May 18, 2021 Information Page: http://www.egusd.net/about/leadership/board-of-education/virtual-egusd-board-meeting-may-18/

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.

Join the meeting via the Zoom link below: 

https://egusd-net.zoom.us/j/86399882650

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 

During the 2020-2021 school year, the Board of Education has been apprised of academic, co-curricular, and extra-curricular activities, as well as special programs and events, through the excellent, informative, and enthusiastic reports delivered by our Student Board Representatives.

As Board representatives, these students have spoken on behalf of their peers and their schools, and have served as valuable liaisons between their classmates and school district administration.

Unfortunately, due to the COVID-19 pandemic, Student Board Representatives were unable to present their reports live in front of the Board.  This school year Student Board Representatives submitted videos which were then presented during Board meetings.  To honor and recognize these students, the Board will be shown a presentation to honor and recognize the 2020-2021 Student Board Representatives.

The Board of Education is requested to adopt Resolution No. 73, 2020-2021 declaring the importance of secure firearm storage and associated preventative measures to increase student and school safety.

Evidence strongly suggests that secure firearm storage is an essential component to any effective strategy to keep schools and students safe. It has been determined that an estimated 4.6 million American children live in households with at least one loaded, unlocked firearm and that ever year nearly 350 children under the age of 18 unintentionally shoot themselves or someone else.  Tragically, approximately 590 children die by gun suicide each year, most often using guns belonging to a family member.  In incidents of gun violence on school grounds, 79 percent of active shooters are current students or recent graduates, and 78 percent of shooters under the age of 18 obtained their guns from their own home, a relative’s home, or from friends.  Research shows that secure firearm storage practices are associated with up to an 85 percent reduction in the risk of self-inflicted and unintentional firearm injuries among children and teens.

In response to the alarming facts surrounding firearms and their access by children and our students, the State Superintendent of Public Instruction has made an urgent request of school districts to inform their school communities about the laws regarding the safe storage of firearms and has made resources available regarding gun safety on the California Department of Education’s Violence Prevention web page.

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

NOTICE: Requests for public comment must be received by 4:30 p.m. the day of the meeting to allow for sorting and organization of speakers by Board meeting agenda topic.  Please be sure to complete the public comment form indicating the item you wish to address and whether it will be read by a staff member or if you would like to speak live via Zoom during the board meeting.  The total amount of time allocated for public comments 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. 

For live public comment, you must be online and prepared to speak when your name is called upon. Your name will be called during the applicable agenda item, and in the Zoom session, a pop-up will open, asking you to unmute your microphone. Once you click on the unmute button, the Board will be able to hear you. At the end of your time limit, your microphone will be muted. You must be using the latest version of Zoom to make your live public comment. If you are not up-to-date with the Zoom platform client, you may be skipped during public comment periods due to technical difficulties.

The link to the public comment form can be found on the District's website:  http://www.egusd.net/about/leadership/board-of-education/virtual-egusd-board-meeting-may-18/

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

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

CERTIFICATED:

Leave(s) of Absence

Promotion(s)

Resignation(s)

Retirement(s)

CLASSIFIED:

New Hire(s) [8]

Promotion(s)

Resignation(s)

Retirement(s)

Status Change(s)

Pursuant to the legislation embodied in Education Code section 35186(d), specifically as it relates to the Williams Case legislation, each school district is required by law to report to the County Superintendent of Schools, on a quarterly basis, summarized data on the nature and resolution of all Williams-type complaints filed with the district.  Williams-type complaints relate to the sufficiency of textbooks, emergency school facility issues, and the vacancy or misassignment of teachers.

The summary reports are required to be publicly reported on a quarterly basis at a regularly scheduled meeting of the governing board of the school district and both the complaints and written responses are public records available to the public.  A copy of the electronically submitted report is attached.

During the period of January 1, 2021, through March 31, 2021, there were no complaints filed.

The Board is requested to review and approve the attached Salary Schedule #7 –Air Force Junior Reserve Officer Training Corps.  The ranges have been adjusted according to new instructor minimum pay received from the United States Air Force.  Range numbers 104 and 109 have been added.

Approve Warrant Register No. 10 – Warrant Numbers 081108 - 082438, 414666 -415362.

All Funds:  April 1, 2021 through April 30, 2021

Education Code 42632 requires that all payments from the funds of a school district shall be made by written order of the governing board of the district.

It is also required that district orders (warrants) must be numbered and include the following per Education Code 42634:

• The particular fund or funds of the district against which it is drawn
• The amount of payment to be made
• An itemized bill showing separate items and the price of each item (this information is retained in Fiscal Services)
• The rate of salary and the period of service of any employee of the district for whom an order is issued for payment of salary or wages (this information is retained in the Payroll office)

The Board is asked to approve Warrant Register No. 10 – Warrant Numbers 081108 - 082438, 414666 -415362.

See attached report for Warrant Register No. 10 expenditures.

Total expenditures for all funds from April 1, 2021 through April 30, 2021 are $60,006,249.53.

In accordance with Education Code 48930, the Board of Education is asked to approve the following Valley High School – Associated Student Body Viking Dreamer Foundation Scholarship expenditure request.  

• Name of scholarship(s):   Viking Dreamer Foundation Scholarship
• Number of scholarship(s) and amount(s): Up to two scholarships for $1,000 2020-21 school year made payable to the Dreamer’s institution of higher learning made possible by Viking Dreamer Foundation.
• Brief description of scholarship and selection process: The Viking Dreamer Foundation Scholarship will be awarded to three graduating Dreamer seniors who are AB 540 eligible, demonstrate academic achievement and will enroll to a post-secondary education institution in the Fall of 2021.  This includes trade school, vocational school or college.  VHS faculty will oversee the selection process.   Applicants create a packet including an application form, résumé, proof of completion of the CA Dream Act Application, transcripts, and proof of enrollment in an institution of higher learning, all of which must be submitted by the due date. The packet will consist of the following:

• Completed application form;
• Résumé
• Letter of Recommendation
• Printed unofficial transcript verifying a GPA of 2.0 or higher (unofficial is acceptable)
• Proof of enrollment at an institution of higher learning for Fall 2021. This enrollment proof must come from admissions and records office.
• Proof of completion of CA Dream Act Application.
• Short Essay Response.
• The selection panel is comprised of Valley High School Faculty.   The panel will review the applications and score them according to a rubric.  The scholarship winners will be announced by May 1st.  All AB 540 eligible 12^th graders may apply for the scholarship.  

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.

On March 10, 2021 the Board approved $1.7 million in one-time 2020-21 fiscal year Funding Priorities that were associated with positions, approximately $1.5 million was approved as ongoing and approximately $200,000 was approved as one time for 2021-22, both from the Unrestricted General Fund.  The remainder of the approximately $4 million in funding priorities were placed on hold pending review of additional response to COVID-19 funding.

On May 11, 2021 the remaining priorities were reviewed with the Board and recommendations were presented to fund $1.6 million of the priorities from CARES Act funds and the remaining $2.4 million in priorities funded ongoing from the Unrestricted General Fund. 

Attached is the recommended list of priorities for the Board's approval in accordance with the discussion from May 11, 2021 board meeting.

The Board is asked to approve Resolution No. 70, to allow cash transfers between governmental funds to meet District financial obligations.

As a result of the COVID-19 pandemic, the State has enacted deferrals of our Local Control Funding Formula apportionment.  Our Child Development Fund (12) is 100% grant funded on a reimbursement basis and our Food & Nutrition Services Fund (13) has been negatively impacted due to loss of both paid and reimbursed meals when compared to the cost of labor.

Due to current obligations the attached resolution will provide the District flexibility to transfer cash between governmental funds to ensure obligations are covered by June 30, 2021. 

We currently anticipate the following governmental funds to have a negative cash balance as of June 30, 2021:  General Fund (Fund 01), Child Development (Fund 12) and Food & Nutrition Services (Fund 13).

The purchase order encumbrance modification history from April 15, 2021 – April 28, 2021 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 April 1, 2021 through April 30, 2021 are listed below.  The purchase orders are on file in the Purchasing Department if you wish to review them.

Encumbrances:

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 National IPA for the purchase of chemistry, biology, physics and anatomy instructional supplies.

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 San Diego Unified School District - Bid GD19-0545-03

COVID-19 impacts along with the COVID-19 Relief funds, which were used to purchase instructional technology and connectivity devices that ordinarily would be purchased using Title 1, Part A funds created unique challenges related to spending Federal funds. Through monitoring Federal spending, it became evident there would be a carryover of Title 1, Part A funds at the end of the fiscal/school year end.  The carryover was an anomaly from previous years and to avoid creating future challenges and/or the need to seek a waiver in January, 2022, Learning Support Services staff, in collaboration with the Budget Department and District administration from Elementary and Secondary Education met with Program Managers and Principals to assess the situation. The result of their needs-analysis process with School Site Councils and school communities identified classroom instructional technology as a priority on which the Title 1, Part A funds could be utilized. The project will also be supplemented with Local Control Funding Formula Supplemental and Concentration Grant carry over from the 2019-20 fiscal year as well as projected carryover for the 2020-21 fiscal year. The use of LCFF Supplemental and Concentration Grant funding to dramatically improve technology at the Title I schools is directly in line with the intended and purposeful use of that funding.

Each Title 1 School classroom at 29 Title 1 schools will receive an Epson BrightLink interactive projector integrated with an Extron system.  This improvement will significantly enhance the cycle of teaching and learning by providing a seamless transition for classroom teachers when using technology tools and multimedia content.

With key planning steps established and completed, we are now in a position to bring this exceptional project to fruition for the 2021-22 school year.  The Facilities and Technology Services Departments have finalized the scope of the project, including the number of classrooms that will be improved in the applicable 29 schools, the material acquisition, vendor selection, installation plans, timelines and pricing.

In order to capitalize on significant price savings, Administration proposes to use a CMAS process.  CMAS pricing can be extremely beneficial for public entities and is very competitive.  CMAS also allows public entities to negotiate prices below the CMAS listed price.  In this case, the district has negotiated a significant savings well below the CMAS public pricing.

Administration requests the Board of Education to ratify the contract with the ICU Technologies, Inc., in the amount of $19,534,734.59, using the following CMAS Contract Nos:

1. 3-21-04-1094 – Base Schedule No. 47QSMA18D08P1

2. 3-21-04-1097 – Base Schedule No. GS-35F-0097Y

3. 3-21-04-1098 –  Base Schedule No. 47QTCA19D00MM

This enhancement to our Title I schools is a notable commitment to ensuring our Title I schools have the highest quality classrooms across the District. 

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

This project involves the installation of new roof systems per specifications and details at James A. McKee Elementary School, located at 8701 Halverson Drive, Elk Grove CA 95624.

The Administration received and opened four (4) bids on April 23, 2021, at 2:30 p.m. Madsen Roofing & Waterproofing, Inc., submitted the lowest base bid (see Attachment A for tabulation of bids). 

Funded with Measure M funds.

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

This project involves the installation of new roof systems per specifications and details at Florence Markofer Elementary School, located at 9759 Tralee Way, Elk Grove CA 95624.

The Administration received and opened seven (7) bids on April 23, 2021, at 3:00 p.m. California Single Ply, Inc., submitted the lowest base bid (see Attachment A for tabulation of bids). 

Funded with Measure M funds.

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

This project involves the installation of new roof systems per specifications and details at Charles Mack Elementary School, located at 4701 Brookfield Drive, Sacramento CA 95823.

The Administration received and opened six (6) bids on April 23, 2021, at 2:00 p.m. Madsen Roofing & Waterproofing, Inc., submitted the lowest base bid (see Attachment A for tabulation of bids). 

Funded with Measure M funds.

Pursuant to Education Code Section §39521, the Board of Education is asked to authorize Bobbi Hew, Director of Purchasing & Warehouse to surplus and/or dispose of these items.

All computers have been deemed uneconomical to repair by the Technology Services Department. Per Technology Services, all sensitive data and/or licenses have been removed from hard drives prior to being picked up from the department/site.

To date, we have had no interest from local non-profits requesting computers that could be refurbished and redistributed to students of need. Since most usable parts are removed prior to disposal, these items are of little use.

Records of these items are in the Purchasing & Warehouse Department should you need to review them.

The following Requests for Revision to an Existing Board-Adopted Curriculum (Instructional Material) have undergone review and approval by the appropriate steering committee(s), the EGUSD Curriculum Council, and have the support of principals.

ExploreLearning Gizmos (Online Lab Simulations) It is requested that the following courses be added to the list of courses approved for use with this digital curriculum:

Grade 6 (Course #00060)

Pre-Engineering (Course #07724)

Criminology (Course #07748)

Exploring Science I (#7752)

Exploring Science II (#7753)

Introduction to Agriculture (#7786)

Exploring Agricultural Science (#7787)

Biochemistry of Foods (Course #04203)

Biology of the Living Earth, Newcomer EL (Course #04107)

Physics of the Universe, Newcomer EL (Course #04305)

PhET (Online Lab Simulations)

It is requested that the following courses be added to the list of courses approved for use with this digital curriculum:

Grade 6 (Course #00060)

Pre-Engineering (Course #07724)

Criminology (Course #07748)

Exploring Science I (#7752)

Exploring Science II (#7753)

Introduction to Agriculture (#7786)

Exploring Agricultural Science (#7787)

Biochemistry of Foods (Course #04203)

Biology of the Living Earth, Newcomer EL (Course #04107)

Physics of the Universe, Newcomer EL (Course #04305)

Pivot Interactives (Online Lab Simulations) It is requested that the following courses be added to the list of courses approved for use with this digital curriculum:

Biochemistry of Foods (Course #04203)

Biology of the Living Earth, Newcomer EL (Course #04107)

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 English 9 (English 9 Online, Grades 9-12) [This basic instructional material will be paid for using site funds.]

Edgenuity Online Courseware English 10 (English 10 Online, Grades 10-12) [This basic instructional material will be paid for using site funds.]

Edgenuity Online Courseware English 11 (English 11 Online, Grades 11-12) [This basic instructional material will be paid for using site funds.]

Edgenuity Online Courseware English 12 (English 12 Online, Grades 12) [This basic instructional material will be paid for using site funds.]

Impact California Social Studies: World History, Culture and Geography; Copyright 2019, McGraw-Hill (World History, Newcomer English Learner, Grades 10-12) [This basic instructional material will be paid for using EGUSD Instructional Materials funds.]

Impact California Social Studies: United States History & Geography, Continuity and Change; Copyright 2019, McGraw-Hill (US History, Newcomer English Learner, Grades 11-12) [This basic instructional material will be paid for using EGUSD Instructional Materials funds.]

Impact California Social Studies: Principles of American Democracy; Copyright 2019, McGraw-Hill (American Government, Newcomer English Learner, Grades 11-12) [This basic instructional material will be paid for using EGUSD Instructional Materials funds.]

Impact California Social Studies: Principles of Economics; Copyright 2019, McGraw-Hill (Economics, Newcomer English Learner, Grades 11-12) [This basic instructional material will be paid for using EGUSD Instructional Materials funds.]

EGUSD-created materials for Exploring Functions through Mathematical Practices (Exploring Functions through Mathematical Practices, Grades 10-12) [This basic instructional material will be paid for using EGUSD Instructional Materials funds.]

QRAT; CSUS/SCOE (Quantitative Reasoning with Advanced Mathematical Topics, Grades 11-12) [This basic instructional material will be paid for using site funds.]

TQR; CSUS/SCOE (Transition to Quantitative Reasoning, Grades 11-12) [This basic instructional material will be paid for using site funds.]

Supplemental

A Long Walk to Water; Copyright 2010, Houghton Mifflin Harcourt (English/Language Arts, Grade 6) [This supplemental instructional material will be paid for using site funds.]

Ghost; Copyright 2016, Atheneum Books for Young Readers (English/Language Arts, Grade 6) [This supplemental instructional material will be paid for using site funds.]

Merci Suarez Changes Gears; Copyright 2018, Candlewick Press (English/Language Arts, Grade 5) [This supplemental instructional material will be paid for using site funds.]

Heartsaver, First Aid, CPR AED; Copyright 2021, American Heart Association (Misc. CTE and Health Courses, Grades 9-12) [This supplemental instructional material will be paid for using site, CTE, CA Partnership Academy, and/or Other Academy/Alternative funds.]

Common Sense Media Digital Citizenship Curriculum (All District Courses, Grades K-12) [This supplemental digital instructional material is a free resource, no funding is needed.]

iRead (Independent, asynchronous summer use only for English/Language Arts, Grades K-3; not for use in the regular school year/day.) [This supplemental digital instructional material will be paid for using site funds.]

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

NEW COURSE REQUESTS:

Exploring Functions through Mathematical Practices (Mathematics, Grades 10-12) (one-year equivalent, 10 credits) This course supports key Mathematics II standards and introduces key Mathematics III standards.  Designed for students who seek a better grasp of mathematical concepts before enrolling in Mathematics III, this course focuses on function families by providing opportunities to identify and compare the key characteristics of a variety of functions as they are represented by graphs, tables, equations, and narratives describing real-world situations.

Pre-Requisite(s): Mathematics II

Adopted curricular materials: EGUSD-Created materials for Exploring Functions through Mathematical Practices

English 9 Online (English, Grades 9-12, Las Flores Independent Study High School) (one-year equivalent, 10 credits) This course explores diverse texts organized into thematic units.  Students will engage in literary analysis and inferential evaluation of great texts both classic and contemporary.  While critically reading fiction, poetry, drama, and literary nonfiction, students will master comprehension and literary-analysis strategies.  Interwoven in the lessons across two semesters are activities that encourage students to strengthen their oral language skills and produce clear, coherent writing.  Students will read a range of classic texts including Homer’s “The Odyssey,” Shakespeare’s “Romeo and Juliet,” and Richard Connell’s “The Most Dangerous Game.”  They will also study short but complex texts, including influential speeches by Dr. Martin Luther King, Jr., Franklin D. Roosevelt, and Ronald Reagan.  Contemporary texts by Richard Preston, Julia Alvarez, and Maya Angelou round out the course.

Pre-Requisite(s): None

Adopted curricular materials: Edgenuity Online Courseware English 9

English 10 Online (English, Grades 10-12, Las Flores Independent Study High School) (one-year equivalent, 10 credits) This course reinforces literary analysis and 21^st-century skills with superb pieces of literature and literary nonfiction, application e-resources, and educational interactives.  Each thematic unit focuses on specific literary analysis skills and allows students to apply them to a range of genres and text structures.  As these units meld modeling and application, they also expand on training in media literacy, 21^st-century career skills, and the essentials of grammar and vocabulary.  Under the guidance of the eWriting software, students will also compose descriptive, persuasive, expository, literary analyses, research, narrative, and compare-contrast essays.

Pre-Requisite(s): None

Adopted curricular materials: Edgenuity Online Courseware English 10

English 11 Online (English, Grades 11-12, Las Flores Independent Study High School) (one-year equivalent, 10 credits) This course provides an integrated language arts approach within an enriched standards-based curriculum focusing on American writers and the study of American literature.  Students will examine the literature (which may include short stories, drama, poetry, novels, essays, and biographies) in the context of thematic and/or historical connections.  By participating in appropriate reading, writing, and oral language activities, students will broaden their understanding of American culture and literature.  This course will prepare students for critical reading and college-level writing.

Pre-Requisite(s): None

Adopted curricular materials: Edgenuity Online Courseware English 11

English 12 Online (English, Grade 12, Las Flores Independent Study High School) (one-year equivalent, 10 credits) In this course, students explore a diverse collection of texts across twenty units.  Students engage in literary analysis and inferential evaluation of both classic and contemporary literature.  While critically reading fiction, poetry, drama, and expository nonfiction, students learn and apply comprehension and literary-analysis strategies.  Tasks encourage students to strengthen their oral language skills and produce creative, coherent writing.  Students read a range of classic texts, including the ancient epic “Gilgamesh,” William Shakespeare’s “The Tragedy of Hamlet,” and Oscar Wilde’s “The Importance of Being Earnest.”  They also study short but complex texts, including essays by Jonathan Swift and Mary Wollstonecraft, George Orwell’s “Politics and the English Language,” and influential speeches by Queen Elizabeth I and Franklin D. Roosevelt.  Students engage in reading a variety of contemporary texts, including texts by Seamus Heaney, Pat Mora, and Derek Walcott as well as a variety of informational texts and multimedia.

Pre-Requisite(s): None

Adopted curricular materials: Edgenuity Online Courseware English 12

Beat Making and DJ Fundamentals (CTE Elective, Grades 9-12) (one-year equivalent, 10 credits) This course serves as an exploratory experience into the world of disc jockeying and making beats with digital music software.  Students will learn the basics of Digital Audio Workstation (DAW) technology and beat making as well as techniques, technologies, and software.

Pre-Requisite(s): None

Adopted curricular materials: No textbook assigned

UPDATES/REFRESHES TO EXISTING COURSES:

World History, Newcomer English Learner (former course title “World History EL”) (Course #01820) (History/Social Science, Grades 10-12) This course prepares Newcomer English Learners to explore how the connection between the past and the future will continue to impact our lives.  Students will examine major turning points in the shaping of the modern world from the late eighteenth century to the present.  This course’s ELD standards-based instruction includes an emphasis on academic vocabulary, expository writing, and subject-specific reading.  Instructors use a variety of scaffolded instructional techniques to address the specific needs of second language learners.

Pre-Requisite(s): Placement may be determined by EL coordinator, counselor, and/or multiple measures (primary language proficiency, ELPAC, SBAC/CAASP, program placement, etc.)

Adopted curricular materials: Impact California Social Studies: World History, Culture and Geography, Copyright 2019, McGraw-Hill Education

US History, Newcomer English Learner (former course title “US History EL”) (Course #01830) (History/Social Science, Grades 11-12) This course introduces Newcomer English Learners to the history of modern America beginning with a review of United States history from the nation’s beginnings to the start of the twentieth century.  Literature, music, and art primary readings, videos, simulations, and other activities will be used to enhance the subject.  This course’s ELD standards-based instruction includes an emphasis on academic vocabulary, expository writing, and subject-specific reading.  Instructors use a variety of scaffolded instructional techniques to address the specific needs of second language learners.

Pre-Requisite(s): Placement may be determined by EL coordinator, counselor, and/or multiple measures (primary language proficiency, ELPAC, SBAC/CAASP, program placement, etc.)

Adopted curricular materials: Impact California Social Studies: United States History & Geography, Continuity and Change, Copyright 2019, McGraw-Hill Education

American Government, Newcomer English Learner (former course title “American Government EL”) (Course #01840) (History/Social Science, Grades 11-12) This course is designed to prepare Newcomer English Learners to assume their rights and responsibilities as citizens, which is required for graduation.  To achieve this, various branches and key agencies of our government, from the local to the national level, will be studied.  Primary readings, videos, simulations, and other activities will be used to enhance the subject.  This course’s ELD standards-based instruction includes an emphasis on academic vocabulary, expository writing, and subject-specific reading.  Instructors use a variety of scaffolded instructional techniques to address the specific needs of second language learners.

Pre-Requisite(s): Placement may be determined by EL coordinator, counselor, and/or multiple measures (primary language proficiency, ELPAC, SBAC/CAASP, program placement, etc.)

Adopted curricular materials: Impact California Social Studies: Principles of American Democracy, Copyright 2019, McGraw-Hill Education

Economics, Newcomer English Learner (former course title “Economics EL”) (Course #01850) (History/Social Science, Grades 11-12) (one-year equivalent, 10 credits) This course is designed to introduce Newcomer English Learners to the basic principles of all economic systems with a special emphasis on a market-based system.  Specific topics will include the basic principles of decision making, scarcity, opportunity, cost, and the principles of supply and demand.  This course’s ELD standards-based instruction includes an emphasis on academic vocabulary, expository writing, and subject-specific reading.  Instructors use a variety of scaffolded instructional techniques to address the specific needs of second language learners.

Pre-Requisite(s): Placement may be determined by EL coordinator, counselor, and/or multiple measures (primary language proficiency, ELPAC, SBAC/CAASP, program placement, etc.)

Adopted curricular materials: Impact California Social Studies: Principles of Economics, Copyright 2019, McGraw-Hill Education

Art II, Honors (former course title “Art Honors”) (Course #06035) (Visual and Performing Arts, Grades 10-12) (one-year equivalent, 10 credits) This course is intended for the advanced art student who intends to prepare and refine a college or arts career portfolio.  It allows students to create a digital portfolio of independently produced work through traditional, graphic design and digital fine arts practices.  This course is a prerequisite and/or concurrent course to AP Studio Art (and/or a concurrent course to IB Art SL1 and IB Art HL1.  This course will have an emphasis on advanced knowledge of aesthetics, art criticism, art history, artists, and studio production which will include: advanced skills in mediums explored with personal intent based on progression of skill, research and evaluation of artist’s works as well as focus on the elements of art and principles of design.

Pre-Requisite(s): Art II or Commercial Art/Graphics or portfolio review and instructor recommendation.

Adopted curricular materials: The Visual Experience, Davis

Building Trades I (Course #12311) (CTE Elective, Grades 9-11) (one-year equivalent, 10 credits)

This course is designed to provide students a basic understanding of carpentry and the many skilled trades which residential and commercial construction utilize.  This course emphasizes safety, using hand and power tools and the completion of three scaffolded projects designed to provide a framework for career-based decision making in residential and commercial construction.

Pre-Requisite(s): None

Adopted curricular materials: Career Connections: Project Book 1

Building Trades II (Course #12312) (CTE Elective, Grades 10-11) (one-year equivalent, 10 credits)

This course is designed to provide students with further understanding of carpentry and the many skilled trades which residential and commercial construction utilize.  This course offers an extension of the Building Trades I curriculum.  Students will complete several practical projects more complex than those completed in Building Trades I.

Pre-Requisite(s): Building Trades I

Adopted curricular materials: Career Connections: Project Book 2

Building Trades III (Course #12313) (CTE Elective, Grades 11-12) (one-year equivalent, 10 credits)

This course is designed to provide students an industry-level understanding of carpentry and the many skilled trades which residential and commercial construction utilize.  This course emphasizes safety, using hand and power tools, and the completion of a fully functioning tiny house designed to provide a framework for career-based decision making in residential and commercial construction.

Pre-Requisite(s): Building Trades II

Adopted curricular materials: Career Connections: Project Book 3

Sports Therapy I (Course #12400) (CTE Elective, Grade 10) (one-year equivalent, 10 credits)

This is the first course in the Sports Therapy sequence.  The main purpose of this course is to introduce students to important concepts in Sports Medicine as well as research career options.  In addition, the course will provide students with leadership skills, soft skills, and opportunities to explore real issues facing healthcare providers today.

Pre-Requisite(s): None

Co-Requisite(s): Biology of the Living Earth

Adopted curricular materials: No textbook assigned

Sports Therapy II (Course #12401) (CTE Elective, Grade 11) (one-year equivalent, 10 credits)

This course is designed to provide students with basic and advanced concepts of anatomy, mechanism of sports injuries, rehabilitation, and administration of athletic training.  The Sports Careers Academy (SCA) students will receive CPR and First Aid certification and real-world work experience in cooperation with a Board-Certified Athletic Trainer(s).  Our future Student Athletic Trainers will demonstrate a basic mastery of care for athletic injuries of all body parts while upholding and displaying knowledge of the NATA code of ethics and BOC standards of professional practice for athletic trainers (ATCs).

Pre-Requisite(s): Sports Therapy I

Co-Requisite(s): Physiology

Adopted curricular materials: Fundamentals of Athletic Training, Human Kinetics

Sports Therapy III (Course #12402) (CTE Elective, Grade 12) (one-year equivalent, 10 credits)

This course provides students with the foundations in exercise science and essential skills to prepare for and pass the NASM-CPT (Certified Personal Trainer) nationally accredited certification examination.  The Sports Careers Academy (SCA) student will demonstrate proficiency in the performance domains of Basic and Applied Sciences; Assessment; Exercise Technique and Training Instruction; Program Design; Considerations in Nutrition; Client Relations and Behavioral Coaching; and Professional Development, Practice, and Responsibility.

Pre-Requisite(s): Sports Therapy II and Physiology

The Board of Education is requested to approve the 2020-2021 Head Start Basic budget modification.

The District, through Head Start, provides comprehensive services to children and families that include education, health and nutrition, mental health, social services and parent involvement. Our PreK program provides services to children who are 3-5 years old.

A total of six Head Start vacancies have resulted in the need to reallocate Head Start funds. The resultant amount of $435,810 unspent personnel funds has presented the opportunity to enhance indoor and outdoor environments, update classroom technology and provide summer family engagement kits for all 440 Head Start students.

No cost to the district.

Total Head Start Federal Funds (PA22) = $3,571,221  

The Board of Education is asked to receive a report regarding trustee area map development and hold the second public hearing regarding potential composition of trustee-areas prior to drawing of maps.

The District’s Board of Education is currently elected under a hybrid “at-large” election system, where trustees reside in designated trustee areas, and are elected by voters of the entire District.  Trustees are elected in even-numbered years and serve staggered, four-year terms.  On May 4, 2021, the Board adopted Resolution No. 67-2020-21 declaring its intent to transition to by-trustee area Board elections, where each Board member must reside within the designated trustee area boundary and is elected only by the voters in that trustee area. 

The District’s Board of Education is currently elected using a hybrid version of an “at-large” election system, where Board members are elected by voters of the entire District, but Board members must reside in defined trustee areas.  Board members are elected in even-numbered years and serve staggered, four-year terms.  On May 4, 2021, the Board adopted Resolution No. 67, 2020-21, redeclaring its intent to transition from at-large to by-trustee area Board elections, where each Board member must reside within the designated trustee area boundary and is elected only by the voters in that trustee area.

A school district seeking to transition to a by-trustee area election system must submit an application to the local County Committee on School District Reorganization (“County Committee”) for approval.  If the County Committee approves the school district’s application, California Education Code section 5020 would require an election to approve the transition to by-trustee area elections.  To avoid the costs associated with an election and to ensure timely implementation, the Board will consider seeking a waiver from the State Board of Education of this election requirement, as well as certain other Education Code sections related to the election requirement.  If the waiver is granted by the State Board of Education, no election to approve the change to by-trustee area elections will take place, and the County Committee’s decision on the District’s proposal will be final.

Pursuant to Education Code sections 5019 and 33050, the Board invites community input on the proposed waiver request.  Any member of the public or representatives of the school district will be provided the opportunity to offer oral or written comments on the matter.

The Board of Education is asked to (1) Open a public hearing and receive comments on the Psychologist and Social Worker Association (PSWA) initial proposal to Elk Grove Unified School District (EGUSD) to commence 2021-2022 collective bargaining; (2) Close the public hearing after listening to comments.

After closing the public hearing, the Board is asked to take action to officially receive PSWA's initial proposal.

Pursuant to Government Code Section 3547, the following process is required for negotiations between a bargaining unit and the District:

1. The union'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 union's initial proposal.

PSWA’s initial proposal is attached.

It is recommended that after the closure of the public hearing, the Board take action to officially receive PSWA's initial proposal.

The Board of Education is asked to (1) Open a public hearing and receive comments on the National Union of Healthcare Workers (NUHW) initial proposal to Elk Grove Unified School District (EGUSD) for the 2021-2023 school years; (2) Close the public hearing after listening to comments.

After closing the public hearing, the Board is asked to take action to officially receive NUHW's initial proposal.

Pursuant to Government Code Section 3547, the following process is required for negotiations between a bargaining unit and the District:

1. The union'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 union's initial proposal.

NUHW’s initial proposal is attached.

It is recommended that after the closure of the public hearing, the Board take action to officially receive NUHW's initial proposal.

The Board will review and discuss the District’s expanded learning plan extending from June 2021 to July 2022. The Board will be presented a detailed report specific to K-12 summer learning programs, intersession, expanded after school programs and tutoring. Additional elements of the presentation will include:

• Alignment to the Expanded Learning Opportunities Grant (ELO)
• Budget estimates
• Stakeholder engagement
• Program evaluation

The Board will be asked to provide clarifying direction if needed in order to refine the plan in preparation for ELO Plan approval at the June 1, 2021 Board meeting.

Providing academic and social emotional (SEL) supports to students both in preparation for the 2021-2022 school year and ongoing academic recovery and acceleration are crucial to ensuring the success of the District’s students. A robust academic/SEL program for students in all grade levels (K-12) is being developed and will be implemented beginning in June 2021 and running through July 2022. Extensive stakeholder engagement including input from staff, parents and students informed the development of the program. A program evaluation strategy is being developed and will be implemented to measure program implementation and its impact on student learning and development.

Funding for the program will come from the Expanded Learning Opportunities Grant portion of the District’s COVID relief funds.

The Board is requested to adopt and approve the Declaration of Need for Fully Qualified Educators for 2021-2022 as required by the California Commission on Teacher Credentialing (CCTC).

The District is committed to hiring fully qualified educators to meet the needs of our students.  However, on some occasions, we may need to request various types of Emergency or Limited Assignment permits to meet specific needs where we are not able to find teachers who hold the appropriate authorizations.  Specific examples are as follows:

• All EGUSD teachers are required to hold English Learner certification.  When qualified educators relocate from other states where it is not required or are qualified teachers returning to the classroom after a break and were not required to hold it before, the district must assist them in applying for Emergency CLAD permits to cover their service to English Learners until they gain EL certification.

• All EGUSD special education teachers are required to hold an authorization to teach students with Autism.  When qualified special education teachers do not hold that authorization, the district must assist them in applying for Special Education Limited Assignment Permits, Moderate/Severe until they are able to gain the Autism authorization.

• EGUSD currently employs Elementary Resource Teachers in the areas of Computers and Physical Education at our elementary schools.  All are credentialed educators for Elementary subjects but some are working to gain specific authorizations in either Computers or Physical Education as required by the Commission on Teacher Credentialing.  The district must assist them in applying for Limited Assignment Permits in Computers or Physical Education until the teacher is able to achieve that authorization.

• In the 2020/21 school year, EGUSD began implementing the New Generation Science Standards (NGSS) 3 Course Model. Implementation of the new standards will require current Science teachers to obtain additional certification to teach science under this model. The district must assist them in applying for Limited Assignment Permits in additional Science content areas until the teacher is able to achieve the authorizations required by the NGSS standards.

The remainder of requests for Emergency/Limited Assignment Permits are to address particular needs that may occur periodically throughout the 2021-22 school year.  Therefore, our Declaration of Need for Fully Qualified Educators for 2021-22 includes the following request:

Emergency Permits                                                           

        CLAD                                                                         50

        Resource Specialist                                                     5

        Teacher Librarian Services                                          5

Limited Assignment Permits (Limited Assignment Permits may only be issued to applicants with a valid California teaching credential based on a baccalaureate degree and a professional preparation program including student teaching.)

          Multiple Subject                                                        60

          Single Subject                                                         150

          Special Education                                                     60

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.