Agency designated representatives: Christopher R. Hoffman,
David Reilly, Robert Pierce, Karen Rezendes

Employee Organizations: All Elk Grove Unified School District
Bargaining Units and Unrepresented Employees 

Student Board Representatives from Franklin, Las Flores, and Valley high schools will present updates and provide the Board with information regarding ongoing academics and activities from their school sites.

The Board is asked to recognize CTE (Career Technical Education) pathways that demonstrate progress in quality improvement and to certify CTE academies that meet the highest quality indicators.

In order to assure that its CTE academies and pathways provide a high level of service to students, EGUSD asks that teacher leaders, counselors, and site administrators participate in on-going quality monitoring, including annual self-assessment and action planning. Sixty-nine academies and pathways at nine comprehensive sites and two alternative sites participated in the continuous improvement process. Twelve of our academies (representing 23 pathways) meet the criteria for certification at the Platinum or Gold levels. Forty-nine academies and pathways are performing at the candidate (Silver) or foundational (Bronze) levels. The results of this process inform the provision of resources, including funding and professional development, to support academies and pathways in achieving their goals.

In collaboration with an instructional coach, academy and pathway teams self-evaluate their performance against the 7 Essential Elements of a High Quality Pathway, a rubric developed by ConnectEd in collaboration with practitioners from throughout California. The elements align with other quality indicators, including the CTE federal compliance monitoring tool and the California Department of Education’s 11 Elements of High Quality Pathways. The rubric includes 24 total criteria in the following elements:

1. Student Outcomes-Driven Practice
2. Equity, Access and Achievement
3. Program of Study
4. Learning and Teaching
5. Work-Based Learning
6. Personalized Student Support
7. Pathway Leadership and Partnerships

For each of the 24 criteria, academy and pathway teams rank their performance at one of four levels:

1. Beginning and Emerging
2. Developing and Approaching
3. Meeting and Advancing
4. Excelling and Sustaining

For the highest levels of certification the evaluation process concludes with a site visitation by a team from the District Office that includes classroom observations and conversations with teachers, counselors, site administrators, students, parents, and business partners. The visiting team validates the results of the self-study and offers suggestions for continued growth. The Board is asked to certify the following academies that rank at the Platinum and Gold levels:

• Ag Tech Academy, Florin High School
• Biotech Academy, Sheldon High School
• Culinary Arts Academy, Cosumnes Oaks High School
• Design and Technology Academy, Monterey Trail High School
• Digital Media Academy, Pleasant Grove High School
• Green Energy Technology Academy, Laguna Creek High School
• Innovative Design Engineering Academy, Pleasant Grove High School
• Law and the World Academy, Florin High School
• Manufacturing Production Technology Academy, Laguna Creek High School
• Sports Careers Academy, Laguna Creek High School
• Sustainable Agriculture & Green Education, Elk Grove High School
• Technology and Digital Arts Academy, Elk Grove High School

In addition, those academies/pathways receiving Silver or Bronze criteria will also be recognized.

EGUSD’s academies and pathways, along with this continuous improvement process, are supported by funds from a variety of resources, including LCFF, the California Career Pathway Trust, the CTE Incentive Grant, California Partnership Academy grants, the federal Perkins grant, and other state and local grants.

The Board of Education is asked to review and adopt Resolution Number 50, 2017-18, designating March 2018 as Arts Education Month.

The month of March has been designated Arts Education Month by the state of California.  The role of visual and performing arts in the education of all students in California schools was firmly established with the passing of the State Board of Education policy on arts education in July 1989.  The policy begins by stating “Arts education, which includes dance, drama/theater, music, and visual arts is an integral part of basic education for all students in kindergarten through grade twelve...”

To support this policy, the State Board has again declared March as Arts Education Month, a time to celebrate the arts in our schools.  Arts Education Month provides districts and schools with the opportunity to develop special activities and celebrations to focus on the value of the arts for all students and to give recognition to outstanding young artists.  It also provides a vehicle by which community support for arts education can be generated.  Numerous arts celebrations sponsored by national and state professional arts education associations are scheduled at this time of year and serve to support our spotlight on the arts in schools.

The Board of Education is asked to review and adopt the Resolution Number 51, 2017-18, designating March 2018 as National Women’s History Month.

The month of March has been designated National Women’s History Month by the state of California. 

Per SB 48 and AR 6143, throughout the year, elementary and secondary teachers use pieces of literature where women assume traditional and non-traditional professional roles.  In their classroom instruction, teachers also use novels written by female authors.  In the areas of mathematics and science, information is shared throughout the year about famous female mathematicians and scientists.  Staff members at school sites are careful to provide information about women in all roles in our society, drawing students’ attention to the noted as well as the under-represented contributions that women have provided historically and in modern times.

By designating one month with a focus on women’s history, the Board of Education has the opportunity to communicate the value of such instruction.

The Board of Education is asked to adopt Resolution No. 56 which recognizes February 28, 2018, as World Rare Disease Day, as part of district-wide awareness for rare diseases, and to advocate and improve access to treatments and medical representation for individuals with rare diseases and their families.

The recognition of World Rare Disease Day will support the worldwide campaign to create awareness of rare diseases.

The 11th Annual World Rare Disease Day is observed the last day of February.  On this day, various activities take place in the United States, Europe, Russia, Japan, and elsewhere around the world.  Recognizing that 80% of rare diseases have identified genetic origins, and 50% of rare diseases touch children, the goals of this observance within the District are:

• To generate curiosity in students on the topic of rare disease, and encourage them to take interest in new fields of science.
• To promote awareness and understanding and create compassion for other people with rare diseases.
• To join in a global partnership supporting the search for ways of improving the lives of those affected by rare diseases.

This recognition will declare District support of the worldwide campaign to create awareness of rare diseases.

N/A

The Board of Education is asked to adopt Resolution No. 54, 2017-18, designating the month of March as National Nutrition Month.

The month of March has been designated as National Nutrition Month sponsored annually by the American Dietetic Association and Food and Nutrition Services.  The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits.  

 "Go Further with Food" is the theme for 2018, and its importance is timely for many reasons. Whether it's starting the day off right with a healthy breakfast or fueling before an athletic event, the foods you choose can make a real difference. Preparing your foods to go further, by planning meals and snacks in advance can also help to reduce food loss and waste. This year's theme for National Nutrition Month® encourages us to achieve the numerous benefits healthy eating habits offer, but it also urges us to find ways to cut back on food waste. Learning how to manage food resources at home will help you "Go Further with Food", while saving both nutrients and money.

N/A

The Board of Education is asked to adopt Resolution No. 57, Citizenship and Civic Learning as presented.

It is the goal of the Elk Grove Unified School District to prepare all of our students for college, career and civic life to be model citizens who contribute to the sixth most powerful economy in the world –that being California;

Schools are a critical place for students to develop the civic knowledge, skills and values needed to effectively participate in our democracy by having classroom instruction in government, history, law and democracy; discussion of current events; service-learning; extra-curricular or co-curricular activities; student voice in school governance; and simulations of democratic processes; 

Based on the District’s Graduate Profile, students who engage in the community and participate in civic action gain knowledge about school, local and global issues and are prepared to succeed in college, career and life; and the success of our Nation and State depends on educated, informed and engaged citizens and residents.

All items listed on the consent agenda will be acted upon by one motion, without discussion. Should any item need to be considered separately, that item will be pulled for discussion/action.

A review of the Board Policies showed that our current policies needed to be updated.  The necessary changes are reflected in the following Board Policies:

Revised:

•   Board Policy 4112.22 Staff Teaching English Learners

•   Board Policy 6174 Education for English Learners

New:

•   Board Policy 0420.43 Charter School Revocation

The Board is asked to approve the minutes from the regular board meeting that was held on February 6, 2018.

The Board is requested to approve the attached list of personnel changes as indicated in the actions below.

CERTIFICATED:

New Hire(s)  [1]

Leave(s) of Absence

Rehire(s)

Resignation(s)

Retirement(s)

CLASSIFIED:

New Hire(s)  [9]

Promotion(s)

Rehire(s)

Resignation(s)

Retirement(s)

Status Change(s)

The Board is asked to receive a report on the Second Quarterly Williams Review Report for 2017-2018 Elk Grove Unified School District from Sacramento County Office of Education dated January 31, 2018.

As a result of the Williams Settlement, Education Code section 1240 requires that county offices of education visit schools in their county that ranked in deciles 1 to 3 on the 2012 Base Academic Performance Index (API) (Williams schools).  Education Code section 1240(c)(2)(G) requires the county superintendent of schools to send quarterly reports regarding the results of school site visits and reviews to the governing boards of the school districts with Williams schools.  The results can then be made public at a regularly scheduled and noted meeting of each district's governing board.

The attached letter serves as the 2017-2018 Second Quarterly Report for the Elk Grove Unified School District (District).  

The Board of Education is requested to approve revised job descriptions for Assessment and Evaluation Analyst and Program Administrator, and to approve new Research Strategist positions, within the Research and Evaluation Department.

The approval of these changes will not require additional funding.  Changes are cost neutral.

Changes will align job descriptions and responsibilities to the higher level research and evaluation work and skill required of the department.  Recommended motion also aligns with our district’s commitment to attract and retain the best and brightest staff.

New titles with redefined essential functions in terms of scope of responsibilities:

Revision to Assessment and Evaluation Analyst

Position title change to Research Analyst

Description changes attached

Revision to Program Administrator

Position title change to Research Project Manager

Description changes attached

Creation of Research Strategist

2.75 FTE, from existing 4.75 FTE Assessment and Evaluation Analyst FTE

Changes are cost neutral. 

Administrative Support Salary Schedule #26 and #27 – Salary level 240 for Research Analyst (same level as Assessment and Evaluation Analyst) and 280 for new Research Strategist position.

Management Salary Schedule #18 and #28 - Salary level change from 165 to 180 for Research Project Manager

The Board of Education is requested to grant Certification of Administrator’s Competence to Evaluate for the newly-hired district administrators who have successfully completed the District’s training process.

The District provides training to all newly-hired administrators to certify their competence to evaluate employees.  Following Education Code 35160.5, Requirement of District Policies for Competency of Personnel Assigned to Evaluate and Board Policy 4115.1, Certification of Administrator’s Competence to Evaluate, the District uses the following process to certify each administrator’s competence to evaluate:

1. Individual instruction or attendance at a series of workshops on evaluation processes and procedures;

    

2. Demonstration of effective evaluation skills as certified by a trained observer who is a certificated manager.

The following administrator(s) successfully completed the administrative training process and are being recommended to obtain their Certification of Administrator’s Competence to Evaluate:

Jill Jones, Arnold Adreani Elementary School

Under current Board Policy 3312 “contracts under the bid limits can be approved by the Designated Personnel, subject to Board ratification.”  Staff recommends that the Board ratify the contracts on the attached sheet, which are under the bid limit of $87,800 and have been approved by authorized district staff. 

The Purchase Order Encumbrance Modification History from January 29 through February 13, 2018 is listed below.  The purchase order encumbrance modifications are on file in Fiscal Services if you wish to review them.

Modifications:

Transportation would like to surplus the following vehicles that have been deemed unreliable:

Public Code Section 20118 provides a statutory exception to the competitive bidding requirements set forth in the Public Contract Code by allowing districts to utilize cooperative bids secured by other districts or public entities for the purchase of materials, supplies and equipment.

It is in the best interest of the Elk Grove Unified School District to utilize the contract and pricing from US Communities for the purchase of cleaning supplies, equipment, and custodial related products.

The Board of Education is asked to (1) approve Change Order No. 3 with Robert A. Bothman, Inc., and (2) authorize a District Representative to sign the required documents to amend the contract.  

On June 27, 2017, the Board of Education awarded a contract to Robert A. Bothman, Inc., for the Synthetic Turf and Track at Valley High School project.  Change Order No. 3 consists of one (1) item.  The complete change order with backup is on file in the Facilities and Planning Department for review.

(See Attachment 1)

Attachment 2 provides detailed information on distribution of change order requests between Contractor and District.  Change Order No. 3 changes the contract amount of $1,601,527.00 by ($58,540.00) to $1,542,987.00. 

The Board of Education is asked to (1) approve Change Order No. 4 with Robert A. Bothman, Inc., and (2) authorize a District Representative to sign the required documents to amend the contract.  

On June 27, 2017, the Board of Education awarded a contract to Robert A. Bothman, Inc., for the Synthetic Turf and Track at Laguna Creek High School project.  Change Order No. 4 consists of one (1) item.  The complete change order with backup is on file in the Facilities and Planning Department for review.

(See Attachment 1)

Attachment 2 provides detailed information on distribution of change order requests between Contractor and District.  Change Order No. 4 changes the contract amount of $3,565,692.00 by $30,674.00 to $3,596,366.00. 

The Board of Education is asked to (1) review the tabulation of bids, (2) award a contract to the lowest responsible and responsive bidder, (3) authorize the Administration to sign all documents and contracts pertaining to this work, and (4) authorize the Administration to proceed with the next lowest responsible bidder should a fully endorsed contract with the low bidder, accompanied by certification of the necessary bonds, not be obtained.

This project consists of removal and replacement of concrete walks, stair and ramps, asphalt patch, overlay and striping of existing parking lot, located at 8401 Gerber Road, Sacramento, CA 95828.

The Administration received and opened three (3) bids for the Student Support Center, Site Accessibility Improvements project on January 23, 2018, at 2:00 p.m.  See Attachment A for a tabulation of bids.  TJR Resources, Inc. submitted the lowest base bid.

The Administration recommends the award of contract to TJR Resources, Inc., for the total bid of $247,780.00.

On September 8, 1992, the Board of Education adopted Resolution #41, 1992-93 of Intention to Lease Real Property for a Special Education Riding Program at the Jessie Baker Elementary School Site.  This resolution authorized staff to enter into a Ground Lease with Project R.I.D.E., Inc. beginning in 1993.  Since that time our partnership with Project R.I.D.E. has proved to be a collaborative partnership with members of the local community to provide a valued service to our students with disabilities.  During this period the Lease Agreement maintains that Project R.I.D.E. provides our students with disabilities a minimum of 1,000 hours of ride experience, instruction and therapy per year.  However our long standing service agreement with Project R.I.D.E. ensures that our students with disabilities receive a minimum of 1,937 hours of ride experience, instruction and therapy per year which Project R.I.D.E. has exceeded each year by at least 500 hours, free of charge to the District.  To date the total hours provided to our students exceed 31,500 which equates to more than 3,900 therapy days.

At this time Administration wishes to extend the lease for an additional five (5) years pursuant to the extension provisions in the original lease.

The significant terms of the lease extension are as follows: 

1.  Elk Grove Unified School District to provide a ground lease of approximately 2 acres at the south end of the Jessie Baker Elementary School site with access from the Southside Avenue through the Jessie Baker Elementary School Site.

    

2. Project R.I.D.E., Inc. is to provide 1,000 hours of riding experience and instruction each year.

    

3. The length of the agreement extension is for a term of five (5) years with an option for an additional five (5) years, extended thereafter.

The Elk Grove Unified School District and Project R.I.D.E., Inc.’s relationship continues to be a good example of a valued partnership between the District and community to provide services to our students with disabilities.

Not applicable.

The following courses have undergone review and approval by the appropriate steering committee(s), the Curriculum Standards Committee, and have the support of principals.

Mathematics I A (Mathematics, Grades 9-12) (This one-year equivalent course earns 5 elective credits in the first semester and 5 mathematics credits in the second semester)

[The purpose of this request is to change this course from earning 10 elective credits to earning 5 elective credits and 5 mathematics credits.]

This course is the first in a two-part course that integrates the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics.  Coupled with Mathematics I B, these two courses are the equivalent of a two-year Mathematics I course.  The problem situations, models, and technology used will foster connections to the eight Standards for Mathematical Practice, which develop conceptual understanding from multiple perspectives.  Mathematics I A topics focus on the interconnectedness of function elements, tables, graphs, and equations; comparing and contrasting and decision-making using Algebraic models, and modeling using mathematical probability.  In addition, students will be provided with online and in-class intervention to fill in any gaps in mathematical knowledge needed for success in Mathematics I A.  This course earns five elective credits in the first semester and five mathematics credits in the second semester.

Adopted curricular materials:  Integrated Mathematics 1, Volume 1; Houghton Mifflin Harcourt

Mathematics I B (Mathematics, Grades 9-12) (This one-year equivalent course earns 5 elective credits in the first semester and 5 mathematics credits in the second semester)

[The purpose of this request is to change this course from earning 10 mathematics credits to earning 5 elective credits and 5 mathematics credits.]

This course is the second in a two-part course that integrates the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics.  Coupled with Mathematics I A, these two courses are the equivalent of a two-year Mathematics I course.  The problem situations, models, and technology used will foster connections to the eight Standards for Mathematical Practice, which develop conceptual understanding from multiple perspectives.  Mathematics I B topics focus on exponential relationships, geometric transformation and congruence, the properties of lines, angles, and triangles, along with the applications of these properties; and quadrilaterals and coordinate proof.  In addition, students will be provided with online and in-class intervention to fill in any gaps in mathematical knowledge needed for success in Mathematics I B.  This course earns five elective credits in the first semester and five mathematics credits in the second semester and meets the district math graduation requirement and the UC and CSU math requirement.

Pre-requisite:  Completion of Mathematics I A

Adopted curricular materials:  Integrated Mathematics 1, Volume 2; Houghton Mifflin Harcourt

Mathematics III Support (Mathematics Elective, Grades 10-12) (one-year equivalent, 10 credits)

This course is designed for the Mathematics III student who is performing below grade level due to learning gaps.  The content taught in this course aligns with the Mathematics III scope and sequence and provides students the opportunity to receive additional instruction in standards that are essential to success in high school math.  Students will be provided with both online and in-class intervention to support mastering the mathematics III standards along with standards from previous grade levels.  This course earns ten elective credits.

Co-requisite:  Concurrent enrollment in Mathematics III

Adopted curricular materials: ST or IXL Math

Preparing for College Math Success (Mathematics, Grade 12) (one-year equivalent, 10 credits)

This course for seniors is designed to strengthen students’ mathematical foundation and to prepare students to be successful in college-level math.  The goal of this course is to deepen conceptual understandings of mathematical theory, skills, and strategies required by the California content and practice standards.  Utilizing practical life applications, this course serves both college and career-bound high school seniors.  This course earns math credit and meets the UC and CSU elective requirement.

Pre-requisite: Mathematics III with a grade of “C” or higher

Adopted curricular materials:  None

Mathematics II A (Mathematics, Grades 9-12) (This one-year equivalent course earns 5 elective credits in the first semester and 5 mathematics credits in the second semester)

This course is the first in a two-course Mathematics II sequence focusing on performing operations on polynomials, extending the laws of exponents, comparing the characteristics of functions, graphing and solving quadratic equations, finding inverse functions, and solving systems of quadratic equations and inequalities.  Students will be provided with online and in-class intervention to fill in any gaps in mathematical knowledge needed for success in Mathematics II A.  This course earns five elective credits in the first semester and five mathematics credits in the second semester.

Pre-requisite: Mathematics I, Mathematics I B, or Applied Mathematics with a grade of “C” or higher

Adopted curricular materials: Integrated Mathematics 2, Volume 1; Houghton Mifflin Harcourt

Mathematics II B (Mathematics, Grades 9-12) (This one-year equivalent course earns 5 elective credits in the first semester and 5 mathematics credits in the second semester)

This course is the second in a two-course Mathematics II sequence.  Utilizing the algebra learned in Mathematics II A, this course focuses on geometric proof, similarity, properties of circles, volume, properties of right triangles, and probability, especially as it relates to making decisions.  Students will be provided with online and in-class intervention to fill in any gaps in mathematical knowledge needed for success in Mathematics II B.  This course earns five elective credits in the first semester and five mathematics credits in the second semester.

Pre-requisite: Completion of Mathematics II A

Adopted curricular materials: Integrated Mathematics 2, Volume 2; Houghton Mifflin Harcourt

Mathematics III A (Mathematics, Grades 10-12) (This one-year equivalent course earns 5 elective credits in the first semester and 5 mathematics credits in the second semester)

This course is the first in a two-course Mathematics III sequence focusing on polynomial functions, rational and radical functions, and the use of geometry and functions to model and solve problems.  Students will be provided with online and in-class intervention to fill in any gaps in mathematical knowledge needed for success in Mathematics III A.  This course earns five elective credits in the first semester and five mathematics credits in the second semester.

Pre-requisite: Mathematics II or Mathematics II B with a grade of “C” or higher

Adopted curricular materials: Integrated Mathematics 3, Volume 1; Houghton Mifflin Harcourt

Mathematics III B (Mathematics, Grades 10-12) (This one-year equivalent course earns 5 elective credits in the first semester and 5 mathematics credits in the second semester)\

This course is the second in a two-course mathematics sequence focusing on exponential and logarithmic functions and equations, trigonometric functions, and using data analysis to make decisions.  Students will be provided with online and in-class intervention to fill in any gaps in mathematical knowledge needed for success in Mathematics III A.  This course earns five elective credits in the first semester and five mathematics credits in the second semester.

Pre-requisite: Completion of Mathematics III A

Adopted curricular materials: Integrated Mathematics 3, Volume 2; Houghton Mifflin Harcourt

Mathematics Foundations I (Mathematics, SpEd Grades 7-12) (one-year equivalent, 10 credits)

Mathematics Foundations I is an intensive intervention class designed for students who have significant gaps in their mathematical learning and require more support to build strong foundational skills in Number Sense.  The goal of this first course (in conjunction with Level II and Level III courses) is to prepare students to successfully transition to Mathematics I by 10^th grade.  This series allows students access to a College and Career-ready pathway.  Mathematics Foundations I is designed to help students develop an understanding of mathematics that is equally focused on conceptual understanding, procedural fluency, and application; provide support for mastering the prerequisite concepts and skills needed for success in Mathematics I; and prepare students to apply this understanding on high-stakes testing.  This course may be repeated for a maximum of 20 credits and earns mathematics credit for graduation.

Adopted curricular materials: Transmath: Developing Number Sense, Voyager Sopris Learning

Mathematics Foundations II (Mathematics, SpEd Grades 7-12) (one-year equivalent, 10 credits)

Mathematics Foundations II is an intensive intervention class designed for students who have significant gaps in their mathematical learning and require more support to build strong foundational skills in Making Sense of Rational Numbers.  The goal of this second course (in conjunction with Level I and Level III courses) is to prepare students to successfully transition to Mathematics I by 10^th grade.  This series allows students access to a College and Career-ready pathway.  Mathematics Foundations II is designed to help students develop an understanding of mathematics that is equally focused on conceptual understanding, procedural fluency, and application; provide support for mastering the prerequisite concepts and skills needed for success in Mathematics I; and prepare students to apply this understanding on high-stakes testing.  This course may be repeated for a maximum of 20 credits and earns mathematics credit for graduation.

Adopted curricular materials: Transmath: Making Sense of Rational Numbers, Voyager Sopris Learning

Mathematics Foundations III (Mathematics, SpEd Grades 7-12) (one-year equivalent, 10 credits)

Mathematics Foundations III is an intensive intervention class designed for students who have significant gaps in their mathematical learning and require more support to build strong foundational skills in Algebra: Expressions, Equations, and Functions.  The goal of this third course (in conjunction with Level I and Level II courses) is to prepare students to successfully transition to Mathematics I by 10^th grade.  This series allows students access to a College and Career-ready pathway.  Mathematics Foundations III is designed to help students develop an understanding of mathematics that is equally focused on conceptual understanding, procedural fluency, and application; provide support for mastering the prerequisite concepts and skills needed for success in Mathematics I; and prepare students to apply this understanding on high-stakes testing.  This course may be repeated for a maximum of 20 credits and earns mathematics credit for graduation.

Adopted curricular materials: Transmath: Algebra: Expressions, Equations, and Functions, Voyager Sopris Learning

Creative Writing Survey (English Elective, Grades 9-12) (one-quarter equivalent, 2.5 credits)

This survey course is a truncated version of the Creative Writing course designed for the enthusiastic writer.  Activities are geared to develop vivid and concrete descriptions as well as imagination and experimentation in writing.  Major assignments include writing short stories, a character sketch, and a variety of exercises to stretch the imagination and convey the sense that writing is truly an act of communication.

Adopted curricular materials: None

Literacy Enrichment and Support 9 (English Elective, Grade 9) (one-semester equivalent, 5 credits)

This course is designed to supplement and enrich the core English 9 course while students are off-term from their core English course.  While the breadth of English 9 standards are covered in the core classes, Literacy Enrichment and Support focuses on a variety of literacy support skills to enrich students’ reading, writing, speaking, and presenting skills through units designed to promote critical thinking.

Co-requisite: English 9

Adopted curricular materials: None

Literacy Enrichment and Support 10 (English Elective, Grade 10)

This course is designed to supplement and enrich the core English 10 course while students are off-term from their core English course.  While the breadth of English 10 standards are covered in the core classes, Literacy Enrichment and Support focuses on a variety of literacy support skills to enrich students’ reading, writing, speaking, and presenting skills through units designed to promote critical thinking.

Co-requisite: English 10

Adopted curricular materials: None

Medical Careers I (CTE, Grade 10) (one-year equivalent, 10 credits)

This course is the first in a series of three elective courses designed to prepare students to enter a career in healthcare.  This course exposes students to the healthcare industry by surveying healthcare occupations.  Students will learn about the anatomical structures of the human body, medical terminology, and skills that apply to a variety of health occupations.  Students will explore the major career fields and be able to distinguish between technical, professional, and entry-level positions within each area.

Pre-requisite: Mathematics I with a grade of “C” or higher; English 9 with a grade of “C” or higher; Biology (recommended); and Focus on College and Career (recommended)

Co-requisite: Biology and Mathematics II

Adopted curricular materials: To be adopted

Medical Interventions (PLTW) (CTE, Grade 11) (one-year equivalent, 10 credits)

This Project Lead The Way course allows students to investigate a variety of interventions involved in the prevention, diagnosis, and treatment of disease.  The scenarios will expose students to interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics.  Key biological concepts include preventing and fighting infection, screen and evaluate the DNA code, and cancer prevention, diagnostics, and treatment.

Pre-requisites: Completion of Principles of Biomedical Science; Completion of Human Body Systems; and Completion of Biology

In accordance with BP 6161.1, the following instructional materials have been reviewed and approved by the appropriate subject-area steering committees and the Curriculum Standards Committee, have the support of principals, and are being submitted to the Board of Education for adoption.

Basic

The Musician’s Guide to Theory and Analysis, Third Edition, Copyright 2016, W. W. Norton and Company  (AP Music Theory, Grades 10-12)

Communicating through Graphic Design; Copyright 2010, Davis Publications, Inc. (Digital Art/Graphic Design Production, Grades 9-12)

Focus on Photography, Second Edition; Copyright 2016, Davis Publications, Inc. (Photography I, Grades 9-12)

Photography, Twelfth Edition; Copyright 2017, Pearson Education, Inc.  (Photography II, Grades 10-12)

Discovering Drawing; Copyright 2018, Davis Publications, Inc. (Art I, Grades 9-12)

Experience Painting; Copyright 2015, Davis Publications, Inc. (Art II, Grades 10-12)

Experience Clay, Second Edition; Copyright 2011, Davis Publications, Inc. (Ceramics I, Grades 9-12)

Beginning Sculpture; Copyright 2005, Davis Publications, Inc. (Ceramics II, Grades 10-12)

Basic Drama Projects; Copyright 2015, Perfection Learning (Theatre I, Grades 9-12)

Drama for Reading & Performance, Collection One (Copyright 2008) and Collection Two (Copyright 2009), Perfection Learning (Theatre II, Grades 9-12)

Tradition of Excellence: Comprehensive Band Method, Book 1; Copyright 2016, 2010, Kjos Music Press (Band I, Grades 7-8)

Jerry Snyder’s Guitar School, A Comprehensive Method for Class and Individual Instruction,  Method Book 1; Copyright 1993, Alfred’s Publishing Co., Inc. (Guitar Workshop I, Grades 9-12)

Alfred’s Basic Adult Piano Course Lesson Book, Level One; Copyright 1996, Alfred’s Publishing Co., Inc. (Piano Lab, Grades 9-12)

Discovering Dance; Copyright 2014, Human Kinetics (Jazz Dance I, Grades 9-12)

Experiencing Dance: From Student to Dance Artist, Second Edition; Copyright 2014, Human Kinetics (Jazz Dance II, Grades 10-12)

Dance Composition, An Interrelated Arts Approach; Copyright 2009, Human Kinetics (Dance Composition and Performance I, Grades 9-12)

Transmath: Developing Number Sense; Copyright 2016, Voyager Sopris Learning (Mathematics Foundations I, SpEd Grades 7-12)

Transmath: Making Sense of Rational Numbers; Copyright 2016, Voyager Sopris Learning (Mathematics Foundations II, SpEd Grades 7-12)

Transmath: Algebra: Expressions, Equations, and Functions; Copyright 2016, Voyager Sopris Learning (Mathematics Foundations III, SpEd Grades 7-12)

Medical Interventions (PLTW) by Project Lead The Way (Medical Interventions (PLTW), Grade 11)

Supplemental

The Scalpel and the Silver Bear; Copyright 1999, Bantam Books (Medical Careers I, Grade 10)

Stages of History, Plays About America’s Past; Copyright 2005, Perfection Learning (Theatre II, Grades 9-12) (Free Teacher Material Provided with Theatre II Basic Text “Drama for Reading & Performance”)

Nine Muses, Modern Plays from Classic Myths; Copyright 2001, Perfection Learning Corporation (Theatre II, Grades 9-12) (Free Teacher Material Provided with Theatre II Basic Text “Drama for Reading & Performance”)

The Board is asked to approve a Memorandum of Understanding (MOU) between Elk Grove Unified School District and Gateway Community Charters (GCC).  The MOU is for the operation of the Sacramento Academic and Vocational Academy-EGUSD. 

At the January 24, 2018, Board of Education meeting, the Board authorized GCC’s petition for Sacramento Academic and Vocational Academy (SAVA)-EGUSD contingent on execution of an MOU defining operational agreements between the two agencies.

The MOU defines the following roles of GCC, EGUSD and SAVA-EGUSD in the authorization of the charter school:

Furthermore, the MOU addresses the District's interests that SAVA-EGUSD will collaborate and confer with the District Special Education Department about the needs of former special education students; describe the means SAVA-EGUSD will use to report performance data to the District; and describe the processes the two agencies will employ to assure the adequacy of SAVA-EGUSD’s safety and security plan.

The 2017-2018 LCAP Needs Analysis Survey is a meaningful engagement of stakeholders in the annual LCAP process which is a proven way of continuously improving educational services for our students and their families.

The 2017-2018 LCAP Needs Analysis Survey process occurred during the months from October through December, with over 10,000 stakeholders participating.  Stakeholders included teachers, students, parents/families, school site councils, English Learner Advisory Committee members, and leadership teams.  The presentation to the Board of Education will provide the results of this Survey.

The Board of Education is requested to hear the second of four presentations on the District's Educational Equity Strategic Plan.

The Board of Education is requested to hear the first of four presentations regarding the EGUSD Educational Equity Plan.  The presentations will be organized in the following manner:

Session 1 (February 6, 2018):  This session included an overview of the data and other foundational information as background building for the reasons and framework for the Educational Equity Strategic Plan.

Session 2 (February 20, 2018):  The Board will hear detailed information about how the plan was developed, to include hearing the voices from the diverse stakeholder groups involved with the development of the plan. In addition, the Board will be given an overview of the DMM process by which the plan was developed.

Session 3 (March 6, 2018):  The Board will hear an overview of the goals and main actions that the plan calls for, as well as timelines for accomplishing goals and Key Performance Indicators to monitor Implementation and results.

Session 4 (March 20, 2018):  The Board will be asked to approve EGUSD’s Educational Equity Strategic Plan.

The Office of the Superintendent requests that the Board of Education receive a progress report that updates the Board on action the District is taking to address and report on immediate needs and long-term strategies to ensure that equitable decisions, policies, and practices are supportive of all students’ learning, growth and development.

n/a

Not applicable.

On January 24, 2018, the Board approved staff’s recommendation that 14 middle and high schools be included as part of the Open Enrollment process for the 2018-2019 school year.

The Board of Education is asked to review and discuss this report and take action on the following:

• Approve Open Enrollment transfers from schools with fewer than 5% transfer requests.
• Impose a 5% cap limiting the number of students allowed to transfer from designated schools. 
• Approve an Open Enrollment random selection process to be held February 27, 2018 at 6:00 p.m. at Laguna Creek High School, to determine which students from schools whose requests exceed 5% will be allowed to transfer to their schools of choice and to identify the 100 students allowed to transfer to Cosumnes Oaks High School.

The Board is asked to vote for no more than three candidates for representatives to the California School Boards Association (CSBA) Delegate Assembly from Region 6, Subregion 6B by March 15, 2018, if the Board wishes to do so.

There are two candidates for delegates to the California School Boards Association Subregion 6B Delegate Assembly:

• Craig DeLuz (Robla SD)*
• JoAnne Reinking (Folsom Cordova USD)*

* Denotes Incumbent

Only two nominations were received; however the Board may vote to write in the name of a board member to fill this third seat.  

See attached memo from the California School Boards Association.

The Board is requested to adopt Resolution No. 55, 2017-2018, authorizing the Governing Board to non-reelect Probationary certificated employees. (Education Code Section 44929.21)

The Board of Education is requested to review and adopt Resolution No. 52, 2017-18, to support the calling for full and fair funding of California’s Public Schools.

Despite California’s leadership in the global economy, the state falls in the nation’s bottom quintile on nearly every measure of public K-12 school funding and school staffing.  California ranks 45^th nationally in the percentage of taxable income spent on education, 41^st in per-pupil funding, 45^th in pupil–teacher ratios and 48^th in pupil–staff ratios.  K-12 school funding has not substantially increased, on an inflation-adjusted basis, for more than a decade.  Under the Local Control Funding Formula (LCFF), state funding for K-12 schools has only this year recently returned to levels predating the Great Recession of 2007.

The modest revenue increases since the implementation of LCFF have been eroded by rapidly increasing costs for health care, pensions, transportation and utilities.  California’s investment in public schools is out of alignment with its wealth, its ambitions, its demographics and the demands of a 21^st-century education. 

California funds schools at roughly $1,961 per student less than the national average, which translates to approximately $3,462 per student when adjusted for California being a high-cost state.  California trails the average of the top 10 states by almost $7,000 in per-pupil funding.

In order to prepare our students for participation in a democratic society and an increasingly competitive, technology-driven global economy, California must fund schools at a level sufficient to support student success. 

The Administration recommends that the Board of Education adopt Resolution No. 52, 2017-18, to support the calling for full and fair funding of California’s Public Schools.

Not applicable.

The Board of Education is requested to review and adopt Resolution No. 53, 2017-18, in support of apportioning $3 billion in 2018-19 from Proposition 51 School Facilities Funds.

Article IX Section 5 of the California Constitution finds public education is a State responsibility.  Article 1 Section 28 of the California Constitution states that public schools shall be safe, secure and peaceful. The voters of the State of California have, since 1982, consistently approved statewide school construction and modernization bond measures to provide resources through programs contained in the Lease-Purchase Program and School Facility Program, Title 1, Division 1, Part 10, Chapters 12 and 12.5 of the Education Code.

On November 8, 2016, voters of California passed Proposition 51 that authorized the State of California to sell $9 billion worth of statewide school facilities bonds.  State school construction and modernization bond funds, as authorized by Proposition 51, are matched with funds provided by local communities through the passage of local bonds and developers fees.

As of December 5, 2017, there was a more than $3.2 billion backlog in project applications filed by school districts seeking matching state bond funds.  Many school districts that filed their School Facility Program grant fund applications back in 2013 and are still waiting on state funding to pay for school construction projects.  The Elk Grove Unified School District has submitted applications in excess of $50 million in state matching grant funds and continues to do so.

It has been more than one year since voters approved $7.0 billion for K-12 state school bonds in Proposition 51, and only approximately $600 million of K-12 Proposition 51 funds will be sold in 2017-18.  This current pace of school bond sales does not meet the $3.2 billion backlog of submitted applications by school districts across the state.

School districts face rising construction cost inflation the longer the state delays bond sales to fund the submitted applications backlog, resulting in fewer students having access to new and renovated classrooms from Proposition 51.  The federal government is increasing interest rates resulting in taxpayers having to pay higher interest costs for school bonds the longer the state delays bond sales.  Proposition 98 and the new Local Control Funding Formula are intended to improve educational achievement for all students but do not provide dedicated facilities funding.  Research demonstrates that quality school facilities have a positive impact on student academic performance, attendance and teacher job satisfaction. 

The Coalition for Adequate School Housing proposes $3.0 billion in Proposition 51 bond sales in 2018-19 to meet most of the $3.2 billion application backlog as of December 2017, so that school districts receive the resources voters promised to adequately serve students, families and their communities.

The Elk Grove Unified School District/County Board of Education calls on the State of California to process and apportion $3.0 billion in application backlog by December 31, 2018, and sell $3.0 billion in Proposition 51 state school bonds during 2018-19 to honor the will of California voters.

The Administration recommends that the Board of Education adopt Resolution No. 53, 2017-18, in support of apportioning $3 billion in 2018-19 from Proposition 51 School Facilities Funds.

Not applicable.