II. Pledge Of Allegiance To The Flag

III. Achievement Highlights And Recognitions

O.Mr. Kiriyama - Continued Support for Character Education

ADOPTED

Whereas, There are more than 649,000 students enrolled in the Los Angeles Unified School District, representing most of the world's racial, ethnic, and religious groups and speakers of over 92 identified languages enrolled in the Los Angeles Unified School District;

Whereas, The District -- with its diverse population of students, faculty, and other staff -- has need for greater understanding of and respect for cultures and an appreciation for individual differences;

Whereas, Character education involves the teaching of a set or core of universal values that are considered basic to a democratic system and that receive general support from most cultures and societies throughout the world;

Whereas, Character education values that are universal throughout the world should be formed at an early age;

Whereas, The building of individual character through the educational process can instill personal traits which are essential for success in our society, and schools have an important role to play in this process;

Whereas, The District provides students an opportunity to experience and reinforce universal character values that are taught at home;

Whereas, The District offers educational programs for teachers and parents on the importance of universal character education for student enrolled in children's centers and in elementary and secondary schools, Pre-K, K-12, and Adult;

Whereas, The need to address more fully the implementation of comprehensive educational programs of character education that are in keeping with the District's vision, goals, and direction for multicultural education and human relations;

Whereas, Character education taught at an early age can assist students to learn the importance of self-respect and respect for others and their differences; and

Whereas, Individual worthwhile character traits can be instilled in our students through the District's curriculum that emphasizes: trustworthiness, integrity and honesty, fairness, compassion, respect for others, respect for property and authority, appreciation of education, good work ethics, good citizenship, patriotism, and acceptance of responsibility for one's actions; now, therefore, be it

Resolved, That the Superintendent and staff continue to implement and expand character education programs for the Los Angeles Unified School District students in Pre-K, K-12, and Adult, that will build self-esteem and instill universal values; and be it

Resolved further, That the Superintendent and staff expand the continued implementation of parent training and education programs for character education that will assist parents in reinforcing what students have learned in character education programs being implemented throughout the District.

P.Mr. Tokofsky, Mr. Horton, Mrs. Boudreaux - A Bill of Rights and Responsibilities for Learning, Standards of Conduct and Safety, and Standards for Achievement

ADOPTED AS AMENDED (See Minutes)

Whereas, The number one concern of the public, parents, students and school employees is that school should be a place where there is safety, order, respect and high academic standards;

Whereas, Parents, students and school employees overwhelmingly state that the misbehavior of some students interferes with providing quality education to students who want to learn;

Whereas, Most students, parents, and school personnel believe that discipline and order are the prerequisites to learning and the majority of students who want to learn and are willing to study and work hard should not be denied their education by the small number of students who are violent or disruptive;

Whereas, There is strong support among the public, parents, teachers and business for higher standards in the basic subjects;

Whereas, There is widespread concern among the public, parents, business and teachers that the United States needs to reach higher standards of educational achievement to be competitive in the world economy; and

Whereas, The traditional mission of our public schools has been to prepare our nation's young people for equal and responsible citizenship and productive adulthood; now, therefore, be it

Resolved, That the Board of Education of the City of Los Angeles reaffirm that mission by remembering that democratic citizenship and productive adulthood begin with standards of conduct and safety and standards for achievement in our schools; other education reforms may work; high standards of conduct and achievement do work--and nothing else can work without them; and

Resolved further, That recognizing that rights carry responsibilities, we declare that:

• All students and school staff have a right to schools that are safe, orderly and drug free.

• All students and school staff have a right to learn and work in school districts and schools that have clear discipline codes with fair and consistently enforced consequences for misbehavior.

• All students and school staff have a right to learn and work in school districts that have alternative educational placements for violent or chronically disruptive students.

• All students and school staff have a right to be treated with courtesy and respect.

• All students and school staff have a right to learn and work in school districts, schools and classrooms that have clearly stated and rigorous academic standards.

• All students and school staff have a right to learn and work in uncrowded, well-equipped neighborhood schools that have the instructional materials needed to carry out a rigorous academic program.

• All students and school staff have a right to learn and work in schools where teachers know their subject matter and how to teach it.

  
  

• All students and school staff have a right to learn and work in school districts, schools and classrooms where high grades stand for high achievement and promotion is earned.

• All students and school staff have a right to learn and work in school districts and schools where getting a high school diploma means having the knowledge and skills essential for college or a good job.

• All students and school staff have a right to be supported by parents, the community, public officials and business in their efforts to uphold high standards of conduct and achievement.
  
  

Q.Mr. Tokofsky - Support of Assembly Bill 2114 - Creation of Peer Intervention and Assistance Panels

ADOPTED

Whereas, Students need the best and most motivated teachers a district can obtain;

Whereas, A school district's responsibility includes the monitoring and evaluation of teachers; and

Whereas, Assembly Bill 2114 would allow school districts to create Peer Intervention and Assistance Panels in order to further the sense of professional responsibility on the part of teachers in concert with management; now, therefore, be it

Resolved, That the Board of Education of the City of Los Angeles support Assembly Bill 2114 introduced by Assembly Member Antonio Villaraigosa and co-authored by Assembly Member Steve Baldwin; and be it

Resolved further, That the Board of Education immediately communicate that support to the State Legislature.

R.Mr. Tokofsky - Support of Assembly Bill 692 - Expulsion of Pupil for Sexual Assault

ADOPTED AS AMENDED (See Minutes)

Whereas, Existing law permits a pupil to be suspended from school or recommended for expulsion for causing, attempting to cause, or threatening to cause physical injury to another person, for sexual harassment, as defined, and for intentionally engaging in harassment, threats or intimidation;

Whereas, Existing law permits the governing board of a school district to determine if the testimony to an expulsion hearing would subject the witness to an unreasonable risk of harm, in which case the witness's testimony may be presented at the hearing in the form of sworn declarations;

Whereas, Assembly Bill 692 introduced by Assembly Member Sheila Kuehl mandates the expulsion of a pupil found to have committed or attempted to commit specified acts of sexual assault at a school or at a school activity; and

Whereas, Assembly Bill 692 permits the local governing board of a school district to determine if the testimony of a witness to an expulsion hearing would subject the witness to an unreasonable risk of harm to include psychological as well as physical harm; now, therefore, be it

Resolved, That the Board of Education of the City of Los Angeles support Assembly Bill 692; and be it

Resolved further, That a letter indicating that support be immediately communicated to the State Legislature.

Resolved, That a letter be sent to Assembly Member Sheila Kuehl expressing the Board of Education's support for Assembly Bill 692 if a revision to Section 48900, Item O, is clarified to include only formal school disciplinary proceedings.

S.Mrs. Boudreaux - Name Change of Sex Equity Commission

ADOPTED

THAT Board Rule 1995 be amended to change the name of the Sex Equity Commission to the Gender Equity Commission, and that any other affected Board Rules be amended to reflect said change.

T.Ms. Korenstein - Declaring Indefinite Salaries, Benefits and other Employment Terms and Conditions of Certain Employees

ADOPTED

THAT the Board of Education (1) hereby declare that all management, confidential, and other unrepresented certificated, classified, and unclassified employees' salaries, benefits, and other terms and conditions of employment are declared indefinite for the 1996-97 school year as a result of financial uncertainties, negotiations, legislation, and other factors; and (2) suspend or amend all Board Rules, policies, and practices as applicable that may be in conflict with actions taken to balance the District's budget.

Board of Education

U.Office of the Superintendent No. 1

(Proposed Integration Program Budget for 1996-97 School Year)

V.Budget Services and Financial Planning Division No. 1

(Adoption of Multitrack Year-Round Calendars for Fenton Charter School for School Year 1996-97)

W.Budget Services and Financial Planning Division No. 2

(Critical Funding Issues II With Time Sensitive Requirements - for Implementation on July 1, 1996)

X.Budget Services and Financial Planning Division No. 3

(Establishment of Partial Budget Resources for the Chanda Smith Consent Decree)

Y.Business Services Division No. 1

(Agreements, Agreement Amendments)

Z.Facilities Services Division No. 1

(Award of Advertised Contracts, Cancellation of Architectural Agreement, and Rejection of Bid)

AA.Facilities Services Division No. 2

(Approval to Use Non-Conforming Buildings for Independent Study Programs and Authorization to Seek Waivers From the State Allocation Board)

BB.Facilities Services Division No. 3

(Cancellation of Project - Irving Middle School, Fourth Addition, and Authorization to Commence Feasibility Studies)

CC.Facilities Services Division and Accounting and Disbursements Division No. 1

(Adoption of a Resolution Ordering an Election and Establishing Specifications of the Election Order)

DD.Personnel Division No. 1

(Classified Employee Dismissal)

EE.Report of Correspondence APPROVED

FF.Mr . Tokofsky - Magnet Schools

Whereas, Magnet schools are a shining example of the best academic potential and results of Los Angeles Unified School District;

Whereas, There are over forty applications to become magnets from schools waiting for Board approval of additional funds;

Whereas, There exist geographic inequities in the distribution of magnets, the number of magnet seats, gifted/highly gifted magnets; and

Whereas, There are sizeable wait lists of students waiting placement in magnets; now, therefore, be it

Resolved, That the Board of Education of the City of Los Angeles direct the Superintendent and staff to present options, costs and tradeoffs to enlarge the magnet programs in Los Angeles Unified School District beginning in 1997-98 and continuing in a sustained and significant way throughout the years of the Superintendent's Call to Action 1995-2000; and be it

Resolved further, That these plans address and resolve the existing inequities.

GG.Mrs. Boudreaux - Blueprint for Action

Whereas, The "Blueprint for Action" is predicated on a collaborative effort where all the stakeholders - parents and families, teachers, administrators, paraprofessionals, support services providers, policymakers, higher education, business and community leaders, churches, and students themselves - take part;

Whereas, The "Blueprint for Action" provides the framework for helping all parents and families to develop positive models for involvement in the schools and encourages parents and families to take responsibility for the education of their children;

Whereas, The "Blueprint for Action" provides the framework for students to successfully complete all grades and benchmarks, kindergarten to 12th grade, resulting in high school graduation;

Whereas, The "Blueprint for Action" provides the framework for teachers to develop high standards of effective teaching to ensure that each child is provided the opportunity to attain the skills needed to achieve excellence in education;

Whereas, The "Blueprint for Action" provides the framework for the delivery of Comprehensive Support Services providers to work cooperatively to ensure that students and their families are provided optimal services and resources;

Whereas, The "Blueprint for Action" provides the framework for paraprofessionals to be an integral part in ensuring that children attain the necessary academic and social skills to achieve the goals set forth in the Blueprint;

Whereas, The "Blueprint for Action" provides the framework for the school site administrator to exercise the authority and influences to direct the development and implementation of educational programs which maximize the academic growth of each child;

Whereas, The "Blueprint for Action" provides the framework for the pluralism and diversity of the American post-secondary systems to maximize the opportunity for students to learn, graduate, and function competently in a global society;

Whereas, The "Blueprint for Action" provides the framework for community and business to create more effective partnership in educating all children;

Whereas, The "Blueprint for Action" provides the framework for a commitment to accountability through the formulative evaluation; and

Whereas, The "Blueprint for Action" provides the framework for policymakers to plan and provide effective educational policies and programs for achieving educational equity and excellence for all children; now, therefore, be it

Resolved, That the "Blueprint for Action" be adopted for implementation in the Los Angeles Unified School District because it provides a framework for collaborative actions that public school districts and communities can recommend to its "stakeholders" for the purpose of solving problems and accelerating achievement for all children.

HH.Mr Horton - Opposition to the California Civil Rights Initiative

II.Meeting, Conference and Convention Motions and Announcements

KK.This Week in Education

• District Advisory Council Conference

• Pacific Bell and School Volunteers Recognition Reception

• Fremont High School Annual Clusterwide Parent Inservice

• District 1 Appointees to the Citizens Committee

• District 1 Co-Sponsored Forum

• Association of California Urban School Districts

• Gay and Lesbian Pride Month

• Stephen White Middle School, Leadership Council

• California Council for Adult Education

• San Pedro Youth Coalition

• 4th Annual Student Summit

• Kennedy High School, City Section 4-A Baseball Championship

• Verdugo Hills High School, City Section 3-A Softball Championship

• Welcome Back to Ms. Emma Rodriguez

• Congratulations to Roosevelt Cluster Speech Contest Winners

XV.Adjournment

Please Note That The Board Of Education May Refer Any Item On This Order Of Business For The Consideration Of A Standing Committee Of The Board Of Education Which Meets On The Thursday Immediately After This Meeting.