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. 08-17 covers 1 Temporary Employment, 2 FTE Increases, 3 Temporary FTE Increases, 1 Leave of Absence and 26 Variable Services Agreements.

The personnel actions requested in this report are essential to meet the goals and mission of the Davis Joint Unified School District.

The personnel actions are budgeted for in the Davis Joint Unified School District Adopted Budget or expressly approved by the Board of Education in open session.

Classified Personnel Report No. 08-17 covers 7 Employments, 2 FTE Increases, 2 Resignations, 1 Promotion and 62 Variable Services Agreements.

Accept the proposed Bylaw amendments as a first reading, waive the second reading, and approve the revised Bylaw 9011 as presented. 

CSBA, through its Board Policy service, prepares comprehensive updates to insure compliance with statutory changes and/or provide clarity to existing policies.  By following CSBA guidelines, the District's Policies, Procedures and Bylaws incorporate the most up to date local/federal mandates and laws. As part of an ongoing process to keep the Board Bylaws up to date, the Superintendent will regularly bring proposed updated Bylaws to the Board for consideration.  Bylaw 9011 incorporates no recommended changes, but is presented to the Board as part of the ongoing review and will be updated to reflect November 3, 2016 as the last review date.

Accept the 2016-2017 Agriculture Career Technical Education Incentive Grant provided through the California Department of Education.

The Agricultural Career Technical Education Incentive Grant provides local educational agencies (LEAs) with funds to improve the quality of their agricultural vocational education programs. The goal is to maintain a high-quality, comprehensive agricultural vocational program in California's public school system to ensure a constant source of employable, trained, and skilled individuals.

The California Department of Education, the Superintendent of Public Instruction, and the State Board of Education have strongly supported a comprehensive program of instruction in agriculture that integrates technical agriculture with strong academic foundations in core subjects. A successful agriculture education program must be based on three components: classroom instruction, Future Farmers of America (FFA) leadership activities, and Supervised Occupational Experience Projects. The Agricultural Education Vocational Incentive Grant Program provides support for agricultural education programs.  The program seek to accomplish four major purposes:

• Enable local education agencies to improve the curriculum for students enrolled in agricultural education programs through the development and implementation of (a) an integrated academic and vocational curriculum, (b) curriculum that reflects workplace needs and instruction, and (c) support services for special populations.
• Increase the competence of future and current high school, middle grades, and regional occupational centers and programs agricultural education instructors in developing and implementing a new integrated curriculum, student and program certification systems, technical preparation strategies, and effective instructional methodologies.
• Promote the development and use of curriculum, instructional materials, and instructional strategies that prepare students in all aspects of the agricultural industry and foster critical thinking, problem solving, leadership, and academic and technical skill attainment.
• Increase linkages between secondary and post-secondary institutions offering agricultural education programs; between academic and agricultural educators; and among agricultural educators, the agricultural industry, professional associations, and local communities.

Benefits of agricultural education programs are:

• Collaboration, articulation, and networking with all levels of delivery systems (elementary through post-secondary) for instructors
• Supervised entrepreneurial and workplace learning experiences for students
• Linkages and partnerships with business and industry for instructors and students
• Professional development opportunities for teachers, administrators, and counselors
• Curriculum development based on performance and content standards for instructors  
• On-site technical assistance in programs for instructors and students
• A foundation for students in the academic and technical skills necessary for career and personal success
• Student leadership and interpersonal skills
• An authentic assessment of knowledge, skills, and abilities through on-demand demonstrations and portfolios.

$10,472 to support Career Technical Education programs in agriculture as described in the grant.

Accept the Career Technical Education Initiative Grant from California Department of Education.

In August 2016, DJUSD applied for the Career Technical Education Incentive Grant for approximately $400,000.  The California Department of Education notified DJUSD that we have been awarded the Career Technical Education Incentive Grant. 

This item will come back to the Board of Education at a later date to review recommendations from the STEAAM Committee and Career Technical Education Advisory groups.  Meetings of the CTE Advisory STEAAM Committee will be convened prior to the presentation to the Board of Education presentation.

The California Career Technical Education Incentive Grant (CTEIG) program is established as a state education, economic, and workforce development initiative with the goal of providing pupils in kindergarten through grade twelve, inclusive, with the knowledge and skills necessary to transition to employment and postsecondary education. The purpose of this program is to encourage the development of new career technical education (CTE) programs and enhance and maintain current CTE programs during implementation of the school district and charter school local control funding formula (LCFF) pursuant to California Education Code (EC) Section 42238.02.

All of the following minimum requirements were used to determine qualifying applications. Applicants' CTE programs are expected to achieve full compliance with all of the following minimum requirements during the first year of funding and prior to receiving any subsequent funds.

1. Offers high quality curriculum and instruction aligned with the California CTE Model Curriculum Standards, including, but not limited to, providing a coherent sequence of CTE courses that enable pupils to transition to post-secondary education programs that lead to a career pathway or attain employment upon graduation from high school.
2. Provides pupils with quality career exploration and guidance.
3. Provides pupil support services, including counseling and leadership development.
4. Provides for system alignment, coherence, and articulation, including ongoing and structural regional or local partnerships with post-secondary educational institutions, with documented formal written agreements.
5. Forms ongoing and structural industry and labor partnerships, documented through formal written agreements and through participation on advisory committees.
6. Provides opportunities for pupils to participate in after school, extended day, and out-of-school internships, competitions, and other work-based learning opportunities.
7. Reflects regional or local labor market demands and focuses on current or emerging high-skill, high-wage, or high-demand occupations.
8. Leads to an industry-recognized credential or certificate, or appropriate post-secondary training or employment.
9. Is staffed by skilled teachers (CTE credentialed teachers) or faculty and provides professional development opportunities for those teachers or faculty members.
10. Reports data to allow for an evaluation of the program

As stated in the legislation, grantees will be required to report the following data aligned with the core metrics required by the federal Workforce Innovation and Opportunity Act and the quality indicators described in the California State Plan for Career Technical Education and by the federal Perkins IV. The data to be reported includes the following:

1. The number of pupils completing high school
2. The number of pupils completing CTE coursework
3. The number of pupils obtaining an industry-recognized credential, certificate, license, or other measure of technical skill attainment
4. The number of former pupils employed and the types of businesses in which they are employed
5. The number of former pupils enrolled in a postsecondary educational institution, a state apprenticeship program, or another form of job training.

This report data must be entered into the CALPADS system by July 31 for each grant term.

Annual progress report on the 10 CTE program requirements: The grantee must provide evidence of compliance or detailed explanations for not meeting any of the requirements. This report will be entered into the Program Grant Management System (PGMS) at the end of each grant term. Failure to complete this report by the designated deadline, may result in the non-renewal of the CTEIG funding and/or the generation of an invoice for the grant funds.

End of project fiscal expenditure claims report including matching funds and their sources: All CTE expenditures and those of matching funds must be coded with the goal code of 3800 (Vocational Education) or 6000 (ROCP). This report must be entered into the PGMS system by September 1 following the end of the grant term.

$406,375 to support Career Technical Education as described in the grant.

On May 1, 2014, the Board approved a financial plan via COP borrowing addressing many deferred maintenance projects throughout the District. The District has completed its highest priority projects and is looking to commission design services for the next round of deferred maintenance projects. Staff has identified the need for program storage (athletics and grounds) needs at Davis High School.  The shipping containers currently being used at Davis High School have deteriorated beyond repair.  Also, at the District’s Operations Center, the previously used storage building was returned to Montgomery Elementary School and converted into instructional teaching space.

Staff consulted with Davis High School on the minimum storage needs and has identified a metal building structure(s) that can be segmented into various sections for different sports equipment. The same level of investigation took place at the District’s Operations Center to store the surplus materials and grounds equipment and provide protection from the elements. Staff has received a design services proposal from Synthesis Partners Inc., to assist in preparing biddable design documents with specific criteria for these two sites.  Synthesis Partners Inc. is a firm that is well versed in developing design criteria and will be working with steel building manufactures to ensure the necessary storage spaces are created.

The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan (Strategy 2) and the Local Control Accountability Plan (Goal 2).

Services include design and the preparations of bidding documents and will have no fiscal impact on the General Fund.  Funding for the total project will be through the deferred maintenance program and paid for by the COP’s borrowing for restricted facilities funds specifically for these projects. Original Deferred Maintenance Budget for these activities is $350,000.

Approve the Civil Engineering Design Services with  Laugenour & Meikle Civil Engineering for the Emerson Jr. High School Parking Lot and Play Court Repair Project

On May 1, 2014, the Board approved the financial plan to address the funding of deferred maintenance projects throughout the district through a Certificate of Participation (COP). The District has completed its highest priority projects and is looking to commission design services for the next round of deferred maintenance projects. The Staff Parking Lot and Play Courts at Emerson Junior High School are in need of significant repairs to maintain student/staff safety.  This project was identified as a second tier priority for capital projects to be funded from the Certificate of Participation (COP) funds.

Laugenour & Meikle Civil Engineering will coordinate all aspects of design including: topographical survey, subsurface soil investigations, ADA parking and access compliance review, site grading, and drainage needs.  Once the preliminary site analysis is completed, an additional fee proposal is expected to create a full set of paving plans including bidding documents in accordance with general engineering standards. This project may require Division of State Architects Office review or approval.

The attached agreements are to provide the engineering services in general engineering practices for design standards for storm drainage, vehicle movement, pedestrian safety, and access compliance.

Time is of the essence so the construction portion of this project can be started and completed over the 2017 Spring/Summer break.

The estimated project budget for pavement resurfacing work at Emerson Junior High School is $635,000.  The Civil Design Services Agreement of $36,380 is within the normal range for the services proposed by this civil engineer.  Costs associated with these projects will be paid for by the COP borrowing for restricted facilities funds specifically for these deferred maintenance projects.

Approve Agreement for Special Testing and Inspection with Terracon Consultants, Inc. for the All Student Center Project at Davis High School

Pursuant to Title 24, Part 1 of the California Code of Regulations, all construction activities on school buildings shall be monitored and inspected for conformance with  Division of the State Architects Office (DSA) approved plans and specifications. In most cases, specific field and laboratory testing are required to ensure compliance with state approved plans and specifications.  The District prepared and sent out informal requests for proposals to regionally recognized special testing and inspection laboratories.  Two firms returned their proposals and after a detailed review by District staff and the Project Inspector of Record (IOR), one firm’s proposal was determined to be the best value.  District staff has determined that Terracon Consultants, Inc.'s proposal meets the requirements for project special testing and inspections with the necessary qualifications and scope of services that best fits the District’s needs for the All Student Center Project.

The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan (Strategy 2) and the Local Control Accountability Plan (Goal 2).

This project will have no fiscal impact to the General Fund. The services outlined in the agreement are based on a total budget estimate for services totaling $56,555 for the Davis High School’s - All Student Center Project.  The total estimated cost for special inspection services fee is not to exceed $60,000 and will be paid for by COP borrowing for restricted facilities funds specifically for these deferred maintenance projects. 

Approval of Agreement for In-Plant Welding Inspection Services with Steel Inspectors of Texas, Inc., for the Visitor Bleacher Project at Davis High School.

Pursuant to Title 24, Part 1 of the California Code of Regulations, all construction activities on school buildings shall be monitored and inspected for conformance with  Division of the State Architects Office (DSA) approved plans and specifications. In some cases, specialized fabrication inspections are required (In-Plant) to ensure compliance with state approved plans and specifications.  District awarded the Davis High School Bleacher Project to Schultz Inc. (dba Sturdisteel, Inc.) located in Texas.  There are only a few DSA Approved In-Plant testing labs in Texas; Steel Inspectors of Texas was approached to provide a quote for services.  The District staff has received a proposal for these DSA approved services and has determined that this proposal meets the requirements for the project’s Special In-Plant Inspection.  Steel Inspectors of Texas, Inc. has the required qualifications  and scope of services that best fits the District's needs for the Davis High School’s Visitor Bleacher Project.

The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan (Strategy 2) and the Local Control Accountability Plan (Goal 2).

This project will have no fiscal impact to the General Fund. The services outlined in the Agreement are based on a total budget estimate for In-Plant Inspection services totaling $7,000 for the Davis High School’s Visitor Bleacher Project and will be paid for by COP borrowing for restricted facilities funds specifically for these deferred maintenance projects. 

Approval of Agreement for DSA Project Inspection services with MFC Construction Services for the Davis High School’s All Student Center Project. 

Pursuant to Title 24, Part 1 of the California Code of Regulations, all construction activities on school buildings shall be monitored and inspected for conformance with  Division of the State Architects Office approved plans and specifications. District Staff and the Architect of record (HMC) have evaluated the qualifications of two prospective DSA certified inspectors capable of providing regular and continuous inspections for the Davis High School’s All Student Center Project.  District staff has identified that MFC Construction Services has the necessary qualifications that best fits the District’s needs and is suitable for providing these IOR services.

The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan (Strategy 2) and the Local Control Accountability Plan (Goal 2).

This project will have no fiscal impact to the General Fund. The services outlined in the Agreement are based on a flat fee rate of $12,000/month expected to start in November 2016 running continuously through December 1, 2017. The total estimated Construction value that will be inspected during this period is $5.7M.  The total estimated inspection services fee is not to exceed $156,000 and will be paid for by Grande Land Sale Proceeds & COP borrowing for restricted facilities funds specifically for these deferred maintenance projects. 

Accept the gifts totaling $1,480 for this period presented for use in the District’s programs.

The Board of Education gratefully accepts donations totaling $1,480, which have been received by the District since the September 1, 2016 Board of Education meeting.  A summary amount of gifts received is included in the Board packet.

Approve the School-Connected Organization Authorization Form as presented.

The next official budget report for the district is the First Interim Report in December.  This budget report will include the updates from unaudited actuals, the final approved State budget and other budget revisions based upon current activity.  This report includes changes in budget projections for the current year as well as future year projections.

The State Local Control Funding Formula (LCFF) projected growth is slowing down with leveling of Proposition 98 projected growth including the expiration of Proposition 30.

As the district looks forward, there are six major budget themes to understand and discuss as we plan for next year and beyond.

1. Projected state revenue growth in the future

   1. Proposition 98 outlook

   2. Proposition 55 (Partial Proposition 30 extension)

2. Eliminating deficit spending

3. Parcel tax revenues in the future

   1. Renewal election (2016-17)

4. Pension costs

5. Employee compensation and collective bargaining

6. Staffing and Program changes.

   1. Mandated state programs

   2. Program and services growth for LCFF Supplemental programs revenue as part of the Local Control Accountability Plan (LCAP)

   3. Curriculum Adoption and Standards

   4. Instructional Technology

7. Fund balance reserve components.

Staff will discuss the status of the budget with these themes and make recommendations on a course of action for the upcoming First Interim budget.

Receive update from staff regarding 2015 Deferred Maintenance Projects for 2016/17 Fall and Spring Schedule.

In accordance with the District’s Strategic Plan (Strategy No. 2(b), Action Step #1 b-d) & Local Control Accountability Plan (Goal 2) for Physical Space & Technology Infrastructure needs, various new Deferred Maintenance and Facilities Projects that are being planned for the Spring and Summer of 2016.  These projects are required to achieve optimal learning conditions and create environments for student success.

The attached Deferred Maintenance Schedule provides an overview of project status, tentative schedules that describe which projects have been completed during the past summer,  and what is planned for this Fall and Spring.  Key projects are the new All Student Center at Davis High School, Multiple Campus HVAC mechanical system replacements, and exterior school painting at Harper Jr. High School.  

Deferred Maintenance & Facilities project(s) funding is provided through COP’s revenues, sale of surplus property, voter approved debt and do not have a negative fiscal impact on the General Fund. 

Hear a presentation on the achievement/opportunity gap particularly how it relates to Long-Term English Learners (LTEL).  

Approve the following recommendations:

1. Continue ongoing professional growth opportunities for all staff which focus on instructional strategies to support English Learners and Long-Term English Learners in particular.
2. Continue to provide opportunities for community outreach from DJUSD to families of LTEL through venues such as Bridge, Davis Senior High School English Learner Liaison, English Learner Advisory Committees, and the District English Learner Advisory Committee.
3. Review and analyze program support for LTEL students.
4. Explore the adoption of an Early Assessment Program Senior Mathematics Course.

The Board of Education has prioritized closing the achievement/opportunity gap in Davis Joint Unified School District.  District staff has provided an update on work aimed at closing the gap.  The presentation on March 3, 2016 provided an overview of actions and services in the district and systems to support how we monitor growth.  On April 7, 2016, the Board was presented with a more detailed look at those services at the elementary level specifically at Birch Lane and Marguerite Montgomery.  This was followed on May 5, 2016 with a presentation by Harper Junior High School staff on the Bridge Program and AVID.  Staff from Davis Senior High School presented on actions and services provided at that site on May 19, 2016.  On September 1, 2016, staff from our preschool programs presented an overview of those programs and strategies they use to address the learning needs of our youngest students.

This presentation will focus on Long-Term English Learners.  Many English Learners may have not received the support they need to continually progress in English language development and academic subjects (typically English language arts), giving rise to the Long-Term English Learner” phenomenon. These Long Term English Learners have been schooled in the U.S. for six or more years but have not made sufficient linguistic and academic progress to meet reclassification criteria and exit English Learner status.  Fluent in social/conversational English but challenged by literacy tasks, and particularly disciplinary literacy tasks, these students find it difficult to engage meaningfully in increasingly rigorous coursework. The State of California recognizes that Long Term English Learners face considerable challenges succeeding in school as the amount and complexity of the academic texts they encounter rapidly increase. 

In compliance with the Brown Act regulations, Penny Pyle legally posted this agenda on October 28, 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.