In response to the COVID-19 pandemic, Governor Newsom issued Executive Order N-29-20, which temporarily suspends provisions of the Brown Act relating to public meetings. As such, Elk Grove Unified School District Board members will be conducting this open session board meeting via Zoom video/teleconferencing.

Zoom Online Meeting Platform

Zoom is an online meeting platform that will be used by the Elk Grove Unified School District Board of Education during the current State social distancing and shelter at home order. Those who wish to view the meeting will need an internet connection and device. Zoom is compatible with Windows and Apple computers, along with iPhones, iPads, Chromebooks and Android devices. The device must have working speakers to hear the meeting.

Please note:  If Zoom is not currently installed on a computer or device, Zoom will ask to download a small app to the computer or device. Please accept the install to continue to the Zoom meeting. Zoom will only need to install the app the first time a computer or device is used with Zoom. Mobile device users can install the Zoom app prior to a meeting by visiting their app store. ZOOM Cloud Meetings is the name of the app.

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 

The California PBIS Coalition (CPC) is a collaborative network of State Education Leaders, County Offices, School Districts and Schools implementing multi-tier frameworks through Positive Behavior Intervention and Supports (PBIS).  The CPC is dedicated to providing a standard of practice for PBIS through the work of technical assistance centers across the state and the use of a statewide PBIS Recognition System. The CPC believes it is important to reflect on and share the positive experiences districts, schools, and educators have delivered to students and communities during these challenging times.  So, during the Spring of the 2019-2020 school year, the California PBIS Coalition introduced a “one-year only” Community Cares acknowledgement to honor schools and community partners in this important work. Elk Grove Unified School District schools overcame the challenges they faced during the COVID-19 school closures to connect with families and community partners. In order to apply, interested sites submitted either a story, photo or video showcasing how they came together with the community to support their students and families.  We want to acknowledge and commend the 28 schools listed below that received this special recognition. 

• Maeola R. Beitzel Elementary School
• Arthur C. Butler Elementary School
• Raymond Case Elementary School
• Elitha Donner Elementary School
• Ellen Feickert Elementary School
• Robert J. Fite Elementary School
• Foulks Ranch Elementary School
• Robert J. McGarvey Elementary School
• Pleasant Grove High School
• Prairie Elementary School
• David Reese Elementary School
• John Reith Elementary School
• Joseph Sims Elementary School
• Mary Tsukamoto Elementary School
• Katherine Albiani Middle School
• Harriet Eddy Middle School
• Edward Harris, Jr. Middle School
• Samuel Jackman Middle School
• Toby Johnson Middle School
• Joseph Kerr Middle School
• Elizabeth Pinkerton Middle School
• James Rutter Middle School
• TR Smedberg Middle School
• Cosumnes Oaks High School
• Florin High School
• Franklin High School
• Laguna Creek High School
• Calvine High School

The Board is requested to adopt Resolution No. 18, 2020 - 2021 recognizing the week of October 11 – 17, 2020, as the Week of the School Administrator in the Elk Grove Unified School District.

Research has demonstrated that district and school leadership is one of the significant dynamics of schools and districts where high achievement occurs for all students, regardless of socio-economic factors and home language or ethnic diversity. Therefore, in recognition of the dedicated efforts of school and district administrators to make a difference in the lives of children and to support the work of the teachers and the support staff who work in our schools, the state of California has identified the week of October 11 – 17, 2020, as the "Week of the School Administrator" (Education Code 44015.1).

The Elk Grove Unified School District Board of Education is asked to approve the attached resolution.

Elk Grove Unified School District recognizes that no community is immune from natural hazards whether it be earthquake, wildfire, flood, winter storms, drought, extreme heat or cold, or dam failure. Major earthquakes could pose a significant and ongoing threat to the entire state of California. 

The Great California Shakeout provides students, schools, and other community stakeholders the opportunity to participate in a "Drop, Cover and Hold on" drill on October 15, 2020 at 10:17 a.m. for the purposes of building a safer community. 

The Board of Education is requested to recognize the efforts of teachers, staff and administrators in support of Red Ribbon Week, October 23-31, as part of a district-wide prevention program.  The campaign's mission is to encourage children, families and communities to live healthy, happy and drug-free lives as part of a district wide-prevention program that encompasses education and positive youth development.  This year's theme is: Be Happy, Be Brave, Be Drug Free.  Red Ribbon Week is the oldest and largest proactive drug prevention program in the country.  It is an awareness campaign designed to warn students about the dangers of alcohol, tobacco and other drug use so they will choose to be free of these barriers to success and wellness.  Throughout Red Ribbon Week, messages are delivered to students in various creative and positive ways.  Whenever possible, student leaders are involved in planning the Red Ribbon Week activities at their schools.  This recognition will declare District support of this campaign to create awareness of substance abuse problems through Red Ribbon Week and other research-based prevention programs.

Currently, the District receives competitive grant funds that support a district-wide research based prevention program that is implemented throughout the school year.  Student Support & Health Services provides oversight of these grants.  The goal of prevention initiatives at elementary schools is to help students understand the harm that can be caused by alcohol, tobacco and drug abuse.  It is important to equip students with the necessary life skills to resist negative pressure through Red Ribbon Week efforts.  All secondary level schools participate in the district-wide prevention education program by supporting the Project Alert Curriculum, Club Live, Friday Night Live, Link Crew, Teen Intervene, Annual Middle School Leadership Conference and Project SUCCESS at each continuation school.  In addition, Student Support and Health Services offers parent and school staff training on various subjects upon request including the development of those personal assets in students that will equip students with tools to resist involvement with alcohol, tobacco and others drugs.  Red Ribbon week serves as a vehicle to assist in laying the groundwork for enhanced student achievement, as well as other specific drug prevention subjects. 

The recognition of Resolution No. 24 is intended to lend support for the substance abuse prevention efforts within the Elk Grove Unified School District.

October is National Bullying Prevention Month - a month-long event to prevent childhood bullying and promote kindness, acceptance and inclusion.  This is a nationwide campaign, started by PACERS's National Bullying Prevention Center in 2006.  The campaign reaches out to communities, schools and families around the world to educate the need to keep kids safe in school.  The campaign is a catalyst for:

• Involving a nation to take action at the local level to create safe and supportive school environments.
• Sharing information about the issue of bullying through news media, social media, video and print publications.
• Promoting dialogue between educators, parents and students on their roles in addressing and preventing bullying.
• Inspiring everyone to unite for kindness, acceptance and inclusion.
• Helping to create a world without bullying.

This resolution recognizes and acknowledges the significant contributions made by Californians of Sikh heritage to the state and affords the opportunity for its students to understand, recognize, and appreciate the rich history and shared principles of Sikh Americans.

 The California Department of Education has designated the month of November 2020 as California Sikh American Awareness and Appreciation Month.  In doing so, they note that this observance permits the society at large, and the schools in particular, to celebrate the achievements of Sikh Americans and also to re-examine society’s role in preserving the Civil Rights of all of its citizens.

Additional resources available to teachers and others regarding Sikh awareness can be found at the following link: http://www.sikhcoalition.org/resources/educational-materials.

The efforts to gain recognition for the significant contributions of the indigenous people of the United States can be traced back more than 100 years. These efforts were further solidified in 1990 when President George H. W. Bush approved a joint resolution designating November 1990 "National American Indian Heritage Month." Similar proclamations, under variations of the name including "Native American Heritage Month" and "National American Indian and Alaskan Native Heritage Month," have been issued since 1994.

The month of November is a time to celebrate rich and diverse cultures, traditions, and histories and to acknowledge the important contributions of Native people. Native American Heritage Month is also an opportune time to raise a general awareness about the unique challenges Native people have faced both historically and in the present.

Public Comment on Items on the Agenda or Not on the Agenda

NOTICE:   If you wish to address the Board, an electronic speaker card must be submitted with written comments prior to 4:30 p.m. on October 6, 2020.  Comments submitted on the designated speaker cards in the Google Document application through the following Link will be read to the Board by a staff member during the October 6, 2020 Board meeting.    Public Comment Speaker Card

Please be sure to complete the Google electronic speaker card indicating whether the matter you wish to address is on the agenda or not on the agenda. The total amount of time allocated to present electronic speaker cards to the Board will be limited to a maximum of three (3) minutes, with a total of thirty (30) minutes designated for public comment on an item. Time limitations are at the discretion of the President of the Board of Trustees.

Virtual EGUSD Board participants are limited to 3000 people due to capacity constraints within Zoom. The Zoom meeting will be recorded (video and audio) and will be made available on the Elk Grove Unified School District’s YouTube channel at www.youtube.com/user/elkgroveunified

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 existing Board Policies showed that our policies needed to be updated.  The necessary updates are reflected in the following policies:

• BP 5141.5 Mental Health
• BP 5141.52 Suicide Prevention   
• BP 5146 Married/Pregnant/Parenting Students

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

CERTIFICATED:

New Hire(s) [8]

Leave(s) of Absence

Resignation(s)

Retirement(s)

CLASSIFIED:

New Hire(s) [11]

Rehire(s)                

Resignation(s)

Retirement(s)

Status Change(s)

The Board is asked to approve Variable Term Waivers for CTE Teachers who require an English Learner Authorization to teach.

We have eight teachers currently teaching in our CTE programs for Automotive, Bio/Medical, Building Trades, Computers, Digital Media, Fashion Design and Fire Sciences for the 2020/2021 school year who are in the process of taking coursework to clear their Designated Subjects Career Technical Education credentials.

As part of their coursework, they will take SDAIE training and earn a Certificate of Completion of Staff Development (CCSD) which will complete their English Learner credential requirement.  In the meantime, the teachers are required to have an approved waiver on file with the Commission on Teacher Credentialing for the CCSD.

We are requesting that a CCSD waiver be approved for the following teachers for the 2020/2021 school year:

Hannah Dokter – Bio/Medical Teacher – Pleasant Grove High School

Michael Duffy – Digital Media/Building Trades Teacher – William Daylor High School

Gary Garot – Computer Teacher – Laguna Creek High School

Matthew Loesch – Automotive Teacher – Florin High School

Jennifer Nodora – Fashion Design Teacher – Laguna Creek High School

Robert Rhodes – Computer Teacher – Sheldon High School

Brandy Shearer – Digital Media Teacher – Valley High School

John Vidal III – Medical Tech/Fire Sciences Teacher – Valley High School

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:

Kelly Henschel, Laguna Creek High School
Scott McCullough, Harriet Eddy Middle School
Vanessa Bond, Elk Grove Elementary School

Under current Board Policy 3312 “contracts under the bid limits can be approved by the Designated Personnel, subject to Board ratification.  Amendments to contracts, including construction contract change orders both under and over bid limits, may 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 $95,200 and have been approved by authorized district staff.

The purchase order encumbrance modification history from August 27 – September 16, 2020 is listed below.  The originals are on file in Fiscal Services if you wish to review them.

Modifications:

The Purchase Order History for the weeks of August 1, 2020 through August 31, 2020 are listed below.  The purchase orders are on file in the Purchasing Department if you wish to review them.

Encumbrances:

The Board of Education is asked to (1) approve Change Order No. 1 with JPB Designs, Inc., and (2) authorize a District Representative to sign the approved change order. 

On June 30, 2020, the Board of Education awarded a contract to JPB Designs, Inc., for the Track and Field Replacement at Various Sites project.  Change Order No. 1 consists of four (4) items.  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. 1 changes the contract amount of $560,000.00 by $32,017.00 to $592,017.00.

The Board of Education is asked to (1) approve Change Order No. 1 with BRCO Constructors, Inc., and (2) authorize a District Representative to sign the approved change order. 

On June 30, 2020, the Board of Education awarded a contract to BRCO Constructors, Inc., for the Sierra Enterprise Elementary School, Parking Lot Improvements project.  Change Order No. 1 consists of two (2) items.  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. 1 changes the contract amount of $628,000.00 by $10,878.00 to $638,878.00.

The Board of Education is asked to (1) accept the construction of Sierra Enterprise Elementary School, Parking Lot Improvements project, and (2) authorize the filing of the Notice of Completion.

On June 30, 2020, the Board of Education awarded a contract to BRCO Constructors, Inc., for the Sierra Enterprise Elementary School, Parking Lot Improvements project. The work has been completed and is recommended for acceptance by the Architect.

The Administration will file the Notice of Completion with the County Recorder within the statutory ten-day period.

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 the County of Placer contract number SCN103057 for bulk fuel.

Groups 1,2 and 3 of the security camera installation project have been completed. To streamline project delivery and maintain continuity and consistency of products and installation, Staff recommends subsequent camera systems be procured and installed using a cooperative or “piggybackable” contract. Use of these contracts meets competitive bidding requirements and allow California public agencies to achieve greater cost savings.

CMAS Contract #3-18-84-0054D (valid 5/9/2018-4/12/2023)/General Services Administration (GSA) Contract #37QSWA18D003K, Schedule 84 (valid through April 12, 2023) was awarded to ICU Technologies, Inc., for security products, services, and solutions. The contracts, also known as a Multiple Award Schedule (MAS), are  cooperative or "piggybackable" contracts which contain cooperative purchase language that allows other public agencies to utilize it as required by provision 20118 of the Public Contract Code.

ICU Technologies is a security system company whose core business is security solutions. They are able to provide both the design and installation of camera systems and also have the capacity to manage and implement large projects. Further, they are authorized integrators for the District’s sole source Avigilon cameras. 

It is staff’s determination that the District would derive more benefit by utilizing this cooperative contract than to seek separate bids for each of the District’s school sites where security cameras are needed. Staff proposes that the remaining District security camera systems be implemented in groups of approximately twenty (20) sites per phase with the next phase and the cost of each system being the twenty (20) school sites listed on the attached page.

Staff recommends approval to utilize ICU’s GSA contract for future camera system installations and specifically recommends approval to issue a contract to ICU Technologies in the amount of $4,531,685.98 for the next phase of camera installations. 

The teaching and learning divisions and key departments and programs conducted a comprehensive analysis of all site plans and they were found to be fiscally and programmatically sound.

The 2020-2021 Site LCAPs serve as the site-based planning tool to facilitate the implementation and attainment of the EGUSD LCAP. Although the District LCAP for 2020-21 has been suspended for the year, it has been replaced with the Learning Continuity and Attendance Plan. Additionally, EGUSD expects the District LCAP to return in 2021-22. These site plans will serve as the roadmap for school- based planning for the 2020-2021 school year, and have been consolidated into a comprehensive plan that meets the requirements of the Single Plan for Student Achievement (E.C 64001) and the alignment of the site goals to the Local Control Accountability Plan (E.C. 52062).  These plans allow school sites to implement the LCAP goals, in addition to federal requirements, for programs that serve students overall by school, and by subgroup.  Based on both the evaluation of the 2019-2020 student performance data and current student data, school sites establish performance targets for the 2020-2021 school year and align appropriate resources to meet those targets. 

The process for the development of the Site LCAP consists of a needs analysis and includes a review of the previous year’s data. Site teams, including administration, teachers, and parents use data sources to establish school wide goals that are in alignment with the District’s LCAP goals.  Parents are given the opportunity to provide input at the School Site Council (SSC) and English Learner Advisory committees meetings and other stakeholder engagement opportunities.  Once site goals are established, the school’s resources are aligned to optimally support student achievement.  The SSC then formally approves the Site LCAP.  Plans were submitted to Learning Support Services to undergo a review by multiple departments. This process identified areas of support and provided direct assistance to schools from various departments and programs across the district. The last step in the process is for the Board of Education to approve the site plans.

Plans are developed at the end of the previous school year. This year, plans were reviewed and revised at the start of the school year to account for significant and unprecedented changes due to COVID-19 school closures and distance learning.

All site plans are available for review in Learning Support Services, at each school site and on the district’s website. Attached are a sample of Site LCAPs from an elementary, middle, and high school for your review.

The LCAP Federal Addendum is designed to supplement the LCAP to ensure that districts have the opportunity to meet the Local Education Agency (LEA) Plan provisions of the “Every Student Succeeds” Act (ESSA). The LCAP Federal Addendum was completed and submitted to the California Department of Education in June, 2019. We are responsible for providing updates to the Federal Addendum on an annual basis and the following updates are for the 2019-2020 school year. Updates based on the 2020-2021 school year will happen in the summer of 2021.

• Mary Tsukamoto Elementary and James Rutter Middle School joined William Daylor High School, Rio Cazadero High School, and Calvine High School as CSI schools.

• Taking Chromebooks home and utilizing district provided “Hot Spots” for wireless access when needed was added to the section on Digital Literacy for low-income students.

  Educator Equity data for 2019-2020 was analyzed to determine that there are no significant disparities in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.
  

• Title III Supporting English Language Learners updated to note changes in Professional Development, Enhanced Instructional Opportunities and Program Activities

The following courses have undergone review and approval by the appropriate subject-area steering committee(s), the EGUSD Curriculum Council, and have the support of principals.

World Geography Online (Social Science, Grades 9-12; Las Flores Independent Study High School) (half year or semester equivalent, 5 credits)

This course introduces students to the physical, cultural, and political geography of the various regions of the world.  It is intended to meet the curriculum goals set forth by the History-Social Science Framework for California Public Schools.  Comprehensive and organized by region, this course helps students understand the Earth’s physical and human diversity.  Students analyze population and settlement patterns and evaluate the ways that human activities modify the physical environment as they gain a rich understanding of global cultures and historical factors that have shaped the world around them.

Pre-Requisite: None

Adopted curricular materials: Edgenuity Online Courseware: Geography

World History Online (Social Science, Grades 10-12; Las Flores Independent Study High School) (one-year equivalent, 10 credits)

This course examines the major events and turning points of world history from ancient times to the present.  Students investigate the development of classical civilizations in the Middle East, Africa, Europe, and Asia, and they explore the economic, political, and social revolutions that have transformed human history.  At the end of the course, students conduct a rigorous study of modern history, allowing them to draw connections between past events and contemporary issues.  The use of recurring themes such as social history, democratic government, and the relationship between history and the arts, allows students to draw connections between the past and the present, among cultures, and among multiple perspectives.

Pre-Requisite: None

Adopted curricular materials: Edgenuity Online Courseware: World History

US History Online (Social Science, Grades 11-12; Las Flores Independent Study High School) (one-year equivalent, 10 credits)

This course presents a cohesive and comprehensive overview of the major events and turning points of U.S. history from the establishment of government through the modern age.  The course leads students toward a clearer understanding of the patterns, processes, and people that have shaped U.S. history.  As students progress through each era of modern U.S. history, they will study the impact of dynamic leadership and economic and political change on the United States’ rise to global prominence, the influence of social and political movements on societal change, and the importance of modern cultural and political developments.  Recurring themes lead students to draw connections between the past and the present, between cultures, and between multiple perspectives.

Pre-Requisite: None

Adopted curricular materials: Edgenuity Online Courseware: United States History

American Government Online (Social Science, Grade 12; Las Flores Independent Study High School) (half year or semester equivalent, 5 credits)

This course provides students with the opportunity to learn about the historical events, philosophers, and topical issues that helped create the democratic foundations of this nation.  Principles of American Democracy is an engaging one-semester course that will introduce high school students to the Founding Fathers and expose them to the ideas that shaped the nation.  Students will identify important political leaders and trace the development and organization of federal, state, and local government.  In addition, students will explain the political process and analyze the United States’ role as a global, political, and economic participant.  The course specifically targets the philosophies and foundations of the United States government, the organization of the branches of government, government on a state and local level, and civil liberties and laws.

Pre-Requisite: None

Adopted curricular materials: Edgenuity Online Courseware: American Government

Economics Online (Social Science, Grade 12; Las Flores Independent Study High School) (half year or semester equivalent, 5 credits)

This course invites students to broaden their understanding of how economic concepts apply to their everyday lives – including microeconomic and macroeconomic theory and the characteristics of mixed-market economies, the role of government in a free enterprise system and the global economy, and personal finance strategies.  Throughout the course, students apply critical thinking skills while making practical economic choices. Students also master literacy skills through rigorous reading and writing activities.  Students analyze data displays and write routinely and responsively in tasks and assignments that are based on scenarios, texts, activities, and examples.  In more extensive, process-based writing lessons, students write full-length essays in informative and argumentative formats.

Pre-Requisite: None

Adopted curricular materials: Edgenuity Online Courseware: Economics

Microbiology Honors (CTE and Science, Grade 11) (one-year equivalent, 10 credits)

This course investigates the role microorganisms play in the Biotechnology Industry.  Students will study the nature of microbes, how to control their growth, microbial growth and nutritional requirements, and how microbes are identified, classified, and named.  Also studied is the role of microorganisms in genetic engineering and other biotechnology applications.  This course is heavily skill-based, including hands-on laboratory activities with real-world and industry applications.  Students will demonstrate proficiency performing various clinical tests and lab techniques used at the entry level in a clinical lab.  The course also explores microbiological careers.

Pre-Requisite: Science and Ethics of Biotechnology

Adopted curricular materials: Biotechnology, Science for the New Millennium, Paradigm Publishing Inc.

Molecular Biotechnology Honors (CTE and Science, Grade 12) (one-year equivalent, 10 credits)

This course focuses on applications of technology at the molecular biology level, including biochemistry, research, and laboratory safe practices in a regulated environment.  The course is anchored with exciting hands-on laboratory exercises, real-world research, and industry applications which enable the student to master basic skills in working in a biotechnology lab; solution preparation, nucleic acid isolation, recombinant DNA cloning, PCR, and ELISA.  The course is infused with a bioscience career exploration, including applied research, biomanufacturing, biomedical devices, and clinical trials.

Pre-Requisites: Science and Ethics of Biotechnology and Microbiology

Adopted curricular materials: Biotechnology, Science for the New Millennium, Paradigm Publishing Inc.

Public Service, Introduction to (CTE, Grade 10) (one-year equivalent, 10 credits)

This course provides students with a background in legal careers ranging from attorneys to law enforcement and careers in between.  The first semester focuses on constitutional law, trial advocacy skills, and the civil justice system.  The second semester focuses on law enforcement topics including an introduction to the criminal justice system, leadership skills, professionalism and ethics, and fitness/wellness.  Partnerships with local agencies will provide guest speakers and field trip opportunities that will enliven the curriculum across the work-based learning continuum.  Upon course completion, students will be well-suited to choose between a future career pathway in public safety or legal practices.

Pre-Requisite: None

Adopted curricular materials: Street Law: A Course in Practical Law, Ninth Edition; McGraw-Hill Education

Machine Learning, Honors (CTE, Grade 12) (one-year equivalent, 10 credits)

This course uses interdisciplinary techniques including statistics, linear algebra, optimization, and computer science to create automated systems that can sift through large volumes of data to make predictions or decisions.  After taking this class, students will know what problems machine learning can solve and apply the algorithms to them.  Students will also clean up data sets, organize them into training and testing sets, and find the model that best fits the data.  Examples of these models include improving search engines, email spam filters, face recognition, and product recommendations.

Pre/Co-Requisite: Completion of or concurrent enrollment in AP Computer Science A

Adopted curricular materials: No textbook assigned

Entrepreneurship I (CTE, Grades 9-10) (one-year equivalent, 10 credits)

This course provides students with insight and knowledge into developing their entrepreneurial opportunity and creating a business plan for it.  Students will research entrepreneurial ideas and determine how to turn an idea into a successful startup enterprise given the current and anticipated demographic, technological, and social climates.  Students will also be offered an organized, step-by-step approach to preparing a business plan.  Students will analyze the organization and management of a business and map out how to execute a business venture.

Pre-Requisite: None

Adopted curricular materials: Entrepreneurship: Ideas in Action, 6^th Edition; South-Western Cengage Learning

Mobile Apps Development (CTE, Grades 11-12) (one-year equivalent, 10 credits)

In this course, students create a mobile application that will operate for both Android and IOS using the latest technologies.  Through theories and practical programming exercises of increasing depth, this course prepares students interested in the field of mobile applications.  At the end of the course, students develop cutting-edge mobile applications and publish their work onto a mobile app store.

Pre-Requisites: Exploring Computer Science and Computer Science Principles

Adopted curricular materials: No textbook assigned

Product Innovation and Design I (CTE/Industrial Technology, Grades 10-11) (one-year equivalent, 10 credits)

This course is the concentrator-level course in the Product Innovation and Design pathway. Students follow the design cycle to develop several products in both individual and group work throughout the course.  This process begins with an assessment of needs for a product, ideating solutions to that need, designing prototypes, testing these prototypes, and then assessing what needs exist.  Student projects include woodworking, community service, presentations, portfolio maintenance, and skill assessments.  Students successfully completing this course will go on to Product Innovation and Design II where they will further their skills.

Pre-Requisite: Product Innovation Fundamentals

Adopted curricular materials: No textbook assigned

Manufacturing and Product Development, Introduction to (CTE, Grades 9-10) (one-year equivalent, 10 credits)

This course introduces students to manufacturing and product innovation and design.  Students will learn about careers in manufacturing, manufacturing processes, product innovation and design as well as explore the development of projects throughout the class.  Manufacturing is an in-demand field, particularly in the Sacramento region, and this course exposes students to what this field has to offer.

Pre-Requisite: None

Adopted curricular materials: No textbook assigned

Animation, Introduction to (CTE/AME, Grades 9-10) (one-year equivalent, 10 credits)

This course introduces students to the fundamentals of animation and computer graphics.  Students will learn basic concepts, methods, and techniques through hands-on experiences and projects directly related to the field of animation and computer graphics.  The curriculum is geared toward individuals who wish to use and develop their creative expression skills in conjunction with professional-level computer software techniques to create multimedia art.  This course is especially for students who are interested in fine art communication, film, drama, computer animation, and/or graphic design.  Careers in art and animation will be explored.

Pre-Requisite: None

Adopted curricular materials: No textbook assigned

Animation, Intermediate (CTE/AME, Grades 9-11) (one-year equivalent, 10 credits)

This course will serve as the concentrator course for the Animation pathway.  Students will build on foundational artistic and technical animation skills learned from the introductory course with an emphasis on the principles of animation, developing draftsmanship, and professional production techniques.  In addition, students will learn to create and maintain a portfolio that showcases their body of work.  Students will explore the career options and opportunities by examining the variety of jobs in the AME job sector.  By the end of this course, students will have successfully completed multiple individual and group projects and will be ready to work on large productions in the capstone course.

Pre-Requisite: Animation, Introduction to

In accordance with BP 6161.1, the following instructional materials have been reviewed and approved by the

appropriate subject-area steering committee(s), the EGUSD Curriculum Council, and have the support of principals.

Basic

Edgenuity Online Courseware Geography (Social Science, Grades 9-12; Las Flores Independent Study High School) [This basic digital instructional material will be paid for using site funds.]

Edgenuity Online Courseware World History (Social Science, Grades 10-12; Las Flores Independent Study High School) [This basic digital instructional material will be paid for using site funds.]

Edgenuity Online Courseware US History (Social Science, Grades 11-12; Las Flores Independent Study High School) [This basic digital instructional material will be paid for using site funds.]

Edgenuity Online Courseware American Government (Social Science, Grade 12; Las Flores Independent Study High School) [This basic digital instructional material will be paid for using site funds.]

Edgenuity Online Courseware Economics (Social Science, Grade 12; Las Flores Independent Study High School) [This basic digital instructional material will be paid for using site funds.]

Biotechnology, Science for the New Millennium; Copyright 2007, Paradigm Publishing Inc. (Microbiology Honors and Molecular Biotechnology Honors, Grades 11-12) [This basic instructional material will be paid for using CA Partnership Academy funds.]

Street Law: A Course in Practical Law, Ninth Edition; Copyright 2016, McGraw-Hill Education (Introduction to Public Service, Grade 10) [This basic instructional material will be paid for using CTE or site funds.]

Entrepreneurship: Ideas in Action, 6^th Edition; Copyright 2017, South-Western Cengage Learning (Entrepreneurship I, Grades 9-10) [This basic instructional material will be paid for using CTE/CA Partnership Academy Instructional Materials funds.]

English A: Language and Literature, 2^nd Edition; Copyright 2019, Oxford University Press (IB English HL 1 and IB English HL 2, Grades 11-12) [This basic instructional material will be paid for using EGUSD Instructional Materials funds.]

Supplemental

Project AWE; Copyright 2019, Regional San (Science, Grades TK-6) [This supplemental instructional material will be paid for using Academy/Alternative Funding.]

Suite 360 (Social Emotional Learning, Grades K-6) [This supplemental digital instructional material will be paid for using site funds.]

Newsela (Social Science, Grades 9-12) [This supplemental digital instructional material will be paid for using site funds.]

Tobacco Prevention Toolkit (PE and Health, Grades 6-9) [This supplemental digital instructional material is a free resource; no funding is needed.]

EVERFI (Health and Life After High School, Grades 9-12) [This supplemental digital instructional material is a free resource; no funding is needed.]

EditMentor (CTE, Grades 9-12) [This supplemental digital instructional material will be paid for using site funds.]

Smart Music (Performing Arts, Grades 7-12) [This supplemental digital instructional material will be paid for using site funds.]

The purchase of these monitors will be used to add a second display for staff working with video conference tools, such as Zoom and Google Meet. Having a second monitor allows the meeting host better see who is in the meeting and present/ share content.

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, equipment and services.

It is in the best interest of Elk Grove Unified School District to utilize the contract and pricing from Sourcewell for the purpose of Chromebooks and configuration services.

Funded with existing technology utility and instructional materials budgets and/or state/federal funding targeting integrated services that support teaching and learning including student and staff technology needs.

Cost of services and equipment approximately: $700,000

A Phase 1/Environmental Assessment Report (ESA) was prepared by staff and consultant, Condor Earth, as part of the California Department of Education’s site approval process for the Laguna Ridge East Elementary School.  The ESA determined that current and historical application of agricultural chemicals as well as the likely application of lead-based paint in and around existing structures constitutes recognized environmental conditions requiring a Preliminary Endangerment Assessment (PEA) be conducted on the property in accordance with DTSC protocols for school sites. Concurrence that a PEA was required was obtained from the DTSC and the District entered into an Environmental Oversight Agreement with DTSC to oversee the PEA process.

Accordingly, the PEA was conducted under the oversight of and in accordance with DTSC guidelines.  The assessment included preparation of a work plan, collection and analysis of environmental samples, and preparation of the PEA report.  The report includes results of environmental sampling and a health risk assessment and is available for review in the Facilities and Planning Department.

California Education Code Section 17213.1 requires that school districts make the PEA available for public review and comment before DTSC’s final determination.  The public review period for the “Laguna Ridge East Elementary” PEA began on September 15, 2020 and will end on October 15, 2020.  Tonight’s public hearing will offer an opportunity for public comment.  After the public participation process is complete, DTSC will issue a final determination with regard to the PEA.

The PEA will be brought back to the Board of Education for approval after the DTSC has issued its final determination. 

The Board of Education is asked to (1) Open a public hearing and receive comments on the AFSCME Tentative Agreement; (2) Close the public hearing; (3) The Board is asked to take action to approve (ratify) the 2019-2020 through 2020-2021 AFSCME Tentative Agreement.

The Tentative Agreement has been ratified by a vote of the AFSCME members and completes all reopener negotiations sunshined by the Parties for the 2019-2020 school year. There shall be no change to any provision of the Parties’ collective bargaining agreement, except those provided in this Tentative Agreement.  The EGUSD Board is asked to approve (ratify) the attached 2019-2020 through 2020-2021 AFSCME Tentative Agreement. 

There is no impact from this Tentative Agreement on the District’s budget. Therefore, the AB 1200 process is inapplicable.

The Board of Education is asked to (1) Open a public hearing and receive comments on Elk Grove Unified School District’s (EGUSD) initial proposal to National Union of Healthcare Workers (NUHW) for 2020-2021 collective bargaining; (2) Close the public hearing; (3) The Board is asked to take action to approve (ratify) EGUSD’s initial proposal.

Pursuant to Government Code Section 3547, the following are stipulated for negotiations between a bargaining unit and the District.

1. The District’s initial proposal is officially presented at a public meeting of the Governing board for public notice; and

   
   

2. A public hearing is conducted to receive public input regarding the District's initial proposal.

EGUSD's initial proposal is attached.

It is recommended that after the closure of the public hearing, the Board take action to accept the District’s Initial Proposal to NUHW.

The Board of Education is asked to (1) Open a public hearing and receive comments on Elk Grove Unified School District’s (EGUSD) initial proposal to Amalgamated (ATU) for 2020-2021 collective bargaining agreement; (2) Close the public hearing; (3) The Board is asked to take action to approve (ratify) EGUSD’s initial proposal.

Pursuant to Government Code Section 3547, the following are stipulated for negotiations between a bargaining unit and the District.

1. The District’s initial proposal is officially presented at a public meeting of the Governing board for public notice; and

    

2. A public hearing is conducted to receive public input regarding the District's initial proposal.

EGUSD's initial proposal is attached.

It is recommended that after the closure of the public hearing, the Board take action to accept the District’s Initial Proposal to ATU.

In compliance with the Americans with Disabilities Act and California Executive Order N-29-20, those requiring special assistance to access the Zoom Board meeting, access and complete the Google Electronic Public Comment Form, or to access written documents discussed at the Board meeting that are available on the District’s website, please contact Ludi Avalos at (916) 686-7700.  Notification of at least 24 hours prior to the meeting will enable the District to make reasonable arrangements to ensure accessibility to the Zoom board meeting and to provide any required accommodation, auxiliary aids or services.

Documents provided to a majority of the Governing Board regarding an open session item on this agenda will be posted online attached to the board agenda for public inspection.