to a detention center before deportation. This left our population of over 90% Hispanic families afraid to come to school during testing. Even [snorts] with the ICE raids, we were able to meet the
027participation threshold. We worked hard to ensure the safety and security of our students knowing what a difficult and unprecedented time we are living in. If correct data was used, you would find that we met the participation rate. And even if you sub if you subtract the student who was not able to test due to being in a detention center, we met the 95% requirement. ICMS students made at least one year's growth and our verified data reports are valid. If you recognize this, you will renew ICMS. But most importantly, you will let our non-English-speaking students and students with disabilities know that they count and that they matter. Thank you. >> Thank you for your time. [applause] Okay, I have the list in front of me now. Jose Rivas. Jose Rivas. >> You're excused. Mr. Rivas is
028um hospitalized with pneumonia, but he was supposed to be here. So, I'm I'm talking on behalf of him and the rest of the parents. >> I Gonzalez, >> please go ahead. You'll have two minutes to speak once you begin. >> Good morning. Uh my name is Solanda Gonzalez, director of recruitment and development for Engineium Schools. I'm here on behalf of Mr. Jose Rivas, our parent leader at ICMS. Mr. is currently hospitalized with pneumonia, but he fully intended to be present um to represent ICMS families who were unable to attend due to work schedules and other personal circumstances. This morning, I'm here to convey a clear and unified request from our families. The uh to the board to vote yes on the renewal of Genian Charter Middle School, a denial will have a devastating impact on
029our students and families we serve. I have worked closely with this um this many families and deeply understand their frustration and urgency on this decision. Our families feel safe, supported, and confident when sending their children to ICMS. Many work two even three jobs and they rely on our programs, the stability and the community that we as a school provide. Board member Scott Shimmeran and I'm apol my apologies if I mispronounce your last name. I would like to address you respectfully and directly. Parents in the area of Kanoga Park voice their support clearly. We have collected more than a hundred parent signatures and petitions uh from families who children enroll at Ingenium Charter Elementary School, our sister school in Kanoga Park, and who plan to um for their children to continue at ICMS for their middle
030school education. You have demonstrated in the past that you listen to your constituents, and we trust you once again to do what is best for students and families. On behalf of all the current parents and the future families from our sister school, I respectfully ask this board to approve five years of renewal for Inenum Charter Middle School. Thank you for your time and consideration. >> Thank you for your time. [applause] >> All right, Leroy Collins and then Sarai, come on up. You have two minutes to speak once you begin. Good morning, LA USD board members and superintendent. My name is Leroy Collins and I'm a teacher at Engineering Charter Middle School. ICMS is proud of our dedicated teachers and innovative programs tailored to middle school development. We have consistent academic improvement as seen by internal
031benchmarks, attendance rates, and graduation readiness. ICMS offers specialized support for learning differences, afterchool enrichment programs, and STEM art initiatives that would be lost if ICMS were closed. Our sports program, after school program, clubs, food drives, and winter clothes drive serves as a hub for our families who would be worse off if we were to close ICMS. Not only will closing ICMS displace hundreds of students, creating longer commutes and overcrowded at other schools, research shows that consistency and sense of belonging are crucial for emotional and social development of middle school students. Our smaller setting fosters mentorship, safety, and strong relationships. Please do not deny our petition and please allow us to continue serving our students and our community. Thank you. >> [applause] >> Thank you for your time. Sarai A, come on up. You have two
032minutes to speak once you begin. My name is Sarah Arta. I am a student at Ingenium Charter Middle School. I'm here today to tell you not just about the school itself, but about the relationship and home I've created at this school. Of course, I can say this school has amazing opportunities for students, but I even more proud to tell you about the communities that have been built at this school. ICMS students trust the staff. We know that what we say is kept confidential. We are cared for and all of our voices are heard. At ICMS, there's no such thing as unfair. We are a family. My experience has been so good here and I want others to be able to experience the same thing. This school checks all the boxes that I wanted in a
033school. They care about our future and want us to grow up to be successful people. While I think I may want to go into medicine, the principal thinks I make a great attorney because I like to argue. [laughter] They prepare us for life. I have learned that my actions have consequences and I am not judged by my past actions. They are not held against me. This school believes in giving chances. Students feel uplifted here. Staff will give us pep talks to keep us motivated. You don't feel lonely here because there is so much support. over. I could say so much about how this school has helped me and others, but I know that I only have 2 minutes. Although overall, this school has been amazing for me and my peers and should stay open so
034others can experience the same thing. Thank you. >> Thank you for your time. [applause] >> All right, we've got Hana Leedma, then Veronica Sandoval, and then Nicole DS. Uh, come on up, Havana. All right. Good afternoon, President Schmurson, board members, and superintendent Carvajo. My name is Jamaal Adessma. I'm the director of educational programs and accountability at Engineium Schools. And thank you for allowing me to speak today. I'm here because the students we serve at Ingenium Charter Middle School, especially our newcomers and English learners are children who have already endured more change, fear, and uncertainty than most of us can imagine. And yet at ICMS, they're finally experiencing what every child deserves, a place where they feel um safe, seen, and supported, which is something I wish I experienced as a student. And growing up in
035East LA, our schools serve as much higher number of English learners and students from economically challenged backgrounds than many of our surrounding schools. These are the students who often go unseen or unheard in larger environments. But at Inenium, they are not invisible. They are known. They are growing. and they are achieving something even the district's own data has reaffirmed. This growth is happening because we meet with meet them with attention and heart. Unlike selective programs, we open our doors for every child who walks through them. We do not choose our students. Um but we choose to show up for them every single day. At ICMS, we meet with newcomers regularly at lunch, during advisory, and whenever a child needs support. These are human moments where a staff member pulls up a chair and gently asks,
036"How is today going? How can we help?" Because we know our students deeply and connect with them consistently, we can respond immediately with what they need. Food, counseling, tutoring, transportation help, or simply a trusted adult who remembers their story. These relationships are the reason our students are learning. They are the reason they are healing and thriving. If ICMS is closed, it won't just be a school that disappears. It would be the place where a newcomer first whispered a word in English, then a sentence, then a story. After everything these students have already endured, asking them to start over again would be deeply harmful. Our newcomers, our English learners, and our families deserve better than that. Please renew Injenium Charter Middle School for a full 5-year term. Thank you. >> [applause] >> Thank you for your
037time. >> Veronica Sandival. >> I will be speaking in Veronica Sandival's place. She she wasn't able to make it today. >> Okay. What's your name? >> My name is David Espara. I'm one of the teachers at Jen Charter Middle School. >> Thank you. Please go ahead. >> Uh Mr. Carvalo to the rest fellow M members. Thank you for hearing us today. Seven years ago, I I arrived at ICS as an outsider. I haven't left since. At ICS, we strive to provide a safe place for learning. We have built an environment where we make connections and build positive rapport with all our students. Our school has become a welcoming place for our newcomers and English learners. In our design classes, we use curriculum made specifically for English learners. English learners have where we have classes on
038a daily basis. We have staff and teachers who are fluent in Spanish and provide a comfortable space for communication for our parents. Many parents have mentioned their gratitude for our school and what we provide for their children. Parents of English learners hear about us from friends and family members as they share their positive uh positive experiences with ICMS. Teachers and staff collaborate to improve their craft on a daily basis and always uh we create an inclusive positive learning environment through PLC's, grade level meetings and subject matter group meetings. We share data and monitor student progress both in academics and behavior. We have training and cultural relevant EL strategies and classroom management help us provide an an equitybased classroom. I truly believe we provide an important service for our local community not only for our newcomers
039but for all students in our community uh and and is in the best interest of our students and families for many that ICMS is a safe place for them. We advocate for parent participation to better ourselves as a school. Uh we have made this an important aspect of commitment continuing to grow and improve. uh continuing to serve our community and students is extremely important to ICMS. Uh we tirelessly work to grow and provide our students the safest and positive learning environment. Thank you so much. >> Thank you for your time. [applause] Nicole DS DS, come on up. You'll have two minutes to speak once you begin. >> Good morning, uh President Schmeirlesen, Superintendent Carvalo, and members of the LA USD school board. Uh my name is Nicole DS. I'm the vice uh chairperson for the
040school board and I proudly serve um as a member for the schools. I started my career as a teacher in Compton and I've spent my career working in and with urban and rural school systems. I have helped those systems build strong people- centered cultures that empower individuals and grow and succeed. That same philosophy is what drew me to Inenium. I joined the board because of the hands-on leadership of Superintendent Bill Tumi and Chief of Schools Arita Abadan. Their vision for high-quality instruction and whole child support is contagious and they've grasped this with staff and parents alike. ICMS staff understands that academic success starts with meeting basic and emotional needs. And to follow up on what Mr. Tumi and staff have said they provide wraparound services that include transportation, nutrition, counseling, afterchool programs, even clothing and
041supplies. When you meet these basic needs, students can focus on learning and thriving. While serving on the board, I've witnessed a powerful renewal of energy and focus on student achievement. Attendance is up, parents are engaged, and the school culture has flourished. Families share that Inenium is the first place, as you heard from the students today, say that they have ever felt truly seen and supported. Closing this school would be a tremendous loss, not only for our students and our families, but the Wanetka community together. ICMS fills a vital niche. It welcomes students who may have struggled elsewhere, and this school gives them a chance. I know you reviewed the CSD report, but I ask you also consider the real life evidence, the growth, the commitment, and the positive outcomes, excuse me, that continue to upfold
042every day on campus. Inium Charter Middle School is a solid, improving, and deeply caring school that serves the community. Please renew. Thank you. >> Thank you for your time. Okay, the next three speakers are Maria Rosa, Edith Murio, and Erica Hansen. So, Maria Rosa, come on up. >> Miss Rosa is going to speak in Spanish. So, if you'd like to hear what she's saying in English as she's speaking in Spanish, please put your hands up and we'll get you these translation headsets. Momento. We're handing out translation headsets so folks can experience simultaneous translation. Okay, that's it. Okay, gracias. >> Good morning. My name is Maria Rosa. I have two children. two that one is that attending Ingenious and seventh grade and the other one is in sixth grade and the other one this renovation and
043this is why I'm here to receive your vote. Both my children have been in the two sister schools as a mother. I chose these schools since kinder and now for middle school. Why? Because they are safe and my children and I feel comfortable. I want what's best for my children and I know the teachers and they're very attentive. As a mother, I want these schools to remain open. I want to continue and feeling safe just as my children do. They have options to attend smaller. They have options to attend a small school which is ingenious and so that they can continue receiving the attention from the teachers. They're very attentive. Please, board members of LA USD, approve the renovation for five years of Ingenious Middle School. Thank you. >> Thank you for your time. >>
044Edith Murio. Edith Mario, come on up. You have two minutes to speak once you begin. >> Good morning, Al USD board members and superintendent Carllo. My name is Edith Murio and I have been both a parent and employee at Inenium School for the past eight years. ICM has been a second home to me and my family. What I love about ICMS as both a parent and staff member is that the small school setting allows for the buildings of deep relationships with both staff members and students. ICMS staff really care about our students even if their students aren't on their rosters. As a parents, I have one daughter about to graduate from ICMS and another daughter who has been very successful at El Camino Royale High School after graduating ICMS. As a staff member, I have
045been given many opportunities to grow both personally and professionally. I am able to work in areas that I am passionate about such as coaching the girls volleyball team during after school during the day as a yard supervision. I am able to maintain an acting and trigger relationship with the students. Our students are better off because of ICM meds. Please renew us for another five years. Thank you for your time and consideration. >> Thank you for your time. [applause] Erica Hansen, please come on up. Erica Hansen. >> Um, good morning, president, superintendent, and members of the board. My name is Erica Hansen, and I've had the honor of serving the Inenium Board of Directors for the last three years. In my professional life, I work as a strategic adviser, coach, educator, and an organizational transformation expert
046that reorganizes corporations. Um that perspective has given me a deep appreciation for what Ingeniums makes makes Inenium special. Through challenging years, ones that tested every school in the nation, I've witnessed unwavering commitment from the leaders, teachers, and staff of the Inenium schools, all to their families and students they serve. What stands out most is that Inenium doesn't shy away from serving high needs and underserved students. We seek them out, welcome them, and lift them up. For over 15 years, Ingenium has built a community of educators deeply committed to student growth. Many have been with us for a decade or more. At Inenium Charter Middle, despite operating on a small shared Prop 39 facility, our team has created a safe, nurturing environ and vibrant school offering after school clubs, activities, and enrichment programs that students are
047proud to belong to. I've participated in multiple oversight visits and audits and can confidently say Ingenium has consistently earned top ratings in governance, operations, and financial management. Always clean, always accountable. Closing the school will be a serious loss for the community. We give students who may have struggled elsewhere a second chance, a chance to change their academic and life trajectory. That's not just good for families, it's good for all of us. I urge you to vote to renew Inenium Charter Middle. so we can continue serving as a strong collaborative partner with LUSD and to keep changing lives for the better. Thank you so much. >> Thank you for your time. Okay, the next three folks are Geneva Perry, Jessica Ray, and Aretta Albaran. So, Geneva, are you here? Come on up. You'll have two minutes
048to speak once you begin. >> Hello. And um I just want to introduce myself. My name is Geneva Perry and I have the honor of serving as a school counselor at Engineum Charter Middle School, a campus where we truly consider a safe haven for our students. At Engine, every student who walks through our doors is met by a team of educators who are deeply intentional about their well-being. As a school counselor, I see firsthand our committed staff are um our committed staff who is supportive to our whole child. We know that many young people try to hide how they're feeling. But their consistent care, presence, and trust building, those same students eventually open up to a trusted adult, whether that's a teacher, support staff, or myself. And when they do, we ensure they receive the
049compassion, the guidance, and the resources they need. A strong sense of belonging is essential to emotional safety, which is why we offer a variety of activities that help students feel connected. Programs such as our lunch bunch, our dragon student store, our dragon attendance, and joyful fun Fridays. This gives students a safe space where they can build relationships, explore interest, and even feel seen and valued. Inium Charter Middle School is not just a school. It's a community, a place where students know that they matter, where their voices are heard, and where their mental, emotional, and academic growth is nurtured every single day. Please [clears throat] consider reopening our school for another 5 years because our students really thrive in this small community. Thank you so much for recognizing the importance of safe, supportive learning environments, and
050we are proud to be one for our students every day. Thank you. >> Thank you for your time. [applause] Uh, Jessica Ray, come on up. Jessica Ray, >> you have two minutes to speak once you begin. Thank you. >> Thank you. >> Good morning, President Smeirnen, Superintendent Carvalo, and members of the LUSD board. My name is Jessica Ray and I serve as the board chair for Ingenu Schools. I have spent the past 20 years in education ensuring working to ensure that underserved students get the same opportunities to learn, thrive, and dream big as any other child. That's why Ingenu means so much to me. Ingenu Charter Middle School in Wetka is the kind of school every community deserves. A place where student where teachers know every student by name. Where learning feels personal. Where kids
051who may have struggled elsewhere rediscover confidence and joy. Coming out of the pandemic, our school didn't just recover, it rebuilt stronger. Today, ICMS offers a full-time counselor, dean of students, psychologists, and a yearround afterchool program. We make sure every student, no matter their background, has the academic and emotional support they need. And it's working. Attendance is above 93%. Chronic absenteeism has dropped 10%. Enrollment has increased more than 30% in three years. And academically, we are steadily improving every year. I've read the CSDC CSD findings and I can tell you they don't tell the full story. The analysis compares us to Earnest Lawrence Middle, a magnet school with a completely different demographic and admissions criteria. That's not fair, and it doesn't reflect who we serve or how far our students have come. If ICMS were to
052close, it would devastate families in our community, especially those who already feel unseen by the system. Our ingenuum charter elementary families in President Smeirien's district rely on ICMS as their preferred feeder school. I urge you, please vote to renew ICMS for another five years. This school works and it's a school that changes lives. Thank you. >> Thank you for your time. [applause] And the last speaker is Arita Albaran. Arita. >> Hello. Good morning, board president, members of the board, and superintendent Carvalo. My name is Arita Alvaran, and I am the proud chief of schools for Inenium. Today, I'm here on behalf of the students and families of Engs, staff, and board members. You've heard their stories, and the data you have in front of you reflects that. ICMS is making a meaningful difference in student
053lives. Our school serves students who bring incredible strength and resilience. Many are English learners, newcomers, and [snorts] students navigating economic and housing and stability. These are students who deserve a school that understands them, meets them where they are, and moves them forward with compassion and high expectations. That is what ICMS does every single day. I encourage you to visit our colloccated campus to see firsthand how our teachers and staff support students academically and emotionally and how our families partner with us in that work. And as you evaluate our school, I respectfully ask that ICMS not to be compared to gifted manage schools or schools serving very different populations. Those comparisons overlook our students realities and they overlook the progress that they are making. ICMS is a middle performing school, but most importantly, it is a
054school where students are growing, where they feel seen, safe, known, and supported. Our rising enrollment is not an accident. It is a message from our families. They are choosing ICMS because it meets their needs in ways that other school options do not, and it gives our children an opportunity that they might not otherwise have in other schools. On behalf of our students and families, I respectfully urge the board to please renew ICMS for another five years. Doing so supports our students, honors our families, and advances equity in our community and in education. Thank you. >> Thank you for your time. [applause] That concludes the speakers for the public hearing portion of TAB 23. It's now open for discussion having been moved and seconded by the board. Okay. Yes. Go ahead, Tanya. Thank you. Thanks for
055the um presentation. Um and maybe we'll start with CSD. I uh am grappling with the criterion for the recommendation for denial. It seems to me that one piece is academic growth and there's debate about participation rates that I want to dig into a little bit. Um, but that the other is that the school is unlikely to implement the program to move their academic growth. But in the report, it's hard for me to distinguish kind of two different pieces. I I see the history of their academic progress and it seems like the history is being used as the unlikely to successfully implement the educational program. So I guess in in your assessment, are they two different assessments or or understandings like their academic program is here and then the confidence in their ability to grow their
056academic growth seems to me a different analysis that I didn't see in the materials and I guess we haven't historically but I think it really matters for this school. Um and I'll also ask the school because we I don't think we heard it in the comments. Um what are they doing? and they're not a low performing school so they don't have to present a plan. But it seems to me that that would kind of be helpful to say how are you planning to move your academic growth given the history hasn't been as solid. So does my question sort of make sense on like the distinguishing between those two criterion? >> Um yes, I'll try to explain it. Thank you. So you can see in our findings in under criterion two the same analysis we do
057for all schools and that is the we do a three-year analysis of the data that's available at the time of the writing the report and that first analysis is the comparison to the state and then for a middle performing school currently um we also consider their verified data and then in uh looking at both of those uh if we need to do further analysis we do a comparison into the resident school school's median also in a three-year analysis. And so that is in essentially the criterion two for middle performing our cascading analysis and for the best interest analysis. Um and that's part one of the findings. And we even drop further down when we're looking at a potential uh closure recommendation for a closure. We look at we drop all the way down to the
058met and exceeded on the CASP and also long-term English learner rates. I will note at the time of the writing of this report, we did have the most recent CASP data um and it is here on page 697 where they were uh lower than the resident school median for all grade levels and that was the 2425 CASP. Then you're correct. The second part of the report is talking about dermons unlikely to successfully implement and that is looking at a different pieces. So what we looked at here is we looked at over the term their oversight scores in the area of academics and you can see on page 699 the school has gotten has received ones and twos across their term in the area of academics. In addition we also talk about the academic benchmark that
059had mixed results. So those are the two kind of pieces that we look at. >> So more on the second one, it's it's ones and twos and their academic results. So we're still looking at academic performance. We're not looking at what is the plan to grow their academic performance because when I read and sorry this hasn't come up before, but the unlikely to demonstrate or to you know successfully implement the academic program. I read implementation as what are they doing to move the numbers. And so when you do the oversight visits, are you looking at high-quality instructional materials, data cycles, like the strategies to actually grow? Because I feel like that's what we don't understand and what we haven't yet heard is we got the data, we see where it is. How are we moving
060it? Do they present to you all in those oversight visits and and does it give you a level of confidence that they are doing the things that will grow their student performance? Um and then you know if given an opportunity I'd love to hear from the school too like how are they planning on moving their student performance. >> So um as to the oversight visit for every single school that we do an oversight oversight visit we review their most recent dashboard data and any other pertinent data for example >> not data not data strategies. >> Yeah. So uh so essentially as part of that visit though we ask what's called guiding questions and the school responds back on areas that they that we've identified and they can see in their data that need some improvement.
061So they provide that as an annual basis every year as part of the oversight. In addition, our team walks uh the classrooms a they the school will identify certain things that they're focusing on. So let's say they're focusing on a particular instructional strategy. We identify that together and then we walk classrooms together to see if we can see is is that strategy being implemented. We triangulate at our oversight visit with the written material, you know, the data as it is with the conversations that happen at the oversight visit with the information they provided. We talk about it and then we actually walk classrooms to to see if it's being implemented. And so we do that as a regular basis every year as part of the annual oversight visit. >> And so what you're saying is
062you didn't see in classrooms the strategies that were articulated to grow the student achievement. >> I would have to refer back to all the oversight reports and and visits to determine that. But I will say in reviewing their oversight scores, they haven't they didn't grow. And so overall it didn't appear the plans that they had put put in place over the course of the term uh resulted in increases in their academic achie achievement. >> Let me add one additional point. Thank you Miss Wilmont. You're accurate there and and discuss the process at the end of the day board member Ortiz Franklin what the oversight scores show is not only inputs. Inputs are certainly in the autonomy of the charter school to advance scores. The law is clear and the process is clear. Outcomes are critical
063and so the summitive oversight reports do the reports get into details about different strategies, the guiding questions etc. But the outcomes are ultimately what are critical components. So we recognize the growth but the outcomes and the final analysis are key. >> I get that and we you know want schools where students are succeeding. Um, so maybe if it's okay, I'd love to hear from the school too because even though again it's it's not a low performing school, this is a really high bar for me that in the best interest of kids, we should close the school and ask them to go elsewhere. And so it would help to know and to give the board some sense of understanding of given your academic performance like what are your folky to move the needle for kids because
064we can't keep underperforming and it would help to understand what you know top three to five not you know everything but what are the things that give you confidence that keeping your school open is going to be in the best interest of students. >> Sure. >> Yeah, I really appreciate the question. I just want to touch on a couple of points that that were made here. um when when uh the statement is made that we score the lowest in all categories when you put in the medium that does include the magnet school. If you do take that out, we've rerun the data with the two very comparable schools in our in our neighborhood and it's it's quite the opposite. We did proactively include an action plan in our petition because again, like you said, we're
065not satisfied. We know that there's a lot of room to grow. Um, but I was a present um at all the oversight visits and I can clearly remember a comment from staff at how impressed they were with instruction, with our teachers professionalism, with the engagement of students which caused us to go from a one to a two in the past year. They saw the progress that they uh that they were happy about and it was a direct statement that when the when the group left, we all celebrated because we knew that's a that's a key statement that uh that the group made and that we were proud of the work that we were doing. I'll hand over the specifics to our school principal in regards to our proactive action plan and what we're currently doing,
066you know, as of today. >> Thank you. So, our action plan includes two main focuses. One is attendance because if a student is not in class, they cannot learn. So, it's increasing attendance, which we've already reduced chronic absenteeism by 10% over last year at the same time. And our ADA right now is over 93%. We offer transportation. We have vans. We'll go pick up kids. We'll do anything in our power to get the kids on campus because again when they're at home they're not learning. This has a positive effect on academics. So as far as in academics we are using which is to help supplemental English and uh math. Additionally, in math, we have adopted this program called ThinkFverse, which is a an AI tutoring program that takes our NWA data and specifically sets goals
067and practice items for each student individually. And so, it takes all it incorporates into NWA. So, there's a very very structured improvement plan. Yearly, we work on our school improvement plan, which outlines what we plan to do. We also have Saturday school where students are able to make up time if they've missed school. They can make up work with our credentialed teachers who are leading our Saturday school. We have afterchool tutoring four days a week uh covering both ELA and math that are all led by credential teachers. We also have support staff in the classrooms that are able to help pull out small groups. We have through our um ELA curriculum, we have mentor and coaching services available that our our teachers are expected to use at least once a week to help all of
068us perfect our craft since we all that's what we're in it for. We also this year will be doing the interim ESPback assessments to really get that hard data. We're not waiting till uh June for it. We'll be doing that as soon as we return from winter break. And we've reduced the amount of distractions in class by implementing the yonder pouches. Every single student turns in their phone before entering our gates. And it's made such a world of difference. And because we're a small school, we're able to really make sure that they turn their phones in. And even the students will tell us that they didn't think they'd like it. But being distraction-f free and not having that pressure of having to either hide to check their phone or being distracted in class has really
069helped. We also are offering the PSAT this year for the first time because we're really trying to implement that collegegoing attitude in our students, many of whom never knew college was an opportunity. So, we're working with the college board right now and we are um doing quite a bit of tutoring and we'll be doing a preparation service for that. We do high school tours because we know in 8th grade a lot of times students might get burned out, but when they get to see what they're going to, it's a really big motivator. So, we do high school tours and we um are just we really make sure that everything that's being done in the classrooms, they're all standards aligned materials and we make sure the standards are identified so that we know where we're headed
070towards. So, in every classroom with every lesson, there is the attached essential standards that we have un unpacked. In our English language learners, we have two specific curriculum that are specifically for ELD students. One is language launch that is made specifically for newcomers. So, it really goes into a lot of community-based language rather than focusing directly on academic language. It's getting them used to their surroundings. And then we have English 3D which is about the academic language and getting students with speaking with writing with reading comprehension. And then we're also we have with we've been working with solution tree in our PLC's and our our targeted focus this year is on reading comprehension. We've started with reading comprehensions assessments every other week. Bringing the data in our PLC's and in the um in the reading
071comprehension we're focusing on three things which is identifying the main idea, identifying and understanding and defining the academic vocabulary and citing evidence. So every other week the students are now being assessed on that regardless of the classroom so that we could really have um we really have our our thumb on the pulse of where our students challenges lay and where we need to do a better and more rigorous and robust job of helping them get to where they need to be because our goal for all of us in education is for our students to succeed. So I appreciate that. I I think I missed what's your ELA curriculum? Our e our ELA is into literature from HMH. >> Okay. Um and then just briefly before I you know turn it to my colleagues on the
072participation rates. I heard you say in June there were a lot of rates happening and one of your students was detained. Um and it looked like the participation for math was higher than it was for uh ELA. you know, debates about the number of students and how that was um, you know, determined, but it seems to me that it kind of hinges on a handful of kids who weren't there for ELA testing. How long was your ELA window? Our ELA window was two weeks. And then the reason the ELA participation rate looks lower is because it does not include our English language learners, our newcomers, and I believe there were nine of them. And when you have a a population an enrollment of under 200, every single student counts. >> Absolutely. Yeah. >> Yeah. So
073the participation rate that CSD identified does not include the English language learners who took the NWA MAP growth in Spanish. >> Okay. Awesome. That's it for me. Thank you >> Nick. Uh I saw Miss Gonz as well. Thank you. Uh, Miss Ortiz Franklin asking many of my questions to the school. I guess one question for CSD and then a few comments. Um, the uh the action plan that we just heard about. I know the school didn't have to submit one because they were not low performing. They're middle performing. I didn't see it referenced a lot in the board materials and I'm just curious how that action plan made it into your analysis. Well, I would say as a middle performing charter school has already noted that's not part of the renewal criteria and so um
074as part of our policy as well when we're looking at a recommendation for denial we do not have a back and forth with the pet petitioner and that's consistent in our process. I will also say for all middle performing schools um there's not and we don't have a plan that's submitted that's reviewed um that's not part of the criteria. >> Right. And part of that is because of the presumption of renewal. My I would assume at the state level, but given that they submitted one and articulated it, are you saying that didn't have anything to do on the recommendation? >> It's we look at the outcomes. It's really based on the outcomes um of the data. >> Okay. So, what and I'm not saying that's inconsistent, but what they just articulated in terms of what
075they're doing, just so we're clear, was not I mean, it didn't help them, it didn't hurt them, but was not part of the analysis. We review the the we reviewed the whole petition and we looked at the outcomes of the data based on our consistent process of reviewing data from middle performing schools per the policy. >> Okay. I mean I think I I get what you're saying, but what I'm saying is that even if it's not it's not required because there's a presumption of renewal, they submitted it. Um and I think it's just relevant when we're thinking about the growth trajectory that they're on. I will say um one appreciate the thorough analysis one for all these schools. This was a big month and uh so so kudos to you and and the team. I
076have to say as I've been out visiting schools um including this one in my board district. I am hearing good feedback from our charter partners around CSD's oversight and uh a lot of gratitude. So I just want to acknowledge that um and and uh and say thank you there. Um this is a school uh that is in my board district. I've visited many times over the years including in the last few weeks and um and I think that context matters. They've also been a good partner and I will say I don't think this was mentioned in their presentation but they had submitted a material revision to get off a collocation um and uh they mentioned they have one school in my district one school in Mr. Merlson's district and the charter schools division had recommended
077that for denial. Um and I think in working with the school or when I checked in with the leadership too, they withdrew as a result and kind of went back to the drawing board. And I just think when we think about that give and take rather than bringing it to the board and and trying to um uh circumvent that, you know, I just as a sign of a partnership and really trying to understand why that might not be in the best interest students at the time. I appreciate the oversight. I also appreciate the school's rule. You know, I think that the bar for closure, I mean, I don't think it's state law. It should be very high. What's in the best interest of students, I'll say, and this will come up in I know our
078next conversations about the remaining schools. Um, you know, I mentioned in last month my concern after uh CIT and New Designs were both um shut down because so many students from CIT went to New Designs. And I still have questions um about uh what our process is when it comes to a the threshold of best interest for students, but b closing a school and making sure those students and and again this will be relevant I think when we talk about matrix in a few minutes but I I say that because I think this is a close call and I think some of the factual discrepancies that they've addressed and that Miss Ortiz Franklin asked about um I think create a more nuanced picture whether that is the participation rate especially at a time of concerns
079around immigration and ICE rates as the school said um and the fact that we're talking of over nine or 12 students depending on how you cut it. It's also I think the comparison school you know and they put the data up there. It is really not fair um especially when we're asking charters to serve higher needs populations and we criticize them when they don't to then compare them to gifted magnets where their population of students um that are socioeconomically disadvantaged is so much lower. for English learners is almost a third. Um, and I think based on the school's analysis, at least in the letter they submitted to the board, only 12 students they think would have attended uh Ernest Lawrence Middle School. Um, which you know, so it so it strikes me, you know, as
080if not unfair, an open question about whether that should be a um a comparison school. The most relevant one because they're colloccated with it is Sutter. Uh, and I appreciate that they noticed that they do note that Sutter has a higher percentage of students with disabilities, 19.6 six versus 13.9, but their English learner population is higher, their socioeconomically disadvantage is higher, their Latino is higher. Um, and I think that those schools, to be candid, neither school is hitting it out of the park. We're seeing great trajectory on both. I want to give a shout out to our new principal at Sutter who's been a great partner, I think, with the charter and also is doing a wonderful job uh there. So, I don't I hope I assume Alma's not watching. She's running a school, but
081kudos to the unified principal there. So, I just think that, you know, we have a middle performing school. There's a presumption of renewal. To overturn that presumption, I think there's a high bar and I just don't think that we've met it here when it comes to the factual discrepancies and the growth trajectory that we're on and the achievement that we're seeing with students, particularly English learners, and they serve such a high percentage. So, you know, I plan to vote against this recommendation today. I urge my colleagues to join me just given the the more nuanced picture and the high need population they serve. Um, and with that, I think I know Miss Gonz had a question, so I'll turn it back to Mr. >> I just want to make a correction. They keep using Lawrence
082Middle School as a magnet school. I was the principal of Lawrence. It's not a magnet school. Magnet is attached to Lawrence Middle School. Onethird are gifted magnets. So when people say they're using Lawrence Middle School as a magnet school, it kind of is unfair to use that comparison. Okay. clarification. >> Go ahead, M. >> Thank you, Mr. SM. I I was also going to ask about that. Um I suppose there's no way to to separate out like a magnet program when you're doing the resident schools um comparison like is that is that possible feasibly? >> So, a couple things too. I want to make a clarification. Uh it was learning by design that was recommended for I think you said a different schooling name. So, >> I said new design. Yes. And it was learning
083by design. Thank you for clarifying. So um so to answer the magnet question and and and you are right it's a program within it's not a whole school magnet. >> It's not a whole school magnet. Approximately one-third of the students are in the gifted magnet program as part of the whole school. And so that data is is not reported out publicly separate. It's reported out by the school. >> Um and I do also want to note the other two schools of comparison they also landed overall lower. Yeah, I was going to I I was also going to point that out. It's just more of a I mean, I do think there is uh there is a good point in that a gifted magnet. If a 100% of the students in the gifted program are gifted,
084we know they are by um by definition that that is probably not comparable to the uh to the gifted percentage at a at a different school. So, um I don't know if it's I understand that the dashboard and the CDE don't report that out. seems that we might have more data than is publicly available. So that just might be a helpful point of consideration for the future just to make sure that the comparison is as as fair and as similar as possible. Um I did note though that if you take out um Lawrence even entirely and looked at Sutter and and Kenoga Park, you know, academically they are still lower and um you know this is always difficult. These are important discussions and decisions and impactful to the the students and families who are served
085by the school. I think they spoke to a lot of highlights. That being said, the law calls for us to look at academics overall. And I do think the fact that when the school was renewed last, there was a benchmark on ELA and that more often than not, I think in every year over the last seven years except for one, we either didn't have the data or that was that goal was not met. Um I think it speaks to we haven't seen the improvement that we would want to see um on the importance of academics here which is making sure that our students are performing to high standards. So that for me um is helpful. I did want to follow up on the participation rates because I did think some of um the questions raised
086were were concerning and also could potentially impact uh future discussions about renewals. So, can you all help clarify at all kind of the inclusion of Spanish language assessments as part of our examination of verified data? How we handle um students on the alternative curriculum or the alternate curriculum, excuse me. Um and anything that you can can clarify on those fronts for those assessments. >> Sure. Um so I want to so this particular school uses NWA um verified data assessment. NWA does not provide an official participation rate. We have spoken to the vendor a few times on this um and they do not have it available. And so it's important per the law that that verified data rep is should represent the majority of the students, right? And that is 95%. And so in order to
087meet that clear and convincing threshold in in addition to making the growth metrics, it's important to have the uh students all tested and having their results all in there. I do want to note we've created so we basically looked at this knowing that we we we needed to know the participation rates of these verified data assessments because it is a requirement per the state in looking at verified data. So we have a methodology where we do look at the norm day data and the growth events and we have utilized that since last year for the NWA uh assessment across all the schools who have submitted NWA as a verified data assessment. And so um based on that and you can see on page 693 based on that calculation their participation rates for reading and math
088varied anywhere between 77% to 88%. So um it it is considerably lower than that 95% and so that it's very important to have hit that 95% threshold so it's representative of the growth across the school. And so based on that it was determined not to be clear and convincing. But we don't stop there. We don't stop there. And as you will see in all in all our reports if it's um overall dashboard is not strong and the verified data is not clear and convincing then we drop down to a resident school analysis. And indeed when we drop down to that resident school analysis here you can see how they perform to the resident schools as we just discussed. Let me add one note in one last note and we can certainly go back again to
089have other conversations with NWA and all of the verified uh data vendors because we've had this over the last few years to see if there's anything further that they can add to the conversation to consider some of those other dynamics that you mentioned given our context. I I want to say very candidly, we've had multiple conversations over multiple years with this vendor and all the vendors to try to get as much clarity on all the permutations and each time we've received from this vendor that they are there's not clear guidance as to they're providing an official rate or other methodologies. We consider all of the what the charter school presents to then make our final recommendations. when Miss Wilmont shared the percentages is to give the board a sense of the overall numbers. You understand
090it's not perfect, but you you don't have in that record even one set hitting 90%. So again, looking at the whole picture trying to be as consistent as possible doesn't mean we can't have further conversations that would be helpful >> to assess that. So we'll make we'll make that known. I understand it's not fully within our hands because it the assessment is is that of an outside vendor, but I but I do think it would be helpful because that is sort of the additional context that we can look at to better understand might there be something missing in the CASP data that we're not seeing to understand if if there is sufficient academic progress being made. And I think I just wanted to lift it up because I think participation rate can sound like a
091really technical issue. But the reason that there's a participation rate is to ensure that we're we're seeing the overall student body and that there are not either intentional or unintentional efforts to exclude certain students who might bring down the scores um of of a school overall as we're looking at how they perform. Um however, there are also a lot of exceptions in the you know for recently arrived um English learners um not being required to take to take assessments um which which is fair and makes a lot of sense. provisions for students to take um languages in their native langu taking assessments in their native languages um and also for students with disabilities on the alternate curriculum that there are more appropriate assessments to to assess their academic progress. So I think it it behooves
092us to try to dig into this a little bit more and maybe it's not specifically with the vendor but also with CDE since this might be an issue that other authorizers are facing across the state. Um, I think we just want to I'm I'm concerned about some of the issues that the charter raised, but also in general want to ensure that we are looking at this um in the fairest, most nuanced and comprehensive way possible. Perfect. And then if you all could just lift up I I know you mentioned the 2425 assessments because that was an important piece for me and looking at this school. Um can you share uh kind of where the school landed when it comes to the 2425 CAPS results and how that compares to the resident schools? >> Sure. So
093um as I noted in the materials on page 711, we did have the most recent met and exceeded CASP data. As you know, the state releases that that data point publicly first and that's on page 711. and we break it down by grade levels and they were lower for all grade levels when you're compared to the resident school median. Um I do want to note that we did have a recent dashboard drop just last Thursday. That's your distance from standard. And so we did do a preliminary review of that 2425 dashboard as compared to the resident schools. And I will say on ELA overall, Ingenium um is identified as red and was lower than all three resident schools. And in math also, Ingenium landed red and was lower than all three resident schools. And I
094will say in LP in addition they were also lower um than the resident schools. So and that was our um based on the 2425 dashboard our preliminary assessment but that's that's what we have. >> Okay that's help. I was also looking at the dashboard data but I think it's important to know like we're looking at the long-term trajectory of the school and unfortunately like even this most recent data indicates that they are in in the red in both reading and math. Um, and then one, sorry that was supposed to be my final point, but one actually final point. Um, the ELTEL rates, looking at the percentage of of students who are long-term English learners. Um, I think we definitely want to look at, um, how our multilingual learners are doing. I will just flag that
095for secondary schools, that's a bit of a challenging metric because likely the students are already long-term English learners when they enroll in the school. So um just for our future considerations, we may want to look at different rates of is it uh comparing how many LELs they have year upon year? Are they making progress towards reclassifying those students? Um again, just to make sure we're considering uh the student population that secondary schools serve, you know, by definition. >> Thank you, Mr. Schmolson. >> Okay, Miss Grigo. >> Yes. Um there was um there's been some conversation about students on the alternate curriculum and if I heard this correctly, I heard from the presenters that they were not included in the participation rate because they did not take the test. Is that correct? Okay. So, how many
096students are I'd like to ask them and then I'll come back to you. Um how many students are in the alternate curriculum at your school? And um overall, how many students with disabilities do you have? What are the eligibilities and the numbers that you have? >> So we have two students who take an alternative assessment that's created through unique, which is the curriculum we use for them, the alternate curriculum. We have um over 13% with disabilities. The majority is OI or SLD um as well as uh autism. And then there's one with vision impairment. >> So you have two that are on the alternate curriculum and so they should be included in your overall numbers. Right. >> They should. But if you're if you're pulling participation rates from NWA, there's no way to incorporate the
097alternative curriculum assessment into the NWA scores. So those students aren't they should be included because they do take them, but they aren't. >> Okay. But in your overall like performance they are included. >> They are with Yeah. And then they also take the um the alternative CASP. >> Okay. And they're included in the overall. Okay. Yes. Um then I um hold on one sec. I did have a couple of there is a statement at the beginning of the report that this is for Mr. for uh for our our division. Um thank you for that. Um there's a statement at the beginning of the report that says that according to ED code, let me see what number is it? Uh what page 668. Um there are 15 elements that need to [snorts] criterion one [sighs and
098gasps] says um a reasonably comprehensive description of 15 elements required for petitions. Um can you explain that a little bit more? Can you talk about that and how they did not meet that? >> Um well criterion one is around there's a kind of kind of three parts to it. Um, it should include a sound educational program, a reasonably comprehensive description of the 15 elements required for petitions, an affirmation of each condition as described in education code and are petitioners demonstrabably unlikely to successfully implement the program. So actually have four four pieces of that. So under criterion one, our findings are in the last part of that criteria. Our patron petition is dramatically unlikely to successfully implement the program. So you will see findings as to that part of criterion one and then criterion two. Okay.
099And that's generally just to to um to summarize it. It's generally uh using the the scores from the past three years, right? that gives you an idea uh plus your visits to the school plus reviewing doing the the reviewing the plan that they gave you. All of those things put together lead to this assessment or evaluation that they they did not meet criterion one. Is that correct? >> That's correct. It's really over the course for this criterion one dramatic be unlikely as you see in our findings. It's over the course of the term. So we looked at the oversight scores over the course of the entire term. Um and we also looked at their uh benchmark over the term. Um and so that's how we evaluated it on criterion one dramontly unlikely. >> Okay. And
100then um there were I just wanted to again um reiterate Lawrence Middle School is not a wall-to-wall magnet. Correct. >> When we're looking at a criterionbased magnet, a gifted magnet, it is not. It is a program within the school that serves approximately one-third of the student body of Lawrence. >> Okay. And they're all all for that particular school. When you made the comparison by uh for the the charter school and the residential school, those scores are the whole school scores. They're not by program. Right. >> That's correct. >> And um let me see. Carl, can I just ask because I noticed Lawrence has two magnets. They have the gifted magnet and the pioneering science magnet. Looks like it's called. When you say a third are in the magnet, is that in both magnets? >> I'm
101referring to the gifted mag magnet as those are the ones that have been identified to um let point out and and identify since it's criterion based, meaning the students have to have a a designation of of gifted in order to uh be placed into that school. And so we're looking at the criterionbased magnet, >> right? Which is this SAS criteria. >> It's it's SAS is a different um piece. It's the gifted magnet and students have to be identified as gifted. >> Do we know what percentage of the remaining twothirds are in the science magnet? Sorry. >> Yes, you're right. Carl's right. I'm taking over. I just wanted to know when you say a third because there's also another magnet school, but Carl, I apologize. >> All right. [laughter] Well, yes. But either way, the the
102I understand that a highly gifted magnet is one where you have to be eligible to be a part of that. Right? So, in the report, I'm bringing this up because I was a little confused was when I was reading a report, an email that I received over the over the weekend that kept saying the unbiased um LUSD school and I was like I'm wasn't sure which school they were referring to, but now I'm beginning to think it's Lawrence Middle School and it was it was no, they were referring to the other residential schools, not Lawrence, because they were saying that it was bi Lawrence was biased because of the magnet piece, Right. So that's what I wanted to Okay. And then um and then for the other magnet, if there is another magnet there, there
103is no requirement in terms of test scores or any sort of uh label to be a part of that magnet. >> That's our understanding. Yes. Correct. >> All right. Um let's see. I'm trying to think of there's something else. Um no, that's it. I mean, I think that it's hard. I I I want to acknowledge that this is not an easy decision to make. I I I I want to believe that you all have done a thorough study of this school and you've you've been doing the the study for about five what five years is it that they've been um going and that this >> Yeah. And so I know that this is a hard decision. Um, but I appreciate you all um doing the work and I I want to acknowledge and and appreciate
104the advocacy on behalf of the um charter school. Um so thank you. >> We're going to hear our board members first. Rosio, go ahead. >> No, I agree with U board member Grego. These are not easy decisions. Um but for me um it has shown that consistently um the progress just hasn't been up to par. Um and I know you've done everything that you've you've you know you've u demonstrated here today but the outcomes are what we have to go by. Um I just want to as B Grego mentioned um because of the benchmark right that was set in 2017. This is a school that you have been monitoring and have had consistently um oversight throughout the years, right? Did they meet those two benchmarks that were made in 2017? Um so in the report
105on page 699 you can see benchmark one which was the academic uh benchmark they it was not met for three years of the term although I do noted no there were some years there there was no no updates due to the lack of state testing. Um benchmark two was around um accurate reporting to CalPADS and that particular benchmark was met as we noted in our report. And in terms of the quality of the petition, um you mentioned in your report that um you found the petition not to be reasonably comprehensive including insufficient data on curriculum and intervention systems or um I think it was on page 698. Um were there were there any issues in terms of the quality of the their program or their petition? >> Uh we didn't find we didn't make any
106findings as to the part of the demonstrably unlikely as part of the comprehensive 15 elements. the findings are in the last part of that criterion one that they are demonstrabably unlikely to successfully implement the program and that's based on the the the overall oversight scores that we note in there and then also the the benchmark analysis. Um but for me it's it's clear like in the benchmarks it's like you said met no update no update no update not met not met um and even in their um the data that they submitted it you know it didn't show very strong outcomes or performance um and yeah like I said it just um based on your report it for me it demonstrated ated the that there was strong oversight and monitoring but um overall that the the
107outcomes or the growth was just not not there. So So thank you. >> Anyone else? No. I just have a question. Um so I believe I was told that 13% of the population was uh special ed or had IEPs. What did I hear? um that's what they um they had uh represented it. I will say though we do have a we have a data set here that I think it is we do identify uh their special ed students with disabilities uh population and I will note uh what we have for uh 24 25 it looks like >> let's look here students disabilities um they were at 13.9 for 23 24 and they did have an increase for 24 5 to 18.4%. It is in our reports on page 680 >> and I believe they mention
108Thank you. And I believe they mentioned that the majority were other health impaired OI. Could you tell are you able to discern what percentage of that 13.9% is OI? OI other health impaired is the least um severe of all the other uh terminologies. >> So we actually have that breakdown. It's part of our standard data set for every charter renewal. If you look on page 682, um they identify the total student enrollment and then we identify each of the eligibilities and the numbers in there. So if you're talking about the um for example they had in 23 24 23 uh 23 total students which resulted in a 13.9% and 19 of those students were called it's called high incidents and that's your OI or learning disabilities and and things like that and then four were
109a low incidents. >> So the clear majority was the uh OI. Okay. Okay. >> Yeah. actually the the majority of students are falling in the specific learning disability category. You can see the numbers broken down here and that's the primarily the students in um who are identify with IEPs with that eligibility. >> Thank you. Thank you. Any other board members with comments, concerns, questions? >> Go ahead, Miss >> one. Um as as noted earlier when we were discussing about when it's not met what mechanisms are put in place when you don't receive not um I think we mentioned on uh what year was that it was two years that we were not reported and then um when it was reported unmet what mechanisms are in place to get reports >> so that is done for
110every charter school that has an assigned benchmark that is done on an annual basis at the time of oversight. So, um we look at their data. We look at if they have any benchmarks and then we ask follow-up questions to the benchmark, if it's identified they they met it or didn't meet it and what they think the root cause was and what they're planning to do for moving forward. So, that's with all of our charters. It's done on an annual basis and then reported out on the oversight report >> and then if it's not met then it's just a blank report. Is that >> no we will we would mark it benchmark not met and we would put uh what the plan school is doing about it in order to create um increase achievement. >>
111So they do give some type of report because if it's not met or because there's two different things not met and unreported. Is that true or same or different? They're different because if you look at the benchmark, it's related to the state testing and we know during coming out of during COVID and coming out of COVID, we did not have official testing data for a couple of years. And some of these benchmarks are also reliant on two years of testing because it may be a color change. So in the years where we say no update, we did not have an official uh testing data in order to report out on the benchmark. But even during those times, we still did our same level of oversight of guiding questions about um whatever data was available um
112and got responses from the school and and walk through classrooms and such, but we just couldn't report out on the benchmark of met or not met because the official data was not available in order to do so. >> And is that form available to us as well? When you go through those guided questions, does that create something for for review? >> It creates the it's documented on the oversight report. Okay. And so [clears throat] the oversight report should have docu will have documentation that say of areas maybe the school is doing well in and what they say that they can attribute those to, maybe the areas the school is not doing so well in and then what they attribute those to and what they plan to do moving forward. And then oftentimes we'll review the
113last year's oversight and in in preparation for the new one and saying well you said you were going to do X Y and Z has that been implemented how is that going is that resulting in the outcomes that event the outcomes is what gets you our oversight report score is given it's based on the outcomes but in the narrative section is where we identify all the things the school is doing um around the area of academics >> and in that regards to the times in which because obviously looking at the score but to those times those narratives were met as far as what they implemented we saw that correct >> I would have to go back and review all the narratives of all the oversight reports to confirm that >> okay okay thanks >> okay
114so Mr. McClean before we take a vote I know what is the policy for further comments from Ingenuum >> so if if the board asks for further comments from eugenium then then they can give them but that it's not an equal time to CSD >> okay so then we'll take a vote >> no further questions >> questions you have further questions go ahead Rosio I didn't think so. Okay. >> Okay. The vote. Um, so this is denial of the renewal petition for Inenium Charter. >> And tell us what a yes vote means and tell us what a no vote means. >> Sorry, before we do that, may I clarify one piece to your question, sir. For policy also, the equivalent time really deals with the presentation. The charter school had two-minute presentation. Staff did not
115make a presentation. Then we go into board questions and per policy that that's the board's prerogative that is not necess you know I'll leave that to council but it's really that presentation piece and so the district has done that. >> Thank you. Thank you Mr. Kutierz. >> Okay. So a yes vote is to approve the denial of the renewal petition. A no vote is to not approve the denial. >> Thank you. >> Okay. Miss Newell. >> Yes. >> Dr. Rivas. Yes, >> Mr. Meline. >> No, >> Miss Grigo. >> Yes, >> Miss Gomez. >> Yes, >> Miss Ortiz Franklin. >> Uh, board presidentson. >> Yes. >> One, two, three, four, five yeses, one no and one absent. So, uh, the denial uh is approved. Oh, hey. Can I have a move and a second for
116tab 24? >> Moved by Miss Gomez. >> Seconded by Dr. Rivas. We have presentation and public comment on tab 24. >> Yes sir. So, we uh we have all the the slots, the time slots, and so we updated a revised version of the speakers because some of them didn't show up. Can I just >> I'll come and get the list. I'll come and get >> And also, board members, I emailed you some document last week. I don't know if you received it, but I have extras here. >> I'll come get them. Okay. Uh, Mr. Cesar Lopez, >> come on up. >> It looks like you're also signed up to do public comment. So, would you like to do it your a fourm minute presentation instead of two? Okay, >> that'd be great. >> So, let's
117make sure your slides are up and there's a little >> buttons there for you to push. Okay, >> so the four minutes is yours. Uh please go ahead. >> Great. Thank you board members. Uh superintendent Carvalo. Matrix is a DAS dashboard alternative school status charter school by choice and we have met DS criteria since year 1 7 years ago. Specifically our DAS eligibility has been between 80 to 100% of our students. We serve LA USD's most vulnerable students across the city. LA USD has four 43 DAS schools that we were compared to who may or may not meet DAS criteria but are authorized as DAS schools by statute by ed code as alternative schools and they are doing amazing work yet even with all these schools in place just over the last three years over
11816,000 students in L USD did not graduate with their cohort or drop and dropped out of school the big question is where do these kids go if not the traditional schools if not the continuation schools where do they go personally As a former LUSD principal, eight years with you guys at traditional high schools and continuation schools, I know exactly the cracks all these students fall through. And that's the very reason why we created and applied to to put a petition forward for Matrix seven years, eight years ago actually. Over the last seven years, Matrix has in simple terms been the continuation school to continuation schools in LA USD. In fact, over half a half to three4s of our students have already been to both LUSD traditional schools and continuation schools and have left for many
119reasons from having kids to having to work to being homeless to being caught up in substance abuse to being in and out of the correctional system to burning bridges at all LUSD schools attended and many other reasons. Every student we enrolled was not enrolled, let me say that again, was not enrolled or was attending any other LA USD school. In the same last four years, we've graduated 252 students, 68 just last year, which is more than 20 continuation schools enrolled just in the last year. How is matrix not in the best interest of the 252 students we have already graduated are pursuing post-secary education and job trades but who were not enrolled or attending anywhere prior to matrix the findings and analysis in front of you within the recommendation uh the recommendation to deny matrix's
120renewal would deny access the very access to education to the most vulnerable student population in LA unifi These findings are missing two huge components. One, it includes zero zero dots alternative metrics. And two, it fails to recognize what an alternative dot school is and the very reason why we exist. Comparison to standardized dashboard data points in comparison to DA schools that are classroom based in our as all L USD schools and 95% of California DA schools are not alternative metrics. They do not accurately or appropriately reflect the population that we serve. Let me just be specific. Just in the last four years, Matrix has served 1,074 students who were severely credit deficient, ranging from between two to five semesters of straight FS, 167 pregnant and or parenting teenagers, 435 homeless and forcer kids, 347 students
121with gaps in enrollment in our case ranging from one semester to even two years completely out of school. 29 students who were retained more than once in kindergarten through 8th grade. And let us not forget the dozens of students on probation and parole who are not even accounted or welcome at any l schools even most schools for that reason or under do not not even accounted by dust. How is matrix not in the best interest of the hundreds if not thousands of students we've served over the last seven years who we have we were engaged who have attended have been counseledled and the hundreds who have graduated but prior to matrix were not enrolled or attending anywhere how are we not in the best interest I urge you to reverse this recommendation thank you so
122much >> thank you for your All right, the next public speaker is Margaret Wali. Margaret Bulki. >> Margaret Wii. >> Okay, come on up. >> Um, good morning L USD board. Superintendent Carvalo, board president, Mr. Smearlson. Thank you for uh taking the time to listen to us today. Um, my name is Margaret Welkkey. I'm an executive director along with Cesar Lopez for Po Education Foundation. We run matrix for success schools. Um as you saw earlier our motto any student anytime anywhere that is exactly what we are about. Um as Caesar mentioned um the comparison that was done by CSD for matrix to other to continuation schools was not a fair comparison. And as part of our collaboration with charter schools division for close to a year we explored relevant alternative metrics to be used as
123part of our oversight and renewal process. Being a dashboard alternative school, we set out in March of 2023 proposing metrics that measure growth within our school both as a whole and in statistically significant DOS subgroups. Parenting adolescence, homeless students, credit deficient students, dropouts, multilingual learners, and students with exceptional needs. This collaboration took place over a number of months with many discussions and revisions made to the proposed metrics. We propose CSD consider our grad rate, attendance rate, Lexile level growth in long-term enrolled students both as a whole school and in significant DOS subgroups. However, in December of 2023, the CSD posited that we discard most of our proposed alternative metrics and focus on our dashboard in comparison to dashboard alternative schools throughout California. This does not align with the purpose of being a dashboard alternative. Doss
124schools must be evaluated if not against their own growth and performance than at least to similar schools. Apples to apples not apples to sandwiches. Even amongst DOS schools, we are unique. We are more similar to a continuation schools continuation school where the dropouts, non-grads, transient and disengaged students find a supportive flexible school. None of the schools listed in the single area findings are similar to matrix. Whitney is nearly 100% students with IEPs and nearly twothirds of LUSD do schools have total enrollments of less than 100 students. >> Thank you for your time. >> Thank you. >> Uh Mark Ellsworth, come on up. Mr. Ellsworth, you have two minutes to speak. Once you begin, [clears throat] >> good morning. My name is Mark Ellsworth and I am a teacher at Matrix Academy. In addition to overseeing
125our school's English department, my cohorts and I have facilitated ongoing test taking workshops to help our students advance on their state exams. During the past four years, our school has demonstrated pronounced student engagement across the Renaar Renaissance Star assessments. If you would examine our test scores from 2021 to our current school year, you would see clear patterns of academic growth in both math and reading across each grade level. We've seen a particularly significant improvement amongst our senior class over 50% of whom have scored either at or above the 25 25th percentile. Now the data provides clear evidence that our school's relationship centered and personalized instructional mo model works in favor of our students academic progress. The high levels of participation across all grade levels demonstrate strong student engagement and consistent academic monitoring. By focusing on
126the growth of our high need students, of which we have many, we have been able to meet our teens where they are both academically and personally. Upon collectively reviewing our students test scores and ongoing assessments, we have been able to tailor our instruction to both anticipate and accommodate their specific learning needs. Over time, Matrix has successfully built a culture rooted in academic confidence and individual progress. The students that enter our high school come from diverse backgrounds, economic standings, and academic histories. And yet, the data reveals that in spite of such variances, their collective performance strengthens each year they remained enrolled at Matrix for Success Academy. Thank you for your time. >> Thank you for your time. [applause] Next is Rachel Livingston, then Mariah Williams, and then Jay Garrett. Um Rachel Livingston, come on up. You'll
127have two minutes to speak once you begin. >> Great. Good morning. Uh good morning. Thank you for your time today. Uh my name is Rachel Livingston. I am the chief program officer for the Fulfillment Fund. Fulfillment Fund is one of the oldest college access nonprofits in Los Angeles. We were founded almost 50 years ago with the intention of helping students from Los Angeles achieve their goals of a college education after high school uh regardless of their family income and education. Since 2021, the Matrix for Success has partnered with Fulfillment Fund. And through our partnership, Matrix students receive comprehensive advising and guidance about options after high school support with every aspect of the college application process from college applications, financial aid applications, scholarship applications, and trade school applications. We work alongside the matrix staff to ensure
128that each student knows that they have options and opportunities after high school and that each student has a plan after high school. This partnership is incredibly rare, a testimony to how unlike most do schools, Matrix for Success is highly committed to helping their students build for their life after high school, not just completing their high school diploma. This is even more astonishing when you take into account that most of the students who attend Matrix are students who are not successful in the traditional school setting and have had very rare moments of success as high school students. Matrix for Success is special because they are truly invested in their students growth and well-being as they move from being high school students to high school graduates. In the four years that we've been working with the Matrix
129staff, their commitment and investment in their students and families is overwhelmingly obvious. Matrix is a special place, one that should continue to be part of the educational ecosystem of LA Unified. I say that as a former LA Unified teacher and counselor and administrator. On behalf of fulfillment fund, we are strongly advocating for charter approval for for matrix for success so they can continue doing their great work with marginalized youth in Los Angeles. Thank you. >> Thank you for your time, Mariah Williams. [applause] Good morning. My name is Mariah Williams and I am here to urge the board to abstain from the vote to deny the renewal of Matrix for Success Academy. Research consistently shows that alternative schools increase graduation rates for high need students. Studies from the National Center for Education statistics show that flexible
130schedule schools significantly benefit students who are pregnant or parenting. housing insecure, facing mental health challenges, lo working long hours, academically behind, or needing one-on-one instruction. Matrix fixed this exact purpose, and it provides a flexible, supportive environment that traditional schools and continuation schools simply cannot replicate. Matrix personally helped me advance on my education. I took classes, stayed on track, and due to his flexible schedule, I gained the opportunity to complete my graduates and then credits and return to my home school to graduate early. Though I decided not to graduate early, it significantly freed up my junior and senior year so I could take AP and college level STEM courses alied with my goal to becoming an anesthesiologist. I'll be graduating with an AA degree and increasing my chances of getting into a top university. I'm also
131a student advocate with students deserve and I see firsthands how students need this unique alternative education. Not every student is meant to fit within a box of traditional schools or most continuation options requires you to adhere to. Without Matrix, students like me and thousands across the district lose access to a proven pathway to graduation. Closing Matrix would disproportionately harm high need students. The board has a responsibility to protect equity, not reduce it. Please abstain from the vote to deny Matrix renewal and allow this essential program to continue continue serving the students who need it the most. Thank you guys for your time. [applause] >> Uh Jay Garrett, Jay Garrett, come on up. You have two minutes to speak. Why don't you begin? >> Thank you so much for the time. My name is Jay Garrett
132and I have been an educator for almost 30 years. I work at Matrix for Success because I have never encountered a school anything like it. Matrix was founded with a mission to help students that no other school is set up for or willing to assist. Since our founding, we have had students referred to us from LUSD schools that have been passed from school to school, classroom to classroom, counselor to counselor. Some making the journey from legal and substance abuse issues that have led LUSD refusing them admission on their campus. These students are not welcome at traditional or continuation schools. They are always welcome with us. Most of these students would add to the growing number of high school dropouts and non-graduates that populate our district. Majors for Success has helped hundreds of these students graduate
133high school. Students like Jay, who had been kicked out of his house and lived on couches with friends and relatives and finally a homeless homeless shelter. The abuses he suffered at home led to a continued and conflict with authority that caused him to switch high schools four times and be suspended multiple times. The day after being struck repeatedly by his mother, he came into school with us because it was his only safe refuge. We work with him to this day and he has gone from 100 credits behind to now only needing three CL classes to graduate high school. Another student I want you to know about is a boy we will call Z. I say boy because he was 14 when he developed his fentanyl addiction with classmates at high school. Getting high in the
134park before school, they would come to their campus and all too often sleep in the PE area or fall asleep in class. One time Z fell into unresponsiveness and near death when he was taken to the hospital. exited out of his school. He tried continuation high school with the same results. His only option seemed to be to live on the street. But when he came to Matrix, he was referred to drunk counseling and was able to continue high school remotely with an individualized plan that prioritized his his recovery with his academics. Recovering several classes as well as his health, Z was able to transfer back to LUSD public high school and continue his education. Thank you. Please vote no on denial. >> Thank you for your time. Brenda Esparsa, [applause] Brenda, and then after Brenda
135is Yen, Yenia, and then Adrien, and then Jerry. Please go ahead. >> Good morning. Hello, my name is Brenda Esparsa, and I have worked closely with students and families at Matrix as a coordinator of student services. For one young lady, those services were vital when she became pregnant and was exited out of her high school because of her medical situation and credit deficiency. Starting school with us was only the beginning. after an altercation with her uncle at home where she was choked within a breath of her life. I went with her to file a police report and we found housing assistance for her and her baby. Throughout the struggles, Matrix has been able to provide the individualized care she needed to continue to her education and help her find the safety and peace to do
136so. Among the hundreds of students that we have assisted that would not have found education at another school were two brothers who came to America from Peru where their mother had to stay behind. Arriving here with their father who soon fell ill. The brothers were academically motivated but struggled with the language barrier and attendance as they helped their father navigate his illness and a new country t taking on work as well. It seemed their opportunities for attending high school were non-existent as they were dropped from their high school for poor attendance. Finding Matrix through a friend at work, they were able to enroll and eventually graduate high school after a long road that included trips out of the country along with hospital stays with their father and work hours that made education a powerful but
137challenging priority. They told me repeatedly it was only the counselors and teachers working with them, often one-on-one, that made their success possible. Traditional schools are not equipped or able to do this. What matrix provides is as desperate desperately needed and impossible to fill niche with modern education. Individualized attention enables the unique nature of our our offering us hybrid continuation and credit recovery high school that was founded on a counselor-driven model. This allows us to do everything in our power to help our students reach the dreams in high school graduating in a way that other schools can't or will not. Thank you so much for hearing me out today. Thank you for your time. Yenia, come on up. Yenia and then it's Adrien Gonzalez. >> Good morning. Hello. My name is Yasenia and I am speaking
138with you today as a parent who at one time was left with uh nowhere else to turn. My daughter had fallen behind in school and we needed credit recovery if she wanted to graduate on time. As a single parent, I hope none of you ever know the fear of feeling like you have nowhere else to turn to help your child. For me, Matrix was that place uh that I hope for that I hope for at Matrix. The staff worked so patiently and hard with me and my daughter, not only in helping her with um the schooling, but explaining the process to us and calling me to follow up to ensure that she was making the assignments and grades that she needed. She never would have been able to graduate or finish her classes without this
139help. Matrix did not only help her recommmit to her schoolwork, but helped us transfer back to be with her friends. I couldn't believe how helpful they were all and how supportive they were with my with my daughter and myself. This is truly a special school that parents like I need. Thank you for your time. >> Thank you for your time. [applause] Okay, the next three folks are Adrien Gonzalez, Jerry, and then an Anissa. >> Good morning. My name is Adrian. and I'm a teacher at Matrix. I've only been here I've only been at the school for 3 months, but I've been teaching for 12 years until now. All of my experience has been in traditional classroom settings. In this short time, however, I've come to realize what a special place this school is and how
140essential it is for our at Promise students. Many of our students come from addition from traditional schools that have failed them. Some have dropped out and would not be in school at all if they hadn't been given another chance uh here at the school. I often hear students say that our school is quote unquote lit and that they love coming here. Something they rarely say about their previous schools. At this school, I'm not only a science teacher, but also a success summer teacher. In this role, I help ensure that my students succeed, not only in my class, but throughout their entire high school journey. One thing I've learned here is that we make every effort to provide or seek out services that support students not just academically, but in their everyday lives. One of my
141success summer students, a ninth grader, meets with me daily. Unfortunately, he is currently reading at a second grade level. A clear sign that traditional schools have failed to meet his needs. Uh here in here in an alternative setting, I am able to dedicate time to working with him one-on-one. For the past two months, we have focused on improving his reading and writing skills through phonics practice, fluency work, and phmic awareness activities. Uh we practice every day. At the beginning of the school year, he was extremely resistant to reading and writing. Now after consistent support, his confidence has grown tremendously. His reading and writing are showing real progress. Although he still has a long way to go, the growth he has made here is uh remarkable. In a traditional school environment, he likely have continued slipping
142through the cracks and remained resistant to literacy work. Thank you for your time. [applause] >> Thank you for your time, Jerry. >> Hello and good morning. My name is Jerry and Rosa Ching and I am a school counselor at Matrix for Success Academy. Teenage years are delicate. We often forget how life outside the classroom shapes the students ability to succeed. When a young person becomes a provider, a parent, or loses stable housing, they're forced to grow up too fast. Their dreams begin to fade and many start to believe they have no choice but to walk away from school. Growing up in a traditional school system, a place we believe would nurture us, often felt cold. Many of us were pushed through a machine that we were told to navigate alone, receiving only small glimpses of
143support. Some students thrived, but many slipped through the cracks quietly, unnoticed, and unheard. But not at Matrix. Any student, anytime, anywhere. I heard this model my first day four years ago, and it has lived in my heart ever since. It's more than a model really. It's a promise. A promise that no student will walk alone. That someone will see them, hear them, and believe in them. One moment early in my career showed me what that promise truly means. A student arrived from a traditional school after years of decline. By jun uh by senior year, their teacher noticed that they started to become distant. When I invited them in, they asked if I was going to talk to them about how badly they were doing. Instead, I asked them about them and not their grades. They
144eventually opened up about their family struggles, job pressures, and just feeling left behind. And then they asked me, "Do you think I can graduate?" I told them, "I know you can, but it's yourself to tell you that you will." Something shifted in them. They checked in with me weekly, rebuilt their confidence, and eventually walked across that stage. Later on, they came and thanked me for being the first counselor to told them to told them that they could. That moment changed me. At Matrix, we don't just help students graduate. We restore their belief in who they are and who they can become. And I'm just honored to be a part of that mission. Thank you for your time. >> Thank you for your time. >> [applause] >> Anessa Ana board members, superintendent, my name is Ana
145Gillian and I am a sophomore at an LA USD high school. I spent my second semester of freshman year at Matrix for Success Academy. I can personally say without their support, time, space, and flexibility, I could have easily dropped out and fallen behind. I had a difficult middle school experience, but was excited about what everybody thought was a prestigious public high school in Los Angeles. However, personal family trauma and other challenges made it hard for me to keep up in 9th grade. My high school didn't understand me or meet my needs. Fortunately, my mom recognized my struggles and knew about Matrix for Success Academy. She believed it would be perfect for me. At Matrix, I had the help of counselors counselors, social workers, and teachers, and was able to stay on track and excel. Matrix
146for Success gave me the space to deal with my circumstances and meet my needs as well as goals. Los Angeles needs more schools like Matrix for Success Academy, not less of them. Today, I am proud to say I returned to an LA USD school and now am on top of my sophomore class. I hope to continue my high school journey there, journey there, but I know life can be unpredictable. If that happens again, I know I can turn to Matrix for Success Academy and the school will support me and ensure my graduation in college. Sometimes students like me need a little space to get back on track. Schools like Matrix for Success Academy should not be punished for helping thousands of students who need it. Thank you for your time. >> Thank you for your
147time, [applause] Lauren. Come on up. Lauren, Lauren Slack, and then Christian Hario and then John Johnson. >> Hi, and thank you for your time. My name is Lauren Slack, and I came to Matrix several years ago when experienced something I found rare in schools. Educators who care deeply and care for students who start out at the place of fear and frustration with their schooling or education. We work largely with students who already believe they are at the end of their educational road. They have hit personal roadblocks and given up. I love that I can help them find their way back. I can only do that because of the unique structure and makeup of our of and makeup of Matrix for Success Academy and the staff giving so much support so much to support it. Matrix
148provides essential support, stability and opportunities to those students who need it most. These are the students facing significant challenges, academic struggles, uh, difficult family situations, housing instability, involvement in the juvenile justice system. They are the young people in our traditional setting that might fall through the cracks. At Matrix, we have an opportunity here to empower these students, to provide them with support, resources, and opportunities they need to ex they need to exceed the circumstances they were born into. Every student regardless of their background deserves chance to reach their full potential. Matrix for Success Academy is a vital institution serving our communities at risk youth and demands our most careful reflection. I urge you to consider the tangible life-threatening or life-changing results achieved at Matrix, excuse me, at Matrix for Success Academy and the negative long-term
149consequences of its closure. Let's choose the path that uplifts uplifts our youth, strengthens our strengthens our community, and invests wisely in our collective future. Thank you for your time. [applause] Thank you for your time. Uh Christian Hario. [clears throat and cough] Oh, look at that. I'm on the big screen now. Um good morning board members. My name is Christian Nero Rio and I am a graduate from Matrix Success Academy for the year 2025 2026. Uh the first graduate to be exact for this year. Um my my journey to Matrix was a bit unusual. I used I I went to a um normal high school. Um I was even a part of a program tied with USC called NI. Um beautiful program very grateful for them. Um but due to personal um you know personal issues,
150fatigue from uh you know the high school life and um yeah just just the gist my grades began to drop and I was unfortunately removed from the uh NI program. Uh went through a little bit of depression because of the uh the opportunities I lost. But um my mother had always heard about Matrix since we live pretty much right down the road from it. Cool 5 minutes. And um when I got there, I was super surprised about all the opportunities I had. I could work at my own pace. I didn't have to wake up in the morning anymore to, you know, worry about deadlines or anything like that. I could work at my own pace. And that was really helpful for me. Um due to me also being enrolled in music school, which is something
151I want to pursue in the future. And I couldn't have done it without Matrix. I mean, this has probably been, not probably, this has been the best school experience I've ever had. Their opportunities and everything they've done for me was just completely completely changed my life. And I know you guys probably hear it a lot, but it's true. This school really has changed my life. So, I think I speak for everybody in this room when I say that everybody has something that they they deserve a second chance to. And I was that somebody who wanted a second chance to take school seriously and I got it and it was thanks to this school. So, my final note is that I I don't want to see it shut down. So, I'm I beg you guys to
152to not close the school down. Thank you. Thank you for your time, [applause] John Johnson. >> Hello, my name is John Johnson. I'm a sped teacher at Matrix for Success Academy. Today, I'd like to discuss the unique aspects of our school, Matrix for Success Academy. Our student population faces various challenges that others do not see. Some come from families struggling financially. Some balance heavy responsibilities at home. Some learn English as a new language. Others face personal, social, academic barriers that make school harder than it should be. But let me be clear, being underserved does not mean being less capable, less talented, less deserving. In fact, many of these students show incredible strength. They demonstrate resilience, de determination, and a level of perseverance that inspires us all. Let me speak about two students. Andrew, who came
153to us three years ago from a large high school in the Mid City area as a 10th grader who did not trust teachers or staff. He was chronically absent and rarely uh finished or submitted coursework. He was behind on credits and lacked academic motivation and confidence. Andrew has completely been transformed and now comes to school every single day. Doesn't require prompting or redirecting to complete class assignments. He is on track to graduate in the spring and enjoys class and and enjoys coming to tell me how his weekend uh was over the the last three days. Mark also enrolled in Matrix for success three years ago. Uh he was bouncing around from class to class. He was at high risk. His mother had mentioned that he had withdrawals after his death dad had passed away. He
154expressed concern. She expressed concerns about his behavior at school and he struggled with the motivation. But now he's very engaged in class. He attends every single day, submits quality work, and is on track to graduate. There are many students at Matrix for Success Academy who arrive every day, even ready uh uh um their stories are very powerful reminders of uh the potential that exists in our corners. Thank you. >> Thank you for your time. [applause] And Dr. Dr. Michelle Brooks. >> Superintendent, members of the board, thank you for the opportunity to speak. I'm Dr. Michelle Brooks. I'm the principal of schools at Matrix. Matrix for Success Academy exists because the traditional system wasn't built for all kids. We serve students on probation, in foster care, in recovery homes, young people who are parenting, surviving homelessness,
155and still fighting for a future that too many have already counted them out of. We are a dashboard alternative school by design. That means there is a lawful obligation that we are measured by alternative measures, by growth, by persistence, by healing, by graduation for long-term enrolled students, by credit recovery, by attendance gains. But none of that was considered in this recommendation for denial. None. We're being judged by the same metrics that failed our students in the first place. And that's not just unfair, that's a form of violence. I've seen it before. I've lived it before. When black folks in this country asked for our struggle to be seen, for our specific pain to be named, we were told, "We're all Americans here." As if equality meant pretending that we all started from the same place.
156As if acknowledging differences is somehow divisive. But that kind of thinking that all lives matter logic is violent because it erases history. It erases struggle. It erases truth. And when you erase the context that shapes people's lives, you erase the people themselves. That's what's happening here today. By refusing to honor the alternative metrics we were designed to be judged by, the charter's office is saying, "You're not just a school, or in their case, a continuation school. But we're not a continuation school, nor are we just a school. We're a lifeline for students and families." If there is even one ounce of doubt in your mind about whether this recommendation reflects equity, if there is even one moment where you wonder if this decision serves justice, I urge you do not vote. Abstain. Stand on the
157side of fairness. Stand on the side of youth because our students deserve to be seen for who they are. Thank you. >> Thank you for your time. [applause] Leslie Andrade. Leslie I think she replaced someone someone replaced Leslie and Haley uh Menavar I think also was a replacement speaker. Okay, that concludes the public comment uh for this period and now it's appropriate for the board to discuss >> board members questions comments. >> Hi so um I definitely have some questions. I think this is the first DOS charter that we are considering for renewal. So um it's a it's a less familiar process. Um I I I wanted to understand how the alternative measures that we are utilizing for this renewal were determined. >> That's a good question. So you are correct. This is the first
158uh DOSS renewal up for consideration. Um and so the uh charter schools division worked with the charter school in order to establish the alternative metrics which you'll see in the information in the report. essentially um the alternative metrics were established as the uh comparison to the California DOSS schools and so and um on all the indicators and then also the one-year graduation rate as compared to the California DOS school. So those were established and they were reported on at the 2425 oversight uh visit and report. So, and I I wanted to pull up the statute just to make sure I was 100% clear on it. So, I think it says that the chartering authority shall meet with the charter school during the first year of the charter term to mutually agree to discuss alternative metrics
159to be considered. I don't need to finish the rest of that sentence, but so so they mutually this was a mutually agreed upon set of measures. It wasn't mutually agreed upon, but there were multiple meetings and conversations. I do want to um talk a little bit about the timeline too. So the first year of the charter school's term was in 2018-19. So um meeting in the first term wasn't possible because AB1505 hadn't gone to effect. And then um in and around July 21 July 1, 2020 we had AB50. Then as we all know we had the um pandemic um which impacted student testing and then charter renewals were suspended. Um and then in and around 2022 there was a question from the US Department of Education questioning California's modified methods for DOSS schools for federal
160accountability. Then that finally got resolved and then we started engaging with metrics in and around 23 uh24 and that was mentioned on the 2324 oversight report that we are engaging with the charter operator as to the alternative metrics and then they were established and sent to the charter operator and then documented on the most recent oversight um oversight visit and report. >> Right. Um well there certainly sounds like there were a lot of extenduating circumstances. That being said, the metrics were not mutually agreed upon. Were were there metrics that the charter proposed that were rejected? And if you could if there were, could you share what those were? >> Yeah, so my understanding is in the conversations with the charter, there was some um conversations around uh other types of metrics to be used. Um
161but when going back to the charter and having them to explain how they were going to provide data as to that particular metric or um the pro or also a metric that would be representative of the whole school or multiple that we weren't able to get that and ultimately then the metrics were determined they were sent to the charter and we haven't heard since then that they did not that they wanted to add additional metrics to to be considered. Could you share what what they proposed though because I I heard you say that they weren't there was challenges with getting the data maybe they it wasn't applicable to the whole school. Could could you tell us what they were though? I believe they were um and I can confer with the team but I believe
162the conversations were around maybe a certain student group and their uh and credit recovery and things like that. And so when asked say say if you want to utilize as a metrics what what would the be the tracking system what data would you utilize making sure then they were unable to provide that >> okay I guess I could could I ask the school >> you could that's my understanding but sure >> same question >> yep okay so Taylor's right here we talked to him for years we start we talked about alternative metrics all the way from 2023 almost a year and a half we provided four actually six different types of alternative metrics that would apply to dust eligibility criteria because that see I was a principal of continuation schools with within LA la Unifi
163and we use alternative metrics back in the day with Dr. Kenisam and Beth Newman and that whole crew there and they were basically you look at the the kids that you serve and if you have 80 70 90% of credit deficient kids that's the subgroup that's what you're trying to metric. So, okay, let's do a metric on credit completion. The the big challenge that we face in conversations with the CSD is that, well, they've never seen anything like it. Obviously, being the first D school, number one. Number two, it's like that's too complicated. Can we just look at the dashboard? And we repeatedly stated hundreds of times, you can, you could do it all day long, but it's not apples to apples. It's apples to Caesar salad. And you see, and if you see a
164Caesar salad, well, I see some chunks there. They may look like pieces of apples. They're not pieces of apples. They're the croutons. You know what I'm saying? And that's the bottom line. If you're looking for simplistic traditional dashboard data point metrics, you're not going to find them. You have to look at what the school is serving. What's what kids are you serving? Let's measure that. And that's what we had to we try to communicate for the last two and a half years. And we engaged deeply in those alternative metrics for over a year. But after a while, it's just like this is just too complicated. Plus, we don't have the access to some of that data. The dashboard is just so much more simple. What if we just compare you to the DA schools? You
165could do that. Again, it's not apples to apples. Uh and for a number of reasons, uh we're non-classroom based. Most DA schools are classroom based. Uh number two, the the just the composition of the school is so different. And also DAS schools for school districts and counties are DAS schools by statute. They don't have to. In fact, I don't even know if L USD has a DAS profile for each one of their DAS schools. And by by a DAS profile, I mean the the 12 DS criteria spelled out very clearly in EDC code. We have it because as a charter school, it is a choice to be a DA school. So we have to track that every single year and we have to prove the DAS eligibility criteria and all we ask for is that
166we are measured under that criteria those subgroups with specific metrics of growth for those groups not the dashboard. >> Could I ask just on the point of it's it is a non-classroom based uh school how would that materially change how we measure the success of the of the program? The reason why Matrix became a non-classroombased school, having seen how exactly kids fall through the cracks in the traditional system and the continuation school system being classroom based, we all know these students need flexibility, maximum flexibility. And even though we are in non-classroombased school, our kids come to school almost every day. We are simply using that mechanism, that structure to actually further help kids and afford them the flexibility, the hybrid structure that they will pick up and come to because clearly it hasn't worked for
167most of our students. Almost 80% of our students we are their third, fourth or fifth high school. Classroombased options have not worked and that's what and and being non-classroom based afford us that opportunity. Understood. >> Can I answer your question directly as well? >> No, there was no mutual agreement on the dashboard being used as an as a measure. Um, there were back and forths and our alternative measures were not taken into consideration. Um, and then your second question for non-classroombased what alternative uh metrics can be used or how does it materialize? We focus on growth every single day. We meet with our students. We know our students as Mr. Lopez said. We understand our student population and we provide opportunities for our students to grow and we measure them. That's what it looks like.
168Growth. >> Dr. B, can you talk about what those metrics were? >> Sure. >> Um I or I can. But yeah, so the metrics we originally proposed back in 2023 included um Lexile growth level for subgroups and as a whole um graduation rate for our long-term enrolled students, which is what the Cal what the state looks at as far as DOS schools go because there is such high transency. Um what am I missing? We oh average days of attendance. We all of those metrics that we proposed back in 2023 were able to be measured. We did provide data on that. As Lopez was saying, it was not an easy thing for them to pull because you couldn't just pull that straight from dashboard, right, and look for a color. You had to work with us
169to get that information. We provided support uh reports from our SIS. We provided reports from our internal testing system, Renaissance Star. Um we we were able to provide those those reports and that data for CSD, but again, it wasn't easy. um their data team came out and asked if they could just look at a a whole student report. But that's not what our school is. Our school is alternative. It's dashboard alternative. It is serving students that need different types of support. And they can't all be measured with the same yard stick. And so that's what we're asking you all to look at is the growth and the progress that we have made with our students since 2018. And you'll see yearover-year there is growth in graduation rate. There is growth in attendance. There is Lexile
170level growth. Um there it's the student engagement is off the charts. Our attendance rate hovers around 90%. Now for a DOSS alternative school performer dropouts to have our attendance rate at 90% to have our testing rate on state tests which we're not even considering but that they have our our participation rate is over 86% for 23 24. H how are you saying that we're not serving our students? We are. We are serving our students. We did offer alternatives. They were shut down. >> Thank you for your time. >> [applause] >> I'd like to briefly add to if I could to this miss Gonz just because this was a topic of also recent conversation reviewing the uh the school's response >> uh as a school has noted there were various conversations and um in digging deeper
171with the team there were also assessing as Miss Wilma touched on how to assess the entire school not just subsets of students So, in terms of tracking, for example, credit uh credit completion over a 90-day period, there were discussions that the team had regarding all students that would be enrolled. We understand there may be movements uh and in the end of the day, the team did not have confidence or clarity regarding how that those data would be representative of the whole school to be considered consistently for high stakes decisions at renewal time. I'll give one brief other example. We have two charter school DOS schools. the other school similar process and engagement with alternative metrics in some areas where there were clear rubrics and able to responsive to the team's questions. So I understand the
172unique we understand the uniqueness of the school respectfully very a multitude of conversations as acknowledged by the the charter the law does not require mutual agreement and requires consent to meet to discuss and the authorizer needs to make those decisions. in the end what's come before you uh is what ultimately the school also responded in the final iteration. I understand they say that that's maybe at the end of the day they left it at that were the the metrics that uh essentially you see before you. So I just wanted to add that there was a lot of those detailed discussions to try to understand and receive what we would compare at the time of renewal. >> Um I appreciate that context. I I think that there's an inherent challenge in looking at alternative schools because
173they do serve a highly mobile student population and so it it there is a natural difficulty with getting to the traditional measures of verified data um that we utilize for other schools. So um I hear I hear the concerns you're saying. Obviously, I'm not as in the weeds as you all are, but but I do think that there is an argu argument to be made that we should be looking at the specific population that we serve and making sure that the metrics we use are most appropriate for the type of school that we're examining. Um, I do have uh two more follow-up questions for you all. Um one is um with regard to the demographics served by the school. Um the the school and various speakers uh made some comments regarding that the um alternative
174schools that they were being compared to serve different student demographics. Can you speak to the veracity of that? Oh well, we did um have a request to look at the when we're looking at the I also want to note too in addition to the metrics that were established with comparison to the California DOS schools um in the um closures in the best interest that was also part of the alternative metrics to look at the LA USD dos schools and so you'll also see that data there. I will note we did look at the LA USD doss schools that were compared and their uh demographics and so I'll give you um some highlights of this uh for example for free and reduced meals um matrix I'm talking about 24 25 data that's what's currently um available
175for the comparisons um free and reduced meals matrix was 91.9% LA USD do schools were 92.9% so similar type demographics um English learners they were serv 26.3 3 and the DOS schools were 14.5. A little different there, but then you look at um let's say uh students with disabilities matrix had 17%, the LA USD dos schools had 23.3%. So um that's just some some points that um >> what about like foster youth or students experiencing homelessness? Uh justice involved youth. Do do we have data comparison data on that? >> We have foster youth and homeless youth. So for foster youth matrix uh had8% the LUSD do schools had 1.6% for homeless youth uh matrix had 14 14.3% and the LUSD do schools 7.8%. Okay. So, the um higher on on English learners, uh pretty similar
176on free and reduced price lunch, a little bit lower on foster youth, but about double on students experiencing homelessness. And we don't do we have a pregnant and parenting youth. >> That's not one of the um No, that's not one of that we have that on. >> Okay. >> Why not? >> Is that because it's not a Why don't we have that? I don't it's not reported as part of the CalPAD's reported data that we utilize in order to report on on the student groups. >> But but do we have the No, you want to follow up since you're asking? >> Yeah. So, sorry. We we have schools serving parenting and pregnant teens. Yes. Like why did we not use those schools in the comparisons? >> Well, there is a LA USD doss comparison schools
177and I would >> and Ramona and Riley are not in that list. >> Uh let me double check the list right now. I >> I believe there are. If we need to receive those, we'll have to ask our office of data and accountability. We don't have them at the moment. >> What were the DOS schools for LUSD? Not the charter ones, the traditional ones. >> Um here, I'll read some of the LA USD dos schools. As you can see, um it's part of the it's actually exhibit three. And so some comparison schools are um uh let's see here. We have continuation schools on here. We have also Dan Isaac's Avalon High. >> That's a continuation school. >> Okay. We have Fredo Ko High, another continuation. It sounds like we have um John Wooden High, PBLO
178de Los Angeles continuation school. And let's see, um Youth for Opportunity, Youth Opportunities Unlimited. That was one of the comparison schools. Um based on the California DOS schools that serve, I'm sorry, the LA USD do schools that serve grades 9 through 9 through 12. The same high school level. Phoenix. Oh, Phoenix continuation is on there as well. >> It's Is this in the materials and >> Yeah, it's in exhibit number three. >> You have the page number. >> Um I don't know if there's the the particular one I have doesn't have page numbers on it, but you if you look at it, it's basically um the first set of data is the California DOSS high school data. If you go in the middle of it, then you start the LA USD doss comparison, high school
179comparisons. I do want to note though that you will have different stu schools listed um depending if they were numerically significant. So for example um we have the um starting with 22 23 I will note we did not do a comparison of of matrix in 2122 because they did not have numerically significant student groups. Although although it's reported on the dashboard because reportable data is 11 or more um we don't want to do a comparison if it's not numerically significant. So you will note that in the list of schools if that those comparison schools also had to demonstrate numerically significant grouping in order to be com compared. And so you have the beginnings, you have the ELA um from all the way 22 23 23 24 then you have your math and then uh you
180have your um LP and then you have your uh CCI. I will note as um as part of the letter that was sent out to um communicate the uh DOSS indicators the alternative indicators that it's LUSD schools academics. So for those when we got drop down to the LUSD doss comparison we're looking at the four academic indicators and that's all in the exhibit. So not suspension, not chronic absenteeism. >> Not for the LA USD doss comparisons as outlined in the letter that was sent that that identified the alternative metrics. >> And in determining the um LUSD comparisons, it looks like we didn't include like community day schools or um our schools that specifically serve pregnant and parenting students. So can >> I do see one community day school I see Dorothy V. Johnson Community Day
181School noted on here. Um that's when we're looking at the English learner progress indicator. Um and then I do want to note so it depends on also as I said if they had a numerically significant student group and that could have been um part of the reasons that it was not reported out to do a comparison. So it's reported out but it's not we don't want to do a comparison it's not numerically significant. >> Okay. Un understood. Um and then just on the um oversight reports, the the reason there isn't a there's no no rating for 23 24 25 is is that because we were still determining the because it says there was no rating due to its status as a DS charter school. So is that the normal practice or is that because we
182were sorting out what the alternative metrics would be? So essentially we um are issuing no ratings for our two DOSs schools and then in the narrative if on the 2425 narrative we discuss the alternative metrics and how they their scores as compared to the California DOS schools. So uh we didn't provide an overall rate rating for our both of our DOS schools. >> Is that the planned practice moving forward or was that temporary in in nature? >> That was the planned p practice moving forward. Okay. I do think I mean for me as a board member like I look at the oversight ratings. I think that's important and having a full picture of um you know obviously we can look at the academic data on the dashboard but uh you know that's our staff expert
183review comprehensive review of how the school is doing. Um so it would be helpful to have a an evaluation of some sort um especially since that's the area we need to consider. >> Yeah, we'll take that back from consideration. It would have to be I think part of the thinking too is that um you know we know that our it's consistent when you know you get a score of three. It's a consistent um review as we look at all the rest of the uh charter schools. So we'd have to we we'll look at it but we just want to ensure that it's understood what it what the rating means for a particular DOS school. >> Yeah. And like it it wouldn't be consistent because it's a it's an alternative school, but we would want to
184be consistent with the other all the alternative schools should be should be measured on the same criteria. >> Kelly, can we go to someone else and come back to you? Yeah. Okay. >> I knew that. I knew I knew I knew. Go ahead, Miss Grigo. While you're looking, Miss Rio, let me just say, you know, um, when I was listening to the students speak, it sounded like there was no such thing as continuation school. This is the impression that I got from kids that were speaking here, like they had to go from a traditional school right to this school. And there are continuation schools in LA USD. I know because I visit all of my continuation schools. kids have very similar problems and they really do an excellent job. So I don't want anyone to
185think that continuation schools in LUSD are not doing an excellent job in working with kids. So I just want you to know they are here and they do an excellent job. Go ahead, Carla. >> Yeah. Um I'm just curious because I've heard it a couple of times that Matrix is not a classroom based school. So can you speak to that? What exactly does that mean? What does it look like for a student there? >> Sure. So, non-classroom based is just a term similar to the the closest thing you have in LUSD is city of angels. That's your non-classroombased uh school for the district. Uh so is there specific requirements of how you uh uh account for attendance and it's called time value attendance. is based on the work submitted and completed uh by the students.
186Same similar to city evangel not exactly the same per by by ed code is a little there's some differences there. Uh so that is the the structure that we exist under and what that what that changes is the way you get funded. So, as a charter school that's not classroom based, you apply for what's called uh a funding determination that is based on uh it's a whole other process that does not apply to district schools at all. It's a completely different system. So what it but but practically what it allows us to do is to serve the population that we serve in pretty much a hybrid completely independent studies format or like probably over half of our students actually come onto one of our support sites. So what it looks like p practically is every
187single one of our students has a personalized schedule for every single week that they are with us. Um and then also one of the things that it also allows for is it allows us for uh flexibility because one of the things that we point out is something that the state of California 10 years ago over a decade ago developed something called the stability rate and the stability rate it tells you exactly why DAS goals are DA goals and why they need to be uh really assessed through a different metric. And just to give you an example roughly that we looked at every single one of our our stability rates like 36%. Uh LUSD is a stability rate average the mean is about 34%. It's in the 30s and it ranges from literally zero stability rate
188to some about 40 50% stability rate. Just to give you an example the regular schools are in the 90s and that's why the dashboard metrics 100% apply. Go knock yourselves out. It applies to most schools. It does not apply to continuation schools, to community day schools, to matrix. Why? Because the stability rates are so low. You can look at test scores. You can look at ELA scores. You can look at all that all day long, but at some point you have to realize it has to hit you. Wait a minute. These schools are not stable. They're in the 20s. They're in the teens. They're in the 30s stability rate wise. Why are we even looking at that? Shouldn't we be looking at other metrics? And I don't continuation schools, Mr. Smelson, are doing amazing work.
189I was there. I was a principal of one. But I can tell you if you're looking at your continuation schools through those eyes, through those lenses, you see nothing but failure. And that's not what they are. They're miracle workers at every one of those continuation schools. But if you continue to look at them through those lenses, they're going to be so far from the standard every single day because you're not looking at the criteria and the students that they're serving. And that is our main thing. >> Can I answer non-classroom based? >> Sure. So non-classroom based means our students have the flexibility to learn to learn, right? So if you're a mom of three and your kids are at home and you can't come onto campus, you hop on a Zoom meeting with a teacher.
190It means that you do not have to be there from 8:00 to 4:00 without the principal calling you telling you you're truent every day and letting your parents know social workers are going to be after them or that there's immigration issues happening. Right? There's a lot of fears with our students coming to campus and what non-classroom based means is they have the flexibility to learn anytime, any place, anywhere. That's essentially it. >> Okay. Okay. And then just a followup and I I appreciate you describing that and um I worked at an option school for pregnant and parenting minors and how I wished that this was the flexibility they had because I I totally understand all the challenges that you have. Hold on. No, hold on. And um but here's my question though. Yeah. >> Um,
191are you saying that they cannot be compared to other schools because they're not able to take the assessments that the other schools are able to because of the flexibility because it's challenging to get kids to come to school to take an assessment during a window? I mean, what are the challenges in being able to meet the assessment piece? >> Sure. So, the participation rate is an issue, right, with flex with the transient population. The students that come to us at the beginning of the year are not necessarily the students that are with us at the end of the year. So if we're testing the students at that are at the end of the school year, it's not reflective of our progress, academic progress as a school at all. It can be, right? But that's what
192we're arguing. Most of our students that come with us are not with us the entire school year. And if we are going to be considered for for that dashboard, allow us to look at the data and see which students are staying with us and track their progress. Right? We shouldn't be held accountable to the students that are leaving or the students that are coming in three three months before the school year ends. Um and yes, participation rate as well. If the students aren't coming in person, being able to get them in person is a challenge. However, we've done made significant strides there. Right? If you look at our data, we started off maybe 20% participation rate and now we're almost at 90%. Right? That hasn't been easy. Um we understand the challenges because of the
193the climate that we have with um them requiring the dashboard. Um and we're meeting those challenges, but we're also requesting that we're not held accountable and measured by them. >> Okay. So are you saying that if if they were just to use the students who took the um the assessment that is measured in the dashboard or in the um that if they only looked at those students not the ones that dropped that you know moved >> you your scores would be higher. You would have met >> 100%. >> If you look at our long-term enrolled students our scores are higher everywhere on every single metric >> on CASP. Yes, on CASP, on Renaissance, ADA, credit completion, college readiness. If you look at every single metric and you use our long-term enrolled students, our data, our
194metrics are our data is higher. Yes. >> How many I'm looking at your number of students on this is math. >> Yes. >> Dashboard 2024 students with scores 48 students. >> 11th grade. >> That's 11th grade. >> Yeah. 11th grade. 48 11th graders. And of those 48, how many of those kids are were not there when they were supposed to test? >> We don't know cuz that just like that's that could that kid could have just shown up that day and we tested them >> again. >> So, is there a process? I guess, you know, my concern is this. I totally hear your your story. I I totally hear it and I know the challenges and they're very real. And at the same time, we want to make sure that we have something that measures
195that the students are making progress and that they're learning, right? Because at the same time, excuse me, at the same time, we don't want kids, >> no matter what their circumstances are that got them there, to just show up with a packet and leave and come back. We want kids to be engaged in whatever manner it looks like. Right? And so I don't I'm concerned that you're asking us to look at alternative measures, but but then like the data you can't even tell me how many of these kids were not there. >> We could. It's just that you what you're looking at is from the dashboard. You're looking at something completely different. And that's exactly what I'm trying to communicate to you as an entire board. what you're looking at is not reflective of anything
196alternative. But also like hold on but also the the one you were recommending star data that star assessment that is not uh comparable to to the the uh aspect >> we could use as >> it's a it's just you know like a um I've done that and it's so I don't understand why you propose that assessment as the one to to use as a measurement to see your progress. I feel like it should have been a measure that would have been comparable to what ESPA um measures. Sure. >> In the same manner, right? >> Correct. The the again timeliness is offered once a year. Star Renaissance, you can do that almost test every kid every every single month and get a picture of where the kid is. >> I agree. But it's not the same.
197And I don't think that we can um that I mean if we're in charge of making sure that charters are meeting their their their the students needs, right? That the whatever you're offering is meeting our students needs. And that is very important. And so to me as a public school teacher, as somebody who is in in this position, to me it is important that we that we hold you hold the the charters accountable just like we're holding our own schools accountable. So why not come up with another another assessment that is comparable to ESBA? >> I think I'm willing to take on that challenge, right? If you give us the opportunity and you're saying, "Hey, let's use ESBACK as a metric." and we go back to our students and it's a culture shift. It takes
198time. We chose an we chose the verified data that we chose. We chose Renaissance and there was there was no push back until the end where they said actually we need the CASP data, right? That dashboard wasn't presented to us until the end of this process. This entire time we were using our verified data renaissance and there was it was acceptable. It was accepted. Um >> the other issue that for alternative schools that used used to be used by the state board was the long you've heard this term the long-term enrollment. What that means what that means is basically kids who have been enrolled with you for 90 or more days. That is the metric that the state use forever for continuation schools for alternative schools across the state. And the reason why is because
199that's who you want to base your uh any metrics on your long-term students because your students are not going to be there or a year likely like I like stated I stated earlier when you look at the uh the stability rate of the schools in the 20s and 30s you know to begin with it's highly mobile population of students and so how reliable is testing data really so we're not against it we're saying what other alternatives are you looking at especially for kids who have already dropped out and have not been enrolling school for months some cases years. Is it really is it really gonna give you a picture or is it more important to engage a kid have them pushing forward towards credit completion days of attendance? Absolutely. Lexile levels is even a more
200powerful uh metric because these kids literacy is already low and Lexile is a time-t tested. >> I totally I'm sorry to interrupt you but I totally agree. Although I do think that we want our kids to be reading and to be thinking critically and to be engaging in conversations and to you know leave school to to engage in society in a meaningful way in a way that they feel confident and that they feel that um they can they can um give something to to society right so um this is thank you for your responses and I'd like to ask you all so what is what were the reasons that you went I mean is it truly that it was too hard to do what they were offering because that concerns me that that was a
201response they got that's just too hard so we're just going to keep it simple and just do dashboard is that what happened or why is it that you decided to to choose DS as the as the way to measure their progress and their success these past few years >> right certainly the team I I don't know that I wouldn't characterize it the they have in terms of being too difficult. As I noted earlier, the team had multiple iterations and conversations in writing, verbally, in person with the school to review the proposed alternative metrics, including those that you see before you. So, part of the challenge and and I think this conversation was is a bit emblematic of the back and forth that took place with the team to understand the group of students that represents
202the total um group of students at the school. We understand that there are transitions. However, every student is not just there for a day. There are students there for other periods of time even below the 90 days. It was incumbent on the school to provide the systems, the tracking, the consistent reporting that then would allow the authorizer to assess that and make the re high stakes recommendations accordingly. I gave the example of the credit completion earlier. So I just say that to say no the team worked multiple times with the school in the final iteration and not going to ascribe any rationale in the final iteration when the school was asked by our team in writing what are additional uh alternative metrics in the final analysis and essentially it came to the comparison of the
203California DOS schools and then the district do schools okay so after a lot of iterations and um we understand it's challenging conversation, but that gives you a little bit of texture of how those conversations went. I was in some of those meetings with the team said, "We're going to go in person to try to discuss and iron it out to the best we can, but we need to have clear ways to then present to the board of education those metrics yeartoear uh to then assess a high stakes decision of renewal." And it was for both schools that are districts schools at the same time parallel track. So those conversations were had. Can I say one more thing? I'll make it quick. Thank you. I appreciate it. Um, we did have those conversations with the team.
204I just met Taylor a few months ago, right? He wasn't the person that we were having these conversations with. The people that we've been having the conversations with, we thought those were the alternative metrics we were using. And we have that internal data that we do have that. Thank you. If I can just say thank you again. Um, and I I you know, I'm a big proponent of option schools and continuation schools. I do think that and I think that we need to hold them to very high standards too because like you all said they are one of our most vulnerable populations and for some this may be their last time or opportunity. So to me it is very important. This frankly this is a very big decision for me because I believe in it
205so much and to me it is very important that we track and we show that the school is doing everything they can and I am concerned though that the um the metrics that were the alternative metrics that were offered by the by the by matrix to me are not um compelling enough to show and demonstrate progress over time. And I'm not a big proponent of testing and I don't believe that you know that especially in in these um in in these in uh environments and in these settings that the traditional testing works. I totally agree. But in but we are in this position that these are the measures that we use to make decisions about about you know um a charter or even for our own schools in LA USD. we tear them and we
206track them and um we are very strict with our own schools who are not um who are struggling in in meeting some of these test scores. So that's it. Thank you. >> Thank you. Carla Kelly, did you want to finish? You're >> you're good. >> Nick, go ahead. >> Thank you. Um I appreciate the discussion. A lot of my questions have been addressed. Um but is it I mean just to crystallize it is it fair to say that for a dashboard alternative school we are not looking at any alternatives to the dashboard. We are looking at the dashboard as compared to other dashboard alternative schools and in addition also I'm sorry to interrupt the one-year graduation rate was also considered because that is a metric to be utilized for DOS schools and so that was
207utilized as compared to the state. So that was looked at as well >> and even though comparatively that graduation rate is low, it did improve right in the last two years for um matrix >> doubled. I think it's still under 50% but it went from 20ish to 46 or 47 or something like that. I mean it just strikes me I one I think that the law seems slop sloppily drafted in terms of you must agree to meet but you must not adopt. And so I I understand there was some back and forth, but the intent of this, especially just given the very name um of dashboard alternative schools is to meet and adopt dashboard alternatives. And I know just again to put a finer point on it, Miss Gonas had asked, did we reject any
208of their criteria? Did we adopt any of their criteria like even one of their suggestions >> as far No, it was reflected. Well, I can't speak to exactly what the one of them that we adopted, but I will say once again, it was a result because of them providing the information needed in order to evaluate those alternative metrics. >> Let me let me add to that >> again. And I want to note this because this is parallel track for similar schools. The school all of their feedback was taken in. They had to show how that was going to be consistently and clearly tracked, identified, reported. that did not meet uh the team's assessment for reasonableness to be able to do that. And so in the end, both in writing and verbally when the school submitted
209back the the criteria, what it's essentially what you have before you. So the short answer is the school has a responsibility to demonstrate that so that way the authorizer can assess it appropriately. So you're saying that the district felt that the alternative metrics that they proposed they didn't back up and so we did adopt none of them >> if that's how you want to portray it. Uh but again the graduation way was agreeable every everything else in our view in terms of their response what they submitted back in writing as to the final list of metrics is essentially what you have before us. I think that then I appreciate Marley mentioning you know exhibit C or whatever it was the comparison school but the fact that there are so many and that this board and
210this district seem to have confusion I think is their point that this is hard to compare that this is a unique opportunity for students who have by their take at least been to five or six other schools um and if this is closed be you know go to at least one or two more or not or just like give up on their on their schooling um and that doesn't mean they get a pass just like dashboard alternative doesn't mean in my mind dashboard or accountability exempt, but it does mean that we should have a higher bar when it comes to the best interest of student um standard. And so to that point, do we have I mean I think their most compelling case for me at least is that these are students who have been
211through so many different schools in including our continuation schools and will not end up in a better place if this is no longer an option. And so what data do we have access to to see where these students are coming from? Do we know how many of them have been in LA Unified schools? They mentioned that I think they mentioned in their presentation that none of their current students came directly from LA Unified. So does that mean they're coming from no education or and then the corer to that is, you know, and again I'm I'm still thinking about CIT and um and uh learning by design. Um where then are these students going to end up if the school is no longer an option? as part of our process uh for this for every student
212that we have information for there's direct outreach from the district to the student to ensure that they have a district option. Certainly those would be choices for the families to make but they'll receive direct communication from LA Unifi. Secondly, we co we collaborate with our regions, our virtual academy team and they're aware uh respectfully uh as well as the strategic enrollment office to then also work in support if calls come in also working with the school understanding should the board uh adopt this recommendation they would have appeal rights. So, we want to balance that and be sensitive to that. But there'll be direct engagement. There'll also be support locally working with the school and the families, any fairs, any opportunities to to make sure that they have alternative options. Um, and then we're also responsive
213as parents call in to to meet their needs wherever they are. So, that's in response to my second question. The first one is do we have data on where these students were before or how many of these students have gone have navigated the L unified system did not find success and that's why they're there. >> I believe in our uh based on whatever is reported just like we we would uh obtain the resident schools I don't we don't have those figures in our heads. However, for any student that is in the district that would have that direct outreach. So that that's on the that's if this school closes. I'm saying like do we know how they you know they're they're saying that this is a student population that had not found success in LA Unified
214schools and in many cases multiple LA Unified schools. So then saying okay well your option is to go back to those schools just seems you know counterintuitive and so I'm saying what what do we know about and the answer might be nothing. I'm just I'm not this is not rhetorical. I'm curious like what do we know about the student population and whether they were in one or multiple LA Unified schools prior to attending matrix. We'd have to get the specifics of how many different schools prior to this from uh an anecdotal and oversight as our team has uh discussed. Then that would be um additional information to obtain. >> Okay. So we don't have that >> not not all for every single every single iteration at the moment. >> Um yeah, I mean I I'll
215I'll turn it back to Mr. Charles. think that this I I share, you know, I think Miss Grigo said it well around the the need to still have high standards, but again, I just am grappling with this idea that the reason state law allows for a dashboard alternative school is to look at things besides the dashboard because this is a population who needs that extra support. And I think there are schools that have come before this board that have been rejected that probably should have been DOS schools. We also have some district schools and the fact that we're still that that some of the schools that the district have has that serves pregnant and parenting teens aren't included. It's just it's a hard population to compare and I think the fact that we then didn't
216adopt the criteria or have a more collaborative relationship and then we're sending students back to schools that they've come from and and chose to leave for for reasons that are, you know, that brought them there in the first place is just a hard hard pill for me to swallow. But I don't know if there are other questions or comments. >> Anyone else? Rosil, >> um going back on on questions regarding um that the the school is not a class-based, you know, you know, it's a lot of is independent study. Just wanting to know um I don't know if you can address it or or we can have someone from Matrix address it. How much live instruction do do students receive daily or weekly? Is it all from home? >> Do you know the answer? Miss,
217>> would you like to answer that question about that? Yeah, >> sure. >> You'd have more of the correct information. >> We have a hybrid model, so students can come in up to four days a week. >> Is that mandatory or is that just optional? >> It's optional with hybrid. Yeah. >> And uh for students who are struggling academically, what is the guaranteed minimum direct instructional time? So if there's a student that's not um that have you know they need extra support is that still optional or is that >> 100% yes. So every single student has an individualized tailored schedule. Some students are there four days a week the entire school day. Some of them are there three hours because they have a work because they have work a job. Um it just depends on
218the student. But yes if extra support is needed it's provided. If that means Zoom, if that means knocking on folks doors, whatever that looks like, extra support is always provided. And um for students with um with special needs or disabilities, do you have any data on how many students with IEPs attend your school or how is an IEP implementation monitored when students are not present consistently? >> Yes, we I think we have 63 students that are in sped. Um we have a phenomenal sped team. um they meet their minutes typically either in person or on Zoom. I would say the classrooms that you see the most lively and engaging instructions are those classrooms. The students love coming. They go on field trips. Uh they're thoroughly engaged. So that's where we see the most live in-person
219support. >> And for our team, um what is um sort of your evaluation of students with special needs? How were their needs met? Well, you can see um it doesn't Let me take a look at their overall data. And you can see that was not an identified numerically significant student group. Um but let me go to the um the regular I'll call it the regular uh data set. And in that we can see that students with disabilities, we'll start with uh English language arts, students with disabilities um uh was reported on in 2024 and but only 11 students uh were um the number of scores was reportable but not numerically significant and therefore we didn't do a comparison but overall it was they scored on uh ELA negative one. This is on the 2024 dashboard.
220I want to point out negative 169.2. And then uh it looks like in math it was no longer a reportable student group. So we don't have any dashboard data on them. Um and that's why so it was dropped off the they don't report under 11. So we have some some data. Well, I mean, I I I do hear that the district has provided years of oversight to support this school, yet um it just seems like the same issues have keep have kept resurfacing, incomplete data, inconsistent attendance expectations, and just difficulty in varing very verifying the growth. And yes, you know, this is um a category of schools that has um consistently seen um challenges in evaluating um the students um progress or academic growth because of the type of students that are being um are
221in these these schools. Um continuation high schools. And just also for me, you know, continuation high schools are um one of the schools that in my district that I pay careful um attention to. I have a lot that I I've seen their their hard work. Um so I do also want to say that we have the district does have um amazing continuation high schools very much dedicated. So I know that um whatever the school the students um end up I know they will they have wonder they have great options. So I do want to reiterate that and also that um yeah it's just it's just um the DOS schools are just very challenging to to and I think it's something that we need to address with the state as well right to provide consistent um
222or to provide um guidelines that can help us in this. So I do appreciate the the work that CSD has um has conducted in this and looked at all the um areas and when the conversation was on CASP um the data I you know I do see that for 23 24 and ELA it was 20 um approximately 22% met or exceeded but when we look at 2425 it went down to two about 11% um met or exceeded And in math, the 0% exceeded um but it was some progress and 1.47% met or exceeded which is still consistently low. Um and um I know that Miss Greg mentioned um the star data and I've clearly heard her um her comments on that specifically because especially because she was um a a teacher at uh one of
223our continuation high schools. So just just want to say that this is um a decision again that's not easy for me given the my soft spot for continuation high schools but um based on the data that's here in the report I will have to base my decision on that. So thank you. >> Thank you Rosio. Anyone else? Charlotte. >> Yeah. um wanted to ask I know you mentioned um students that were in sped just for clarification purposes if the student has an IEP how do we know that it's being implemented how are the students IEPs implemented >> yeah would they yeah that's a good question they utilize welligent as a part of our so they would be like any other student with a disability and I they'd be utilizing that system. And I guess a
224lot has already been mentioned, but I guess for us being able to look at a school with alternative um metrics, I guess the state would have to give us some better language in order to put this kind of situation not to repeat again considering that I mean this type of school definitely different. Um, definitely providing to a a population that's different and wanting to be able to to give the best resources for that population, but yet not having clear guidelines on how to get to that between uh the authorizer and the school. Um, would state be able to give us guidelines to be able to make sure that this kind of situation is kind of more fluid and not not not as fluid uh but gives us a little more guidance. We can take that
225feedback back. >> Okay. >> Thanks. >> Thank you. Anyone else? Go ahead, Tanya. >> Sure. I just want to thank the school and the leadership for sending us an email on Friday that really clarified a lot of my thinking and um everything you pointed out there I think was reiterated in our conversation here. So, just thank you for um breaking it all down for us and thank you for your passion. Your opening remarks I thought were really poignant and a reminder of who we're serving and how we're serving them. And I want to thank you for graduating all the students that you have. you've made pretty good growth for the students that the district I think has not yet served well. So, I appreciate that. I won't be able to support the denial and seeing
226where my colleagues lie. We'll see um if there are four votes to not support the denial, if we can approve the school to maintain um the great work that you all have been doing. I I know it's going to be a bit of a process coming here, but I just want to appreciate you all for the work that you're doing, and I I hope that we can still work together going forward. Um if the school does remain under, you know, LA Unifi's authority, I hope that we'll be able to collaborate for the next round. um so that we can uh work on the issues that the adults need to focus on so that you all can focus on what your kids really need. So thank you for your leadership. >> Thank you Tanya. Are we
227ready to vote? >> One more one more comment. Charlotte >> just clarifying because as um this school is definitely different and if it's for our charters, do they get support for tier charter programs such as this? Like where would they get support like how we have priority schools we have a different tiered how would the school of this nature are they responsible for their own intervention? >> Yes the charter would be responsible for its own inter intervention we would oversee the outcomes as we said and have those conversations when we have the annual oversight visit about different pieces of the instructional program but ultimately as an independent charter they would be responsible for providing and seeking out any support that they needed. Just noting that all oversightes have been positive. So in terms of the
228last few years of development, there hasn't been a focus, right? Because every year we get a positive oversight. Um, and in the interim we're still developing the alternative metrics. So I just wanted to say that because she talked about oversight. They've all been positive. Thank you. >> And you validate that, correct? >> Well, if we look I mean there are four different there are four different areas that we evaluate as part of oversight, right? Right. So we evaluate the governance uh the operations uh the student achievement and the fiscal condition. So overall in those areas we didn't find have any findings in those areas. As you can see it was based on the alternative metrics assessment of those and then the best interest assessment when we compared to the LA USD do school and that's
229ultimately where the recommendation of denial is based on evaluation of those metrics. >> So those weigh a little more. Is there a weight per metric per category that you mentioned? >> Well, ultimately this is their established renewal criteria and so based on their renew established renewal criteria based on these alternative metrics that is the most important thing is the educational program. So that's that does hold yes a significant amount of rate weight just as any other school's renewal criteria. And so as the oversight is going through, they're giving heads up that if this doesn't match or considering that this is heavier weighted than the other four areas that you mentioned, if it doesn't, they're under the understanding that the renewal may go a different direction. We did report on the alternative metrics in the last
230oversight report and we gave information as to those as far as the comparison to the California DOS school. So that was a part of the conversation. Yes. >> And that happened just this annual or the previous three. >> It happened this annual and as we discussed the prior year we were still working with the school on those alternative metrics and that's documented in the oversight report that the school and the authorizer are still discussing those alternative metrics. And then prior to that we had some um you know COVID related issues and this and that. >> Can I address it as well? [clears throat] >> Well, it's not necessarily an open mic for the for the school. If if the if the board wants more input, they'll they'll ask for it. Thank you so much. I
231appreciate it. >> Okay, Charlotte. >> Yes. >> Okay. So, Mr. McClean, tell us what a yes vote means and tell us what a no vote means in this case. >> I shall do my best. A yes vote passes the denial of the renewal petition and a no vote does not pass the denial of the renewal petition. >> Okay. >> Board prepare to vote. >> Yes. >> Okay. Here we go. Having been moved by Miss Gomez, seconded by Dr. Ibas, uh Miss Newell. >> Yes. >> Dr. Rivas, >> I just want to say that despite all of the hard work that Matrix has has conducted and I I I um I thank you for all that you've done, but it just seems that there isn't any consistency. Um and all the support that you've done is
232not showing there's any growth or consistency. And because of that, I'm I'm a yes. >> Mr. Melvin, >> No. Uh, Miss Grigo, >> yes. >> Miss Gonomez, >> abstain. >> Uh, Miss Ortiz Franklin, >> no. >> Board President Schmelson, >> yes. >> Okay. So, the count is four eyes, two nos, and one abstension. So, the denial passes. And on tab 23, Miss Ortiz Franklin, can I record your vote for denial of the renewal petition for Inenium Charter? >> A no. >> That was a no. Correct. >> Thank you. We have a motion and a second for tab 25. >> Move it. >> Second. >> Moved by Miss Konz, seconded by Mr. Smurlson. We have a presentation for tab 25. And we also have public speakers. So tab 25 is for denial of the renewal petition
233for Prep Tech Los Angeles. So we will get the presentation queued up and the presenter please come up and give us your name and then uh you'll have two minutes. We're going to pull up that presentation. Thank you. myself. Oh, Rachel Yellow. I appreciate that. It'll be two. Um, yeah, I can do four minutes. Yeah. >> Understood. >> Okay. Tab 25, having been moved and seconded, um, it is now time for your 4-minute presentation. Please give us your name and um there's buttons there to move the presentation forward and backward as you're ready. >> Know how to use it? Just I just press the forward one. Okay. All right. Is it 12 o'clock? Is it 12 o'clock? >> Okay. Go. >> All right. So, good afternoon L USD board and superintendent Carvalo. My name is
234Rachel Vilobos and I'm the superintendent of Prepitech Los Angeles. I am in my 27th year serving as an educator. I have specifically served Prepachate Los Angeles since July 2018. Though I left for one year, I came back because parents deserve to have parent choice and students deserve to have rigorous and free IBM education that prepares them for the 21st century. Since I have returned, I have developed a positive relationship with both CSD and LEO, earned the gold level PBIS award, WAS accredititation, maintain a balance and sustainable financial standing, and demonstrated growth in our I Ready benchmark that states all students and every numerically significant student group demonstrated at least one year's progress in math in 2425 as reported on the staff report page 16. All students in every numerically significant student group demonstrated at least
235one year's progress in math in 232 24 school year as reported on page 16 of the staff report. All students in every numerically significant student group demonstrated at least one year's progress in reading in 2425 school year as reported on staff report page 15. All students and three of our four numerically significant student groups demonstrated at least one year's progress in reading in 2324. staff report indicated page 16. In terms of special education, I want to state that all applicable sped preach is in compliance. I humbly stand here before you today trusting that you will make the decision that is in the students best interest by making the decision to renew Prepachate Techch Los Angeles for another 5-year term. Closing a school when there is clear and convincing evidence that the school achieved measurable increases
236in academic achievement and cured all notices is not the best interest of students. For this reason alone, the LEUSD finds findings do not meet the legal standard to support denial for a middle track charter school. And I'd like to respectfully respond to the findings of fact from the staff report under criterion 1 and three. The report stated that PREP is unlikely successful implement the program set forth in the renewal petition due to substantial governance factors. Please note that Ela public schools board took corrective action to cure the notices by putting in place organizationwide policy to address the issues raised to address the issues uh to be to to have been addressed. Prep has a good standing letter from our sulpa which is in Leo in the recent dashboard. I already speaks for itself. The board
237also adopted a written plans requested by LUSD for the notice of alleged violation consisting of implementing procedures to ensure that all required special education services are provided and recorded on time. The plan outlines protocols to pre to prevent future access disruptions and ensure timely document submission and compliance with district deadlines. Prepitech anticipates that the few staff shifts described above will only lead to the school's growth. Every single issue identified in the section of the staff report has already been addressed and cured. Thank you for the work that you do and the opportunity to advocate for the community who deserve a gem of a school. Thank you. >> Thank you for your time. We will now go to the public comment. Uh let's see. Christina Johnson or it says John in but I think that might
238be a typo. Come on up. Uh you'll have two minutes to speak [clears throat] once you begin and then after Christina is Cassandra Brunette. >> Uh to the members of the board and superintendent. My name is Christina Johnson and I am the reading intervention TOSA at Academia Merna Charter School the elementary school associated with Prep. I have been teaching in Academia for six years and I can confidently say it is in the best interests of the students at both schools to new Prep Los Angeles. The community that has been built there is special. It is made up of staff who genuinely care about the students and are willing to do what it takes to help them succeed. Our students have built strong connections with their classmates and teachers who know their names, their families, their
239skills, and who believe they are capable of amazing things despite the challenges many of them face in their everyday lives. I personally love when my students come back to visit me and tell me about their favorite teachers and classes at PREPA. One of my former students recently came across the street to ask me to attend his middle school graduation. And I've also had many students come to invite me to their presentations and events at Prep. The relationship that our two schools have with one another and their proximity makes the experience so much more meaningful for students who get to be part of the same Alta family. In addition, they have access to multiple programs, opportunities, and small class sizes that they may not be afforded at their home schools. As an IB school, there is
240an extra emphasis on helping students build character and acquire the types of skills that will help them succeed as a citizen of the world. Furthermore, closing PREPA will place a burden on families who have children attending Academia Mona. Our families are hardworking members of the community and deserve to have easy access to the school that they trust to take the best care of their children. Please choose to keep Prep open in order to keep our community together and ensure the academic and long-term success of our students. >> Thank you for your time. Uh Cassandra Brunette and then after Cassandra is Melissa Castanada. Good afternoon board and superintendent. My name is Cassie Brunette and I am the literacy coach at Academia Mona. I have been part of the Alta Public Schools community for nine years. Before
241stepping into this role, I taught kindergarten and second grade, giving me the unique privilege to watch our students begin their academic journey, grow in confidence, and develop a love for learning. Over the years, I've been proud to see students graduate from Academia Mona and continue their education at Prepitech Los Angeles, thriving in the international balorate program there. It is in the students best interest to keep and renew Prep because it provides a seamless continuation of the foundation we build in elementary school. Prep allows students to maintain the momentum they gain here, continuing to grow as inquirers, thinkers, and learners who are engaged in meaningful ways with the world around them. Through IB, students are encouraged to reflect on their learning, take action in their communities, and develop the skills that will prepare them not just
242for high school, but for life. Prepitech also strengthens students abilities to work collaboratively, communicate effectively and apply what they learn in real world contexts. The emphasis on global-mindedness and service ensures that our students are not only academically prepared but also socially aware, responsible, and ready to make a change in their communities. Having a school like Prepitech in our charter means that our students growth doesn't stop at graduation from academia Mona. It ensures that the investment we make in them in elementary school continues to pay off, creating a pathway for students to become thoughtful, capable learners who carry the values and skills we nurture here into the wider world. Thank you for your time, your consideration, and your commitment to our students futures. >> Thank you for your time. Uh Melissa Castana Castanita Melissa C. >>
243Okay. Thank you. Appreciate it. Um, and Miss Voboos, you already shared. Uh, Taylor Evans, are you here? Taylor Evans, come on up. And then after Taylor Evans is Esther. Good afternoon board members and superintendent. My name is Taylor Evans and I'm the principal of Academia Madna. Before becoming principal, I worked at Prepitech Los Angeles where I taught seventh grade language and literature, individuals and societies and design. I later then moved to academia madna and taught fourth grade fourth grade which has allowed me to see the full arc of student growth across our TK through 8 learning pathway. I'm here today to urge the renewal of Prepitech because the decision directly affects the stability and academic trajectory of all students who move through our shared IB continuum. Something that holds Alta public schools above the rest
244is that we are aligned with the international balorate the IB framework. At academia madna students begin with the IB primary years program. They develop early habits of inquiry, collaboration, multilingualism, and reflection. When they reach middle school, Prepiteex IB Middleear's program, the MYP, builds on those foundations through interdisciplinary learning, design thinking, and real world application. These two programs are internationally aligned philosophically, instructionally, and developmentally. As a leader of elementary school that feeds directly into Prepitech, middle grades, I see firsthand how vital it is to preserve the IB continuum. If Prepetch is not renewed, that pathway breaks. Students who begin their began their education with the promise of an IB aligned progression would lose the MIP designed to deepen what they've already built. It would remove one of the very few public schools um public middle school
245options in this region with an IB instructional model. Renewing Prepetch Los Angeles is not simply a procedural decision. It is a commitment to continuity, equitable access to highquality instruction and honoring the academic trajectory that hundreds of students have already begun in the IB continuum. Renewing Prepite Techch Los Angeles is in the students best interest because we would be honoring their progress, protecting their educational equity, and keeping a high quality IB option available to all families in this community. For these reasons, I respectfully ask the board to renew Prepet Los Angeles and keep this pathway intact for the students who depend on it. [snorts] Thank you for your time and thoughtful consideration. Thank you for your time. Esther, are you here? Esther, please come on up. You'll have two minutes to speak once you begin. >>
246Good afternoon board members and superintendent. My name is Esther Quuevas. I am a proud parent of academ students, the sister school for Prep Los Angeles Middle School. I am here today not just as a parent but as someone whose children have truly flourished in this family of schools. Each morning they walk into school with confidence feeling known, supported and believed in. Both of my children also participate in the before and after school program which has essential which is essential for our family. It gives them a safe, structured environment to learn, socialize, and stay engaged while allowing parents like myself to manage work responsibilities without worry. That same worth, warm, warmth, spirit, and commitment continues to prepite Los Angeles Middle School. Families like mine depend on this pathway. We rely on having a middle school where
247our children can keep growing in an environment that nurtures both their academic potential and their hearts. What connects our schools is the international balorate program. The IB approach doesn't just teach lessons. It teaches students to be curious, compassionate, and globally minded. It helps them understand their place in the world and their ability to make a difference. Prep is where our elementary students take their next step where their confidence is strengthened, their dreams are encouraged, and they learned to become young leaders. It means everything to parents like me to know our children are continued in a school that understands who they are and what they need. Today, I ask you from the heart to approve the renewal of Prep Los Angeles Middle School. This isn't just paperwork for us. It is about our children's future, keeping
248our community whole and ensuring that every child who starts in this IB program family continues their journey without interruptions. Thank you for your time for supporting the hopes and dreams of our children. >> Thank you for your time. Uh Maris Marissa Rasone. Marisa Rasone, come on up. You have two minutes to share once you begin. Hello board and superintendent Carvajal. My name is Marissa Ruskone and I am the director of expanded learning for Prep Attack and the Ulta Public Schools and I've been serving in this role since 2019. Um I've had the privilege of watching the school community do some really remarkable things over the years. Um, but most importantly, they we've been able to provide students with not just an education, but with real opportunities. From the moment our students arrive on campus to
249the time they leave in the evening, learning is happening all day long in our hallways. Our before school programs throughout the instructional day into our expanded learning programs are aligned around one goal, helping students grow academically, socially, and personally. Our IB program challenges students to think critically, act globally, and lead with integrity. Our EXL program extends that experience with academic support, enrichments, arts, sports, STEM, and real world learning experiences that are truly unmatched in our area. Just three weeks ago, we sent six kids up to San Lucas Abyspo with the California Cadet Corps to become C certified. So we have six kids now that are in middle school that are community emergency response trained by the state of California. These are realworld experiences that we are giving to our students every day. What makes this
250possible is the stability and dedication of our school site team. Our teachers, staff, leaders all show up consistently with high expectations and a deep care for our students. We have been able to be consistent in meeting the needs of our students, being reflective on what we are doing and making sure that every choice we make is student centered and in the best interest of our students. Renewing our charter for another 5 years is not only in the best interest of our students, but it's in the best interest of our community and the world as a whole. Because with the IB curriculum, we are preparing students to not only be lifelong learners, but to be global citizens. Thank you. >> Thank you for your time. There's folks who are listed as call-in, but I will call
251them after we've completed the folks who listed themselves as in person. Uh Jorge Nicholas or George Nicholas, are you here? Uh Lupe Mendes. Okay. Thank you. Uh Mark Newell, come on up. You'll have two minutes to speak once you begin. >> Thank you. Good afternoon. Um it's my understanding that when a school does receive a charter or an existing charter school that we do something that is very different from the schools in the surrounding area. Prepitech Los Angeles is an international balorate school and there are no schools within a fivemile radius that have this designation. International Balarat framework provides us with the purpose of educating our children academically and socially. And I want to give you a couple of examples. United States history 8th grade. I observed a class the other day. They were looking
252at the Towns Act. Now, if you know 11 and 13 year olds, they're not exceedingly interested in the Townset Act. But what made this unit real for the students was it came under the essential IB question. What would have happened if the colonist would have received representation? Would there still have been a revolution? That's one fact. Number two is in a PE class, students were learning how to throw a football. And the old idea was students will throw a football correctly three times and hit a target. For IB is for that little boy and girl that's never picked up a football. Do they now know how properly to throw a football? And lastly, we have a design class. Unit one in our design class was how to properly use AI AI to support your education
253in the right way because it can be used properly. That's what makes us different from any other school within a 5m radius of Southeast Los Angeles. Thank you. >> Thank you for your time. Uh Carla Sanchez, >> come on up. You have two minutes to speak. Why don't you begin? >> Good afternoon, board members and superintendent. My name is Carta Sanchez and I'm speaking in behalf of the community. It is in the students best interest to keep Prepach open because the school represents far more than a place of learning. It represents hope, stability, and opportunity. I say this not only as someone who works closely with the school, but also as someone who personally grew up in the charter school system. I attended charter schools through first and eighth grade for most of my high
254school years as well. And I am proud to be an alumni graduate within the charter school system. From my personal experience, I can say that those years really shaped me, supported me, and gave me a strong foundation. For a brief time in high school, I also attended a traditional LUSD school. While I carry wonderful memories from that experience as well, it simply did not compare to the level of care, connection, and personal attention I received in the charter school system. Prep reminds me a lot of the environment that helped raise me. Even though our school is small, I believe that it makes us strong. This allows us to understand our students individual needs and creates a sense of belonging that I believe cannot be replicated in a larger setting. I am truly grateful to not
255only be a part of the community but to witness the same support and opportunities that helped once helped me as a student. I am especially moved by the support we provide to our McKinley Vento students. We offer shelter, food and transportation and stability things many of them would not have without us. We create special events, safe events, and personal connections that help students feel seen, valued, and cared for. As someone who experienced hardship as a as a child, I can honestly say I wish I had received the same support of level that Prep gives to our students. By keeping Prep Techch open, you are preserving a community that helps change lives. You are giving our students the chance to thrive, to feel supported, and to experience the same life-shaping opportunities that I was fortunate enough
256to give when I was a student. Thank you for your time, your consideration, and your dedication to our students futures. and I hope you reconsider the decision to open keep our doors open. Thank you. >> Thank you for your time. I'll call on folks who list themselves as being remote. Bin May. That might be a typo for Brian May. >> Okay, I'm just checking online because she's listed as being remote. She's not online. Uh Sasha Sanchez listed as speaking remotely. Is Miss Sanchez in the room? No. And Valerie Menddees, you're listed as speaking remotely. Are you in the room? Okay. Thank you. Nancy Torres is listed as speaking remotely, but also not here. Thank you. So, that concludes the public comment period, and it's now time for board discussion, if any. Shall we let our
257charter school division proceed? >> Yeah. >> Oh, you want me to give an overall presentation? Yeah. >> Okay. Um so overall uh the denial recommendation is based on demonstably unlikely to successfully implement the program set forth in the renewal petition due to substantial governance factors. So a notice of alleged violation was issued July 23rd, 2025. I want to note that the charter school is not part of the LUSD special education local plan area. That's shortened for SULPA. Charter schools can opt out of the special education local plan area and be part of other SULPAS. This particular charter school is part of LEO, Los Angeles County of Education's SULPA. But per the uh federal's district required language in their petition and also a memorandum of understanding they signed um that was executed they must utilize welligent
258that's our special education uh service tracking system IEP tracking system. So this has been going on since around 2021 um where a notice of concern was issued. they made some temporary fixes by entering information in um and then eventually it resulted in a nose to cure and a notice of alleged violation. So I do also want to note that as part of a school there are other charter schools that are not part of the LAUSD SULPA and so we utilize the welligent system in order to uh take a look at any of the LD services and such but we also reach out to the SULPA and so we had reached out to the county sulpa and initially they had said they had stated oh it's in good standing so we're we're we're asking for a
259good standing confirmation we have a letter format that says all IEP timelines are in in are in time, all the services being tracking, but then as a result of that um they came back and actually issued a notice of non-compliance to the school identifying several special education concerns. So this is their own SULPA identifying special education concerns and that's outlined on page 786. So you can see on 786 um it was Jul J January LA County SULPA issued a notice of non-compliance around several uh concerns around owing compensatory time failure to register or uh training service tracking and such. We did follow up with the county um when we were drafting these materials and that was around September 9th and they said they had confirmed they had made some progress but still at that time
260um they still had uh some compliance issues around IEP dates and student records. There were discrepancies between that. It appears that they were entering wrong dates in there and so the IEPs were coming out non-compliant. In addition to that, in their record keeping system, it's the equivalent of welligent, but it's called SACE. That's the county system where they document services and IEP meetings and such. Uh the county notified us that they had only uh tracked nine out of 29 students into safe into services. Um and you know the this is very concerning entering services and it's the way for us to asssure that the students are getting their IEPs on time and that the services are being delivered and so there's no way to monitor that and there's no way for their own uh SUPA
261to monitor that as they're not utilizing the system to enter in. So, I do want to note we did do as of late um because I know there's been some discuss discussions that they've remedied the situation. Um but November 15th uh 2025, so just recently we looked at Welliggent and there continues to be services in what's called tier six. Um that means that's a very low um tier that the students aren't they aren't getting all the services out documented on their IEP entered into the system. So we had 12 services in tier six um five and four. So those are all that they're not getting. They're getting 50% or less of their services. So they're continue and also overdue IEP meetings were on there. So this continues to be an issue and it's a systematic
262issue um that's been going on. >> Oh, was that me? >> Oh, okay. No, it [laughter] was No, I was like, >> "No, it was because we have the equal >> Thank you." >> the equal time. So, if I mean, if you wanted to take more time, you could, but then we we would make sure to offer it to the charters. >> I think that pretty much sums it up. >> Okay. >> Questions? Well, I would like to know who is the person who is in charge of putting information into Welligent at the school. >> Well, they've identified different people that have access to Welligent. Um, so that's been part of the issue to is there's been leadership turnover, which you'll see in our findings. So, different people has been assigned that tax to enter
263in. Um, as of recently, I'm I'm not sure who their designated person should be, but it should be ultimately the administrator at that school site who is responsible to ensure that all services and IEP meetings are tracked in the system. >> Understood. Thank you. >> Okay. Uh, tab 25 having been moved by Miss Gonzed by Miss Ortiz Franklin, will take the vote. Oh, it wasn't seconded by who gave the second. >> Yeah, I moved it immed Oh, okay. >> I moved it immediately. I remembered that much, but I may have m Okay, so >> move it >> there. No, it's been moved. So, now you're the second. My apologies. I I I ticked the wrong box. >> Okay. >> Um Okay, Miss Newell. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> Uh
264Miss Grigo, >> yes. Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Yes. Board President. >> Yes. >> That's a yes. Okay. So, that's one to six yeses and one not here, but we'll record later. So, denial um passes. All right. Now, we go on to tab 26, which is a public hearing. And I will read this following statement for tab 26, charter petitions for public hearing. Uh before action is taken on the following uh items or the following schools, a public hearing must be held. This constitutes a public hearing on NEW Academy of Science and Arts, New Horizons Charter Academy, NEW Academy Kenoga Park, uh the Goer International Charter, Aspire, Titan Academy, New Millennium uh Secondary, and Port of Los Angeles High. A maximum of 20 individuals who wish to speak on the board
265on the item will be heard. Those who wish to speak should sign up online. speakers will be called by name. All right, the first we'll call on the folks who are listed as being in person first and then transition to those who are listed as speaking remotely. Uh the first speaker is Keith Delquilla and then Mary Jane Liverpool and then Maria Jesus Ruiz. >> Good afternoon board members. I'm Keith Dequila with the California Charter Schools Association. Thanks for the thoughtful deliberations today. We missed the forest for the trees on two issues with the ingenium vote earlier to today. We got lost in the weeds on the specifics of magnet schools. We've got to be able to do better to pull out those students who are already tested and identified as gifted and who don't come
266from the neighboring communities when we're when we're comparing schools. It just is not apples to apples. It is not a fair comparison to expect any group of students to measure up to a selective admission program. So moving forward, please pull out the gifted admission schools from the assessment of our of our renewals. It's just not a fair metric. Um on the matrix petition, we used the dashboard and kept returning to the dashboard to assess a dashboard alternative school. We did that with a set of metrics that the school didn't have at the beginning of their term. There were metrics added after they turned in their petition to you. Those aren't meaningful measurements that a school can track to. We can't come here and give you data if the goalpost is moving again and again and
267again. There is room for us to do better, particularly when we're talking about schools that are serving, the types of students that Inenium and Matrix are serving above 90% students um from low-income families above 90% um students who are Latino, English learner rates, homeless rates. There's only one school in LA Unified who serves at least 20% homeless kids, 20% English learners, and you just closed it down today. We've got to do better for our neediest kids. And we missed the forest for the trees. We got into a discussion around the specifics of a metric and what's the right one, what's the wrong. We missed the year-over-year graduation rate. We we missed the year-over-year improvement in attendance for these students. We missed the year-over-year reconnection to the public school system that that school was built. So,
268for the schools who are coming, we need to do better and make sure that you are getting a fair analysis. Thank you. >> Thank you for your time. The next speaker is Mary Jane Liverpool. Come on down. You'll have two minutes to speak once you begin. >> Good afternoon, President Schmarlson, members of the board, and superintendent Carvalo. I am Mary Jane Liverpool, an assistant principal at Port of Los Angeles High School in San Pedro. Thank you for the chance to speak at this hearing. I want to begin by saying how deeply my school is loved by our students, our teachers, our staff, our community, and hopefully by you. When you are an educator, you have a direct connection to the future. When Polus invests in a student's growth, we are doing far more than helping
269one young person succeed. We are shaping the future of everyone connected to them. The success of Polo students shapes the opportunities their future children will have and it strengthens the communities they will one day lead. Every time we lift up a single student, the return is hope, knowledge, possibility, and prosperity. Thus, we understand that our programs are not only about preparing young people for their future. It is also about building the future of our entire community. We accept this awesome responsibility. When you review our petition, please remember these words and this promise. I want to conclude by saying how proud I am of what our school has accomplished. And there are many more like me back at Pola, willing and able to put in the hard work that builds the future for the students in
270our care. Thank you for your time, your leadership, and your continued support of our students and their futures. Thank you for your time. Uh, Maria Jesus Ruiz, come on up. You'll have two minutes to speak once you begin. And then it would be Richard Thomas and then Tim D. >> Uh, speaker is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up and we'll get you translation headsets. Anyone need a translation headset? Put your hands sky high and we will we will get them to you. They're about to run out of that room right now with them. I can hear them. >> Okay, just one. Okay, graciastos. Let me >> members of the board. >> It's for me an honor to be here today.
271My name is Maria Ruiz and I've been with the school Titan Academy for 11 years. One of the things that made me decide bring my kids to the school was see the students attending presentably with their uniform prepared and that made me confide in the school with my kids. Marik, Mateo, Jose, and Mate. I have four. Titan has shown them values that are respect and love for everybody else as well as integrity. These are solid foundations to be able to meet their goals. They've had perseverance and safety and they've always been motivated to reach their goals of university following their example. Now my daughter is in 11th grade and she wants to be the first dentist of our family. might had insecurity and fear staying in the school, but her counselor never left her alone.
272She took her to classes with a smile and she eventually regained that confidence. So now she is a very confident young girl. Jose found his love for math and his teachers worked with him and now he's in seventh grade and has been in competitions for three consecutives years where he's won first place in two and then he's always prepared to keep learning. Matt's in fourth grade. He's very sweet and responsible. This year he had the opportunity to share reading with younger kids and he is very excited to share this with his younger classmates and teachers. I just ask you to please approve our rent renewal so we can stay a family in Titan Academy and invite you so you can see our schools and our excellent personnel that has dedicated everything to our kids. Thank
273you. Thank you for your time. Richard Thomas, come on up. Richard Thomas. Thank you. You'll have two minutes to speak once you begin. >> Is it possible to hand the handouts to >> Certainly. Just leave them right there and I'll come up and get them. I can start. Okay. Good afternoon, President Smarlinson, uh, Superintendent Gavaro, and esteemed members of the board of directors. My name is Richard Thomas. I'm the executive director and principal of New Horizon's Charter Academy, a middle performing uh K8 school. I'm so thankful and blessed to have such amazing teachers who give everything to our students at New Horizon's Charter Academy. We serve 90% um socioeconomically disadvantaged students, 30% e students, and 15% are special needs. We have um had demonstrated extreme growth this year. um 36% growth in ELA and 34%
274growth in math, which puts us in the top uh 10% of the charter schools uh that are similar demographics. We would hope to be able to continue to serve our uh underserved underprivileged students. We have major movements in the dashboard going from orange to blue and the for our English learner students and from yellow to green and ma ELA and um orange to yellow in our math. Uh the data showed uh that we have had that 36% growth. The efforts of our students achievements at the highest level is evident by the efforts that we've been doing and we are now above the school district and the state and ELA and math and also comparison schools. In addition to our instruction, we have developed a state-of-the-art STEM academy. And thank you. >> You still have 30
275seconds. >> Okay. I thought so. Thank you. Uh we have uh developed a STEM academy for our fifth through 8th graders which has uh provided 17 career modules for our students and the level of engagement in the student uh in the STEM academy has been incredible. We can hardly get the kids out of there. We also have been on a private site for 10 years and we finally have uh are about to move into our new building. Uh and we appreciate our Prop 39 um partners and we are looking forward to moving in to our new building in about 3 weeks. Thank you for everything and uh we hope that you support our charter uh as we come up for renewal. Thank you. >> Thank you for your time. [applause] And Tim D, are you
276here? Tim, come on down. Come on down. You have two minutes to speak once you begin. And then after Tim is Marisella Bareno and then Yena Martinez. >> Good afternoon, board presidentson, members of the board, and superintendent Carvalo. My name is Tim Dickdan and I am the proud principal of Porta Los Angeles High School. For the past 20 years, Polus has been rooted in the San Pedro and Harbor communities, offering students a rigorous, engaging, and equitable education that prepares them for both college and career success. In 2024, our school is honored as a California distinguished school. A recognition that reflects not only our academic excellence, but also our commitment to providing real world learning opportunities through career technical education pathways. Our students gain hands-on experience in welding, construction, marine transportation, photography, graphic design, video production,
277and translation and interpretation. Together, these pathways along with our rigorous academic program prepare our students for the industries that shape our region and the global economy. Polus is more than a school. It is a community partner and a family. We take pride in being a school that welcomes and supports all students, including those with disabilities and diverse learning needs, ensuring every young person has access to a high quality education, and meaningful opportunities. As we celebrate 20 years of impact, we remain committed to innovation, inclusion, and excellence. With the continued support of LUSD and the community in our and our community partners, we are ready to build on this legacy and continue preparing the next generation of scholars, trades people, and leaders. Thank you for your trust in our charter, your partnership, and your belief in
278the mission of Port Los Angeles High School. Thank you. >> Thank you for your time. Marisella Baro Bueno, come on up. You'll have two minutes to speak once you begin. >> Okay. Before I start, I I must say that I'm going to do it bilingual. So for the they can be ready. >> You want to do it in what language? >> It's going to be bilingual. So I'm going to do some parts in English and some parts in Spanish. >> Okay. Like that. I just want to say that there's just two minutes and we do have simultaneous translation. So if you want to use the entire two minutes in any of those languages, you certainly can. Yes, >> sure. >> Okay. So which language do you want to do the whole two minutes in? >>
279I will do both of them in two minutes. >> Okay, understood. Thank you so much. >> Good afternoon superend intendant Alberto Carvalo and board members. My name is Marisella Vareno and I'm a parent representative at New Academy of Science and Arts. I have two kids currently attending NASA. I am a proud parent of school because I have found a second home, a place that I know my children are safe and encouraged to give their best daily and feel value of who they are. I chose NASA because of their excellent dual language academy and I have seen the impact that he has had on my 12-year-old son that he is now in middle school and he's able to use his Spanish to help his teachers communicate with his others classmates. He's grateful that he attended an
280ESQA bilingu and hobby has impacted me in being involved in the different committees advocating for the student rights. If you weren't for the support that we got as parents through all the workshops, I wouldn't be here speaking before you. >> This is what NASA is. It creates body leaders and students with a strong social and emotional foundation. We're a small community. We know each other from the person who cleans from the very most elevated position. We >> please board members, I ask you kindly to approve the charter renewal of NASA so we can continue impacting our community, provide a great education that is built on trust and collaboration and continue to create lifelong learners. Thank you. >> Thank you for your time. Yenia Martinez. Yes. >> Okay. The speaker is going to speak in Spanish.
281So, if you could put your hands up if you'd like to experience simultaneous translation. We can get the headset to you. If not, please enjoy. Okay. Gracias. >> Good afternoon, members of the board. My name is Yasenia Martinez. I am a mo proud mom of three kids that have assisted and continue to assist Centennial and Fitrren. We are here as part of the community of schools for more than 8 years and I am convinced that this is the best decision I have made for the education of my kids. Before they assisted Smired Titan and Centennial, I didn't see any interest in attending school. And here they feel safe and protected. They love attending school. Thanks to these schools, my eldest son graduated from with his BA degree and now he's in his third year at
282university. What makes these schools special is that my children feel happy. There's so much support. 13 years ago, I lost my eldest who also attended one of these schools. He I'm positive he would have graduated because he was doing very well in his grades. But anyway, life did not want it that way. So, my child who is now in university currently is very affected by this. And with all these support services, he carried on. And my other son had a speech delay. And with AP, he has improved greatly. As a parent, I feel proud to have selected these schools, Titan Centennial. And I invite you to please visit so you can see for yourself how happy our kids are. And that's why I ask you respectfully to please support the renewal of these schools because
283that way my family and those like mine will benefit from their excellent education for the future of our children. Thank you for your lovely attention. I am grateful. >> All right. Carmen Pastor. Carmen pastor. >> Okay. Graciastos. >> Mr. All the board of directors that are present right now. Very good afternoon to you. >> So today we talk about our school NASA. My name is Carmen Pastor. I'm a mother of two children that are studying that are going to our school in NASA. We're going to talk about our experience that we've had. I have about eight years the school at NASA school. My experience that I've had has accepted. They've accepted me with kindness, very strong kindness. And I've chosen NASA for for all the support I've received from my children that my children have
284received. They received attention, a very special attention. I have a child in first grade that has received a special education, the IEP. It has helped them tremendously. I talk about my school that is bilingual, multicultural, as you can see, as you can see me dressed right now, typical clothes, and this they honor us as as indigenous people, and our school honors that multiculturalness. That is all. Thank you very much for your attention. >> Thank you for your time. Uh, Vicente Yak Vicente, >> we will give our time to Patricia. >> Good afternoon to you all. My name is Patricia Trinidad and I am a mother of four, three um currently formers and a current I mean formers and a current NACP for short N is for academy Koga Park Elementary School. Uh in the 14
285years I have been part of this school, I've seen fifth grade uh graduates who are now professionals. Some of them are um in a four-year college and some others. >> Sorry, that should not happen. Please >> and some others are uh community colleges. The academy has not only educated the students but he they have uh prepared us uh parents with classes and workshops uh to help and to support our students in their path to college. It has been a pleasure to be part of this school where my kids and my friends uh kids and my communities uh children feel safe, feel welcome. They know uh they are known by name all of them. NIA Academy Koga Park. It has been a good a great place where I have uh grown with them. I've seen uh
286seen changes and I've been tribing with them as well. And I think in my community we need a school like NIA Academy Koga Park. Uh the school has teachers, administrators, staff and parents that make the environment safe. Uh they treat them with integrity, respect. They are responsible. They make them be responsible. And now at last I want to share I have a first generation uh college student. So thank you and please >> thank you for your time. Maria Jesus Ruiz. Maria Ruiz are here. Maria Ruizia Martinezia. Thank you. Thank you. Uh Samantha Navaro, >> uh David Richardson, >> Dr. Derek Rice, >> come on up. You have two minutes to speak. Why don't you begin? >> Emergency, she had to leave. So, I'm going to kind of speak on her behalf as well. >> I
287can only I can only allow one speaker two minutes at a time. >> I'm going to speak to I'm gonna speak to them. That's fine. >> Thank you so much, sir. Please uh if possible submit [snorts] the one page one page >> of course I'll come I'll come and get them and then uh whenever you're ready I'll get out of your way and you can begin your two minutes. Thank you. >> I appreciate Thank you. Okay. Um, good evening. Good afternoon, uh, Superintendent Cavalo, board president and members of the board. My name is Dr. Derek Rice, and I've been educator for the last 27 years. Uh, currently I'm the new executive director and principal here at New Millennium Secondary School. Uh, Samantha Navaro was the former uh, principal, but she couldn't make it today. Uh,
288she had an emergency. So, I'm going to uh, do research for her and in my school as well. Uh, new millennium is a college and career ready focused uh, school dedications and a deep belief in uh, their potential. Upon my arrival, I institute a renewed focus in curriculum, instruction, and assessment, establishing the foundation for our schoolwide transformation. Many of our students come from simply behind in credits and are in a smaller need need of a smaller and more supportive environment. with these uh challenges opportunity or provide a target high impact support. So last year uh many of our students we had a large number of IEP students in our in in our school and graduation but yet our graduation rate still increased. We end up changing a lot of our especially with our zero to
289eight period allowing more credit recovery and accelerated learning. uh many of the strengths including our adding our PLC model uh adding uh different intervention enrichment classes such as read 180 math 180 think circuit and highway escalante but also developing our more folks in college career ready school with adding CTE pathways more personal dual enrollment instruction and mentoring programs for our new college career center as well our wellness center. Uh we also added school link to support career exploration and graduate plan for our students and and had our our teachers now be uh ERCW trained as well as attending the college board AP training. We'll work on improving our school culture and climate by also adding yonder pouches and gold guarding to help uh move the strikes away from our schools. So along with adding more
290focus on our PLC cycles and UDL strategies, we're able to really focus on teaching and learning in our school. And I thank you for your time. >> Thank you for your time. >> Okay, the next speaker is uh Sugata Alag. Come on up. You'll have two minutes to speak once you begin. >> Hey, good afternoon, President Mr. Sherlson. Esteemed members of the board and superintendent Carvalo. My name is Miss Satada Alg. I'm a teacher at New Horizon's Charter Academy. I have been fortunate to teach first, second, third, fourth, and fifth grades for 11 years. I believe in her New Horizon so much that I have enrolled my own children, my son in third grade and my twin girls in kindergarten. The majority of the staff has been here 11 years. Our executive director and principal,
291Mr. Thomas has been instruct in instrumental in designing an effective blending learning instructional model that has created a highly engaged learning environment which has resulted in increased learning for a diverse group of students. Our school serves 90% socially economically disadvantaged students which 30% are English learners and 16% special needs. Under Mr. Thomas' strong leadership and extensive professional development efforts, our teaching staff have implemented an instructional model that has yielded the most significant results over the past 10 years. In 2025, New Horizons amongst 352 charter schools ranked 19th in ELA with 36% growth and 26 in math with 34% growth. When comparing New Horizons to LA USD and the state, we outperform both the district and state and both ELA and math. When you compare our subgroups, Latino, SED, and English learners, we outperform the district
292and the state. This significant growth is rooted in the blended learning instructional model implemented by our amazing group of teachers. This growth has put New Horizons on par with the top 10% of schools in LA County when comparing our demographics. As a span school, lumping our third to eighth grade testing together, we take a hit versus displaying our data in disagreed method. Despite this challenge, thank you so much. >> Thank you for your time. Okay, the next speaker is Johannes L. Johannes, come on up. You'll have two minutes to speak once you begin. And then after Johannes Al is Justine Gonzalez and then uh Martineel Allen. Good afternoon, Superintendent Carvalo and respected board members. Gotha International Charter School has been central to my family's life for over six years and a place that serves as
293a home for many families in the East African community. My name is Johannes Laget and I have I have two children at Goa International. My daughter is in sixth grade and my son is in fourth. From their very first days at the school, we have seen them grow not only academically but also as compassionate, globally minded individuals. as a parent that that is in invaluable. There are over 34 languages spoken at Gotha International. This diversity is not just celebrated, it is lived every day. Families like mine and many in the East African community chose Goa International because it's a welcoming environment where every child regardless of background feels included and respected. The school's focuses on uh bilingualism is powerful. My children are learning to communicate across cultures and through the international balorate program they're developing
294critical thinking, empathy and a sense of global citizenship. These are skills that will serve them for life. In addition to being a parent, I serve as one of the multilingual family liaison for the school. In this role, I see um firsthand how Gotha supports families from diverse backgrounds, including many East African families with children enrolled here. I can confidently say that Gotha is not only educating our children, but also strengthening our community. In short, Gotha International Charter School is more than a school. It is a diverse, welcoming community that nurtures bilingualism, global citizenship, and respect for all people. It has become a home away from home for so many of us. That is why families, families like mine and so many others in the East African community chose GA International. Thank you. >> Thank you
295for your time. Uh Justine Gonzalez, Martineel Allen. Right. Good afternoon everyone. My name is Martineel Allen and I'm an English language arts teacher currently teaching sixth and eighth grade students at Gertton International Charter School. And today I want to share with the board why the IB philosophy matters especially for our students here in Southern California and especially for a school like Gerta. The international inter uh baloria program is uh for more than just a curriculum. It is a way of thinking, a way of learning, a way of engaging with the world. And in Southern California, which is a region that's shaped by cultural diversity, global connections, and rapidly evolving social and environmental challenges, the IB philosophy is not optional. It is essential. Our students are growing up in a community where multiple uh languages are
296here, where perspectives come into play every day and they witness current events that ask real questions of them. How to navigate a complex digital landscape, how to think critically about social and political issues, how to respond to environmental challenges affecting the world, and how to develop empathy in a world too often that's divided. The IB framework gives them these tools that helps them face these realities with clarity, with compassion, and with confidence. This perspective comes from a veteran educator with 15 years of experience both here in the United States and abroad. I have spent several years teaching at IB schools in Egypt, Oman, and here in the US, and I have seen firsthand the transformative impact of the IB philosophy. When I returned to the US, I was thrilled to find Gerta, a place where
297I could continue to apply and share this philosophy with my students. Gerta utilizes the tools of the IB framework like the learner profile, which encourages them to be principled, reflective, and open-minded, and tools like approaches to learning that build critical thinking, communication, and research. And this is why Gerta must remain a fixture in our community. Thank you. Thank you for your time. Rachel Vil Lobos. Rachel Vobos, you spoke earlier on another item, but you are not here. Uh, Brena Han, Brena H, not here. And then Marissa Wright Rasone, you spoke on another one. This is a public hearing. You can do it again. No, not here. Okay, that concludes um public comment for tab 26. Uh, Miss Newell, can I collect your vote on tab 25? Deny all the >> Yes. >> Okay, that's yes.
298Thank you. Okay, that concludes business. Uh, the time is now 1:30. Are there any objections to adjourning? >> None. >> No objections. The time is now 1:31. Now, remember, this meeting is going to we're going to start another meeting momentarily, a special close session. Um, so we're going to give folks a second to reset their orientation and then we will come back in just a few moments.