Los Angeles Unified School District Los Angeles, CA 90017...2020/12/08 · approved by the LAUSD...

Los Angeles Unified School District

Board of Education Report

333 South Beaudry Ave,Los Angeles, CA 90017

File #: Rep-164-20/21, Version: 1

Approval of the Renewal Petition for CHIME Institute’s Schwarzenegger Community [PUBLICHEARING]December 8, 2020Charter Schools Division

Action Proposed:Staff recommends approval of the renewal petition for CHIME Institute’s Schwarzenegger Community(“Charter School”), with benchmarks in the areas of fiscal operations, located in Board District 4 and LocalDistrict Northwest, for five (5) years, beginning July 1, 2021 until June 30, 2026 to serve 772 students in gradesTK-8 in each year of the charter term. The recommendation is based on findings in the attached StaffAssessment and Recommendation Report.

Background:CHIME Institute’s Schwarzenegger Community is a TK-8 school currently serving 761 students on a Districtproperty with a Charter School Lease in Northwest Los Angeles at 19722 Collier St., Woodland Hills, CA,91364 in Board District 4 and Local District Northwest. CHIME Institute’s Schwarzenegger Community wasapproved by the LAUSD Board of Education on July 24, 2001. On March 8, 2016, the charter school wasrenewed for another five-year term to serve 772 students in grades TK-8.

On September 16, 2020, CHIME Institute’s Schwarzenegger Community submitted its charter renewal petitionapplication to the Charter Schools Division. The 90-day statutory timeline for Board action on this renewalpetition runs through December 15, 2020.

An initial Public Hearing was held on October 27, 2020.

Based on a comprehensive review and assessment of Charter School’s renewal petition application and itsrecord of performance, staff has determined that Charter School has met the requirements for renewal andtherefore recommends approval of the renewal petition.

Due Diligence:Current CHIME Institute’s Schwarzenegger Community governing board members completed questionnairesregarding conflicts of interest. A due diligence review of the charter school and its governing organization,school leader, and on-site financial manager, was performed by the Office of the Inspector General.

The petition is available for perusal in the Charter Schools Division and online at the District’s Board ofEducation website at <http://laschoolboard.org/charterpetitions>.

Expected Outcomes:Charter School is expected to operate its school in a manner consistent with local, state, and federal ordinances,laws and regulations and with the terms and conditions set forth in its petition. The measurable pupil outcomesand method by which pupil progress toward outcomes will be measured are set forth in the charter petition.

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Board Options and Consequences:“Yes” - If the Board adopts the recommendation of approval of the renewal petition, with benchmarks, CharterSchool would be authorized to continue operating as a charter school under the terms of the approved renewalpetition for a five (5) year period beginning July 1, 2021.

“No” - If the Board does not adopt the recommendation of approval of the renewal petition, and instead takesspecific action to deny the renewal petition, Charter School would not be authorized to continue operating as acharter school under the terms of the renewal petition. Charter School’s current charter expires on June 30,2021. The petitioners may appeal a denial to Los Angeles County Board of Education (“LACBOE”) If theappeal is approved by LACBOE, Charter School would be authorized by the LACBOE. If LACBOE denies apetition on appeal, the Charter School may appeal to the State Board of Education (“SBE”) which will reviewthe appeal using an abuse of discretion standard. If the denial is reversed by the SBE, the SBE shall designate,in consultation with the petitioner, the LAUSD Board of Education or LACBOE as the chartering authority.

This Board Report No. 164-20/21, accompanying documents, and transcript of the Board meeting, shallconstitute the Board of Education’s adopted written findings of fact for the denial of the Charter School renewalpetition.

Policy Implications:There are no policy implications at this time.

Budget Impact:State income and various other income sources to the District are reduced when current District students enrollat a charter school, and comparable or offsetting expenditure reduction may not occur in such cases. UnderEducation Code section 47604(c), a school district that grants a charter to a charter school to be operated by, oras, a nonprofit public benefit corporation is not held liable for the charter school’s debts or obligations as longas the school district complies with all oversight responsibilities. The District will continue to have monitoringand oversight responsibility for charter school finances, as specified in the Charter Schools Act. Anymodifications to the charter school’s petition or operations with significant financial implications would requireDistrict approval prior to implementation. Petition approval is also contingent upon adequate liability insurancecoverage.

Charter School has selected to join the LAUSD SELPA Option 3. The Charter School’s fair share contributionto special education will be 10% of the charter schools’ AB 602 (rate includes Base, COLA, andGrowth/Decline reduced by the amount withheld for Program Specialist/Regionalized Services) and FederalIDEA revenues. This amount will be paid from the Charter School’s Local Control Funding Formula (“LCFF”)funds or other unrestricted revenue sources and will be allocated to support the existing District-wideadministration of special education supports and services. The revenue rate will be adjusted to account forchanges in the State’s funding formula beginning in fiscal year 2013-2014. The amount withheld by the Districtfrom the Program Specialist/Regionalized Services in fiscal year will continue to be withheld and adjustedannually for COLA. An additional 10% of special education revenues will be retained by the District andallocated as directed by the Advisory Board and members of the LAUSD SELPA Option 3, with the leadershipof the Charter-operated Program special education director. These funds will be used to support the personnelfor the members of the LAUSD SELPA Option 3; build management and operating procedures to create aninfrastructure to support schools in meeting the needs of students with mild to severe disabilities; and, to createand implement new programs that serve students in charter schools. If Charter School does not spend theirallocation of special education funds during a fiscal year of the charter petition period, the allocation of specialeducation funds to Charter School for the next fiscal year will be reduced in an amount equal to the unspent





special education funds of the previous fiscal year.

In addition to the payments required under this Section, the Charter School may request specific specialeducation related services from the District through fee-for-service arrangements that will reflect the calculatedcost of the requested services and will be contingent on the District’s available resources.

Any change in the Option election that occurs during the term of Charter School’s petition period shall bemutually agreed upon and addressed in an MOU between the charter school and the District. The new Optionelection shall be effective on July 1 of the next school year with the corresponding fair share contribution.

Student Impact:As stated in the Board of Education’s Policy on Charter School Authorizing, “[W]hen the Board of Educationauthorizes a charter school, it establishes a partnership to advance its vision and mission and to accelerate gainsin academic achievement and accountability for all of its students and public schools (Policy, p.2).” Based on acomprehensive review and assessment of Charter School’s renewal petition application and its record ofperformance, staff has determined that Charter School has met the requirements for charter school renewal andtherefore recommends approval of the renewal petition.

Issues and Analysis:If all pending issues, including but not limited to special education requirements, special education localplanning area (SELPA) requirements, governance, fiscal and facilities matters, are not resolved at the time ofthe Board meeting, the item may be pulled from the agenda.

Budget and Petition available for perusal at the following link:<https://www.dropbox.com/sh/yvp7aph90i47x50/AAAA72F18ua3uM0jyL3YddP5a?dl=0>

Attachments:Attachment A - Staff Assessment and Recommendation ReportAttachment B - DFS Data and High vs Low Performance Data SetsAttachment C - Desegregation Impact Statement

Informatives:Not applicable

Submitted:11/18/20


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RESPECTFULLY SUBMITTED, APPROVED & PRESENTED BY:

______________________________ _____________________________AUSTIN BEUTNER JOSÉ COLE-GUTIÉRREZSuperintendent of Schools Director

Charter Schools Division

REVIEWED BY:

______________________________DEVORA NAVERA REEDGeneral Counsel

___ Approved as to form.

REVIEWED BY:

______________________________TONY ATIENZADirector, Budget Services and Financial Planning

___ Approved as to budget impact statement.




STAFF ASSESSMENT AND RECOMMENDATION REPORT RENEWAL PETITION

Board of Education Report 164-20/21

December 8, 2020

School Name: CHIME Institute’s Schwarzenegger Community BOARD IS

REQUIRED TO

TAKE ACTION BY:

December 15, 2020

Type of Charter School: Start-Up Independent Charter School

Charter Operator CHIME Institute

Location Code: 2020

Type of Site(s): Charter School Lease on a District Facility

Site Address(es): 19722 Collier St., Woodland Hills, CA, 91364

Board District(s): 4 Local District(s): Northwest

Grade Levels Served: TK-8 Current Enrollment: 761

Grade Levels Authorized

in Current Charter:

TK-8

Approved Enrollment in Current

Charter: 772

CONSIDERATION: Renewal

CDE PERFORMANCE

LEVEL: Middle Performing

STAFF

RECOMMENDATION: Approval with Benchmarks

SUMMARY OF

STAFF FINDINGS:

Based on a comprehensive review of the renewal petition application and the

school’s record of performance, staff has determined that the charter school has

met the criteria for renewal (Ed. Code § 47605, 47607 and 47607.2).

Criterion 1:

The charter school has presented a sound educational program.

The petition, as revised through the petition review and revisions process,

contains reasonably comprehensive descriptions of all required

elements, including the Federal, State, and District Required Language.

Petitioners are demonstrably likely to successfully implement the

educational program set forth in the renewal petition.

The petition contains required affirmations, assurances, and

declarations.

Criterion 2:

Charter School qualifies for renewal as a [low, middle, high] performing

charter school based on performance indicators and pursuant to the statutory

renewal framework. (See full analysis below).

ATTACHMENT A

5

Criterion 3:

At the time of renewal, Charter School does not have substantial fiscal or

substantial governance factors that would lead to a finding that the Charter

School is demonstrably unlikely to successfully implement the program set

forth in the renewal petition.

There is no evidence at the time of renewal that Charter School is not serving

all pupils who wish to attend based on data on pupil enrollment patterns.

In addition to the above, the petition contains a declaration of whether or not

the charter school shall be deemed the exclusive public employer of the

employees of the charter school for purposes of Chapter 10.7. Please see “Staff

Review and Assessment” section below for further detail.

PROPOSED

BENCHMARKS:

CHIME Institute’s Schwarzenegger Community must meet the following

benchmarks during the 2021-2026 charter term in order to address concerns in

fiscal performance.

1. While maintaining a balanced budget, beginning in Fiscal Year 2021-2022,

the school will make appropriate annual contributions to fund its unfunded

Cash Balance Defined Benefit Retirement Plan obligations in accordance to

the school’s actuarial funding analysis. The annual contribution amounts

may change based on the actuarial analyses and CHIME’s governing board

resolutions.

2. No less than annually, the school’s actuary will complete a re-measurement

of the pension plan liabilities [pursuant to Accounting Standards

Codification (ASC) 715], which shall consider changes in assumptions, plan

provisions, and census data, to the extent that failing to account for such

changes would materially impact the results.

3. Beginning on December 15, 2022, and continuing through December 15,

2026, the Charter School must provide annual updates (by December 15 of

each year) to the Charter Schools Division regarding the school’s progress

in improving its fiscal condition and successfully executing the five-year

budget referenced in the fiscal benchmark above.

If any of these benchmarks remain unmet by the timeline(s) indicated, at that

time the District will review the charter school’s status reports and any additional

relevant information, and determine next steps accordingly, up to and including

recommendation for revocation during the school’s charter term or

recommendation of non-renewal upon submission of a renewal petition at the

end of the term of the charter.

6

STAFF ASSESSMENT

I. ACTION PROPOSED

Staff recommends approval, with benchmarks, of the renewal petition for CHIME Institute’s

Schwarzenegger Community (“CHIME” or “Charter School”), located in Board District 4 and Local

District Northwest, for a term of 5 years, beginning July 1, 2021, until June 30, 2026 to serve up to

772 students in grades TK-8 in each year of the charter term.

II. CRITERIA FOR RENEWAL

Upon submission, District staff comprehensively reviews each renewal petition application to

determine whether the school has met the requirements for renewal set forth in California Education

Code sections 47605, 47607, and 47607.2. As part of staff’s holistic review of the renewal petition

application, the charter school must be determined to be eligible for renewal under the renewal criteria

prescribed in Education Code sections 47607 and 47607.2 requires a three-pronged analysis:

• Criterion 1: Does the renewal petition include a sound educational program, a reasonably

comprehensive description of the 15 elements required for petitions, an affirmation of each of the

conditions described in Education Code section 47605(e), and are petitioners likely to successfully

implement the program set forth in the petition? (Ed. Code, § 47607(b).)

• Criterion 2: Is the charter school “high,” “middle,” or “low” performing? (see Ed. Code, §§

47607(c), 47607.2(a), and 47607.2(b).) Has the charter school attained measurable increases in

academic achievement schoolwide and for numerically significant student groups served by the

charter school, and does the charter school have strong postsecondary outcomes, if applicable?

• Criterion 3: Is the charter school serving all pupils who wish to attend, or does the charter school

have substantial fiscal or governance issues? (Ed. Code, § 47607(e).)

Charter schools designated as Dashboard Alternative School Status (“DASS”) will work with LAUSD

to establish renewal targets locally. (Ed. Code, § 47607(c)(7).) Please see LAUSD Policy and

Procedures for Charter School Authorizing (LAUSD Board of Education, August 11, 2020) for more

information regarding renewal criteria.

III. GENERAL SCHOOL INFORMATION

A. School History

CHIME Institute’s Schwarzenegger Community

Initial

Authorization:

On July 24, 2001, CHIME Institute’s Schwarzenegger Community

was authorized by the LAUSD Board of Education to serve 150

students in grades K-5.

Most Recent

Renewal

The charter was renewed on March 8, 2016, to serve up to 772

students in grades TK-8.

Approved Material

Revisions of Current

Charter:

N/A

7


Board Benchmarks in

Current Charter

Term:

On March 8, 2016, as part of the school’s most recent renewal, the

LAUSD Board of Education issued the following instructional,

operational, and fiscal benchmarks to CHIME Institute’s

Schwarzenegger Community:

Benchmark 1 (Instructional)

• Benchmark 1a: Student performance data will be regularly

monitored and analyzed to identify areas in which students

require targeted intervention every 6-10 weeks.

• Benchmark 1b: The school will proactively identify and

monitor its high achieving students by implementing a

“gifted” participation criteria. The school will develop a

comprehensive plan dedicated to serve and support its gifted

population with an annual academic performance analysis

and self-reflection due no later than October 1 that reports

on the school’s progress toward the performance targets.

• Benchmark 1c: CHIME will provide a yearly student

achievement report to the Charter Schools Division with an

annual academic performance analysis and self-reflection,

due no later than October 1, with a second report the

following February, that reports on the school’s progress

toward the performance targets identified in its charter and

LCAP, including but not limited to schoolwide and

subgroup performance and progress as measured by the

Smarter Balanced Assessments, CELDT, other state

standardized measures of performance, and the school’s

internal assessments.

Benchmark 2 (Operational)

• Benchmark 2: CHIME will demonstrate an ongoing increase

in reclassification of its English Learners above its current

rate of 0% over the new charter term and ensure accurate and

timely reporting of reclassification in CALPADS in

alignment with CALPADS’ submission windows each year

of the charter term.

Benchmark 3 (Fiscal)

• Benchmark 3a: By April 30, 2016 the CHIME board of

directors shall establish and provide to the CSD the minimum

materials to be provided in their monthly board report from

CHIME staff pertaining to fiscal items. The board will

provide the monthly fiscal board reports to the CSD.

• Benchmark 3b: The CHIME board of directors will monitor

and update the CSD on the following information annually:

o The school and organization’s debt management

o The school and organization’s negative net income

management

8


• Benchmark 3c: CHIME will provide budget and cash flow

information annually to the Charter Schools Division re:

o Decrease in paraprofessional and classified costs;

o Additional revenue and income stream;

o Debt management, and:

o Pension plan recovery.

CHIME Institute’s Schwarzenegger Community met a majority of

its benchmarks in the first four years of the current term and met all

of its benchmarks in the final year of the current term. Please see the

“Staff Review and Assessment” section below.

Submission of Renewal

Petition Application:

CHIME Institute’s Schwarzenegger Community submitted its

renewal petition application on September 16, 2020. The 90-day

statutory timeline for Board action on the petition runs through

December 15, 2020.

Concurrent Request

for Material Revision:

N/A

B. Educational Program


Key Features of

Educational Program:

CHIME Institute’s Schwarzenegger Community offers a TK-8

educational program, based on a constructivist instructional model,

which includes the following features:

Full inclusion of Students with Disabilities (SWD) through co-

teaching, differentiated instruction, and individualized

accommodations and supports.

A constructivist approach designed to allow all students to

engage with the curriculum and their peers in collaborative

projects and problem-solving activities.

A schoolwide Restorative Justice curriculum focused on helping

students build empathy for one another and learning to resolve

conflict without hostility.

A partnership with California State University Northridge

(CSUN) to research and develop innovative practices and offer

professional development to teachers throughout the region.

English Learner

Master Plan:

CHIME Institute’s Schwarzenegger Community implements its

own English Learner Master Plan which includes the following

features:

Teachers implement both Integrated and Designated English

Language Development (ELD) instruction.

Specially Designed Academic Instruction in English (SDAIE)

strategies and cooperative learning activities are incorporated into

teachers’ practice to facilitate access to core content for English

9


Learners and to provide opportunities for interaction in

heterogenous and homogeneous student groups.

Special Education

SELPA

CHIME Institute’s Schwarzenegger Community participates in

LAUSD SELPA Option 3.

C. Student Enrollment and Population

Data Source: DataQuest, Student and Downloadable Data File https://www.cde.ca.gov/ds/sd/sd

D. Charter School Operator

CHIME Institute’s Schwarzenegger Community is operated by CHIME Institute, a California

nonprofit public benefit corporation that does not operate any other LAUSD-authorized charter

school.

IV. STAFF REVIEW AND ASSESSMENT

Based on a comprehensive review of the renewal petition application and the school’s record of

performance, staff has determined that the charter school has met the standards and criteria for

renewal. Staff findings include the following:

A. Criterion 1: Does the renewal petition include a sound educational program, a reasonably

comprehensive description of the 15 elements required for petitions, an affirmation of each

of the conditions described in Education Code section 47605(e), and are petitioners likely to

successfully implement the program set forth in the petition?

Yes, the charter school has presented a sound educational program; a reasonably comprehensive

petition with the requisite affirmations and the Federal, State, and District Required Language; and

petitioners are likely to successfully implement the educational program for its targeted student

population. The petition sufficiently addresses and is consistent with the applicable legal and

policy requirements, including but not limited to the identification of appropriate performance

targets and description of an instructional program aligned to state performance standards and the

salient needs of the target student population. Please see discussion of the charter school’s record

of academic performance in the section below.

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790 20.6% 3.0% 0.6% 3.3% 3.4% 11.4% 1.0% 0.1% 0.4% 21.3% 0.0% 0.0% 0.4% 20.6% 16.1% 5.1% 64.9%

2019-20 Enrollment by Ethnicity and Subgroup

10

https://www.cde.ca.gov/ds/sd/sd

B. Criterion 2: Is the charter school “high,” “middle,” or “low” performing? (see Ed. Code, §§

47607(c), 47607.2(a), and 47607.2(b).) Has the charter school attained measurable increases

in academic achievement schoolwide and for numerically significant student groups served

by the charter school, and does the charter school have strong postsecondary outcomes, if

applicable?

Yes, the school has been classified by the state as Middle performing in 2019-2020. Please see

discussion of the charter school’s record of academic performance in the section below.

Charter Renewal Term

For Middle performing schools, pursuant to Education Code section 47607.2(b), the LAUSD

Board shall consider the following: 1) The schoolwide performance and performance of all

subgroups of pupils served by the charter school on both the state and local indicators on the

California School Dashboard; 2) The LAUSD Board shall provide greater weight to the

performance on measurements of academic performance on the California School Dashboard; 3)

Until January 1, 2026, the LAUSD Board shall also consider clear and convincing evidence,

demonstrated by verified data, showing either of the following: a. The charter school achieved

measurable increases in academic achievement, as defined by at least one year’s progress for each

year in school, or b. Strong postsecondary outcomes, as defined by college enrollment, persistence,

and completion rates equal to similar peers.

The charter school’s record of performance during the term of the charter reflects the following

specific factors:

1. Student Achievement and Educational Performance

a. Summary

CHIME Institute’s Schwarzenegger Community has been identified by the state as a

Middle performing charter school. The charter school has attained measurable increases

in academic achievement schoolwide and for numerically significant student groups.

b. Measurements of Academic Performance on the California School Dashboard

As context, the state utilizes the colors received on all state indicators to determine the

performance classification for charter schools. Please see the table below for more

information on this school.


Years

ELA

Math

EL Progress Indicator*

College/Career Indicator

Chronic Absenteeism

Graduation Rate

Suspension Rate

2018 Orange Orange NPC N/A Yellow N/A Green

2019 Green Green Green N/A Yellow N/A Green

Data Source: DataQuest, Student and Downloadable Data File https://www.cde.ca.gov/ds/sd/sd *For the ELPI, the state uses status level as a proxy for color on the 2019 Dashboard where there are at least 30 students tested. (Note: There is no status level for 2018). NPC: No performance color

The recommendation for renewal has considered the schoolwide performance and

performance of numerically significant subgroups served by the charter school on the state

and local indicators, providing greater weight to performance on measurements of

academic performance. In addition to the state and local indicators, the recommendation

11

https://www.cde.ca.gov/ds/sd/sd

considered whether there was clear and convincing evidence showing the school

demonstrated measurable increases in academic achievement, as defined by at least one

year’s progress in each year in school, and strong postsecondary outcomes, as defined by

college enrollment, persistence, and completion rates equal to similar peers, as applicable.

Please see attached CHIME Institute’s Schwarzenegger Community Data Set.

c. English Language Arts Academic Indicator

Distance from Standard Schoolwide and Numerically Significant Subgroups:

Data Source: DataQuest, Student and Downloadable Data File https://www.cde.ca.gov/ds/sd/sd/ For classification purposes of High, Middle or Low performance, the state removed four student subgroups (White, Asian, Two or More Races, Filipino). For the purpose of status and change, all numerically significant subgroups are included for the state, which include

scores that span tested grades from K-12.

As seen in the above table, in 2018, in English Language Arts (ELA), the charter school’s

Distance from Standard (DFS) was lower than the state’s DFS. In 2019, the charter

school’s DFS was higher than the state’s DFS. In 2018 and 2019, the school had five

numerically significant subgroups (English Learners, Latino, Socioeconomically

Disadvantaged, Students with Disabilities, and White) for ELA. In 2018, the majority of

the charter school’s numerically significant subgroups’ DFS was lower than the state’s

DFS for those subgroups (English Learner, Latino, Socioeconomically Disadvantaged, and

White), with the exception of the Students with Disabilities (SWD) subgroup. In 2019, the

majority of the charter school’s numerically significant subgroups’ DFS was higher than

the state’s DFS for those subgroups (English Learner, Latino, Socioeconomically

Disadvantaged, and Students with Disabilities), with the exception of the White subgroup.

Subgroup

Number of

Students with

Scores

2018 Color

School

2018

Average

DFS

State

2018

Average

DFS

School to State

DFS

Comparison

Number of

Students with

Scores

2019 Color

School

2019

Average

DFS

State

2019

Average

DFS

School to

State DFS

Comparison

All Students 456 Orange -15.1 -6.0 Lower 466 Green 4.0 -2.5 Higher

English Learner 61 Orange -62.2 -47.1 Lower 77 Yellow -20.2 -45.1 Higher

Latino 103 Orange -44.3 -31.3 Lower 113 Yellow -13.9 -26.6 Higher

Socioeconomically

Disadvantaged78 Yellow -38.2 -34.7 Lower 76 Yellow -13.9 -30.1 Higher

Students with

Disabilities88 Red -93.4 -95.5 Higher 107 Yellow -68.0 -88.1 Higher

White 278 Yellow -5.0 27.7 Lower 284 Blue 12.1 30.7 Lower

CHIME Institute's Schwarzenegger Community - (ELA Grades) Academic Indicator - CA School Dashboard Indicator

12

https://www.cde.ca.gov/ds/sd/sd/

Change Level Schoolwide and Numerically Significant Subgroups:

Data Source: DataQuest, Student and Downloadable Data File https://www.cde.ca.gov/ds/sd/sd/

As seen in the above table, in 2018, the charter school’s Change Level Declined schoolwide

and for a majority of the school’s numerically significant subgroups (English Learner,

Latino, Students with Disabilities, and White), with the exception of the

Socioeconomically Disadvantaged subgroup which Increased. In 2019, the charter

school’s Change Level Increased Significantly schoolwide and for all of numerically

significant subgroups.

d. Math Academic Indicator

Distance from Standard Schoolwide and Numerically Significant Subgroups:

Data Source: DataQuest, Student and Downloadable Data File https://www.cde.ca.gov/ds/sd/sd/ For classification purposes of High, Middle or Low performance, the state removed four student subgroups (White, Asian, Two or More

Races, Filipino). For the purpose of status and change, all numerically significant subgroups are included for the state, which include scores that span tested grades from K-12.

As seen in the above table, in both 2018 and 2019, in Math, the charter school’s DFS was

higher than the state’s DFS. In 2018 and 2019, the school had five numerically significant

subgroups (English Learners, Latino, Socioeconomically Disadvantaged, Students with

Disabilities, and White) for Math. In 2018, the majority of subgroups performed higher

than the state’s DFS for those subgroups (Latino, Socioeconomically Disadvantaged, and

Subgroup

Number of

Students with

Scores

2018 Color Change Change LevelState

ChangeChange Level

Number of

Students with

Scores


ChangeChange Level

All Students 456 Orange -6.4 Declined 2.2 Maintained 466 Green 18.7Increased

Significantly3.7 Increased

English Learner 61 Orange -5.5 Declined 3.3 Increased 77 Yellow 45.0Increased


Latino 103 Orange -5.5 Declined 3.2 Increased 113 Yellow 29.2Increased


Socioeconomically

Disadvantaged78 Yellow 8.9 Increased 4.0 Increased 76 Yellow 24.3

Increased


Students with

Disabilities88 Red -11.4 Declined 2.1 Maintained 107 Yellow 18.6

Increased


White 278 Yellow -8.9 Declined 0.8 Maintained 284 Blue 16.9Increased


CHIME Institute's Schwarzenegger Community - (ELA Grades) Academic Indicator - CA School Dashboard Indicator

Subgroup

Number of

Students with

Scores

2018 Color

School

2018

Average

DFS

State

2018

Average

DFS

School to State

DFS Comparison

Number of

Students

with Scores

2019 Color

School

2019

Average

DFS

State

2019

Average

DFS

School to State

DFS Comparison

All Students 459 Orange -28.4 -36.4 Higher 462 Green -15.4 -33.5 Higher

English Learner 61 Orange -72.0 -69.9 Lower 77 Green -21.9 -68.6 Higher

Latino 103 Orange -54.5 -65.8 Higher 112 Yellow -34.8 -62.2 Higher

Socioeconomically

Disadvantaged78 Orange -58.2 -67.4 Higher 76 Yellow -30.7 -63.7 Higher

Students with

Disabilities91 Orange -91.5 -125.3 Higher 103 Orange -88.9 -119.4 Higher

White 280 Yellow -19.7 -1.0 Lower 283 Green -9.6 1.4 Lower

CHIME Institute's Schwarzenegger Community - (Math Grades) Academic Indicator - CA School Dashboard Indicator

13



Students with Disabilities), with the exception of the English Learner and White subgroups,

which were lower. In 2019, the majority of subgroups performed higher than the state’s

DFS for those subgroups (English Learners, Latino, Socioeconomically Disadvantaged,

and Students with Disabilities), with the exception of the White subgroup, which was

lower.

Change Level Schoolwide and Numerically Significant Sugroups:

Data Source: DataQuest, Student and Downloadable Data File https://www.cde.ca.gov/ds/sd/sd/ For classification purposes of High, Middle or Low performance, the state removed four student subgroups (White, Asian, Two or More Races, Filipino). For the purpose of status and change, all numerically significant subgroups are included for the state, which include scores that span tested grades from K-12.

As seen in the above table, in 2018, the charter school’s Change Level Declined schoolwide

and for a majority of the school’s numerically significant subgroups (English Learner,

Latino, and Socioeconomically Disadvantaged), with the exception of the Students with

Disabilities and White subgroups, which Declined Significantly. In 2019, the charter

school’s Change Level Increased schoolwide and for the White subgroup. Three

numerically significant subgroups (English Learner, Latino, and Socioeconomically

Disadvantaged) Increased Significantly, and the Students with Disabilities subgroup

Maintained.

e. English Learner Progress Academic Indicator

Percentage of English Learners Making Progress Toward English Proficiency:


Subgroup

Number of

Students with

Scores


Change

Change

Level

Number of

Students

with Scores


ChangeChange Level

All Students 459 Orange -14.2 Declined 1.3 Maintained 462 Green 13.3 Increased 2.9 Maintained

English Learner 61 Orange -7.0 Declined 1.5 Maintained 77 Green 52.4Increased

Significantly2.2 Maintained

Latino 103 Orange -6.7 Declined 1.7 Maintained 112 Yellow 20.3Increased


Socioeconomically

Disadvantaged78 Orange -10.4 Declined 2.3 Maintained 76 Yellow 27.6

Increased


Students with

Disabilities91 Orange -28.8

Declined

Significantly0.8 Maintained 103 Orange 0.0 Maintained 6.6 Increased

White 280 Yellow -19.7Declined

Significantly0.6 Maintained 283 Green 10.4 Increased 2.7 Maintained

CHIME Institute's Schwarzenegger Community - (Math Grades) Academic Indicator - CA School Dashboard Indicator

14



As seen in the table above, the 2019 California School Dashboard indicates 58.1% of

CHIME Institute’s Schwarzenegger Community’s English Learner (EL) students are

making progress towards English proficiency, higher than the State at 48.3%.The

Performance Level for the school is High while the state Performance Level is Medium.

f. Standardized Assessments Participation Rates

In 2019, ELA, Math and the English Learner Progress Indicatory (ELPI) Indicators, the

school met the participation rates (of at least 95%) schoolwide and for the majority of

numerically subgroups, but did not meet the participation rates for the Students with

Disabilities (SWD) subgroup in ELA (94%) or Math (91%).

School leadership shared that as the school serves a greater than average proportion of

students with moderate to severe disabilities and many moderately to severely disabled

students struggle to access standardized assessments, and as several parents of SWD

elected to opt out of their child’s participation in the ELA and Math assessments, these

factors resulted in the lower overall percentage of SWD that participated in the CAASPP

in ELA and Math. In response, the school plans to include the importance of collecting

standardized test data for all students as a topic of discussion in all IEP meetings in an

effort to reduce the number of parents that choose to opt out of testing. Additionally, the

school has purchased more laptops for student use to provide all students with access to

practice tests, with the goal of improving participation rates by better familiarizing students

with the digital format of the ELA and Math assessments.

g. College/Career Academic Indicator:

N/A

h. Verified Data

As noted above, a charter school classified by the state as Middle performing may present

verified data. Pursuant to Education Code Section 47607.2(c)(1), “verified data” means

data derived from nationally recognized, valid, peer reviewed, and reliable sources that are

externally produced. Verified data shall include measures of postsecondary outcomes.

Per the LAUSD Policy and Procedures for Charter Schools, until such time that the State

Board of Education adopts a pupil-level academic growth measure, for the purposes of this

Policy and Procedures, the District defines “one year’s progress” as growth in achievement

in ELA and Math from one academic year to the next. The District's expectation is that a

charter school demonstrates either the same or higher growth levels as schools serving

similar student populations, for each year of the charter school's current term of the charter

(e.g., seven-year, six-year, five-year, or two-year term). Until such time that the State

Board of Education provides postsecondary outcome data, charter schools may submit

verified data specific to college enrollment, persistence, and completion rates, equal to

similar peers, at the time of the submission of the renewal petition. Charter schools

submitting verified data for this purpose must provide a clear explanation as to its

alignment with the requirements in the LAUSD Policy and Procedures for Charter Schools.

Staff determined that the school wide performance and the performance of all numerically

significant subgroups on the California School Dashboard provided sufficient information

to determine the renewal recommendation.

15

i. Postsecondary Outcomes [HS only]

N/A

j. Local Indicators

Staff also considered the Local Indicators (i.e. Basic: Teachers, Instructional Materials,

Facilities; Implementation of Academic Standards; Parent and Family Engagement; Local

Climate Survey; Access to a Broad Course of Study) and all are reported as Met.

k. “May Deny” Analysis for Middle Performing Charter Schools [if applicable]

N/A

l. Suspension Rate Indicator

Percentage of Students Suspended At Least Once Schoolwide and Numerically Significant

Subgroups:

Schoolwide and Numerically Significant Student Subgroups


As indicated in the table above, for both 2018-2019, the school’s suspension rate was lower

than the state, both schoolwide and for all numerically significant subgroups.

SubgroupNumber of

Students

2018

Color

School

Students

suspended at

least once

State

Students

suspended at

least once

School to State

Suspensions

Comparison

Number of

Students

2019

Color

School

Students

suspended at

least once

State

Students

suspended at

least once

School to State

Suspensions

Comparison

All Students 782 Green 0.9% 3.5% Lower 799 Green 0.6% 3.4% Lower

Black or African

American32 Blue 0.0% 9.4% Lower 28 No Color 0.0% 8.8% --

English Learner 86 Orange 2.3% 3.0% Lower 102 Blue 0.0% 3.1% Lower

Latino 186 Blue 0.5% 3.6% Lower 183 Orange 1.6% 3.5% Lower

Socioeconomically

Disadvantaged166 Blue 0.6% 4.4% Lower 154 Orange 1.3% 4.3% Lower

Students with

Disabilities146 Orange 2.7% 6.8% Lower 147 Green 2.0% 6.2% Lower

Two or More Races 43 Blue 0.0% 3.4% Lower 36 Blue 0.0% 3.3% Lower

White 475 Orange 1.3% 3.0% Lower 507 Blue 0.4% 2.9% Lower

CHIME Institute's Schwarzenegger Community - Suspension Rate Indicator - CA School Dashboard Indicator

16


Change Level Schoolwide and Numerically Significant Subgroups


As seen in the table above, in 2018, the charter school’s schoolwide suspension rate

Maintained. The charter school’s 2018 Change Level Increased for three of its numerically

significant subgroups (English Learner, Students with Disabilities, and White), Maintained

for the Black or African American and Two or More Races subgroups, Declined for the

Latino subgroup, and Declined Significantly for the Socioeconomically Disadvantaged

subgroup. In 2019, the charter school’s Change Level Declined schoolwide and for three

of its numerically significant subgroups (English Learner, Students with Disabilities, and

White), while the English Learner and Students with Disabilities subgroups Declined, and

the Latino and Socioeconomically Disadvantaged subgroups Increased.

m. Graduation Rate Indicator [HS only]

N/A

SubgroupNumber of

Students2018 Color

School

ChangeChange Level

State

ChangeChange Level

Number of

Students2019 Color

School

ChangeChange Level

State

ChangeChange Level

All Students 782 Green 0.2% Maintained -0.1% Maintained 799 Green -0.3% Declined -0.1% Maintained

Black or African

American32 Blue 0.0% Maintained 0.4% Declined 28 No Color 0.0% Maintained 0.6% Declined

English Learner 86 Orange 1.1% Increased -0.1% Maintained 102 Blue -2.3% Declined 0.1% Maintained

Latino 186 Blue -0.6% Declined -0.1% Maintained 183 Orange 1.1% Increased -0.1% Maintained

Socioeconomically

Disadvantaged166 Blue -2.1%

Declined

Significantly-0.2% Maintained 154 Orange 0.7% Increased -0.1% Maintained

Students with

Disabilities146 Orange 0.8% Increased 0.3% Declined 147 Green -0.7% Declined 0.6% Declined

Two or More Races 43 Blue 0.0% Maintained 0.0% Maintained 36 Blue 0.0% Maintained -0.1% Maintained

White 475 Orange 1.0% Increased -0.1% Maintained 507 Blue -0.9% Declined -0.2% Maintained

CHIME Institute's Schwarzenegger Community - Suspension Rate Indicator - CA School Dashboard Indicator

17


n. Chronic Absenteeism Indicator

Percentage Schoolwide and Numerically Significant Subgroups:


As seen in the table above, in 2018, the charter school’s rate of Chronic Absenteeism was

lower than the state, both schoolwide and for the Black or African American, Latino,

Students with Disabilities, and White subgroups. The English Learner, Socioeconomically

Disadvantaged, and Two or More Races subgroups were higher. In 2019, the charter

school’s rate of Chronic Absenteeism was lower than the state, both schoolwide and for a

majority of numerically significant subgroups (English Learner, Latino, Students with

Disabilities, Two or More Races, and White), with the exception of the Socioeconomically

Disadvantaged subgroup, which was higher.

School leaders shared that a number of students from the Socioeconomically

Disadvantaged subgroup experienced life events (e.g., significant illness, death in the

family, etc.) in 2018-2019 that may have negatively impacted their attendance. Beginning

in 2019-2020, CHIME increased its programming and staffing related to social emotional

support and, beginning in 2020-2021, has developed a partnership with the Mitchell Family

Clinic at CSUN to offer low-cost child and family counseling to support families whose

children may be missing school due to unmet social-emotional needs. School leaders also

shared that the administration will lead quarterly chronic absenteeism checks to direct

services and interventions to students identified students as at-risk for chronic absenteeism.

Subgroup

Number of

students enrolled

who meet criteria

2018 Color

School 2018

Chronic

Absenteeism

Percentage

State 2018

Chronic

Absenteeism

Percentage

School to State

Chronic

Absenteeism

Comparison

Number of

students enrolled

who meet criteria

2019 Color

School 2019

Chronic

Absenteeism

Percentage

State 2019

Chronic

Absenteeism

Percentage

School to State

Chronic

Absenteeism

Comparison

All Students 778 Yellow 7.2% 9.0% Lower 792 Yellow 7.1% 10.1% Lower

Black or African

American32 Orange 6.3% 17.9% Lower 28 No Color 10.7% 20.6% --

English Learner 86 Orange 10.5% 8.6% Higher 101 Green 7.9% 9.9% Lower

Latino 183 Yellow 9.3% 9.7% Lower 182 Green 8.2% 11.0% Lower

Socioeconomically

Disadvantaged166 Orange 13.9% 11.4% Higher 151 Red 17.9% 12.9% Higher

Students with

Disabilities146 Orange 13.0% 15.1% Lower 147 Orange 15.0% 16.3% Lower

Two or More Races 43 Yellow 11.6% 9.3% Higher 35 Green 5.7% 9.8% Lower

White 474 Orange 6.1% 7.7% Lower 502 Orange 6.6% 8.1% Lower

CHIME Institute's Schwarzenegger Community - Chronic Absenteeism - CA School Dashboard Indicator

18


o. English Learner Performance

Reclassification Rates:

Data Source: Data Quest, Student and School Downloadable Data Files https://www.cde.ca.gov/ds/sd/sd/filesreclass.asp

In 2019-2020, CHIME Institute’s Schwarzenegger Community’s reclassification rate was

31.6%, which was higher than the state’s reclassification rate of 13.8%. In 2018-2019,

CHIME Institute’s Schwarzenegger Community’s reclassification rate of 5.1% was lower

than the state’s rate of 13.8%.

CHIME Institute’s Schwarzenegger Community’s reclassification criteria are as follows:

1. Assessment of English language proficiency, using an objective assessment instrument,

including, but not limited to, the state test of English language development

a. Overall Summative ELPAC scores of 3 or 4 are considered for reclassification

b. CAASPP ELA scores of 3 or 4 are considered for reclassification (grades 3-8)

2. Teacher evaluation, including, but not limited to, a review of the student’s curriculum

mastery; and

3. Parent opinion and consultation; and

4. Comparison of student performance in basic skills against an empirically established

range of performance in basic skills based on the performance of English proficient

students of the same age.

Long-term English Learners and “At-Risk” Rates:

Data Source: DataQuest, Student and School Downloadable Data Files https://www.cde/ca/gov/ds/sd/sd/filesltel.asp

In 2019-2020, CHIME Institute’s Schwarzenegger Community had 0.6% Long-term

English Learners (LTELs), which was lower than the state’s LTEL percentage of 8.9%. In

2018-2019, CHIME Institute’s Schwarzenegger Community’s LTEL percentage of 5.4%

was lower than the state’s LTEL percentage of 14.7%. In 2019-2020, the charter school

had 3.6% “At-Risk” (six students), which was lower than the state’s rate of 5.7%.

Similarly, in 2018-2019, CHIME Institute’s Schwarzenegger Community had 6.7% “At-

Risk” (ten students), which was lower than the state at 9.5%.

Enrollment Percent Enrollment Percent Enrollment Percent Enrollment Percent

At-Risk 4-5 Years 10 6.7% 220,738 9.5% 6 3.6% 130,783 5.7%

LTEL 6+ Years 8 5.4% 342,983 14.7% 1 0.6% 204,042 8.9%

State

CHIME Institute's

Schwarzenegger

Community

State

2018-19 2019-20

English Learners

CHIME Institute's

Schwarzenegger

Community

19

https://www.cde.ca.gov/ds/sd/sd/filesreclass.asp

https://www.cde/ca/gov/ds/sd/sd/filesltel.asp

2. Annual Oversight Results

a. Student Achievement and Educational Performance

CHIME Institute’s Schwarzenegger Community has achieved the rating of Proficient in the

category of Student Achievement and Educational Performance on its annual oversight

evaluation reports for the last two years.

2018-2019 2019-2020

Annual Oversight Evaluation Report Rating in Category of

Student Achievement and Educational Performance

3

Proficient

3

Proficient *Note: The annual oversight rating represents the Charter Schools Division staff evaluation of the school’s performance as outlined in the Annual Performance-Based Oversight Visit Report on or about the date of the annual oversight visit.

b. Governance

CHIME Institute’s Schwarzenegger Community’s record of performance and related

information demonstrate that the school is likely to succeed in the area of governance.

The school has earned the rating of Proficient in the category of Governance on its annual

oversight evaluation reports over the past two years and has no unresolved governance

issues pending.

2018-2019 2019-2020

Annual Oversight Evaluation Report Rating in Category

of Governance

3

Proficient

3

Proficient *Note: The annual oversight rating represents the Charter Schools Division staff evaluation of the school’s performance as outlined in the Annual Performance-Based Oversight Visit Report on or about the date of the annual oversight visit.

c. Organizational Management, Programs, and Operations

CHIME Institute’s Schwarzenegger Community’s record of performance and related

information demonstrate that the school is likely to succeed in the area of organizational

management, programs, and operations.

CHIME Institute’s Schwarzenegger Community has earned the ratings of Developing and

Unsatisfactory in the category of Organization Management, Programs, and Operations on

its annual oversight evaluation reports for the last two years and has no unresolved

operations issues pending. Although the charter school has exhibited an uneven record of

performance in this category over the most recent two years of its current charter term, the

school’s leadership has taken measures to improve the school’s practices in areas of

deficiency (i.e., a failure to obtain English Learner authorization for all teachers in 2018-

2019, and a failure to complete mandated trainings within applicable timelines for all staff

in 2019-2020). Based on review of documentation submitted by the school on October 9,

2020, and certified by the school’s custodian of records, the areas of concern in 2018-2019

and 2019-2020 were sufficiently addressed and are not areas of concern in 2020-2021.

20

*Note: The annual oversight rating represents the Charter Schools Division staff evaluation of the school’s performance as outlined in the Annual Performance-Based Oversight Visit Report on or about the date of the annual oversight visit.

i. Access and Equity


ii. Special Education


According to 2019 CALPADS Fall 1 Certified Student Profile List Report, CHIME

Institute’s Schwarzenegger Community has a 16.1% Special Education enrollment,

which is higher than the state’s percentage of 11.7%, and higher than the District’s

percentage of 11.4%. The CSD has conferred with staff in the Division of Special

Education, and no concerns have been noted at this time.

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CHIME Institute's

Schwarzenegger

Community790 20.6% 3.0% 0.6% 3.3% 3.4% 11.4% 1.0% 0.1% 0.4% 21.3% 0.0% 0.0% 0.4% 20.6% 16.1% 5.1% 64.9%

Statewide 6,163,001 59.3% N/A 0.5% 9.3% 5.3% 18.6% 2.4% 0.5% 3.2% 54.9% 0.8% 0.4% 0.9% 60.7% 11.7% 3.9% 22.4%

Los Angeles

Unified596,937 80.3% 10.7% 0.2% 3.6% 7.7% 20.0% 1.9% 0.7% 1.3% 74.1% 0.1% 0.2% 0.4% 81.5% 11.4% 1.6% 10.3%

2019-20 Enrollment by Ethnicity and Subgroup

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# ID

# O

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# T

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# V

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CHIME Institute's

Schwarzenegger

Community

790 127 16.1% 62.2% 37.8% 24 0 0 2 0 1 9 22 12 52 5 0 0

Statewide 6,163,001 721,198 11.7% N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Los Angeles

Unified607,723 84,730 13.9% 69.1% 31.0% 16,067 15 336 1,569 5 1,431 4,271 10,828 1,970 35,116 12,579 102 418

2019-20 Enrollment by Disability

2018-2019 2019-2020

Annual Oversight Evaluation Report Rating in

Category of Organizational Management,

Programs, and Operations

2

Developing

1

Unsatisfactory

21



iii. Additional Information

Benchmark 1 (Instructional)

• 2020-2021 Status: MET (the school provided the analyses/reports required by

these benchmarks)

• Benchmark 1a: (Met all five years of the current term) Student performance

data will be regularly monitored and analyzed to identify areas in which students

require targeted intervention every 6-10 weeks.

• Benchmark 1b: (Met all five years of the current term) The school will

proactively identify and monitor its high achieving students by implementing a

“gifted” participation criteria. The school will develop a comprehensive plan

dedicated to serve and support its gifted population with an annual academic

performance analysis and self-reflection due no later than October 1 that reports on

the school’s progress toward the performance targets.

• Benchmark 1c: (Met four years of the current term, Not Met in 2017-2018)

CHIME will provide a yearly student achievement report to the Charter Schools

Division with an annual academic performance analysis and self-reflection, due no

later than October 1, with a second report the following February, that reports on

the school’s progress toward the performance targets identified in its charter and

LCAP, including but not limited to schoolwide and subgroup performance and

progress as measured by the Smarter Balanced Assessments, CELDT, other state

standardized measures of performance, and the school’s internal assessments.

Benchmark 2 (Operational)

• 2020-2021 Status: MET (the 2019-2020 reclassification rate was 31.6%, which is

higher than state’s rate of 13.8% and represents a 26.5 percentage point increase

from the previous year).

• Benchmark 2: (Met three years of the current term, Not Met in 2018-2019 nor

2019-2020) CHIME will demonstrate an ongoing increase in reclassification of its

English Learners above its current rate of 0% over the new charter term and ensure

accurate and timely reporting of reclassification in CALPADS in alignment with

CALPADS’ submission windows each year of the charter term.

Benchmark 3 (Fiscal)

• 2020-2021 Status: MET (the school provided the reports and updates required by

the fiscal benchmarks)

• Benchmark 3a: (Met all five years of the current term) By April 30, 2016 the

CHIME board of directors shall establish and provide to the CSD the minimum

materials to be provided in their monthly board report from CHIME staff pertaining

to fiscal items. The board will provide the monthly fiscal board reports to the CSD.

• Benchmark 3b: (Met all five years of the current term) The CHIME board of

directors will monitor and update the CSD on the following information annually:

o The school and organization’s debt management

o The school and organization’s negative net income management

• Benchmark 3c: (Met all five years of the current term) CHIME will provide

budget and cash flow information annually to the Charter Schools Division re:

o Decrease in paraprofessional and classified costs;

o Additional revenue and income stream;

o Debt management, and:

o Pension plan recovery.

22

As noted above, CHIME had three fiscal benchmarks as part of its previous renewal.

CHIME’s governing board has established and provided the CSD with the minimum

materials included in the school’s monthly board report (Financial Dashboard, Financial

Analysis, Cash Flow Forecast, Check Register, and Credit Card Register). In addition,

CHIME has provided the annual reports and updates required by the fiscal benchmarks.

CHIME’s fiscal condition is positive and has been declining since the 2016-2017 Fiscal

Year. The CSD will continue to monitor the school’s progress and compliance with these

fiscal benchmarks above through the remainder of the school’s 2016-2021 charter term.

C. Criterion 3: Is the charter school serving all pupils who wish to attend, or does the charter

school have substantial fiscal or governance issues? (Ed. Code, § 47607(e).)

At the time of renewal, Charter School does not have substantial fiscal or substantial governance

factors that would lead to a finding that the Charter School is demonstrably unlikely to

successfully implement the program set forth in the renewal petition.

There is no evidence at the time of renewal that Charter School is not serving all pupils who wish

to attend based on data on pupil enrollment patterns.

For more information about enrollment or dismissal practices, substantial fiscal issues or

substantial governance issues, please see the Access and Equity, Fiscal Operations, and

Governance sections, respectively.

D. Does the Petition Contain a Declaration of Whether or Not the Charter School Shall Be

Deemed the Exclusive Public Employer of the Employees of the Charter School?

Yes, the petition contains the required declaration.

3. Fiscal Operations

Please see the review of the school’s performance in fiscal operations below. The CSD will

continue to monitor the school’s performance in this category as part of annual oversight.

a. Summary

CHIME Institute’s Schwarzenegger Community achieved the ratings of Developing and

Proficient in the category of Fiscal Operations on its annual oversight evaluation reports

for the last two years.

The rating of Developing in the category of Fiscal Operations for 2018-2019 was due to

the school’s late submission of its 2017-2018 Independent Audit Report by the statutory

deadline of December 16, 2018.

During the 2019-2020 oversight visit, the CSD noted that the school’s internal controls and

processes were generally in place and implemented in practice.

*Note: The annual oversight rating represents the Charter Schools Division staff evaluation of the school’s performance as outlined in the Annual Performance-Based Oversight Visit Report on or about the date of the annual oversight visit.

2018-2019 2019-2020

Annual Oversight Evaluation Report

Rating in Category of Fiscal Operations

2

Developing

3

Proficient

23

b. Fiscal Condition

CHIME Institute’s Schwarzenegger Community’s fiscal condition is positive and has been

declining since Fiscal Year 2016-2017. According to the 2018-2019 independent audit

report, the school had positive net assets of $6,260,588 and net income of $175,296. The

2019-2020 Unaudited Actuals projected positive net assets and a net loss. The school

attributed the projected net loss reflected in its 2019-2020 Unaudited Actuals to revenue

losses and additional expenditures incurred due to the COVID-19 pandemic, increased

salary and benefit costs, and increased costs related to the school’s Special Education

program.

2015-2016

(Audited

Actuals)

2016-2017

(Audited

Actuals)

2017-2018

(Audited

Actuals)

2018-2019

(Audited

Actuals)

2019-2020

(Unaudited

Actuals)

Net Assets $7,271,825 $6,411,096 $6,076,328 $6,260,588 $5,626,127

Net

Income/Loss $1,258,982 ($360,103) ($397,516) $175,296 ($634,461)

Transfers

In/Out $0 $0 $0 $0 $0

Prior Year

Adjustment(s) $0 ($500,626)* $62,748** $8,964** $0

*Prior-year adjustments due to understated accrued pension liabilities and overstated accrued receivables. **Prior-year adjustments due to overstated accounts payable and accrued liabilities.

According to the school, CHIME's downward fiscal trend is driven by two main factors: 1)

Depreciation charges related to the District’s facility that the school is occupying, and 2)

The composition of its student population (which includes a large number of students that

do not qualify for additional LCFF Concentration Grant funds, as well as a large number

of students with special needs that require additional supports). The school stated that it

has reduced its paraprofessional, physical education, Art department, and front office staff

costs to ensure healthier cash flows and balanced budgets going forward (prior to the

recording of the depreciation charges referenced above).

c. 2018-2019 Independent Audit Report

Audit Opinion: Unmodified

Material Weaknesses: None Reported

Deficiencies/Findings: None Reported

Going Concern: None Reported

d. Other Significant Fiscal Information

Per CHIME, the charter operator secured a loan through the U.S. Small Business

Administration’s (SBA) Paycheck Protection Program (PPP). Per CHIME, the charter

operator submitted its PPP loan application on April 20, 2020 seeking to borrow

$1,299,940. The CSD was advised that the school’s governing board voted to pursue the

PPP loan on April 7, 2020, and on May 4, 2020, the charter operator received the PPP loan

proceeds in the amount of $1,299,940. CHIME stated that it intends to use these proceeds

for the legally authorized purposes of payroll expenses, insurance, and other allowed

sundry costs, as permitted by SBA’s guidelines. CHIME further stated that, seeing as the

24

covered period for the utilization of the PPP loan proceeds remains open, a detailed

accounting of its PPP loan proceed-related expenditures is not yet available. The school

stated that this information would be shared with the CSD when the school applies for

forgiveness of its PPP loan. Staff will continue to request information from the school as

to its uses of its PPP funds and any reports sent to the federal government as part of ongoing

oversight.

The CSD recommends approval with proposed benchmarks that require the school to make

appropriate annual contributions and catch-up payments if applicable, to eliminate the

unfunded portion of the school’s Cash Balance Defined Benefit Retirement Plan

obligations commensurate with the school’s actuarial funding analysis, while maintaining

a balanced budget, to monitor the school’s progress in the areas noted above. Please see

the Proposed Benchmarks section above for a detailed description of these requirements.

25

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DE)

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d t

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ven

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gg

reg

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dat

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les

are

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e C

DE

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ata

Rep

orti

ng

Off

ice

at h

ttp

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ww

w.c

de.

ca.g

ov/

ds/

sd/

sd/

file

sen

r.as

p a

nd

Cal

ifor

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Sch

ool D

ash

boa

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m o

f S

up

por

t h

ttp

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ww

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/.

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ase

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her

e m

ay b

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file

s 20

19 r

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n 04

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2020

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201

8 re

vise

d on

03/

11/2

019

http

s://

ww

w.c

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a.go

v/ta

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part

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part

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n Rat

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vel.

ELs

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e EL

PAC e

xam

to

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gres

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ngua

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rofic

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as 4

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vels

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to 6

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Rep

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9/29

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CH

IME

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itu

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war

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egg

er C

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ity

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17

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an

d 2

01

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9 S

MA

RTE

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ALA

NC

ED A

SS

ESS

MEN

T A

CH

IEV

EMEN

T D

ATA

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hem

atic

s

Cha

nge

from

20

18-1

9

2017-18

2018-19

Sch

ool

In o

rder

to

prot

ect

stud

ent

priv

acy,

an

aste

risk

(*)

will

be

disp

laye

d in

stea

d of

a n

umbe

r on

tes

t re

sults

whe

re 1

0 or

few

er s

tude

nts

had

test

ed.

Add

ition

ally

, w

ithin

sub

grou

p vi

ews

only

, "-

-" w

ill b

e di

spla

yed

inst

ead

of t

he n

umbe

r of

st

uden

ts w

hen

stud

ent

subg

roup

cou

nts

are

10 o

r fe

wer

. S

ourc

e: D

ata

colle

cted

by

the

Cal

ifor

nia

Dep

artm

ent

of E

du

cati

on (

CD

E) t

hro

ug

h t

he

Cal

ifor

nia

Lon

git

ud

inal

Pu

pil

Ach

ieve

men

t D

ata

Sys

tem

(C

ALP

AD

S),

Cal

ifor

nia

S

choo

l Das

hb

oard

, an

d t

esti

ng

ven

dor

. A

gg

reg

ate

dat

a fi

les

are

pro

vid

ed b

y th

e C

DE

– D

ata

Rep

orti

ng

Off

ice

at h

ttp

://

ww

w.c

de.

ca.g

ov/

ds/

sd/

sd/

file

sen

r.as

p a

nd

Cal

ifor

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Sch

ool D

ash

boa

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up

por

t h

ttp

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/.

Ple

ase

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her

e m

ay b

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igh

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iffe

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ces

wit

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ome

of t

he

info

rmat

ion

in t

his

rep

ort

and

wit

h w

hat

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isp

laye

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aqu

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m

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oth

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ata

up

dat

es b

y th

e te

stin

g v

end

or a

nd

up

dat

es in

CA

LPA

DS

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Dat

a Sou

rce:

Cal

iforn

ia A

sses

smen

t of

Stu

dent

Per

form

ance

and

Pro

gres

s (C

AASPP

) Res

earc

h D

ata

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s. h

ttps

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aasp

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cde.

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lish

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tera

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ce o

f Dat

a an

d Ac

coun

tabi

lity

Page

10

of 1

0R

epor

t cre

ated

on:

09/

29/2

020

35

2018

2019

Year

s

2018

2019

2.

☐

If

“YES

” to

LP

1b

(tw

o lo

wes

t p

erfo

rman

ce le

vels

) -

the

scho

ol is

“Lo

w P

erfo

rmin

g” a

nd m

ay b

e re

com

men

ded

for

a 0

or 2

- y

ear

rene

wal

aft

er

a fu

ll an

alys

is is

don

e on

all

perf

orm

ance

are

as (

e.g.

, go

vern

ance

, op

erat

ions

, fis

cal,

etc.

).

No

addi

tion

al r

evie

w is

nee

ded.

44

4N

/A3

N/A

22

NPC

N/A

3N

/A4 4

1.

☐ I

f “Y

ES”

to H

P1

b (

two

hig

hes

t p

erfo

rman

ce le

vels

) -

the

scho

ol is

“H

igh

Perf

orm

ing”

and

may

be

reco

mm

ende

d fo

r a

7-ye

ar r

enew

al a

fter

a

full

anal

ysis

is d

one

on a

ll pe

rfor

man

ce a

reas

(e.

g.,

gove

rnan

ce,

oper

atio

ns,

fisca

l, et

c.).

N

o ad

dition

al r

evie

w is

nee

ded.

1.

If

“YES

” -

proc

eed

to H

P1

b [

LP1

b]

belo

w.

2.

If

“No”

- y

ou c

anno

t do

an

anal

ysis

for

“H

igh

Perf

orm

ing”

or

“Low

Per

form

ing.

” P

roce

ed t

o th

e “M

iddl

e Pe

rfor

min

g” a

naly

sis.

HP

1b

[LP

1b

] -

Did

the

cha

rter

sch

ool r

ecei

ve t

he t

wo

high

est

[LP1

b –

two

low

est]

per

form

ance

leve

ls s

choo

lwid

e on

all

sta

te in

dica

tors

incl

uded

on

the

Cal

iforn

ia D

ashb

oard

(al

l b

lue

and

/or

gre

en)

[LP1

b –

all

red

and

/or

oran

ge

] fo

r w

hich

it r

ecei

ves

perf

orm

ance

leve

ls in

eac

h of

the

tw

o co

nsec

utiv

e ye

ars

imm

edia

tely

pre

cedi

ng r

enew

al?

YES

– N

OC

HIM

E In

stit

ute

's S

chw

arze

neg

ger

Com

mu

nit

y

ELA

Mat

h EL

Pro

gres

s In

dica

tor

*Col

lege

/ C

aree

r In

dica

tor

Chr

onic

Abs

ent.

Gra

duat

ion

Rat

eSus

pens

ion

Rat

e

HP

1a

[LP

1a]

- D

oes

the

char

ter

scho

ol h

ave

scho

olw

ide

perf

orm

ance

leve

ls o

n at

leas

t tw

o m

easu

rem

ents

of

acad

emic

per

form

ance

per

yea

r in

eac

h of

the

tw

o co

nsec

utiv

e ye

ars

imm

edia

tely

pre

cedi

ng r

enew

al?

That

is,

a ch

arte

r sc

hool

mus

t ha

ve b

een

assi

gned

a c

olor

(pe

rfor

man

ce le

vel)

for

at

leas

t tw

o of

the

fou

r m

easu

rem

ents

of

acad

emic

per

form

ance

(EL

A,

Mat

h, E

L Pr

ogre

ss,

Col

lege

/Car

eer)

in e

ach

of t

he t

wo

year

s pr

eced

ing

rene

wal

. Y

ES –

NO

CH

IME

Inst

itu

te's

Sch

war

zen

egg

er C

omm

un

ity

Year

sEL

AM

ath

EL P

rogr

ess

Indi

cato

r *

Col

lege

/ C

aree

r

Indi

cato

r

So

urc

e: D

ata

colle

cted

by

the

Cal

ifo

rnia

Dep

artm

ent

of

Ed

uca

tio

n (

CD

E)

thro

ug

h t

he

Cal

ifo

rnia

Lo

ng

itu

din

al P

up

il A

chie

vem

ent

Dat

a S

yste

m (

CA

LPA

DS

), C

alif

orn

ia S

cho

ol D

ash

bo

ard

, an

d t

esti

ng

ven

do

r. A

gg

reg

ate

dat

a fi

les

are

pro

vid

ed

by

the

CD

E –

Dat

a R

epo

rtin

g O

ffic

e at

htt

p:/

/w

ww

.cd

e.ca

.go

v/d

s/sd

/sd

/fi

lese

nr.

asp

an

d C

alif

orn

ia S

cho

ol D

ash

bo

ard

Sys

tem

of

Su

pp

ort

htt

ps:

//

ww

w.c

de.

ca.g

ov/

ta/

ac/

cm/

. P

leas

e n

ote

: Th

ere

may

be

slig

ht

dif

fere

nce

s w

ith

so

me

of

the

info

rmat

ion

in t

his

rep

ort

an

d w

ith

wh

at is

dis

pla

yed

in D

ataq

ues

t an

d C

A D

ash

bo

ard

du

e to

ch

ang

es in

file

mo

dif

icat

ion

s su

ch a

s D

ate

Mo

dif

ied

, D

ate

Po

sted

, o

ther

dat

a u

pd

ates

by

the

test

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ven

do

r an

d u

pd

ates

in C

ALP

AD

S.

--0

Mis

sin

g D

ata

CA

LPA

DS

err

or;

Test

Irr

egu

lari

ties

; or

No

CD

E d

ata

N/A

N

ot A

pp

licab

le (

e.g.

, el

emen

tary

sch

ool n

ot n

eedi

ng t

o ha

ve C

CI

data

or

Gra

duat

ion

Rat

e da

ta)

AB 1

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Ren

ewal

Cri

teri

a A

nal

ysis

- “

Hig

h P

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or “

Low

Per

form

ing”

Sch

ool

KEY

Col

orC

A D

ash

boa

rd I

nd

icat

or r

atin

g.

For

stud

ent

grou

ps,

colo

rs r

epre

sent

num

eric

ally

sig

nific

ant

subg

roup

s [i

.e.

30 o

r m

ore,

(15

+ f

or F

oste

r Yo

uth

and

Hom

eles

s st

uden

ts)]

. EL

PI u

se s

tatu

s le

vel a

s a

prox

y fo

r co

lor

on t

he 2

019

Das

hboa

rd.

NP

CN

o P

erfo

rman

ce C

olor

whe

n st

uden

t gr

oups

are

not

num

eric

ally

sig

nific

ant.

22

NPC

N/A

44

4N

/A

CRIT

ERIA

TO

QU

ALI

FY A

S “

HIG

H P

ERFO

RM

ING

” (H

P)

or “

LOW

PER

FOR

MIN

G”

(LP

)

Offi

ce o

f Dat

a an

d Ac

coun

tabi

lity

Page

1 o

f 5R

epor

t cre

ated

on:

09/

29/2

020

36

1.

☐ I

f “Y

ES”

– pr

ocee

d to

HP

2b

[LP

2b

] be

low

.

2.

☐ I

f “N

o” –

A c

hart

er s

choo

l witho

ut p

erfo

rman

ce le

vels

on

at le

ast

two

of t

he f

our

mea

sure

men

ts o

f ac

adem

ic p

erfo

rman

ce f

or a

t le

ast

two

subg

roup

s in

eac

h of

the

tw

o co

nsec

utiv

e ye

ars

imm

edia

tely

pre

cedi

ng r

enew

al c

anno

t be

con

side

red

withi

n th

e “H

igh

Perf

orm

ing”

or

“Low

Per

form

ing”

re

new

al c

rite

ria.

Pr

ocee

d to

the

“M

iddl

e Pe

rfor

min

g” a

naly

sis.

*

Col

lege

/Car

eer

2018

N/A

N/A

Col

lege

/Car

eer

2019

N/A

N/A

EL P

rogr

ess

2018

N/A

N/A

EL P

rogr

ess

2019

*1

Engl

ish

Lear

ner

Mat

h 20

185

L

atin

o;

Whi

te;

En g

lish

Lear

ners

; Soc

ioec

onom

ical

ly D

isad

vant

aged

;

Stu

dent

s w

ith

Dis

abili

ties

Mat

h 20

195

L

atin

o;

Whi

te;

Eng

lish

Lear

ners

; Soc

ioec

onom

ical

ly D

isad

vant

aged

;

Stu

dent

s w

ith

Dis

abili

ties

ELA 2

018

5

Lat

ino;

W

hite

; E

n glis

h Le

arne

rs;

Soc

ioec

onom

ical

ly D

isad

vant

aged

;

Stu

dent

s w

ith

Dis

abili

ties

ELA 2

019

5

Lat

ino;

W

hite

; E

nglis

h Le

arne

rs;

Soc

ioec

onom

ical

ly D

isad

vant

aged

;

Stu

dent

s w

ith

Dis

abili

ties

* H

P1

b -

*LP

1b

-

HP

2a

[LP

2a]

- D

oes

the

char

ter

scho

ol h

ave

perf

orm

ance

leve

ls o

n at

leas

t tw

o of

the

fou

r m

easu

rem

ents

of

acad

emic

per

form

ance

for

at

leas

t tw

o su

bgro

ups

in e

ach

of t

he t

wo

cons

ecut

ive

year

s im

med

iate

ly p

rece

ding

ren

ewal

?

YES

– N

OIn

dica

tor

Num

ber

of S

ubgr

oups

Subrou

ps

2)

T

her

e is

cle

ar a

nd

con

vin

cin

g e

vid

ence

, d

emon

stra

ted

by

veri

fied

dat

a, s

how

ing

eit

her

:

a. T

he

sch

ool a

chie

ved

mea

sura

ble

incr

ease

s in

aca

dem

ic a

chie

vem

ent,

as

def

ined

by

at le

ast

one

year

’s p

rog

ress

for

eac

h y

ear

in

sch

ool;

O

R b.

Str

ong

pos

tsec

ond

ary

outc

omes

eq

ual

to

sim

ilar

pee

rs.

3.

☐

If

“NO

” -

then

pro

ceed

to

HP

2a

[LP

2a]

bel

ow

a.

I

f th

e ch

arte

r sc

hoo

l rec

eive

s a

com

bin

atio

n o

f p

erfo

rman

ce c

olor

s (r

ed,

oran

ge,

yel

low

, g

reen

, an

d b

lue)

pro

ceed

to

HP

2a

[LP

2a]

bel

ow.

How

ever

, M

AY

REN

EW O

NLY

up

on m

akin

g b

oth

of

the

follo

win

g w

ritt

en f

actu

al f

ind

ing

s:

1)

The

char

ter

sch

ool i

s ta

kin

g m

ean

ing

ful s

tep

s to

ad

dre

ss t

he

un

der

lyin

g c

ause

(s)

of lo

w p

erfo

rman

ce,

wh

ich

are

or

will

be

wri

tten

in a

p

lan

ad

opte

d b

y th

e g

over

nin

g b

ody

of t

he

char

ter

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09/

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37

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ria

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he f

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par

t of

sec

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(a)

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Page

5 o

f 5R

epor

t cre

ated

on:

09/

29/2

020

40

DESEGREGATION IMPACT STATEMENT (DIS)

CHIME INSTITUTE’S SCHWARZENEGGER COMMUNITY

BOARD OF EDUCATION REPORT 164 – 20/21

DECEMBER 8, 2020

I. Category of Proposed Action:

The proposed action would renew the charter for CHIME Institute’s Schwarzenegger Community,

beginning July 1, 2021 until June 30, 2026 to serve 772 students in grades TK-8 in each year of its charter

term.

II. Summary Description of Current District Practice:

Charter schools are schools of choice by legislation and are open to any student in the State of California.

Charter schools are granted single charter status for a maximum of five (5) years. It should be noted,

however, that although State legislation allows students to attend a charter school from any area in the state,

the Los Angeles Unified School District (LAUSD) is under Court Order, Crawford v. LAUSD, which

applies to all schools within or chartered through the LAUSD. Any modifications to the Court-Ordered

Integration Program must first be approved by Student Integration Services.

III. Proposed Change:

The approval of this charter petition would renew the charter of CHIME Institute’s Schwarzenegger

Community for five (5) years beginning July 1, 2021 until June 30, 2026.

IV. Effects of This Proposal:

The Los Angeles Unified School District (LAUSD) does not guarantee availability of Court-ordered

Integration funding. The charter school will be responsible for maintaining the Court Order and providing

information requested by the LAUSD as set forth in the Charter petition. Modifications or school decisions

cannot negatively impact or cause additional costs to the Court-ordered Integration budget.

V. Analyze the Impact of This Proposal on Integration, Desegregation, Re-segregation and/or Segregation:

If the Charter goals are met, there should be positive results on the five (5) Harms of Racial Isolation which

are low academic achievement, low self-esteem, lack of access to post-secondary opportunities, interracial

hostility and intolerance, and overcrowded conditions. The Court-ordered Integration Program for

participating students will operate under various Court Orders for schools within the Los Angeles Unified

School District. Any modification of the Court-ordered Integration Program must first be approved by

Student Integration Services.

VI. If proposed action affects negatively any desegregation program, list other option(s) identified:

If the District Court-ordered Integration Guidelines are followed, there will not be a negative effect on the

District’s Court-ordered Integration Program.

PREPARED BY: APPROVED BY:

S. TAYLOR WICHMANOWSKI KEITH H. ABRAHAMS, III

Specialist Executive Director

Charter Schools Division Student Integration Services

ATTACHMENT C

41

Los Angeles Unified School District Los Angeles, CA 90017...2020/12/08 · approved by the LAUSD...

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Transcript of Los Angeles Unified School District Los Angeles, CA 90017...2020/12/08 · approved by the LAUSD...