In the interest of conducting the business of public education in a timely manner, there is a two or three-minute limit per individual speaker which, at the discretion of the board president, may be modified depending on the number of speakers.  A maximum of thirty (30) minutes for the comment period may be imposed.

In order to maintain a respectful public forum, members of the audience will please limit applause to occasions of student performance, employee recognition, and significant community contributions which are celebrated by everyone present.

During this public comment period, the law does not allow the Board of Education to take action on any item not explicitly posted on the agenda in advance.  However, Board members may ask for clarification, refer concerns to staff, and/or request that an item be placed on a future agenda. 

Certificated Personnel Report No. 23-16 covers 1 Probationary Employment, 3 Resignations, 2 Extended School Year Teachers, and possible addendum covering 5 Employments, 5 Promotions, 5 FTE Increases, 5 Resignations, 5 Retirements, and 10 Variable Services Agreements.

Classified Personnel Report No. 23-16 covers 1 Employment, 10 Resignations, 23 Variable Services Agreements, 24 Coaching Variable Services Agreements and possible addendum covering 15 Employments/Re-employments from Layoff, 15 Variable Services Agreements and 5 Resignations.

Accept the proposed new Board Policy 6152.1 as a first reading.  This will come back to the Board of Education for action in August.

This is a new policy to reflect the new law (SB 359) which mandates any district which is serving 9th grade students and has not adopted a mathematics placement policy prior to January 1, 2016 to adopt a math placement policy with specific components before the beginning of the 2016-17 school year.  Policy reflects other requirements of SB 359 including, but not limited to the use of multiple objective academic measures of student placement, provisions of at least one checkpoint with the first month of the school year to ensure accurate placement, and annual board examination of student performance data.

None at this time.

Board Policy 5117 was presented to the Board on June 16, 2016 for a first reading.  The Policy is now before the Board for the second reading and approval. 

Board Policy 5117 – Interdistrict Attendance has been updated to reflect CSBA recommendations to ensure compliance with statutory changes and obligations.  In addition, the attached policy reflects recommendations made by the board policy subcommittee that all interdistrict transfer requests be carefully considered on the basis of space availability and every parent/guardian of a student who receives an interdistrict transfer agreement be provided information on the district’s missions and goals and encouraged to donate to the district annually in an amount equal to the current parcel taxes paid by Davis residents.

The proposed amendments and modifications for Board Policy 3515.2 and Administrative Regulation 3515.2, and the new BP 3515.7 were presented to the Board on June 16, 2016 for a first reading.  The policies are now before the Board for the second reading and approval. 

Board Policy 3515.2 and 3515.7 were presented to the Board on June 16, 2016 for a first reading.  The Policies are now before the Board for the second reading and approval.  

Board Policy and Administrative Regulation 3515.2 – Disruptions has been updated to add components that must be addressed in the Site Comprehensive Safety Plans.  In addition, material on gun-free zones has been deleted since possession of firearms and/or ammunition on school grounds is now addressed in BP 3515.7 – Firearms on School Grounds.  The attached BP and AR 3515.2 reflect these changes.

Board Policy 3515.7 – Firearms on School Grounds reflects new law (SB 707, 2015) which eliminates the exception that had allowed persons with a Carry Concealed Weapon (CCW) license to possess a firearm on campus.  In addition, the law contains options for the Board either to prohibit any person from possessing a firearm on campus, unless that person is specifically allowed such possession by law, or to authorize the Superintendent or designee to use his/her legal authority to permit persons with a CCW license to possess a firearm and/or ammunition on campus.  The Board Policy Subcommittee recommends that the new Board policy prohibit any person from possessing a firearm on campus, unless the person is a member of law enforcement, honorably retired peace officer, or a member of the military forces, engaged in the performance of his/her duties.  The attached BP 3515.7 reflects the new law and Board Policy Subcommittee recommendations.

Approve the revised 2016-2017 Instructional Calendar as presented.  The revised calendar has been agreed upon after a series of meetings with leadership from CSEA and DTA.

The previously agreed upon and Board approved 2016-2017 Instructional Calendar had CSEA employees working on a required holiday. In order to correct the issue, the holiday (Lincoln's Birthday) will become a non-instructional day and non-workday for all employees. In order to add one instructional day, Winter Break will be reduced by one day, from 11 non-instructional days to 10 non-instructional days. Additionally, Winter Break will be moved forward one weekend and will now be from December 24, 2016, to January 8, 2017. The last day of school remains June 8, 2017. All employee groups and the community have received notification of the changes via multiple district communication platforms. 

Approval of the 2016-2017 calendar has no financial impact on the District.  However, the calendar does meet all State requirements and provides the basis for reporting student attendance.

Approve the Memorandum of Understanding between Davis Joint Unified School District and the Sobrato Family Foundation (SFF) in order to implement the Sobrato Early Academic Language (SEAL) model at Montgomery Elementary School.

Over the course of the year, staff from Montgomery Elementary School visited Sobrato Early Academic Language (SEAL) demonstration sites and have met with program developers.  After extensive consideration, staff are convinced this model will serve their student population extremely well and help to close the achievement gap.

The Sobrato Early Academic Language Model is designed as a comprehensive model of intensive, enriched language and literacy education designed for English language learners, starting in preschool and continuing through third grade. It was designed by Dr. Laurie Olsen, a national expert in English language learner education. A national advisory group provided initial input, and continues to advise the project as the model evolves.

The Model is anchored by six research-based foundational components that infuse all aspects of teaching and learning throughout the school day:

• Alignment of preschool and the K-3 systems around a shared vision of powerful language development as the foundation for academic success – with support for transitions across systems and levels (including Summer Bridge programs).

• Simultaneous academic language and literacy (including bilingual options)

• Language-rich environments and instruction with an emphasis on expressive and complex oral language development and enriched vocabulary.

• Text-rich curriculum and environments that engage children with books and the printed word, and lead to the appreciation and love of reading and writing.

• Language development through academic thematic units based upon science and social studies standards.

• An affirming learning environment that brings together teachers and parents to support strong language and literacy development at home and at school.

The Model provides intensive professional development to preschool and elementary school teachers through workshop sessions, coaching, and collaborative reflection and planning. It also provides hands-on science workshops and field trips to build background knowledge related to the standards-based thematic units, sponsors artist residencies in the classrooms, and purchases high quality bilingual books and materials for the classrooms. Additionally, the Model supports parents in developing language and literacy of their children at home and in the classroom.

Approximate costs over the next three years:

2016-17: $118,005

2017-18: $131,009

2018-19: $103,773

Funding sources will include existing staffing costs; LCFF Supplemental; site level Title I; district level Title I; and LCFF Base.

Award the milk and dairy contract to Producers Dairy Foods, Inc. for the 2016-2017 school year. This will provide over 450,000 units of milk for School Breakfasts, National School Lunches, After School Programs and all vending contracts.

Davis Joint Unified School District, Student Nutrition Services, issued a Request for Quotes (RFP), utilizing the procedures required by California Public Contract Code, for the 2016-2017 Milk and Dairy contract with a deadline of June 10, 2016.

Staff recommends Producers Dairy Foods, Inc. be awarded the contract based on a lower unit price for all bid items and because the other bidder failed to provide bid pricing on all items requested.  

The term of this agreement is from July 1, 2016 through June 30, 2017, with the possibility of two (2) one-year extensions.

The financial impact to the District is approximately $83,308 annually from the Cafeteria Special Revenue Fund (Fund 13).  There is no impact to the General Fund.

Approve Resolution No. 57-16 authorizing designated district personnel to sign various documents.

In order to strengthen controls and to facilitate and streamline the process of approval of various documents in the District, it is customary for school districts to designate persons in different positions for particular functions.  The recommended designees as outlined in the attached resolution will accomplish this objective.

Approve the Consolidated Application for Funding 2016-17 Categorical Aid Programs.

The Consolidated Application is used by the California Department of Education to distribute categorical funds from the various federal programs to school districts, charter schools and county offices throughout California. LEAs annually submit the Consolidated Application to document participation in categorical programs and to provide assurances that the LEA  will comply with the legal requirements of each program. Part I of the Consolidated Application includes the application for funding of the following programs: 

FEDERAL PROGRAMS:

• Title I, Part A Basic Grant
• Title II, Part A Teacher Quality
• Title III, Part A LEP Students
• Title III, Part A Immigrant Students

Part II of the Consolidated Application contains the LEA's entitlements for each funded program. Part II will be submitted in Spring 2017. Out of each federal program entitlement, LEAs allocate funds for programs operated at the school sites, programs operated by the LEA, and indirect administrative costs.

As required by law, the District English Learner Advisory Committee (DELAC) was apprised of the contents of the application at the DELAC meeting on May 24, 2016. In the month of June representatives of private, non-profit schools submitted notification regarding their schools' interest in participating in one or more of the federal programs. The Consolidated Application will be fully certified for submission to the California Department of Education upon approval by the Board of Education.

Federal law requires that school districts that receive federal funding are required to maintain a Local Educational Agency Plan (LEAP). The DJUSD LEAP contains priority actions which the district intends to implement in the upcoming year to ensure that federally mandated LEAP goals are met. The DJUSD LEAP includes actions and metrics that were developed with extensive local stakeholder input during the 2016-17 Local Control Accountability planning process.

The federally mandated goals of the LEAP include:

1. All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics.
2. All limited-English-proficient (LEP) students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 
3. All students will be taught by highly qualified teachers.
4. All students will be educated in learning environments that are safe, drug - free, and conducive to learning.
5. All students will graduate from high school.  

Actions and services in the LEAP are taken from the LCAP to build alignment across the plans.

Receive the Da Vinci Charter Academy Local Control Accountability Plan

Da Vinci Staff has engaged in broad and expansive work toward assessing teacher and counselor planning, facilitation, and student outcomes. This work is ongoing, but consistently happens in our August retreat, through professional development each Wednesday, and by virtue of distributing leadership to lead a whole community reflection, evaluation, and feedback loops. When possible our drive is to lead parallel conversations with staff, parents, and students as our intent is to have a diverse stakeholder group reflect, analyze, and inform our actions plans. Several times throughout the year (fall, winter, and spring) we have held parent evenings to look at data or learning specific to Youth Truth results, New Tech Network survey results, or staff led dialogue, about areas of need that present. These were followed with student focus groups throughout the spring. This feedback was shared with staff. This year's driving question was "What is the ideal educator?" and need to knows and self-assessment were based upon answers to this key question.

Da Vinci parents have engaged through broad and varied mechanisms specifically designed to be inclusive of a wider voice. DaVinci administration and parents partnered to create multiple digital surveys after parent specific events to seek feedback, used the strong Booster Club, Advisory group, as well as focus groups designed to focus on data (CHKS, Youth Truth, academic data, etc.). Additionally, DaVinci staff designed intentional opportunities in partnership with the DaVinci Boosters for parent learning to create additional opportunities for leadership and feedback.

Da Vinci student representatives have engaged in broad and expansive work toward assessing our planning, facilitation, and outcomes alongside staff. They are consistently invited and valued when this work happens in our August retreat, through professional development, and by virtue of distributing leadership to lead a whole community reflection, evaluation, and feedback loops - this is inclusive of attending all Wednesday morning collaboration and professional development. Additionally, our students provide feedback through CHKS, Youth Truth, and multiple NTN surveys. In Winter and Spring, we lead students through deliberate focus groups specific to feedback we receive on those surveys and growth in our stated goals: fidelity to PBL, connectivity to adults and community, rigorous education, support of personal goals.

Charter Schools are required to submit their Local Control Accountability Plan to the authorizing agency the with the following expectations: 

On or before July 1, 2014, and each year thereafter, a charter school must update the goals and annual actions to achieve those goals identified in its charter. The annual update shall be developed using the template adopted by the State Board of Education and shall include all of the following:

A review of progress toward the goals; an assessment of effectiveness of the specific actions described in the charter toward achieving the goals; and a description of changes to the specific actions the charter school will make as a result of the review and assessment.

Charter schools are not required to hold a public hearing for their LCAP and are not required to have their governing board formally approve their LCAP at a public meeting. In addition, a charter school is not required to hold a public hearing or a public meeting for approval of their budget.

All of the references within the Education Code regarding these requirements refer specifically to school districts, with no reference to charter schools. The only requirements for charter schools with regard to the LCAP and their budget are that they prepare and submit both documents to their chartering authority and their county office of education by July 1 each year.

As described in the Da Vinci Charter Academy LCAP.

Pursuant to Board Policy 3312 and California Education Code, all contracts and agreements need to be approved and ratified by the Board of Education.  The following are the current contracts and agreements which are being presented to the Board for ratification:

Blue Angel Wedding & Catering, Waves & Roses LLC

Caltronics Business Systems - Curriculum & Instructional Services

Caltronics Business Systems - Maintenance & Operations

Grays Harbor Historical Seaport Authority Voyages of Discovery

Hyatt Regency Sacramento

Los Angeles County Office of Education

Physical Therapy Clinics, Inc.

Pitney Bowes

Yolo Conflict Resolution Center

Michael's Transportation

Accept the gifts totaling $10,000 for this period presented for use in the District’s programs.

The Board of Education gratefully accepts donations totaling $10,000, which have been received by the District since the June 16, 2016 Board of Education meeting.  A summary amount of gifts received is included in the Board packet.

The Board of Education will hold a public hearing to receive comments relating to the proposed renewal of expiring parcel taxes, the content, the tax structure, and resolution ordering an election.

Currently, the DJUSD receives approximately $9.5 million dollars annually (roughly 12% of the annual budget) from local parcel taxes.  These parcel taxes allow the District to provide students a litany of services not fully covered through state funding alone. Our current measures sunset in June 2017. The Board has approved going forward with a continuing measure for the November 2016 General Election.  The Board must approve a tax resolution by June 30, 2016 to place a measure on the upcoming November ballot.

The future financial impact of DJUSD parcel taxes is approximately $9.5 million in program funding.  Costs include the expense of developing the ballot measure including the cost of outreach and legal services and the election costs for the ballot measure.

Approve Parcel Tax Resolution No. 59-16 to place a parcel tax measure on the November 2016 Ballot replacing expiring Measures C & E.

To address the 2017 sunset of Measures C & E, the Board of Education has selected to place a parcel tax measure on the November 2016 ballot. The Board will finalize the criteria for the parcel tax,including the dollar amount per parcel, duration of the parcel tax, and identifying what programs/staffing will be supported by the parcel tax.  

A draft resolution will be discussed by the Board at a Special Meeting on June 28, 2016.  The final resolution will then be prepared based on this discussion and made available prior to the June 29, 2016 meeting.  

The future financial impact of DJUSD parcel taxes is approximately $9.5 million in program funding.  Costs include the expense of developing the ballot measure including the cost of outreach and legal services, and the election costs for the ballot measure.

At the June 16, 2016 meeting, the Board held a public hearing for our Local Control Accountability Plan.  The LCAP is now presented for approval.

Staff recommends the approval of our Local Control Accountability Plan.

Davis Joint Unified School District (DJUSD) has developed a Local Control and Accountability Plan (LCAP) vision committed to:

• Creating an "equitable education system" that ensures high levels of success for ALL students.
• Unifying focus and clarifying responsibility to ensure that ALL students are equipped with the skills and knowledge necessary to be college and career ready.
• Expanding professional capacities; strategically aligning actions with desired outcomes; and appropriately allocating resources and support.

The vision includes eight DJUSD goal/focus areas: 1) Professional Growth, 2) Infrastructure and Technology, 3) Assessment, 4) Student Goals, 5) English Learners’ Proficiency, 5) Climate, 6) Parent Engagement, and 8) Recognition of employees and all those who support student growth. 

These goal areas have set the framework for our efforts to improve student outcomes and to prioritize district resources. They are the very core of the work of Davis Joint Unified.

Document Structure

The Local Control Accountability Plan is divided into several parts.  The cover page and the preamble provide an overview of the regulations and a review of the State Priorities (page 3):

• Conditions of Learning
• Pupil Outcomes
• Engagement

Section 1, beginning on page 4, documents our Stakeholder Engagement process.  Listed are the various ways we have engaged the community and how that engagement impacted the LCAP.

• LCAP Advisory, LCAP Community Forums, LCAP Survey, Student Interviews, District English Language Advisory Committee, LCAP Meetings at Moore Street Apartments and Montgomery Elementary School.
• Involvement Process and impact on our plan to provide increased services to students

Section 2, which begins on page 22, focuses on the Goals, Actions, Expenditures, and Progress Indicators and covers three years.  In this section we find Expected Annual Measurable Outcomes, Actions and Services for 2016-19 and Budgeted Expenditures for each goal area.  Our ongoing annual reviews and increased use of metrics will allow us to more fully consider which actions provide the most benefit for our students and which actions we should discontinue.

The Annual Update section, which begins on page 82, compares planned actions and expenditures and actual actions and services during the 2015-16 school year.  It also provides an opportunity for us to reflect on those actions and series and consider what changes in actions, services and expenditures will be made as a result of reviewing the past progress and/or changes to goals.  Changes are documented in the “What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?”  For Goal 1, this is documented on pages 88-90.  This is an ongoing process of the LCAP.

On page 157, Section 3 reviews the use of Supplemental and Concentration Grant Funds.

Overview

In 2013, California adopted a new formula for deciding how much money is allocated to each K-12 school district, called the Local Control Funding Formula (LCFF).  This dramatic shift in education funding is occurring while schools simultaneously implement more rigorous academic standards for students, integrate new technology into classrooms and curriculum, and a tightened focus on providing equity and access for our traditionally underserved student groups. As such, the LCFF is designed to provide greater local control allowing districts to respond to the needs of its students and community. It allocates dollars for each student enrolled as well as supplemental funding based on enrollment of English learners, foster youth, and low-income students. In order to drive student achievement, districts are required to tie their budgets to improvement goals by creating a Local Control and Accountability Plan (LCAP).

The LCAP is also an opportunity for school districts to engage parents, students, teachers, staff and community partners in a dialogue about school goals and resources.  The LCAP is a three-year document that reflects state priorities, demonstrates how the district’s budget will help achieve its goals, and evaluate how goals will be measured and monitored to improve outcomes and account for the anticipated LCFF expenditures. The LCAP is reviewed and revised annually to reflect changing needs and resources.

Davis Joint Unified School District (DJUSD) developed its first LCAP in 2013-2014. That same year, DJUSD also saw the approval of the DJUSD Strategic Plan on March 6, 2014 which was a product of hundreds of hours of school and community participation. In order to align efforts, the DJUSD LCAP process assumed the actions and strategies of the Strategic Plan and incorporated additional valuable community input to establish the district’s eight goals.  The DJUSD LCAP was adopted by the Board of Education in June 2014 with final approval by the Yolo County Office of Education on August 29, 2014. 

During the 2014-15 school year, district staff continued to engage with the community to identify areas to increase services to meet the needs of our students.  Through feedback from surveys, interviews with students, and discussion of LCAP related topics in advisory groups, the Local Control Accountability Plan Advisory focus on services which build upon our three goal areas of 1) Student Goals; 2) Support for English Learners; and 3) Climate.  Through the continuation of actions and services established in the initial plan, and the increase in services identified during the 2014-15 school year, conditions of learning, student engagement, and student achievement will improve.

During the 2015-16 school year, district staff continued to engage stakeholders through a variety of venues including our LCAP Advisory, our District English Learner Advisory Committee (DELAC), meetings with Foster Youth representatives, community forums, Parent Engagement Night, School Governance Workshop, Superintendent’s Advisories, LCAP Survey, DJUSD Communications Survey, and communications with the superintendent.

As aligned with the district budget.

Approve the 2016-2017 District Adoption Budget as presented including fund balance reserve report and 2015-16 Budget Revision (Estimated Actuals).

The Public Hearing for the 2016-2017 District Adoption Budget was held on June 16, 2016. The budgets were completed based on the latest information available to date.  For the current year, 2015-2016 budgets were revised to project estimated actual revenues and spending.  For 2016-2017, the proposed budget contains projected funding for LCFF growth that calculates to $2.8m of ongoing new funding next year and $1.8m of one-time discretionary funds.  These projections are from the May Revise and are subject to change with the Final State Budget.

The District has developed a spending plan for next year that addresses the following needs:

• Employee compensation (2% negotiated salary schedule increases for 2016-2017)
• Required (State/Local) Expenditures
  • Restricted maintenance
  • Step and Column increases
  • State Pension Cost increases (STRS and PERS employer rates)
  • LCFF Supplemental student programs (LCAP specific)
  • Class Sizes
• Local Programs
  • Wireless access for all Elementary Sites (Strategic Plan)
  • Instructional technology
  • Instructional materials adoption
    • English Language Arts
    • English Language Development

The State budget was approved by the legislature on June 15, pending final approval by Governor Brown.  A Final State Budget update including impacts to the district budget will be reported at the August 4 Board meeting.

Approval of Board Resolution No. 52-16: Ordering Elimination or Reduction of Classified Positions for Lack of Work or Lack of Funds, and or directing the Superintendent to notify Classified employees of layoff.

  It is recommended that the Board of Education approve Resolution No. 52-16 ordering the elimination or reduction of positions for lack of work or lack of funds, or both, and direct the Superintendent to notify classified employees of layoffs not less than 60 days prior to the effective date of the elimination of these positions.

This reduction would reduce expenditures by approximately $57,909. 

In compliance with the Brown Act regulations, Penny Pyle legally posted this agenda on June 24, 2016.

In compliance with the American with Disabilities Act, if you need special assistance to access the Board meeting room or to otherwise participate during this meeting, including auxiliary aids or services, please contact the Superintendent's Office at (530) 757-5300 ext. 142. Notification at least 48 hours prior to the meeting will enable the District to make reasonable arrangements to ensure accessibility to the Board meeting.

Agenda Packets are available for review at the Davis Joint Unified School District office, 526 B Street (530-757-5300 x 142); or online at https://davis.agendaonline.net/public/davis.