Members of the public may address the Board on items listed on the closed session agenda. Speakers are limited to three minutes each (Board Bylaw 9323(5)).

This is an opportunity for members of the public to speak to the board on non-agenda items.  Comments on items that are on the agenda will take place during the discussion on that agenda item.  Members of the public may address the Board on matters within the subject matter of its jurisdiction. Please submit a Speaker Card to the Board Secretary prior to the meeting being called to order. Upon recognition by the Board President, please approach the podium. The Board shall take no action or discussion on any item not appearing on the posted agenda, except as authorized by law (BB 9323(2)). Speakers are limited to 3 minutes each (BB 9323(5)). Should a member of the public have comments that pertain to a complaint against an employee of the District, the Board advises that the matter should first be pursued using the appropriate district complaint procedure (BB 9323(6)).

All consent items are enacted by the Board in one motion, unless a Board member requests that an item be removed and discussed separately.  

The Board will consider approval of absent Board Member(s), if necessary, due to illness, jury duty, or a hardship deemed acceptable by the Board in accordance with Education Code Section 35120.

The Board will consider approval of the personnel transactions submitted. 

Staff is presenting Personnel Transaction items for Board approval.

Approved by vote on consent agenda.

The Board will consider approval of the vendor warrants submitted.  The attached warrant register lists all vendors for the period November 3, 2018, through November 29, 2018, for a total of $6,978,864.09. 

Staff is presenting the Warrant Register List for Board Approval.

Financially significant vendor warrants that highlight the largest check or invoice paid to a particular vendor:

Warrants (Current): November 3, 2018 through November 29, 2018 = $6,978,864.09
Warrants (Total 18/19 Fiscal Year): July 1, 2018 through November 29, 2018 = $32,778,537.08

Approved by vote on consent agenda.

The Board will consider approval of the donations and gifts submitted.

Parents, students, community members, and businesses make donations and give gifts to the schools on a regular basis. Donations come in the form of money, goods, or services. These donations are appreciated and welcomed by the schools and departments.

Donations received since November 15, 2018 = $159,949.87 
District-wide donations year to date = $340,038.34

Approved by vote on consent agenda.

 The Board will consider approval of the contracts submitted.

Staff is submitting contracts on behalf of schools and departments for specified services to be performed by individuals, contractors or consulting firms.  For fiscal and learning impacts, see the attached summary sheet.

Please note that there is a new format to the Contract Summary Attachment. 

Total value of contracts = $154,754.50

 The Board will be provided with a list and description of new course proposals for the 2019-2020 school year.

Purpose

Per Board Policy 6140.1, The Assistant Superintendent and the Directors of Curriculum and Instruction, on behalf of Middle and High Schools principals, submit to the Board of Education the annual listing of courses for approval. If approved by the Board of Education, These courses would be available for all middle or high schools to use in the master schedule pending sufficient student demand and sections available allotted through Human Resources and Business Services. These courses support the Common Core State Standards,  District and Site goals, replace existing courses, and do not require additional sections.

District Course Submissions

Last year the secondary math department chairs voted to move to an integrated approach to mathematics. This year the Math 2 CP and Math 2 HP courses are being submitted to replace Geometry. The new classes are the second in a sequence designed to give students an opportunity to build proficiency in mathematics and provide connections and interrelationships between Algebra 1, Geometry, and Algebra 2. Math 1A CP Level 3 and Math 1B CP Level 3 are the equivalent of Math 1 P designed to allow Special Day Class students to access the curriculum of the Math 1 P course over two years. The intent of moving towards Integrated Math is to help the District reach our LCAP goal for targeted groups to promote more of them into higher level math classes. These courses will meet the "c" Mathematics requirement for UC/CSU admissions.

On September 4, 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards (NGSS) for California Public Schools, and the secondary science department chairs have created the following courses designed to allow the students to meet the NGSS. Three courses are being submitted to meet the first year science course in a three year sequence — Living Earth CP, Earth Science CP, and Earth Science in Agriculture CP. In Living Earth, CP students will learn about organisms structures and processes, ecosystems, inheritance and variation of traits, and biologically integrated with earth science course ideas. Earth Science CP will have students learning about the Earth’s place in the universe, Earth’s Systems, and the relationship between Earth and Human Activity while gaining proficiency in using the NGSS science and engineering practices. Earth Science in Agriculture CP is a revision to a current course. The changes are being made to align the course with the NGSS. These courses will meet the “d” Science requirement for UC/CSU admissions.

PE 1: Movement Skills Through Dance is being submitted as an alternative course allowing students to meet the standards for PE 1. In addition to meeting the traditional Physical Education content standards, students will have the opportunity to gain foundational skills in Dance, which in turn will allow them to access the advanced Dance curricula offered at the district high schools.

Exploring College and Careers is being submitted on behalf of the middle schools. At previous Career and Technical Education (CTE) Steering Committee meetings, the need for articulation between middle schools programs and high school CTE programs was discussed. Several staff members traveled to Yorba Linda  Middle school to participate in and an experiential visit to the College and Career Readiness Lab. The lab provides middle school students the opportunity to explore potential careers, establish a career and educational goals aligned with their interests, and strengthen the alignment to the CTE programs offered at the high schools.

Maria Carrillo High School

Orchestra HP is being submitted by Maria Carrillo High School for students who are highly skilled musicians to have a course that allows them to grow as musicians.

Introduction to Computer Principles CP is being submitted as a replacement for the Computer Foundations course currently being taught. This course will focus on STEAM skills and better prepare students for success in the high-tech industry sector.

Montgomery High School

As an International Baccalaureate (IB) school, Montgomery is committed to increasing their IB course offerings to allow more students to participate in the IB Curricula. This year the site is submitting a revision to the Math Studies IB SL course currently being offered. The new course, Math Applications, and Interpretations IB SL is the first year of a two year sequence of Math that will allow students to meet the requirements for the IB Diploma. This course will also serve as either the third year of Math for students who took /Geometry P/Math 2 CP as freshmen or as a fourth year of Math for students who began with Math 1 CP in high school. Students who complete Math Applications and Interpretations IB SL as juniors will have the opportunity to take Math Applications and Interpretations IB HL as a senior, and it will also count as one of the higher level courses required for the IB Diploma. These courses will meet the “c” Mathematics requirement for UC/CSU admission.

As a result of declining enrollment in Social Anthropology IB SL, Montgomery High surveyed the students to determine what course they would be interested in taking as their IB elective course. The students chose Psychology IB SL to replace the current Social Anthropology IB SL course. This course will meet the “g” Elective requirement for UC/CSU admission.

Environmental Systems and Societies IB SL is a third-year science course that will allow more students to complete the third year of science without taking advanced Math courses. This course is a hands-on science course that will cover the NGSS Earth Science standards. This course will meet the “d” Science requirement for UC/CSU admission.

Piner High School

AP Computer Science Principles is being submitted by Piner High School. This course will help the site goals of designing STEM curriculum that is Common Core-based and promotes opportunities for students to be assessed against the common school-wide rubrics and increases the number of students completing a-g courses with a grade of C or better. This course will meet the “g” Elective requirement for UC/CSU admission.

Consideration

New courses were brought to site leadership teams, and upon gaining approval by the site, it was then forwarded to the appropriate steering committee where it was discussed, approved and moved forward to the Vice Principals and Teaching and Learning Directors for final review. The courses being submitted do not require additional sections as they either are a replacement or an update to an existing course to reflect the Common Core State Standards.

Board Policy

BP 6000 Concepts and Roles

Previous Board Activity

The Board of Education annually approves new course submissions in January each academic school year.

These new courses are either replacing or a revision to existing courses; therefore, there will be no additional staffing costs.

The approximate cost of textbooks and other instructional materials is estimated to be $700,000.

The Board will consider approval of Resolution 2018-19/029 to declare miscellaneous items and equipment as obsolete and of insufficient value and authorize staff to sell and/or dispose of the items. 

Purpose

Disposal of Obsolete Items and Equipment.

Consideration

All of the items identified in the Obsolete/Surplus Items & Equipment List is aged, unusable or inoperable. The two storage containers at Santa Rosa Charter School for the Arts have predominately been used as extra storage at the site. Removal of the two containers will free up space at the site. The containers will be donated and removed at no expense to the District. The Maintenance & Operations vehicles have been out of commission and stored in the Maintenance Yard. A majority of the the vehicles will be scrapped with the exception of the 1988 Ford F350 which will be sent over to Santa Rosa High School's Auto Shop Program for curriculum purposes. Resolution 2018/19-010, if approved by the Board, will allow the District to dispose of the containers and vehicles. 

Board Policy
BP 3270 
AR 3270

Education Code
Ed Code 17546 

Previous Board History
September 12, 2018 (Item E-11)

Disposal of the vehicles will be at the District's expense.

The Board will consider approval of a Provisional Internship Permit Application (PIP) for Ashley Sweet.

This Education Specialist PIP will allow the district to fill a Science teaching position at Elsie Allen High School for the 2018-2019 school year.  PIPs are not renewable and are issued on a one-time basis per applicant in any credential subject area.  Ashley Sweet is currently enrolled in a credentialing program.  This teaching position has been posted on EdJoin, Facebook and job fairs since March 2018.

The Board will consider approval of the proposed increase of minimum wage for student workers and revising the Miscellaneous Salary Schedule 2018-2019 and Job Description for Student Worker to reflect this increase ordered by the California Legislature.

Purpose 

Effective January 1, 2019, the minimum wage in California will be increased from $11.00 per hour to $12.00 per hour as directed by the Division of Labor Standards Enforcement.  This complies with the new minimum wage phase requirement 2017-2023 SB 3 (See attached Labor Commissioner's Minimum Wage Order). There are two positions on the miscellaneous salary schedule that must be changed to meet the State requirement; Ticket Taker/Time Keeper/Scorekeeper and Student Worker. 

Considerations

The Board and District will need to consider the impact of the scheduled minimum wage increases on current salaries in the District.   We currently have 218 student workers. The 218 student workers work in two areas.  The first group is site-level cafeteria/snack bar workers.  The second group is our 18-22-year-old workability students who are placed in local business and supervised by our workability staff.  

BP 4351 Employee Compensation

Labor Code

Section 1182.13
Senate Bill No. 3 (SB 3 Leno, Chapter 4, Statutes of 2016)

Previous Board History

December 20, 2017, E.6, the Board approved the first minimum wage increase to comply with the new law.  The increase was from $10.50 to $11.00.  

The estimated cost of increasing the student wage is $16,220 per year.  

The Board will consider approval of the T&R Communications, Inc’s (T&R) California Multiple Award Schedule (CMAS) Contract for networking cabling change orders at different sites to add ports for clock/speakers and cameras as requested by site administrators.

Provide cabling to support new network infrastructure for clock/speakers and cameras as requested by site administrators. This item represents additional work that was not included with the original contract approval. Information about the project is included below.  

Upgrading our network infrastructure is vital to ensure operability for staff and students. This portion of the Network Access and Infrastructure Project provides the initial foundation to better support existing technologies and new devices and technologies that are an integral part of teaching, learning, and the new California Standards.

Network cabling establishes the proper foundation for all data transport at the very basic physical level in accordance with the most up to date industry standards.  Cabling ensures the proper connectivity for all of the equipment that SRCS is investing in as part of our Infrastructure Upgrade Project. This is one of several steps to ensure that our equipment can function at capacity to meet our educational goals and business objectives.

The new cabling infrastructure installation has been completed at all sites along with the installation of all new network elements supported including new phones, new wireless access points, and new clock/speakers. Ports for new security cameras installation were also installed In anticipation for the new security cameras installation project.

Throughout the design part of the project locations for the different network elements as outlined above have been carefully considered. During the installation process, a few areas have been identified jointly by the tech team and sites administration as needing extra ports for additional clock/speakers, wireless access points and security cameras. The board agenda item seeks approval for the installation of the needed extra ports.

Using the T&R - CMAS contract for the cabling portion of the Infrastructure Upgrade Project allows us to receive exceptionally good pricing. As discussed at previous Board meetings, CMAS sets the ceiling for product price in the pre-negotiated contract.

The staff has determined that the pricing from T&R through their CMAS contract for this project is fair, reasonable, and competitive and meets the needs of SRCS.

Previous Board Activity:

March 23, 2016 - Approved Network Cabling for Data Center and Sites 1-6 – Phase II (F-3)
April 13, 2016 - Approved Network Cabling for Sites 7-11 – Phase II (E-6)
April 27, 2016 - Approved Network Cabling for Sites 12-17 – Phase II (E-10)
May 11, 2016 - Approved Network Cabling for Sites 18-21 – Phase II (E-6)
May 25, 2016 - Approved Network Cabling for Sites 22-24 – Phase II (E-11)

Measure I : $35,481.00 
Measure L: $11,817.00

Total: $47,298.00 

Breakdown by Site:

ABES: $1,795
ALES: $3,513
HLES: $1,795
HVES: $2,286
JMES: $1,214
LBES: $1,214
HSMS: $2,426
LCMS: $1,214
SRMS: $2,532
EAHS: $5,863
MCHS: $1,795
MHS: $6,220
RHS: $4,011
SRHS: $11,420

Total: $47,298

The Board will consider approval of Resolution No. 2018/19 for the acquisition of the Spitz, INC SciDome 2400 Projector for the Piner High SPARQ Center.

Purpose

To procure a new planetarium projector for Piner High School. 

Considerations

Spitz, Inc. installed the SciDome planetarium and associated lighting and sound system at Piner High in 2013. Spitz, Inc. also provided software for instructional use to be used at the planetarium. The new SciDome IQ 2400 will integrate with the existing infrastructure at the SPARQ Center with the ability to utilize existing instructional software already in use. Implementation of the new project will also provide additional curriculum based software to be used in the planetarium. 

Key Highlights

• Full System integration with the existing SPITZ Dome, Lighting, and Sound.
• Complete hardware, software, and STEM curriculum upgrade.
• Projection system resolution (2.25X), brightness (2X) and contrast (2X) increase necessary for Scientific visualizations and science curriculum delivery.
• Separate graphic rendering engine and control PC's including Terra-byte's of expansion capability.
• Maintain single projection system portability, simplicity, and reliability.
• NGSS curriculum enabled including NASA SOS data sets (Science on a Sphere), Layered Earth, Zygote, Physics, and BING mapping compatibility for GIS applications.
• Previously purchased SPITZ Full Dome STEM content re-rendered for new system and new content pre-loaded on control PC.
• Lower maintenance versus a costlier multi projector system.

Content Included:

• Layered Earth Dome interactive software suite/license for earth science teaching
• ZygoteBody Dome interactive software suite/license for human anatomy teaching.
• To Space and Back – 20 year license
  
• The Birth of Planet Earth – 10 year license
• Life Under the Arctic Sky – 10 year license
• Zula Patrol: Down to Earth – 10 year license
• Zula Patrol: Under the Weather – 10 year license
• Legends of the Night Sky – 25 year license
• Natural Selection – 10 year license
• Explore – 50 year license
• Stars – 10 year license
• Expedition Reef – 10 year license
• Incoming! – 10 year license
• Habitat Earth – 10 year license
• Earthquake – 10 year license

The SciDome IQ 2400 will provide functionality, including the use of "already in use" software, that cannot be accomplished through the use of another projector manufacturer. Staff have reviewed products, functionality, and integration into our current environment and found that the cost of the SciDome IQ 2400 is fair, reasonable and meets the desired need. 

$338,411

The Board will consider approval of additional All-In-One notification devices at Lewis Education Center and other District school sites. 

Purpose:

To install All-In-One notification systems at Lewis Education Center and at other various sites throughout SRCS. This will complete the installation of these classroom and office safety devices.

Considerations:

As outlined in the Facilities Master Plan (FMP) and the FMP Implementation Plan, campus and classroom safety was identified as a priority at all sites.  In coordination with our infrastructure project, replacing our existing intercom and clocks with a solution that provides increased functionality for communication to our classrooms, offices, and outdoor areas at every SRCS' site is an important first step to address our security and safety needs. 

The IP based emergency notification/ speaker/intercom/bell/ clock device is an upgrade of both features and functionality when compared to our former singular use intercom and clock system. The new system has the ability to send emergency notifications to a classroom, entire site or all of Santa Rosa City Schools as warranted. The clock/speakers are classroom and site safety devices including emergency notification capabilities with flashers for the deaf and hard of hearing, two-way classroom intercom, classroom and campus speakers, bells, and district-wide synchronized clocks. These systems also integrate with our data network and the new phone system installed through our Bond Infrastructure Project.

The Board will consider approval for:

• Purchase and installation of 35 clock/speakers for Lewis Education Center
• Labor to move and install new network equipment at Lewis Education Center
• Purchasing of 20 additional clock speakers as requested by different sites
• Labor for installation of 50 clock speakers at various sites throughout the district as requested by site administrators to achieve better coverage

All sites in the district, with the exception of Lewis Education Center, have already been equipped with the new clock/speakers and integrated with the new phone system. In order to complete the Lewis Education Center, new cabling infrastructure needed to be installed first. The new infrastructure cabling project was recently completed at Lewis Education Center and the new network equipment needs to be installed.

This Board item also addresses requests from different sites for better coverage by PA system for general and emergency announcements. A total of 50 locations have been identified as additional devices. The Board previously approved the purchase of 30 clock/speakers and 20 additional units are being brought to the board for approval with associated labor to have all 50 units installed. A total of 50 clock/speakers will be installed in addition to the 35 at Lewis Education Center.

Additional clock/speaker units (not including Lewis Educational Center) to be installed at the following sites:

ABES - 1
HSMS - 1
HVES - 3
EAHS - 12
LBES - 1
MCHS - 3
MHS - 9
RHS - 3
PHS - 5
RVMS - 1
SRFACS - 1
SRHS - 7
DO - 3

Total: 50

August 8, 2018 (F.6): Technology Update: New Phone System

June 13, 2018 (E.14): June 13, 2018: Approval of installation of Classroom Safety Devices (All-In-One Notification System, Intercom, Bells, and Clock) at the District Office and Installation of Additional Model for Specific Santa Rosa High School Needs

June 14, 2017 (F.6): Approval of Classroom Safety Device - All-In-One Notification System, Intercom, Bells, and Clock

Bond Funded: $81,068.90

The Board of Education will receive reports from each of the schools in our district over the course of the school year.  These school reports will coincide with the awards for students, certificated and classified staff, and the parent organization reports for each school.   Rebekah Rocha (Cesar Chavez Language Academy), Vicki Zands (Lawrence Cook Middle School), and Gabriel Albavera (Elsie Allen High School) will be presenting at this board meeting.

Purpose

The Board of Education approves the Local Control Accountability Plan (LCAP) and the Single Plan for Student Achievement (SPSA) each year. The purpose of these school reports is to provide an opportunity for the Board to hear how their approval of these plans at the policy level manifest into the goals, actions, and impact for students and staff at the sites.

Consideration

Increased student learning and social and emotional well being are at the core of Santa Rosa City Schools' work.  This work has involved systems change and a tremendous amount of professional learning by SRCS educators. Changes to the system and institutionalized practices and the investment in our students and staff are beginning to show growth in learning and engagement in many areas.     

The vision and goals of the district are clear, however, the question arises about how that district focus aligns with impact on student learning and social-emotional growth at the sites.  Michael Fullan's Coherence Framework continues to be the guide to assists staff in making sense of the various programs and initiatives taking place in the district which then creates meaning (why") for students and staff. 

The Coherence Framework (Michael Fullan and Joanna Quinn): 

Making the complex more simple, "simplexity".  Initiative overload and fragmentation have kept the best plans from becoming a reality.  It is about leading differently. The key to bringing about successful and sustainable change is through the Coherence Framework which is a dynamic roadmap made up of four essential components:

• Focused direction to build collective purpose
• Cultivating collaborative cultures while clarifying individual and team roles
• Deepening learning to accelerate improvement and foster innovation
• Securing accountability from the inside out

Inquiry Cycle of Instructional Leadership (Center for Educational Leadership [CEL]): 

Improving teaching and learning is the most important task of school leaders and in conjunction with creating coherence, principals are using the Inquiry Cycle for Instructional Leadership to begin to collaboratively engage in a continuous process of instructional improvement and analysis consisting of four phases:

• Phase 1 Analyze Evidence: Gather and analyze evidence to identify student learning problems and problems of teaching or leading practice      

• Phase 2 Determine a Focus: Teachers and leaders analyze evidence to identify an instructional focus area

• Phase 3 Implement & Support:  Teachers and leaders engage in study and learning and then take actions centered on an area of focus

• Phase 4 Analyze Impact:  Teachers and leaders analyze the results of the instructional inquiry and reflect on the process and new learning    

Theory of Action:

If we improve the quality of practice through the continuous development of Leadership capacity to:

A.  Assure warm, safe, dry schools and facilities
C. Confront and address issues of equity and access
E. Engage in problem-solving through an inquiry cycle for growth
F. Facilitate the development of a sense of purpose
L. Lead and guide focused professional learning
P. Provide and strengthen social and emotional supports
R. Recognize and implement quality instruction
T. Target and align resources
U. Utilize data to inform the inquiry cycle for growth

Then, we have much work to do as a district.  No longer will student outcomes be predicted based on race, differently abled, socioeconomic status, and/or the language spoken at home.  

The Theory of Action has been 6 years in the making, it encompasses the intentional and explicit work currently happening in our district and the promise of the future for our students and the community. The Theory of Action is another source of guidance that aligns with the Coherence Framework as it emphatically focuses direction and holds accountable the entire school community to attain equitable access and equal outcomes for all of our students.

Board Policy

BP 0420 - School Plans/Site Councils
AR 0420 - School Plans/Site Councils
BP 0460 - Local Control And Accountability Plan

Previous Board History

The Board will consider approval of the 2018-19 First Interim Report with Positive Certification. 

Purpose

As part of AB1200 state legislation that outlines the fiscal reporting requirements for every school district with oversight by their County Office of Education, the Board is required to review the district’s financial condition at First Interim by December 15. The Board certifies that the district meets one of the following conditions while continuing to maintain a minimum of a 3% reserve for economic uncertainty:

• Positive: the district is able to meet financial obligations for current and two subsequent fiscal years
• Qualified: the district may not meet financial obligations for a current fiscal year or two subsequent fiscal years
• Negative: the district will not meet financial obligations for the remainder of the current fiscal year or one subsequent fiscal year

The First Interim report focuses on changes since the adoption of the original budget including revenues and expenditures through October 31 for the current fiscal year and for two subsequent years.

Considerations

Key assumptions and notable changes from the original budget adoption included in the 1^st Interim:

1^st Interim Fund 01 projected ending condition:

1^st Interim Other Funds projected ending conditions:

Charter Schools Special Revenue Fund 09

2018/19 1st Interim Projected Ending Balance $4,496,543

Child Development Fund 12

2018/19 1st Interim Projected Ending Balance $35,902

Cafeteria Special Revenue Fund 13

2018/19 1st Interim Projected Ending Balance $253,096

Deferred Maintenance Fund 14

2018/19 1st Interim Projected Ending Balance $726,726

Special Reserve Fund for Other than Capital Outlay Projects Fund 17

2018/19 1st Interim Projected Ending Balance $607,402

Building Fund 21 (Bond Fund)

2018/19 1st Interim Projected Ending Balance $126,092,246

Capital Facilities Fund 25 (Developer Fees)

2018/19 1st Interim Projected Ending Balance $4,399,111

County Schools Facilities Fund 35

2018/19 1st Interim Projected Ending Balance $500.00

Special Reserve Fund for Capital Outlay Projects Fund 40

2018/19 1st Interim Projected Ending Balance $5,381,484

Self-Insurance Fund 67 (Dental)

2018/19 1st Interim Projected Ending Balance $981,985

The Board is requested to approve First Interim report with positive certification for the district.

Board Policy

BP 3460 Business and Non-Instructional Operations 

Education Code

42130-42134 financial reports and certifications 

42100-42142 Public disclosure of fiscal obligations  

Previous Board History

August 8, 2018 (Item F-4): Approve 2018-19 45-Day Budget Revision

September 12, 2018 (Item F-9): Adopt Resolution 2018/19-020, Approving the 2017-2018 Appropriations Limitation Recalculation and 2018-2019 Estimated Appropriations Limitation Calculation (Gann Limit) 

June 27, 2018 (Item F-6): Adoption of Santa Rosa City Schools Budget for the 2018/19 School Year and Statement of Reserves

Approve the 2018-19 First Interim Report with Positive Certification. 

The Board will review the Call for Nominations to CSBA's Delegate Assembly and consider recommendations.  

Purpose

The Board will consider recommendations for nominations to CSBA's Delegate Assembly for Region 3.  Ron Kristof has been serving as the Subregion 3-A (Sonoma) delegate for the last two years.  His term is up in 2019 and the Board may consider nominating someone to fill the vacancy.    

Consideration

Each year, member boards elect representatives from 21 geographical regions to CSBA’s Delegate Assembly.  The Delegate Assembly is a vital link in the association’s governance and sets the general policy direction for the association.  Working with local districts, county offices, the Board of Directors, and Executive Committee, delegates ensure that the association promotes the interests of school districts and county offices of education throughout the state.  

Board Policy

Board Bylaw 9100

Previous Board History

12/20/2017 (Item F.1)

The Board will review the attached revisions to board policies and discuss any additional changes they deem appropriate.  

Purpose:

In an effort to keep the District’s policies current, staff is recommending these policy revisions pursuant to CSBA recommendations. 

Consideration:

CSBA will periodically recommend policy revisions due to changes in the law, changes in the Education Code, and/or changes to the wording of policies to keep them current and up to date.  The revised policies being presented are:

BP 1312.3 – Uniform Complaint Procedures
BP 3551 – Food Service Operations/Cafeteria Fund
BP 3553 – Free and Reduced Price Meals
BP 4111/4211/4311 – Recruitment and Selection
BP 4119.11/4219.11/4319.11 – Sexual Harassment
BP 5022 – Student and Family Privacy Rights
BP 5145.6 – Parental Notifications
BP 6162.5 – Student Assessment
BP 6171 – Title I Programs

The Board will consider approval of revised Board Bylaw 9320 - Meetings and Notices.

Consideration

The current Bylaw does not allow for changes or modifications to the days on which a board meeting may be held.  Circumstances may require the Board to change the day on which a meeting will be held and this revision will allow for that.  

These items are presented for informational purposes only.

The Board of Education will be provided with the documentation from the United States Department of Education and the denial of the request to waive the state testing (SBAC/CAASPP). 

Purpose

To provide the Board of Education with the letter and rational from the Department of Education denying the state testing waiver that was submitted to the California Department of Education in March 2018.

The waiver authority is provided in Section 8401 of the elementary and Secondary Education Act of 1965 (ESEA), 20 U.S.C.7861, as amended by the Every Student Succeeds Act of 2015 (ESSA), Pub. L. No. 114-95.

Consideration

In March 2018, Santa Rosa City Schools requested a waiver to the California Department of Education to waive state testing (SBAC/CAASPP).  The District received notification from the CDE in November that the waiver was denied by the Federal Department of Education.  

In conferring with the California Department of Education, we understand with the denial:

1. There will be no financial impact.

2. We will remain in Orange as a District on the California Dashboard.

3. Differentiated Assistance may be affected but we will not know this until January.

4. We do not need to respond to the denial letter.

Board Policy

BP 6162.51

Education Code

ED 60640

Previous Board History

CAASP/SBAC

March 7, 2018: Waiver request

January 10, 2018: 2017 Smarter Balanced Assessment Consortium (SBAC) and the California Dashboard

September 28, 2016: Report of Smarter Balanced Assessment Consortium/California Assessment of Student Performance and Progress (SBAC/CAASPP) scores for Santa Rosa City Schools.

LCAP 

November 15, 2017: The Board will be updated with the LCAP timeline and progress on the local indicators for the California Dashboard.  The Dashboard contains reports that display the performance of local educational agencies (LEAs), schools, and student groups on a set of state and local measures to assist in identifying strengths, weaknesses, and areas in need of improvement.

Attached for reference is a list of educational acronyms and abbreviations.