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Members of the public are encouraged to submit public comments via email at publiccomment@mcs4kids.com. Comments must be received by Noon (12:00 p.m.) on the day of the Board meeting. Please limit your comment to 250 words or less.

Public comment regarding closed session items will be received before the Board goes into closed session.

Information concerning the consent items listed below has been forwarded to each Board member prior to this meeting for study and is on file at the Modesto-Stanislaus Library Reference Room, 1500 I Street; Modesto City Schools Superintendent’s Office and Receptionist’s Desk, 426 Locust Street, Modesto.

Copies of the complete agenda are available at the Board meeting, 425 Locust Street. Unless some member of the audience or Board member has a question concerning an item and asks that it be withdrawn from the consent list, the items are approved at one time by the Board.  The action taken by the Board in approving consent items is set forth in the explanation of the individual items.

In response to the Governor's Executive Order N-25-20 and Resolution 19/20-17 Delegating Authority to Take Necessary Action to Protect Students and Staff from the Spread of Coronavirus (COVID-19), adopted by the Modesto City Schools (MCS) on March 18, 2020, the MCS Board Meetings are closed to the public until further notice in accordance with state guidelines on social distancing.  

New Process for Making Public Comments (as of 3/26/20)

We value your comments and have created several options to ensure your voice is heard:

By Email: Members of the public are encouraged to submit public comments via email at PublicComment@MCS4kids.com. Comments must be received by Noon (12:00 p.m.) on the day of the Board meeting. Please limit your comment to 250 words or less. 

By Phone: If you are unable to email a public comment, please leave a phone message with your question or comment at (209) 574-1525 prior to Noon (12:00 p.m.) on the day of the Board meeting. Please limit your comment to 250 words or less. 

Note: Public Comments received in Spanish will be translated. 

Public Comments may be read into the record based upon factors like the length of the agenda and the number of comments received. Public Comments via email or phone must be received by noon (12:00 p.m.) on the day of the Board meeting. All comments that are read into the record will be added to the minutes and approved at a subsequent Board meeting. 

For Public Comment (submitted by email or phone), please provide the following:

1. Name
2. Phone number – (in case we need further clarification)
3. Address – optional
4. Affiliation (if any)
5. Topic or Item on the agenda you wish to address (please limit your comment to 250 
     words or less)

The Mathematics adoption process occurs every six to eight years.

We are seeking approval to adopt math curriculum for grades TK-6 as well as the 9-12 Algebra, Geometry, and Algebra II course sequence.

See attached Board Report for additional information.

1.1:   Ensure Great Instruction First Time.
1.2:   Increase students being identified as “prepared” in the college/career indicators.
1.3:   Increase English Learner growth toward English proficiency.

See attached Board Report for detailed information.

It is recommended that the Board of Education approve the Math Adoptions, TK-6 and 9-12.

We are seeking approval to adopt science curriculum for the following 9-12 courses: Biology, Human Anatomy and Physiology, and AP Environmental Science.

See attached Board Report for additional information.

1.1:   Ensure Great Instruction First Time.
1.2:   Increase students being identified as “prepared” in the college/career indicators.
1.3:   Increase English Learner growth toward English proficiency.

It is recommended that the Board of Education approve the Science Adoptions, 9-12.

Due to the national and statewide emergency arising from the coronavirus COVID-19 pandemic, the District finds it necessary to provide direction and support regarding the policies and administrative regulations related to grades and evaluation of student achievement and graduation requirements.

Goal 1.0: Increase academic achievement and ensure equitable access to enable all students to attain college and career readiness.

Modesto City Schools continues to work with the Office of the Governor, the California Department of Education, the California Department of Public Health, and the Stanislaus County Health Services Agency to coordinate and plan the District’s response to COVID-19. The District finds it necessary to temporarily amend Board policy and administrative regulations related to grades/evaluation of student achievement and graduation requirements and delegation of authority to the Superintendent in response to the COVID-19 public health emergency during the 2019-20 school year.

It is recommended that the Board of Education approve Resolution #19/20-20 authorizing the temporary amending of Board policy/administrative regulation related to grades/evaluation of student achievement and graduation requirements and delegation of authority to the superintendent in response to the COVID-19 public health emergency during the 2019-20 school year.

Due to a lack of funds and/or work in categorical and District programs, the District finds it necessary to reduce the daily work hours and/or months of service of classified positions or eliminate positions in total.

Goal 4.0: Ensure the District is fiscally and operationally sound.

The Classified Layoff Procedure requires that a committee representing both the District and California School Employees Association, Chapter 007, consider any recommendations to reduce hours.  The Committee is to recommend action to be considered by the Superintendent, recommend denial of the District’s proposed action, or recommend an alternative action.  The Superintendent shall consider the Committee’s written recommendations, denial, or alternative action prior to taking any further action.

Representatives of the California School Employees Association and Modesto City Schools District representatives met March 31, 2020, to consider the District’s proposed action to involuntarily reduce the daily work hours and/or months of service of classified positions or eliminate positions of classified service.  The representatives of the California School Employees Association voted against the layoff.  The District representatives voted to proceed with the layoff.

The reclassification, reduction and/or elimination of the positions affected result in an approximate cost savings of $243,068 in unrestricted and $143,488 in restricted funds for a total costs savings of approximately $386,556.

It is recommended that the Board of Education approve Resolution #19/20-19 authorizing reduction and/or elimination of classified services for the 2020-21 school year.

The Board adopted the 2019/20 budget on June 24, 2019.  Adjustments to the budget are made regularly based on known changes to revenue or the level/category of expenditures.

4.1 Implement sustainable plan for the budget under the Local Control Funding Formula.

The Education Code requires that the Board approve major changes to the adopted budget.

Budget adjustments which have been processed for the period between February 1, 2020 and February 29, 2020 are presented in the following reports.  Explanations are provided for adjustments over $25,000 for revenue and expenditure groups by fund.  This report reflects adjustments to the budget only, not a complete financial statement.  Copies of the full report are available for review in the Budget Department.

The adjusted budget retains all State and Board designated reserves.

It is recommended that the Board of Education approve the April revisions to the adopted 2019/20 budget.

Each year the Board of Education approves assumptions to be used in development of the subsequent year's budget.  These assumptions are generally based on the Governor’s proposals for the State budget, recommendations from School Services of CA, School Innovation and Advocacy, Stanislaus County Office of Education, and local conditions.  These assumptions act as a guide for staff to ensure that development of the subsequent year's budget is in line with the Board’s philosophy.

3.3 Increase regular two-way communication with stakeholders regarding student progress and other important issues.

Goal Four: Ensure the District is fiscally and operationally sound.

Not known at this time.

It is recommended that the Board of Education approve the budget assumptions for initial development of the 2020/21 budget.

Due to COVID-19 remote work has become instrumental in the success of the K12 Distance Learning Environment. To continue the levels of existing and new demands of service the following purchases are needed.

Goal Three: Provide a safe, welcoming, and respectful learning environment for every member of the school community while ensuring effective district-wide communication for students, staff, families, and community partners.

3.5 Improve operational efficiencies through the use of technology and improved network infrastructure.
Goal Four: Ensure the District is fiscally and operationally sound.
4.3 Invest in school facilities and infrastructure for safe and clean facilities.
4.4 Plan and implement short and long-term strategies to decrease declining enrollment

The special education community-based instruction program serves students age 18 through 22, providing work experience and living skills instruction.  The nature of the program requires placement in the community close to shopping and transit routes.  The program has been operating in 6,776 square feet of space leased from Mastagni Properties (formerly P & N Properties) at 1405 Kansas Avenue, Suite C from August 1, 2000 through June 30, 2009 and 1405 Kansas Avenue, Suite A since July 1, 2009.

Goal 4.3 – Invest in school facilities and infrastructure for safe and clean facilities.

Another five-year lease term at this location is desired to continue housing this special education program.

A five-year lease term has been negotiated for the 6,776 square feet of building at 1405 Kansas Avenue, Suite A to house the community-based instruction program for special education students.  The location is near shopping and transit lines and is adjacent to the Central Valley Training Center which operates a similar program.  This location is also near the District’s other administrative facilities.

The proposed lease extension begins with $1.05 per square foot, per month (which is the current cost per square foot) from July 1, 2020 through December 31, 2022 and continues with $1.10 per square foot, per month from January 1, 2023 through June 30, 2025.  This rate in aggregate is competitive when compared against other leased space in the area.  A copy of the lease is available in the Department of Planning and Facilities.

The cost of the lease for fiscal year 2020/21 is $85,380.00 with a funding source of the special education budget.

It is recommended that the Board of Education approve a five-year extension to the lease agreement for the special education community-based instruction program (1405 Kansas Avenue, Suite A).

The Stanislaus County Office of Education (SCOE) provides various administrative and student services to school districts in the County.  For years, Modesto City Schools has utilized certain services from the County Office of Education to deliver the existing education programs to District students.

The master agreement with the Stanislaus County Office of Education requires annual approval.

For the 2020/21 fiscal year, the District proposes entering into an agreement with SCOE to provide the following services:  Mail Handling Services $7,175; Internet Services $10,000; and Audiological Services $53,350. 

A copy of the Master Agreement is available in the office of the Associate Superintendent, Business Services.

It is recommended that the Board of Education approve the 2020/21 Master Agreement with Stanislaus County Office of Education.

Purchase orders and VISA payments are tracked each month.  

Goal Four: Ensure the District is fiscally and operationally sound.

Board Policy 3300 requires Board review of all individual purchase orders issued in excess of $1,000 and all purchase orders less than $1,000 by fund total.  All purchases are done in accordance with Board Policy, Education Code, Public Contract Code, and/or other applicable regulatory requirements.

Purchase orders and VISA payments are tracked each month.  

Goal Four: Ensure the District is fiscally and operationally sound.

Board Policy 3300 requires Board review of all individual purchase orders issued in excess of $1,000 and all purchase orders less than $1,000 by fund total.  All purchases are done in accordance with Board Policy, Education Code, Public Contract Code, and/or other applicable regulatory requirements.

In 1999 Modesto City Schools formed a partnership with Stanislaus County Behavioral Health and Recovery Services and since 2008 with Aspiranet Behavioral Health to develop and implement Risk Assessment Procedures.  Risk Assessors are Marriage and Family Therapists (MFT) or Clinical Social Workers (LCSW) specially trained to evaluate students who threaten to do physical harm to themselves or others, develop a written or verbal "hit list" of students they want to harm or kill, develop a written or verbal plan to commit harm to themselves or others, or cause concern for the potential risk of violence.

1.4: Develop a Multi-Tiered System of Support for all students.

In order to continue to provide Risk Evaluation services, the Aspiranet Behavioral Health contract must be renewed for the 2020-2021 school year.

Students need to be safe from self-harm or harm from others to ensure safe and orderly campuses.  Risk Evaluators evaluate students who pose a threat to harm themselves, other students, or staff.  When a student who poses a threat to himself or others is identified, the site administrator contacts District office staff who screens the student for referral to specially trained Aspiranet Behavioral Health Risk Evaluators.

Risk Evaluators interview the student to determine whether they are in immediate danger of harming themselves or others.  If the student is in immediate danger, the site administrator contacts the Modesto Police Department, parent/guardian, or 911 to transport the student to Doctors Medical Center - Emergency Room.  Students who are not in immediate danger are referred to appropriate support services in the county or at the school.

A copy of the services agreement is available for review in the Child Welfare and Attendance office.

Funding will be provided from the general fund at a cost not to exceed $30,000.

It is recommended that the Board of Education approve the agreement with Aspiranet Behavioral Health to provide Risk Assessment Procedures for Modesto City Schools' K-12 students for the 2020-2021 school year.

1.6:  Increase access to general education for students with disabilities.

While the Modesto City Schools SELPA provides a wide range of special education services or contracts with the Stanislaus County Office of Education for such services, there are students with severe educational needs who require placement with an NPS or NPA.  This includes out-of-state placements that would require reimbursement for any and all treatment and room and board costs, as well as travel costs associated with student placement and family visits.  In addition, there are a number of students within the District who require Educationally Related Mental Health Services.  Master contracts with these providers are required.

Approval of Master Contracts for Non-Public School/Non-Public Agency Services for 2020-2021: Center for Human Services, Central Valley Training Center, East Valley Education Center, Kadiant, LLC., Sierra Vista Child and Family Services, Stanislaus Academy. 

Modesto City Schools proposes to contract with the following NPS/NPA providers for the 2020-2021 school year:  Center for Human Services, Central Valley Training Center, East Valley Education Center, Kadiant, LLC., Sierra Vista Child and Family Services, Stanislaus Academy.

Special Education has budgeted $4,100,000 for NPA/NPS services for the 2020-2021 school year.

It is recommended that the Board of Education approve the master contracts for Non-Public School/Non-Public Agency services for 2020-2021:  Center for Human Services, Central Valley Training Center, East Valley Education Center, Kadiant, LLC., Sierra Vista Child and Family Services, Stanislaus Academy.

Modesto City Schools Special Education Local Plan Area (SELPA) contracts with outside service providers when necessary to provide needed supports to students with disabilities.   Services agreements are generated when dictated by the Individualized Education Program or to provide specialized services and training the SELPA cannot provide.  Additionally, services agreements are needed when the District is unable to fill vacancies in both certificated and classified staff.

1.4:  Develop a Multi-Tiered System of Support for all students.

1.6:  Increase access to general education for students with disabilities.

Modesto City Schools SELPA has identified services providers for the 2020-2021 school year to assist the SELPA with meeting the unique needs of our students, assist with vacant positions, and provide targeted professional development to our teaching staff. 

Modesto City Schools SELPA proposes to contract with the following entities to provide services, staff, and training to our District:

• Advanced Medical Personnel Services, Inc.
• Eaton Interpreting Services, Inc.
• Maureen O'Leary Burness
• Victoria Murphy
• Paradigm Healthcare Services, LLC
• Sierra Vista Child and Family Services
• Soliant Health
• Syntex Global
• United Cab LLC

Copies of these services agreements are available in the Modesto City Schools Special Education Office for review.

The fiscal impact of the services agreements will not exceed $1,600,000. The funding source has been identified as General Fund Special Education funds.

It is recommended that the Board of Education approve the Modesto City Schools SELPA Services Agreements for the 2020-2021 school year with:  Advanced Medical Personnel Services, Inc., Eaton Interpreting Services, Inc., Maureen O'Leary Burness, Paradigm Healthcare Services, LLC, Victoria Murphy, Sierra Vista Child and Family Services, Soliant Health, Syntex Global, United Cab LLC.

APEX Courses were updated to meet the new course mapping sequence for Algebra, Geometry and Algebra 2. These courses have been submitted to the UC Doorways system and have received A-G authorization for the C- Mathematics requirement.

 Course outlines are developed for each junior high and high school class by a committee of representative teachers and administrators.  The outlines include instructional texts and materials, expectations for student learning, units of study, unit credit, grading, and other course elements.  The course outlines and texts are then submitted to Associate Principals, Principals, and the Senior Director(s), Curriculum & Instruction, Professional Development, for review and recommendation.

1.1 Ensure Great Instruction First Time.

1.2 Increase students being identified as “prepared” in the college/career indicators.

The following new course outlines, including texts, have been approved by representative teachers, the High School Associate Principals, Principals, and the Senior Director(s), Curriculum & Instruction, Professional Development.

New Courses:

Apex Algebra I

Apex Algebra II

Apex Geometry

It is recommended that the Board of Education approve the new high school course outlines:  Mathematics - Apex Algebra I, Apex Algebra II, Apex Geometry.

This course is being added to support students with disabilities as a result of the FPM findings. This course will provide an additional period of ELA support to our freshman students to ensure that they are acquiring language and writing skills that will continue to support their ability to engage in grade level curriculum during their high school career.

Course outlines are developed for each junior high and high school class by a committee of representative teachers and administrators.  The outlines include instructional texts and materials, expectations for student learning, units of study, unit credit, grading, and other course elements.  The course outlines and texts are then submitted to Associate Principals, Principals, and the Senior Director(s), Curriculum & Instruction, Professional Development, for review and recommendation.

1.1 Ensure Great Instruction First Time.

1.2 Increase students being identified as “prepared” in the college/career indicators.

The following new course outline, including texts, have been approved by representative teachers, the High School Associate Principals, Principals, and the Senior Director(s), Curriculum & Instruction, Professional Development.

Revised Course:

English 1-2 Support Parallel

Course outlines were adjusted to address the new California state standards for Theater. The theatre standards are designed to enable students to achieve literacy in theatre. These standards articulate the most fundamental elements of theatre, delineating a path by which every student can and will achieve proficiency or beyond in theater.

Course outlines are developed for each junior high and high school class by a committee of representative teachers and administrators.  The outlines include instructional texts and materials, expectations for student learning, units of study, unit credit, grading, and other course elements.  The course outlines and texts are then submitted to Associate Principals, Principals, and the Senior Director(s), Curriculum & Instruction, Professional Development, for review and recommendation.

1.1 Ensure Great Instruction First Time.

1.2 Increase students being identified as “prepared” in the college/career indicators.

The following revised course outline, including texts, have been approved by representative teachers, the High School Associate Principals, Principals, and the Senior Director(s), Curriculum & Instruction, Professional Development.

Revised Courses:

Theatre 1-2

Theatre 3-8

Theatre Stagecraft 1-2

Theatre Stagecraft 3-8

It is recommended that the Board of Education approve the revised high school course outlines: English - Theatre 1-2, Theatre 3-8, Theatre Stagecraft 1-2, Theatre Stagecraft 3-8.

The District's Passport to Literature Lists, Grades 7 through 12, contain literature approved as (1) core works which all students in any given class may be required to read and study in their language arts classes, (2) extended literature selections from which teachers select works appropriate for particular course studies, and (3) recreational literature selections recommended for independent reading for grades 7-8.

English department chairs meet annually with the English-Language Arts Coordinators to review and revise the core works and extended literature lists based on recommendations from language arts teachers.  This year, the committee made changes to the extended works for Grades 7-8 and Grades 9-12, some of which will require an annotation and notification of parents' rights to request an alternate assignment.  Those works that are annotated and require notification have an asterisk next to the indicated grade-level.

* Please see the attached list of recommended additions.

Sites have the discretion to designate works that must be read by all students at a particular grade level as long as the works are chosen from the course-appropriate list of titles.  Teachers should adjust the novel count upward according to their students' needs and abilities.  Students should be encouraged to do independent reading of self-selected titles. 

Goal Alignment

1.1    Ensure Great Instruction First Time.

1.2    Increase students being identified as "prepared" in the college/career indicators.

1.3    Increase English Learner growth toward English proficiency.

3.3    Increase regular two-way communication with stakeholders regarding student progress and other important issues.

Board Policy 6161.11 was adopted July 20, 1998, establishing that films and videos shown in classrooms be related to the curriculum and support the basic program of instruction, enrich the curriculum, stimulate learning, and promote principles of good citizenship.

The rating systems adopted by the Motion Picture Association of America pertaining to the level of violence, offensive language, nudity, sex, and drug usage in films or videos provides a solid foundation towards evaluating appropriate use of film or videos in educational settings.  As established in Administrative Regulation 6161.11, films rated "PG-13" and unrated films of similar content contain material that is not appropriate for students in kindergarten through grade 6.  However, "R" rated videos may be shown at the high school, and "PG-13" rated videos at junior high.  The film or video must be on the approved Modesto City Schools Supplementary Instructional Materials list or an approved course outline to be used in class.

Teachers were asked to submit films or videos to be added to the Supplementary/Instructional Materials list for 2020-2021.  The Request for Approval form included the motion picture rating, sensitive content, and a summary of relevance to the curriculum and state standards in the subject area.  A District Video Review Committee was formed to review the requests for approval.  The Video Committee consisted of four (4) representative junior high school teachers, the English/Language Arts Curriculum Coordinators, four (4) junior high Assistant Principals, and four (4) parents. All members were invited to attend the January 30, 2020 meeting to review the videos submitted.  Of those invited, two (2) junior high teachers, one (1) parent, the English/Language Arts Coordinators, two (2) junior high Assistant Principals, and the Director, Curriculum & Instruction, Professional Development, attended. 

The videos and films presented for recommendation for addition to the Modesto City Schools Supplementary Instructional Materials list.

PROPOSAL

It is proposed that the following videos/films be approved as additions to the Supplementary Instructional Materials list for Junior High and High School: 

Course, Grade                                                         Title (Rating)

English Language Arts (Grade 7)                              The Mighty (PG-13)

                                                                                   (100 minutes)

English Language Arts (Grade 7)                               The Giver (PG-13)

                                                                                    (97 minutes)                                                 

Goal Alignment 

1.1    Ensure Great Instruction First Time.

1.2    Increase students being identified as "prepared" in the college/career indicators.

1.3    Increase English Learner growth toward English proficiency.

3.3    Increase regular two-way communication with stakeholders regarding student progress and other important issues.

It is recommended that the Board of Education approve the recommended additions to the Supplemental Instructional Materials:  Films and Videos Rated "PG-13" and Unrated Films of Similar Content for Junior High School.

The following designated personnel action items are attached for approval by the Board of Education:

It is recommended that the Board of Education approve the attached designated personnel action items.

The District has participated in agreements with colleges and universities to provide supervised field experience to college students enrolled in various programs.

5.2 Strengthen partnerships with local teaching, training, and employment programs.

The District is interested in entering into an agreement with Teachers College of San Joaquin and San Joaquin County Office of Education to provide teaching experience to students enrolled in their IMPACT Intern Credential Program.

The District would like to enter into an agreement with Teachers College of San Joaquin and San Joaquin County Office of Education effective July 1, 2020, through June 30, 2022. A copy of the agreement will be available for review in the Human Resources Office.

It is recommended that the Board of Education ratify the Co-Sponsor Agreement with Teachers College of San Joaquin and San Joaquin County Office of Education for their IMPACT Intern Credential Program.

The Assistant Superintendent, School Leadership position is a new position with new responsibilities. The position will plan and provide leadership in the District’s PK-12 instructional program in alignment with the District’s mission and goals. The position will also plan, organize, control, direct, and administer the delivery of the MCS Principals’ Leadership Pipeline professional development program and other District-wide responsibilities.

5.3 Expand recruiting and hiring processes to provide support, maximize retention, and increase diversity in the certificated, classified, and management workforce.

The Assistant Superintendent, School Leadership will be paid from the Management Salary Schedule.

It is recommended that the Board approve the proposed job description: Assistant Superintendent, School Leadership.