AGENDA - Amador County Unified School District

AGENDA AMADOR COUNTY UNIFIED SCHOOL DISTRICT

BOARD OF TRUSTEES Wednesday, April 26, 2017

Closed Session 5:30 P.M. Open Session 6:30 P.M

Meeting Location: Amador County Administration Building, 810 Court St, Jackson, CA

NOTE: If you need a disability-related modification or accommodation, including auxiliary aids or services to participate in the public meeting, please contact the Superintendent's Office at 209-257-5353 at least 24 hours before the scheduled Board meeting. {Government Code §54954.2} (Americans with Disabilities Act of 1900, §202.]

NOTE: A copy of the Board agenda and backup materials is available for inspection and review at Amador County Office of Education, 217 Rex Ave., Jackson, CA during regular business hours. In addition, this agenda has been posted on the Amador County Unified School District Website at www.amadorcoe.org. An audio recording of the Board Meeting is made.

1.0 CALL TO ORDER

2.0 BOARD MEMBERS [ ] Bob Laurent - Board President [ ] Kandi Thompson - Board Clerk [ ] Rose Oneto [ ] Susan Ross [ ] Janet White

3.0 Roll taken by the Secretary to the Governing Board.

4.0 VISITOR COMMENTS on Closed Session Only

5.0 CLOSED SESSION May be called for personnel matters (Government Code §54957), litigation pursuant to Government Code,

Section 54956.9(d)(l), real estate negotiations/acquisitions (Government Code §54957.6) and/or hearing to Consider an Expulsion of a Student (Education Code §48918[c]) 5.1 Labor Negotiations Update on ACTA and CSEA 239 (Mr. Zearley & Mr. Vicari) 5.2 Superintendent's Contract/Salary 5.3 RECONVENE TO OPEN SESSION

6.0 Recess - 10 minutes

7.0 OPEN SESSION

8.0 PLEDGE OF ALLEGIANCE

9.0 REPORT ON CLOSED SESSION

10.0 ADDmONS/DELETIONS OR CORRECTIONS TO THE AGENDA

The Board may not take action on any item which is not on this agenda, except when (1) an em'ergency situation exists, (2) there is need to take immediate action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. /Government Code §54954.2

11.0 VISITOR COMMENTS Anyone may address the Board regarding any item that is within the Board 's subject ma lier jurisdiction. NOTE: If you wish lo address the Board please complete a speaker card and give it to the Board clerk. This part of the Board's meeting is set aside for members of the public requesting to address the Board on general items which are not agenda items calendared for action, which are not first readings listed i11 the agenda, and are not items previously referred to committee a11d not yet retllmed to the Board for action. A speaker is limited to three (3) minutes. This agenda item will be limited to twenty (20) minutes. Anyone whose name remains on the speakers list at the end of the allotted time will be granted time at the end of the regular meeting. The Board will not discuss or take actio11 on a11 item imroduced during this portion of the agenda, as this would constitute an illegal act on the part of the Board.

12.0 PRESENTATION AND RECOGNITIONS Page 1 12.1 Spotlight on Schools -Pine Grove Elementary (Mr. Vicari)

This Spotlight on Schools presentation features Pine Grove Elementary School, with Principal Amanda Avila. The presentation will provide an overview of Pine Grove Elementary School's unique attributes and outstanding accomplishments.

13.0 CONSENT AGENDA The Board of Trustees received these items under separate cover as an addendum. Public copy available during regular Board meeting and on the district website at www.amadorcoe.org.

13.1

13.2

13.3

Minutes 13.la Board Meeting - April 12, 2017

Personnel (Mr. Vicari) 13.2a Job Description - Teacher on Special Assignment

Business (Mr. Zearley) 13.3a Warrants issued between 4/3/17 and 4/7/17, $817,992.77

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Page 7 Page 8

Page 11

13 .4 Donations/Gifts/Contributions 13.4a Jackson Elementary received a gift from Jackson Rancheria of specialty paper. 13.4b Argonaut High School received a gift from The Art Institutes of California-Sacramento

of 3 low boy refrigerators. This is to help with the initial stage of the Culinary Arts Program.

13.4c Pioneer Elementary received a gift of dictionaries for all 3rd grade students from Up Country Rotary.

13.4d Jackson Junior High received two cash donations in the amount of $150.00 from the Melvyn Stanley Hall.

13.4e Jackson Junior High School received a $1500.00 donation from Jackson Rancheria for their STEM Program.

13.4f Plymouth School received a check of $25.00 from Ms. Stephanie Young for Science Camp.

13.5 Surplus 13.Sa Two Sharp Camcorders - Outdated 13.Sb Panasonic Omni Movie Recorder - Outdated 13.Sc JVC Camcorder - Outdated 13.Sd Canon Sure shot Camera - Outdated 13.Se Motorola Radios - Obsolete 13.Sf Meridian Telephones - damaged/not repairable. 13.Sg Dell DCCY - Broken 13.Sh Dell DHM - Outdated 13.Si Dell DCSM - Outdated 13.Sj Samsung TXJ2754 - Outdated 13.Sk Dell DCCY - Broken

The Board may not take action on any item which is not on this agenda, except when(/) an emergency situation exists, (2) there is need to take immediate action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. [Government Code §54954.2

13.51 13.5m 13.5n 13.50 13.5p 13.5q

Green Band Uniforms - Old/Not Used TV Cart - Old/not used Instrument Cases - broken Desk/Dresses/Metal Racks/metal cabinets - old/not used Guitars - broken 4 Dell Computers - Do not work

13.6 Miscellaneous Page 15 13.6a Argonaut High School would like to take 10 students and 2 chaperones to River Ecology

in Coloma, CA. for an overnight fieldtrip May 11and12, 2017. 13.6b Amador High School would like to take 16 students and 3 chaperones to Old Oak Ranch

in Sonora, CA. for an overnight fieldtrip April 28 - April 30, 2017.

14.0 DISCUSSION/ACTION ITEMS Public comments regarding Discussion/Action Items will be addressed during the Discussion/Action agenda items. Anyone may address the Board regarding any item that is within the Board's subject matter jurisdiction. NOTE: If you wish to address the Board please complete a speaker card and give it to the Board clerk. A speaker is limited to three (3) mi111t1es.

14.1 Recognition/Resolution - Day of the Teacher - Action (Mr. Vicari) Page 17 California's Day of the Teacher has its roots in the community and is patterned after the celebration of the traditional "El Dia del Maestro", which is observed in Mexico and Latin American countries. The Day of the Teacher arose out of legislation co-sponsored by the California Teachers Association (CTA) and the Association of Mexican American Educators in 1982. Since then, this event honors the instructional excellences in our public schools, community colleges, and universities, and is annually recognized by the Amador County Unified School District.

14.2 Recommendation for New Textbook Adoption: Elementary English Language Arts Discussion (Ms. Greiten) · Page 20 In March 2016, Amador County Public Schools began the adoption process of investigating three State Board of Education approved ELA curricula (National Geographic's Reach for Reading, Houghton Miftlin'sJourneys, McGraw Hill 's Wonders). Volunteer elementary teachers chose to pilot one of the three curricula. In November 2016, volunteer teachers began piloting a fourth State Board of Education approved ELA curriculum, Benchmark's Advanced. During ELA pilot professional development sessions, Dr. Adria KJein provided pilot teachers foundational knowledge on the Common Core State Standards, the related Instructional Shifts and Anchor Standards. ELA pilot teachers worked together to develop an ELA adoption analysis tool to assist teachers in evaluating all four ELA curricula choices.

14.3 MOU with Sacramento County Office of Education (SCOE) -Action (Ms. Greiten) Page 21 Sacramento County Office of Education administers and supports a variety of professional development offerings, including support and development of Career Technology Education (CTE) and Adult Education (AE). As the district moves toward implementation of both CTE and AE grants, more extensive professional development is necessary. This short-term SCOE professional development support will focus on pathway implementation, building regional partnerships and developing work-based opportunities. This MOU will authorize the district ten days of on-site professional development and support services to our administrators, lead teachers, and counselors.

The Board may not take action on any item which is not on this agenda, except when {l) an emergency situation exists, (2) there is need to take immedUite action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. [Government Code §54954.2

14.4 Contract with Teachers' College of Columbia University-Action (Ms. Greiten) Page 25 The Teachers' College Reading and Writing Project (TCRWP) is designed to help young people become avid and skilled readers, writers, and inquirers. TCRWP accomplishes this goal through research, curriculum development, and working with students, teachers, and school leaders. The organization has developed state-of-the-art tools and methods for teaching reading and writing, using performance assessments and learning progressions to accelerate progress, and for literacyrich content-area instruction. Thousands of teachers regard the TCRWP as a continual source of professional renewal and education.

14.5 lone Junior High School Stadium Field Repair - Action (Mr. Zearley) Page 29 The Board has previously approved repairing the stadium fields at Amador and Argonaut High Schools. There are currently limited fields, other than the stadiums, for practice and game events.

14.6 Solar Ground Mount Resolution 2016/2017-27 -Action (Mr. Zearley) Page 30 The Board has previously entered into a contract with OpTerra Energy Services for the construction of solar photovoltaic panel structures at Argonaut High School.

14. 7 Board Bylaw and Exhibit 9150: Student Board Members - Action (Mr. Vicari) Page 33 As a result of a request by President Bob Laurent, the Board discussed and considered involvement of high school student Board members in the governance team process in order to seek out and consider students' ideas and viewpoints. At the February 22, 2017 Board meeting, Mr. Vicari provided background information and a recommendation to consider student Board members. President Bob Laurent and Board Clerk Thompson served as a Board subcommittee to further develop the Board Bylaw and bring it to the Board for discussion and approval. At the April 12, 2017 Board meeting, the board declared a successful fi rst reading.

14.8 Kindergarten and Transitional Kindergarten Support - Discussion (Board Member Ross)

15.0 REPORTS

15.1 Next Generation Science Standards (Ms. Greiten) Page 38 On September 4, 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science s tandards and to aid in the development of the new science curriculum framework. On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight.

15.2 History/Social Science Framework (Ms. Greiten) 8 On July 14, 2016 the California Department of Education (COE) announced the adoption of the new History/Social Science Framework (HSS). The HSS Framework guides educators as they design, implement, and maintain a coherent course of study to teach content, develop inquirebased critical thinking skills, improve reading comprehension and expository writing ability, and promote an engaged and knowledgeable citizenry in history and the related social sciences.

15.3 Advanced Placement Cour ses (AP) (Ms. Greiten) Page 55 The AP test program has been administered by the College Board, a non-profit organization based in New York, since 1955. More than 30 AP courses and examinations spanning multiple subject areas are offered to students at the secondary school level. AP examinations are administered each year in May and represent the culmination of college-level work in a given discipline.

The Board may not take action on any item which is not on this agenda, except when (1) an emergency situation exists, (2) there is need to take immediate action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. [Government Code §54954.2

15.4 2017-18 Enrollment Projections (Mr. Zearley)

15.5 Transportation Update (Mr. Zearley/Mr. Green)

15.6 Report from Superintendent (Dr. Slavensky)

15.7 Amador County Recreation Agency Report (ACRA) (Board Member Oneto)

15 .8 Reports and Requests from Board Members

16.0 FUTURE MEETING ITEMS 16.1 Recognition - Spotlight on Schools - lone Junior High School (5/10/17) 16.2 Recognition - Classified Employees Resolution (5/10/17) 16.3 Health Week & School Nurse Day (5/10117) 16.4 New Textbook Adoption - Elementary Englishf1=.,anguage Arts (5/10/17) 16.5 Recognition - 2016/17 Retirees (5/24/17) 16.6 Career Technical Education (CTE) and Adult Education (AE) Report (5/24/17)

17.0 NEXT MEETING ACUSD Regular Meeting: Wednesday, May 10, 2017, Amador County Administration Building, 810 Court St., Jackson, CAClosed Session at 6:00 PM. Open Session at 6:30 PM. ACOE Board Meeting immediately following.

18.0 ADJOURNMENT

*The Amador County Unified School District complies with the Americans with Disabilities Act. Should you require special accommodations, or more information about accessibility, please contact the Superintendent's Office by calling (209) 257-5353. All efforts will be made for reasonable accommodations.

* Any writings or documents that are provided to the governing board in open session will be made available for public inspection at the meeting or at the Amador County Public Schools District Office located at 217 Rex Avenue, Jackson, CA during normal business hours.

The Board may not take action on any item which is not on this agenda, except when (I) an emergency situation exists, (2) there is need to take immediate action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. [Government Code §54954.2

Amador County Public Schools x District County

DATE: April 26, 2017

AGENDA ITEM #: ------

SUBJECT: Spotlight on Schools

BACKGROUND INFORMATION: The Spotlight on Schools presentation for the April 26, 2017 Amador County Unified School District board meeting features Pine Grove Elementary: STEM Magnet School, with Principal Amanda Avila. The presentation will provide an overview of Pine Grove Elementary' s unique attributes and outstanding accomplishments.

PRESENTED BY: David Vicari, Executive Director, Personnel & Employee Relations

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Pine {]rove T{eJnentary STTJvl. :Magnet Sclioo{

Mail: 217 Rex Avenue - Jackson, CA 95642 Location: 20101 Highway 88 - Pine Grove, California

Telephone: (209) 296-2800 - Fax: (209) 296-3133 - Website: www.pgs-acusd-ca.schoolloop.com

Amanda Avila, Principal Vikki Scott, Administrative Assistant Bobbi Clinkenbeard, Clerk

Agenda April 26th' 2017

Pine Grove Elementary Spotlight

1. Introduction - Amanda Avila

2. Student Events & Activities - Students and Teachers

a) UC Davis C - STEM Robotics b) Science Saturday- May 6th c) School Garden & Hydroponics d) PAWS- Parent Association Working for Students e) Project Lead the Way- Year 1 Rollout

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MINUTES AMADOR COUNTY UNIFIED SCHOOL DISTRICT

BOARD OF TRUSTEES Wednesday, April 12, 2017

Open Session 6:30 P.M

Meeting Location: Pioneer Elementary, 24625 Highway 88, Pioneer, CA 95666

NOTE: If you need a disability-related modification or accommodation, including auxiliary aids or services to participate in the public meeting, please contact the Superintendent's Office at 209-257-5353 at least 24 hours before the scheduled Board meeting. {Government Code §54954.2} (Americans with Disabilities Act of 1900, §202.)

NOTE: A copy of the Board agenda and backup materials is available for inspection and review at Amador County Office of Education, 217 Rex Ave., Jackson, CA during regular business hours. In addition, this agenda has been posted on the Amador County Unified School District Website at www.amadorcoe.org. An audio recording of the Board Meeting is made.

1.0 CALL TO ORDER President Laurent called the meeting to order at 6:39 p.m.

2 .0 BOARD MEMBERS [ ] Bob Laurent - Board President [ ) Kandi Thompson - Board Clerk [ ) Rose Oneto [ ] Susan Ross [ ] Janet White

3.0 Roll taken by the Secretary to the Governing Board.

4.0 PLEDGE OF ALLEGIANCE Brooke Parkey, Pioneer Elementary student led the pledge.

5.0 ADDITIONS/DELETIONS OR CORRECTIONS TO THE AGENDA It was moved to approve the agenda by Board Member Ross and seconded by Board Member Oneto. The motion passed 5-0. Dr. Slavensky stated there is one correction on the consent agenda on the personnel page. One retiring employee was listed as classified rather than confidential. The error was corrected.

6.0 VISITOR COMMENTS Anyone may address the Board regarding any item that is within the Board's subject matter jurisdiction. NOTE: If you wish to address the Board please complete a speaker card and give it to the Board clerk. This part of the Board 's meeting is set aside for members of the public requesting to address the Board 011 general items which are not agenda items calendared for action, which are not first readings listed in the agenda, and are not items previously referred to committee and not yet returned to the B oard for action. A speaker is limited to three (3) minutes. This agenda item will be limited to twenty (20) minmes. Anyone whose name remains on the speakers list at the end of the allotted time will be granted time at the end of the regular meeting. The Board will 11ot discuss or take action on a11 item i111roduced during this 5/0portion of the agenda, as this would constitute an illegal act on the part of the Board.

7.0 PRESENTATION AND RECOGNITIONS 7.1 Spotlight on Schools - Pioneer Elementary School (Ms. Greiten)

This Spotlight on Schools presentation featured Pioneer Elementary School with Principal Laurie Carson. The presentation provided an overview of Pioneer Elementary School 's unique attributes and outstanding accomplishments. Ms. Greiten introduced Ms. Carson and Pioneer Visual and Performing Arts Magnet School. Two grades 5-6 students presented gifts to the Board members which were made on sewing


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machines. Two students in 3rd and 6th grade showed a computer they built from the technology class. Two 4th grade students shared activities from their mindfulness class. The presentation ended with a choir performance led by Ms.Carson.

8.0 CONSENT AGENDA Board Member Thompson moved to approve the consent agenda. Board Member Oneto seconded the motion. The motion passed 5-0. The Board of Trustees received these items under separate cover as an addendum. Public copy available during regular Board meeting and on the district website at www.amadorcoe.org.

8.1 Minutes 8. la Board Meeting - March 22, 2017

8.2 Business (Mr. Zearley) 8.2a Warrants issued between March 10 and March 31, 2017 - $319,767.52 8.2b Payroll issued between March 1 and March 31, 2017 - $2,390,333.82 8.2c 2016-17 Enrollment 8.2d Reconciled Cash Balances as of February 28, 2017 8.2e Unreconciled Cash Balances as of March 31, 2017 8.2f Monthly Budget Report 8.2g City of Jackson Pool Use Agreement 8.2h Contract with Interquest Detection Canines

8.3 Personnel (Mr. Vicari) 8.3a Personnel Consent Action Items

8.4 Curriculum (Ms. Greiten) 8.4a Williams Quarterly Report (January/February/March Quarter)

California Education Code 35186 sets forth guidelines whereby a school district must report any filed Williams' Act complaints to the Amador County Unified School District' s (ACUSD) governing Board on a quarterly basis. There were no Williams Act complaints filed with the Amador County Unified School District for the months of October, November and December in 2016.

8.5 Surplus 8.Sa 2 Motorola Charging Systems - Broken 8.5b 2 Motorola 2-way Radios - Broken 8.Sc Konica 35 MM Camera - Outdated 8.Sd Smartboard Light Bulb - Broken 8.5e 2013-14 !Pad - Broken 8.5f Acer Chrome Book - Broken 8.Sg 3 Blue Plastic Chairs - Broken

8.6 Miscellaneous 8.6a Pine Grove Elementary School requests approval to send 43 students, 6 chaperones and 2 teachers to

Westminster Woods in Occidental, CA. Overnight field trip from May 22 - May 25, 2017. 8.6b Jackson Junior High School requests approval to send 20 student and 7 chaperones to Abbott' s

Cottages in Ashland, Oregon for an Educational Enrichment program from May 5 - May 7, 2017. 8.6c Pine Grove STEM School requests approval to send 26 grades 4-5 studen_ts and 8 chaperones to San

Francisco National Maritime Museum on May 11-12, 2017.

9.0 DISCUSSION/ACTION ITEMS Public comments regarding Discussion/ActWn Items will be addressed during the Discussion/Action agenda items. Anyone may address the B oard regarding any item that is within the Board 's subject matter j urisdiction. NOTE: lfyo11 wish to address the Board please complete a speaker card and give it to the Board clerk. A speaker is limited to three (3) minutes.

The Board may not take action on any item which is not on this agenda, except when (1) an emergency situation exists, (2) there is need to take immediate action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. /Government Code §54954.2

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9.1 Resolution - School Bus Driver Appreciation Day -Action (Mr. Zearley) Each year the California State Assembly recognizes the dedicated service provided by California school bus drivers. The State of California declares the fourth Tuesday in April as School Bus Driver Day. Mr. Zearley shared the resolution and emphasized the importance of recognizing all school bus drivers for their work and dedication to keeping our students safe. He also recognized Board Member Oneto as a retired school bus driver. Board Member Thompson moved to approve the resolution. Board Member Oneto seconded the motion. The motion passed 5-0.

9.2 Resolution -ACUSD Schools Declared Safe Havens for Students and F amilies - Action (Ms. Greiten) In December 2016, Tom Torlakson, State Superintendent of Public Instruction, released a letter encouraging all California public schools to be declared safe havens for students and their parents and to remind families about existing laws that protect students by preventing records from having questions about immigration status. This recognition lets our communities know we will maintain a welcoming environment for all students and parents. Ms . Greiten read the resolution to declare all schools to be a safe haven. Board Member Ross moved to approve the resolution. Board Member White seconded the motion. The motion passed 5-0.

9.3 Board Policy 5111: Admission - Discussion (Dr. Slavensky) Board Policy 5111 provides general guidance about the student admission and enrollment processes. Administrative Regulation 5111 provides additional information to support parents and schools in these processes. Given recent changes in California with the passage of the Kindergarten Readiness Act in 2010 and the resulting implementation of the changed birthdate of eligible entry from December 2 to September 1, and the implementation of transitional kindergarten (TK) as the first year of a two year kindergarten program, there is a need to revise the Administrative Regulation (AR) to reflect best practice regarding enrollment, early admission, and acceleration. Dr. Slavensky introduced Board Policy 5111 and explained that the policy does not need revision, but the AR does. Since ARs are a function of staff and do not require Board approval, the changes are being provided publicly to ensure clear communication with the community. President Laurent stated that several board members had received questions about TK. Board Member Ross expressed appreciation for the clarity of the documents. Board Member Thompson motioned to declare support for the existing policy and revisions to the AR. Board Member Ross seconded the motion. The motion passed 5-0.

9.4 Board Bylaw and Exhibit 9150: Student Board Members - First Reading As a result of a request by President Bob Laurent, the Board discussed and considered involvement of high school student Board members in the governance team process in order to seek out and consider students ' ideas and viewpoints. At the February 22, 2017 Board meeting, Mr. Vicari provided background information and a recommendation to consider student Board members. President Laurent and Board Clerk Thompson served as a Board subcommittee to further develop the Board Bylaw and bring it to the Board for discussion and approval. There was some discussion and Board Member Ross motioned to approve this as a successful first reading. Board Member White seconded the motion. The motion passed 5-0.

10.0 REPORTS 10.1 Energy Conservat ion and Sustainability Project (Mr. Zearley)

An update regarding the energy conservation plan and the May 8, 2017 Opterra Ground-breaking ceremony at Argonaut High School was provided. State Superintendent of Public Instruction Tom Torlakson will be a guest speaker at the event. Board Clerk Thompson commended Mr. Zearley for all the work that he has put into this project.

10.2 Report from Superintendent (Dr. Slavensky) Dr. Slavensky reported on the initial work of the Strategic Planning team. Board Members Oneto and Thompson participated as members of the team. Draft documents have been sent to all parents and staff inviting them to participate in an action team. The Board workshop to hear an update from the Strategic Planning team has been rescheduled from June 14 to June 28, 2017. Dr. Slavensky suggested that the board

The Board may not take action on any item which is not on this agenda, except when (1) an emergency situation exists, (2) there is need to take immediate action and the need for the action came after posting, or (3) the item was posted for a prior meeting within specified time limits. {Government Code §54954.2

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begin to consider using a service to assist with online and paperless Board agendas and materials.

10.3 Amador County Recreation Agency Report (ACRA) (Board Member Oneto) Board Member Oneto shared that there is a bar-b-cue at the Kennedy Mines for donations to ACRA. The event at the Little Red School House went well.

10.4 Reports and Requests from Board Members Board Member Ross had the pleasure of attending Pioneer School 's arts festival which included a great turnout from parents and community. She stated that the arts and music enhance the learning. She commends Pioneer Elementary for all of their efforts. Board Member White said it has been a busy week. She heard Temple Grandin speak at Amador High School, then attended their Academic Awards event. She felt good about what she saw and commended the staff, Dr. Slavensky and Ms. Greiten. Board Member Oneto thanked Principal Carson and all the Pioneer students. She attended a Board Walk to Pine Grove Elementary and enjoyed the strategic planning process with impressive student input. Board Clerk Thompson said that the strategic planning process was amazing and exciting. The level of involvement was great and the community has a story to tell. It was very helpful to have the high school students there, too. She also participated in a Board Walk at Plymouth Elementary and enjoyed the great opportunity to see the school and the impact of instructional coaching. Board President Laurent reiterated Board Member Ross ' thoughts about music in the school and appreciates all the work being done at Pioneer. He also participated in a Board Walk at Community/Independence Schools and shared an idea of UC Davis interns working with staff.

11.0 FUTURE MEETING ITEMS 11.1 Recognition - Spotlight on Schools - Pine Grove STEM Elementary ( 4/26/17) 11.2 New Textbook Adoptions (Discussion 4/26/17, Action 5/10/17) 11.3 Common Core State Standards/Next Generation Science Standards (4/26/17) 11.4 2017-18 Enrollment Projections (4/26/17) 11.5 Advanced Placement (AP) Courses (4/26/17) 11.6 Transportation Department Update ( 4/26/17) 11.7 Career Technical Education (CTE) and Adult Education (AE) Report (5/24/17)

12.0 NEXT MEETING ACUSD Regular Meeting: Wednesday, April 26, 2017, Amador County Administration Building, 810 Court St., Jackson, CA Closed Session at 6:00 PM. Open Session at 6:30 PM. ACOE Board Meeting immediately following.

13.0 ADJOURNMENT 7:45

* The Amador County Unified School District complies with the Americans with Disabilities Act. Should you require special accommodations, or more information about accessibility, please contact the Superintendent's Office by calling (209) 257-5353. All efforts will be made for reasonable accommodations.

* Any writings or documents that are provided to the governing board in open session will be made available for public inspection at the meeting or at the Amador County Public Schools District Office located at 217 Rex Avenue, Jackson, CA during normal business hours.


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Amador County Public Schools ~District D County


2 'I AGENDA ITEM #: I ), ,. <:! --' -"""--'-'.,_,__._·..._. - Motion: -------Second: -------Vote:

SUBJECT: Personnel Consent Agenda for April 26, 2017

CURRENT PERSONNEL RECOMMENDATIONS

Certificated- Retirements Lynn Edmondson, Math Teacher at Jackson Junior High, effective June 5, 2017 Tom Frederick, Teacher at Jackson Elementary, effective June 30, 2017

Certificated - Teacher on Special Assignment Job Description

Classified- Promotion Tina Lowery, from Office Clerk, 4 hours/11 months, Pioneer Elementary to Administrative Assistant I, 8 hours/11 months, Pioneer Elementary, effective May 1, 2017

RECOMMENDATION: Approve Personnel Consent Agenda

PRESENTED BY: David Vicari, Executive Director, Personnel & Employee Relations

Board Date April 26, 2017

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AMADOR COUNTY UNIFIED SCHOOL DISTRICT/AMADOR COUNTY OFFICE OF EDUCATION TEACHER ON SPECIAL ASSIGNMENT (TOSA) - CURRICULUM & INSTRUCTION

REPORTS TO: Assistant Superintendent Curriculum and Instruction

DEFINITION: In assigned content area, and under general supervision, facilitate and provide leadership for the implementation of content standards, frameworks, curriculum, and effective instructional practices; provide coaching and support for staff at various sites; provide leadership in District and site initiatives; plan and deliver professional learning and staff development; curate, develop and present resources and materials to support curriculum and instruction.

JOB DUTIES AND RESPONSIBILITIES:

1. Support the planning of all aspects of content standards and frameworks implementation, including professional development, site communication, and classroom implementation

2. Support the implementation of curriculum frameworks and content standards including vertical and horizontal articulation

3. Support classroom instruction and model effective practices for staff as needed

4. Develop materials to meet a wide range of staff and student needs

5. Support the selection and implementation of instructional materials including textbook adoptions

6. Support assessment programs and the effective use of multiple inputs/measures to inform instruction and learning

7. Assist in the collection, interpretation, and application of data and assessment results to inform instructional practices and improve student learning

8. Provide and support staff development, professional learning and coaching for teachers and staff

9. Provide support for collaboration between various groups

10. Coach and support staff as needed in the implementation of frameworks, content standards, curriculum, instructional practices and intervention and differentiation strategies

11. Coordinate with mentors and other staff in providing professional development and support staff as needed

Board approved: Page 1 of 3 Ratification: (.Pending ACT N ACOE ratification) 8


12. Follow current research and incorporate research into staff development and professional learning

13. Participate in professional learning opportunities

14. Attend meetings and act as liaison with district, county, and state groups

15. Facilitate committee work related to content area

16. Coordinate and support special events, competitions, and extra-curricular activities

17. Support and coordinate the implementation of initiatives and pilot programs

18. Support compliance with federal and state regulations, guidelines, and laws

19. Prepare reports as needed

20. Other duties as needed

SELECTION PROCESS AND TERM

• The TOSA selection process will be in accordance with Article 11.

• A TOSA will serve a four (4) year term with the option of applying for an additional four-year term after returning to a classroom teaching assignment for one year.

• At the end of each school year the ACUSD/ACOE or the employee may choose to terminate the special assignment.

• A TOSA may return to his/her original site with-in one (1) year of service.

• After serving two (2) or more years, a member may be placed on the voluntary transfer list in the spring.

ESSENTIAL ABILITIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Board approved: Page 2 of 3 Ratification: (pending ACT N A COE ratification)


WORKING CONDITIONS:

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl.

• The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus .

MINIMUM QUALIFICATIONS:

• Valid California credential authorizing service in grade levels and areas assigned • Bachelor's degree; Master' s degree desired • Successful teaching experience totaling at least five years is preferred. Experience

planning and presenting to larger groups recommended.

PAY RANGE Certificated Salary 183 Day Schedule

Board approved: Page 3 of 3 Ratification: (pending ACT N ACOE ratification)

10

WARRANTS

Warrant# Description District Date Amount 60038087 AIR FILTERSUPPL Y INC 40 4/3/2017 2,036.53 60038088 ALHAMBRA 40 4/3/2017 20.18 60038089 ALLSIERRAROOFCO INC 40 4/3/2017 6,761.00 60038090 AMERICAN EAGLE ENTERPRISES 40 4/3/2017 3,870.00 60038091 AUS WEST LOCKBOX 40 4/3/2017 431.04 60038092 COLE SUPPLY COMP ANY INC. 40 4/3/2017 246.98 60038093 CONSOLIDATED ELECTRICAL DI 40 4/3/2017 1,418.41 60038094 FERGUSON ENTERPRISES INC # 40 4/3/2017 253.61 60038095 GLASS DOCTOR 40 4/3/2017 205.61 60038096 GUYS SAW CENTER 40 4/3/2017 75.55 60038097 HASTIE'S CAPITOL SAND & GR 40 4/3/2017 3,523.45 60038098 JACKSON PAINT SPOT 40 4/3/2017 342.14 60038099 KELLY-MOORE PAINT CO INC 40 4/3/2017 386.28 60038100 JACKSON ACE HARDWARE & GAR 40 4/3/2017 4.85 60038101 LOWE'S 40 4/3/2017 1,845.45 60038102 MCCARLEY CONSULTING 40 4/3/2017 383.36 60038103 MEEK'S LUMBER & HARDWARE 40 4/3/2017 1,768.32 60038104 NORMACINC. 40 4/3/2017 1,338.64 60038105 PIONEER ACE HARDWARE 40 4/3/2017 68.50 60038106 RIEBES AUTO PARTS 40 4/3/2017 47.04 60038107 RJINC 40 4/3/2017 4,870.00 60038108 SAC VAL JANITORIAL SUPPLY 40 4/3/2017 5,203.60 60038109 SHORT CIRCUIT ELECTRIC CO 40 4/3/2017 2,300.00 60038110 SIGNAL SERVICE INC 40 4/3/2017 252.71 60038111 SLAKEY BROTHERS 40 4/3/2017 99.72 60038112 SOUND AND SIGNAL INC 40 4/3/2017 437.50 60038113 SUNBELT RENTALS 40 4/3/2017 626.70 60038114 SUPPL YWORKS 40 4/3/2017 3,267.34 60038115 SWEET PEA SEPTIC 40 4/3/2017 1,370.00 60038116 VALLEY ATHLETICS 40 4/3/2017 1,152.00 60038117 VOX NETWORK SOLUTIONS INC. 40 4/3/2017 86.00 60038118 YAN-MAR COMMUNICATIONS 40 4/3/2017 6,793.85 60038119 YAN-MAR COMMUNICATIONS 40 4/3/2017 1,125.49 60038120 A-Z BUS SALES 40 4/3/2017 742.99 60038121 ALHAMBRA 40 4/3/2017 107.60 60038122 AUS WEST LOCKBOX 40 4/3/2017 210.01 60038123 CREATIVE BUS SALES 40 4/3/2017 227.03 60038124 DIESEL EMISSIONS SERVICE 40 4/3/2017 187.76 60038125 GIBSON'S GARAGE 40 4/3/2017 1,013.20 60038126 KIMBALL MIDWEST 40 4/3/2017 17.14 60038127 NORCAL KENWORTH 40 4/3/2017 593.55 60038128 PERSEUS ASSOCIATES LLC 40 4/3/2017 300.00 60038129 RELIABLE TIRE 40 4/3/2017 2,060.67 60038130 RIEBES AUTO PARTS 40 4/3/2017 1,520.66

v (

60038131 SULLIVAN CHIROPRACTIC CENT 40 4/3/2017 190.00 60038132 BIG TRAY 40 4/3/2017 509.63 60038133 GOLD STAR FOODS 40 4/3/2017 4,770.68 60038134 HUNT & SONS INC 40 4/3/2017 126.00 60038135 NOBLE INDUSTRIAL SUPPLY CO 40 4/3/2017 677.47 60038136 SUPPL YWORKS 40 4/3/2017 1,402.42 60038137 TRINITY FRESH DISTRIBUTION 40 4/3/2017 3,477.55 60038138 DEPARTMENT OF JUSTICE 40 4/3/2017 969.00 60038139 SCHOOL SPECIALTY INC 40 4/3/2017 182.09 60038140 SIGNAL SERVICE INC 40 4/3/2017 12,860.25 60038141 SOUTHWEST SCHOOL & OFFICE 40 4/3/2017 1,499.15 60038142 SPICERS PAPER INC. 40 4/3/2017 70.98 60038143 STANDARD STATIONERY SUPPLY 40 4/3/2017 31.56 60038144 TIM'S BAND INSTRUMENT SERV 40 4/3/2017 2,006.01 60038145 TUOLUMNE JP A 40 4/3/2017 59,748.00 60038146 WOODWIND AND BRASSWIND 40 4/3/2017 107.70 60038147 ALHAMBRA 40 4/3/2017 215.60 60038148 ALP- AMADOR LEDGER PRINT 40 4/3/2017 65.73 60038149 CDW GOVERNMENT INC 40 4/3/2017 13,133.84 60038150 DIVCONINC 40 4/3/2017 26,466.00 60038151 EL DORADO COUNTY OFFICE OF 40 4/3/2017 75.00 60038152 FLORA FRESH 40 4/3/2017 102.36 60038153 FOLLETT SCHOOL SOLUTIONS I 40 4/3/2017 99.96 60038154 GENERAL BINDING CORPORATIO 40 4/3/2017 86.57 60038155 HEINEMANN 40 4/3/2017 312.92 60038156 ILLUMINATE EDUCATION INC. 40 4/3/2017 1,500.00 60038157 LAKESHORE LEARNING MATERIA 40 4/3/2017 1,235.93 60038158 LIBRARY STORE INC 40 4/3/2017 102.77 60038159 MAIN STREET TECHNOLOGIES 40 4/3/2017 95.90 60038160 MAR CAL 40 4/3/2017 1,398.97 60038161 MCGRAW-HILL 40 4/3/2017 1,458.54 60038162 MERZLAK SIGNS 40 4/3/2017 291.60 60038163 OFFICE DEPOT 40 4/3/2017 907.76 60038164 ALHAMBRA 40 4/3/2017 68.20 60038165 AMERICAN RIVER BANK/PETTY 40 4/3/2017 125.59 60038166 CALIFORINA FCCLA 40 4/3/2017 989.56 60038167 CONTINENTAL ATHLETIC SUPPL 40 4/3/2017 10,306.42 60038168 FAGEN FRIEDMAN & FULFROST 40 4/3/2017 577.50 60038169 JB'SAWARDS 40 4/3/2017 188.42 60038170 SAN JOAQUIN SCHOOL SERVICE 40 4/3/2017 3,863.00 60038171 SISC II 40 4/3/2017 1,000.00 60038172 SOUND EXTREME PRODUCTIONS 40 4/3/2017 1,490.00 60038173 DELL MARKETING LP 40 4/3/2017 2,239.70 60038174 SCHOOL SPECIALTY INC 40 4/3/2017 26.76 60038175 GAMETIME INC 40 4/3/2017 52,643.56 60038176 AMADOR CO USO CLEARING ACC 40 4/3/2017 31,800.43 60038177 AMADOR CO USO CLEARING ACC 40 4/3/2017 30.68 60038178 AT&T 40 4/3/2017 171.33

12.

60038179 CITY OF PLYMOUTH 40 4/3/2017 1,032.13 60038180 PG&E 40 4/3/2017 14,763.53 60038181 WATER AGENCY 40 4/3/2017 461.15 60038182 AVID 40 4/3/2017 99.00 60038183 BERGSON, ROSEMARY 40 4/3/2017 209.00 60038184 BIANCHI, CHRISTINA 40 4/3/2017 313.00 60038185 GALVEZ, HEIDI 40 4/3/2017 252.00 60038186 JENTZEN, JEANNETTE 40 4/3/2017 15.95 60038187 KNITTEL, THEODORE 40 4/3/2017 209.63 60038188 LOWERY, TINA 40 4/3/2017 9.10 60038189 MILLER, BONNIE 40 4/3/2017 227.00 60038190 PINGREE, MICHAEL 40 4/3/2017 487.88 60038191 SCHAAP, JOHN 40 4/3/2017 19.26 60038192 WAGNER JR,FRANK 40 4/3/2017 176.22 60038193 WALL,KAREN M 40 4/3/2017 64.00 60038194 PINGREE, MICHAEL 40 4/3/2017 80.00 60038233 ASCD CONFERENCE REGISTRATI 40 4/7/2017 457.60 60038234 CALIFORNIA WELDING SUPPLY 40 4/7/2017 18.48 60038235 CDW GOVERNMENT INC 40 4/7/2017 260.28 60038236 CLAS STECH 40 4/7/2017 3,952.48 60038237 DEMCOINC. 40 4/7/2017 265.51 60038238 MARKERBOARDPEOPLE 40 4/7/2017 1,146.90 60038239 NATIONAL SCHOOL SUPPLY 40 4/7/2017 92.10 60038240 READING MATTERS INC 40 4/7/2017 110.00 60038241 REALLY GOOD STUFF 40 4/7/2017 1,453.83 60038242 SOUTHWEST SCHOOL & OFFICE 40 4/7/2017 1,183.98 60038243 STANDARD STATIONERY SUPPLY 40 4/7/2017 157.08 60038244 STENHOUSE PUBLISHERS 40 4/7/2017 186.00 60038245 US GAMES 40 4/7/2017 360.82 60038246 AMERICAN RIVER BANK/PETTY 40 4/7/2017 104.64 60038247 AMERICAN RIVER BANK/PETTY 40 4/7/2017 97.00 60038248 BUSINESS OFFICE SYSTEMS 40 4/7/2017 145.00 60038249 DUDE SOLUTIONS INC 40 4/7/2017 4,065.08 60038250 HIGHWAY HOUSE RESTAURANT 40 4/7/2017 471.73 60038251 SCHULZE, SCOTT 40 4/7/2017 415.00 60038252 UPS 40 4/7/2017 71.40 60038253 SIL VER CREEK INDUSTRIES IN 40 4/7/2017 3,690.27 60038254 WESLYN CONSTRUCTION 40 4/7/2017 18,850.00 60038255 CAL NEVA SLUSH CO. 40 4/7/2017 417.50 60038256 DANIELSEN CO 40 4/7/2017 13,827.20 60038257 GOLD STAR FOODS 40 4/7/2017 3,914.74 60038258 SYSCO FOOD SERV.OF CENTRAL 40 4/7/2017 1,961.63 60038259 AT&T 40 4/7/2017 21 ,022.57 60038260 CITY OF JACKSON 40 4/7/2017 2,854.33 60038261 PG&E 40 4/7/2017 18,886.66 60038262 VOLCANO TELEPHONE 40 4/7/2017 1,050.86 60038263 ACSA REGION VII 40 4/7/2017 350.00 60038264 ARMSTRONG, MARK 40 4/7/2017 18.80

;3

60038265 AVID 40 4/7/2017 99.00 60038266 BURNS, JOHN 40 4/7/2017 43.34

60038267 DeLeo, JANET 40 4/7/2017 188.35 60038268 GREITEN, SABRINA 40 4/7/2017 52.18

60038269 HANSEN, MICHELLE 40 4/7/2017 167.46 60038270 IMMER, STEVEN 40 4/7/2017 20.87 60038271 KLEMENT, SINEAD 40 417/2017 625.32 60038272 LINDSTEDT, ARLEEN 40 417/2017 321.00 60038273 MORENO, SAMUEL 40 4/7/2017 54.57 60038274 NORRIS, BRANDIE 40 4/7/2017 15.93 60038275 PINGREE, MICHAEL 40 4/7/2017 296.29 60038276 RAGUSANO,NICHOLAS A 40 4/7/2017 39.43 60038277 CASE,MELISSA E 40 4/7/2017 57.78 60038278 WAGNER JR,FRANK 40 4/7/2017 86.67

60038279 WATSON, BREIT D. 40 4/7/2017 944.62 60038280 ALLEYN, NICOLE 40 417/2017 2.73 60038281 EV ANS, JULIE 40 417/2017 12.73 60038282 AMERICAN RIVER BANK/PETTY 40 417/2017 35.13 60038283 AMERICAN RNER BANK/PETTY 40 4/7/2017 32.16 60038284 AMERICAN RNER BANK/PETTY 40 417/2017 35.44 60038285 AMERICAN RIVER BANK/PETTY 40 4/7/2017 81.88 60038286 COST LESS FOOD CO. 40 4/7/2017 1,613.71 60038287 EL DORADO COUNTY OFFICE OF 40 4/7/2017 12,595.00 60038288 MANDESON, JULIA 40 4/7/2017 715.18 60038289 SA VE MART SUPERMARKET 40 4/7/2017 286.49 60038290 SCHULZE, SCOTI 40 4/7/2017 300.00 60038291 ' AUS WEST LOCKBOX 40 4/7/2017 69.41 60038292 FTI DIESEL ELECTRIC LLC 40 4/7/2017 620.53 60038293 RIEBES AUTO PARTS 40 4/7/2017 156.79 60038294 SUTTER MEDICAL FOUNDATION- 40 417/2017 590.00 60038295 TEAMTALK NETWORKS LLC 40 4/7/2017 1,606.04 60038296 CVT-CALIFORNIA'S VALUED TR 40 4/7/2017 373,580.10 60038297 CVT-CALIFORNIA'S VALUED TR 40 4/7/2017 1,076.77

817,992.77 If there are any questions regarding any of the payments, please contact

;a [.;~)~l J\Mi\DOQ COlJN11Y 'l->UBLlC 8Cli00L8

OVERNIGHT FIELDT;;·-;;QUE~T FORM) ·

For the Board Meeting Dated: I • • ~ .

S'h I l : •· ' c 00 : . __ _)__·.Lt '..:... -+:-1,...:..' _;_' ..i.t. ~] __________ ·-· I

Date of Request: _; ~- · --··-·

Depanure Dale: Return Dale: 1'- • y'. ·.

Departure 1Yme: Return Time: J- .' ... 1_ .. ·-· ---·-

/ Destination of Trip (location and City): _l_( ,. , .;'·t-r:~·-----· - - --

Purpose a/Trip: --1.:i~L· · .r_,::_:(;;..L.LL~J..1--·· _ .... -·--····· __ ---N ,rs · O · · · ..J ame OJ iJOnsormg rgamzatwn: _______ ,__l_lJ_L-1_. ___ ....... -·· ... --·--- ______ _

Source{s) of Funds for Trip: ____ El:rd.(1 ... b.ui.T-·-· _ .------- -----------·-·. Name ofFieldtrip Directorllnstntcwr: _ _ (-( ;.:;.: _[[t_J]i.1.:...-!'..: · ~- __ _

Number of Studems: _____ J_f_' --·-·--··-·· Grade Level: / r - t ) __ ..u.,_ --·-·

Number of Chaperones: ·------------- . -

Names of Chaperones: --l..:c.l':1 ·--rt u..2~1.2..·_}_ .. .:. •. ____ _;__,J ... _r ,,_· ·-~-'-.-:--.!...------·-

Mode of Travel (circle one): School 81,s _ ... __ Clw rier ./J Ii s Van Plane n·aifl

,,,.. - ..... ' ' Name and Address of Overnight Accommodations:

.. ... - . L----- - - -----· -----

I . , , --·-W------·-·-·~·· HO ·-·- _;__. ~ ....._ ~ ---· - . ··~--- . ---· . ------·· ...

I .. ,,.. I -··-1 , lnstrucwr 's Signawre: ··--~':... _. --·~ .....: • __ _ _

Site Administrator: _J~-C_,~- -:.~LL_J.:{-:.\. .( · .\ ·- .. }- - ,~

(j

Date. · : , -------- --Date: } - _l·L.-- / f-

• NOTE: This form needs to be submitted 10 the Superintenoent '); Ofllcl! at least I wec:k pnor to the scheduled iloard mccring before the pla1meJ tnp.

10121-01 ;cs

15

(OVERNIGHT FIELD TRIP REQUEST FORM ) '4 : "'.":::-- "";:; "';;, ·: :;;;;:;;: .. ... ,:;- : - :'"" --·

For the Board Meeting Dated: --'t.....,__,/% ................. ~/__..~..._£?,=--<-f_.7.__

School: Date of Request: tf-{ l J.. f i 1--

Departure Date: Return Date: 4 / 3 D { l 3= Departure Time: Return Time: B ·.DO f (Y\

Destination of Tr.ip (Location and City): {) l d a aJ_ Ra.nc..h , s~SD Old. Oa.L fu ch Rd. 6-0riore<., QA qs-:,r-ro

Purpose of Trip: C!.sR..'8' Le.ade.rsh, p Q..a_,m'{? Name of Sponsoring Organiza;ion: LOYvl b I ru.A Serv i a Cl.u..bs

S o-i..; · L J ~ rH • ·b ~ c. &o~ l f D~ Source(s) of Funds for Trip: 01---c f" m.1-s.,.- f ~ -~ .:Tudg;.1:)1 J CA- 0,Sf.p~

Name of Fieldtrip Director/Instructor: ~nil_~ c..~ - A olui s.o r rvw .. r c 'J'n(U) -SChil5'( A-d v 1sor

Number of Students: Grade Level: °l - i ~ Number of Chaperones:

Chaner Bus Plane Train

Private Vehicle (Insurance onfile: Yes No)

Volunteer Driver Form Completed (required): __ yes __ yet to be filed

Name and Address of Overnight Accommodations: Old fulL. ~ch Sr>nora CA 531D

Instructor's Signature:

Site Administrator:

•NOTE: This fonn needs to be submitted to the Superintendent's Office at least l week prior to the scheduled Board meeting before the planned trip.

9/22/03:es

Amador County Public Schools X District County


AGENDA ITEM #: l 4 u \ Motion: ------ - ------Second: - ------Vote:

SUBJECT: Day of the Teacher Resolution No. 2016/2017-28

BACKGROUND INFORMATION: California ' s Day of the Teacher has its roots in the community and is patterned after the celebration of the traditional "El Dia del Maestro", which is observed in Mexico and Latin America countries. The Day of the Teacher arose out of legislation co-sponsored by the California Teachers Association (CTA) and the Association of Mexican American Educators in 1982. Since then, this event honors the instructional excellences in our public schools, community colleges, and universities, and is annually recognized by Amador County Unified School District.

FISCAL IMPLICATIONS: There is no fiscal impact.

RECOMMENDATION: Superintendent Slavensky recommends approval by the Board of Trustees.

PRESENTED BY: David Vicari, Executive Director of Personnel & Employee Relations

VJ

BEFORE THE BOARD OF TRUSTEES OF AMADOR COUNTY UNIFIED SCHOOL DISTRICT COUNTY OF AMADOR, STATE OF CALIFORNIA

RESOLUTION NO. 2016/2017-28 DAY OF THE TEACHER

WHEREAS, California teachers have advocated for and currently provide the public education all students deserve; and

WHEREAS, California teachers have long set the bar for innovation and creativity in their classrooms; and

WHEREAS, by nature California teachers are proven leaders in bringing inventive practices and creativity into their classrooms every day; and

WHEREAS, California teachers can't help but be influenced by the innovative, stimulating and creative atmosphere that surrounds them; and

WHEREAS, California teachers continually look to enhance Science, Technology, Engineering, and Mathematics (STEM) programs in their schools; and

WHEREAS, California has produced the thinkers, the scientists, the inventors, the technicians, and the engineers that have led our state to become the eighth largest economy in the world; and

WHEREAS, California owes much of its success to its public schools, colleges and universities that produce the scholars, thinkers, and educated workforce; and

WHEREAS, California teachers, like their well-educated professional counterparts, continue to add to their own education by completing advanced degrees, coursework and professional development throughout their careers; and

WHEREAS, it is well-known that California has led the country and the world in its contributions to innovative school improvement; and

WHEREAS, California teachers strive to create an educational community that is inquiry based, collaborative, and promotes creative thinking by providing teachers with the freedom and support to be great; and

WHEREAS, this endeavor is itself an innovative approach that is changing school climate and culture where it is being practiced; and

- 1 -IB

WHEREAS, the theme of the 36th annual California Day of the Teacher on May 10 is California Teachers: Advocates for the public education all our students deserve

NOW, THEREFORE, the Board of Trustees of the Amador County Unified School District do hereby proclaim Wednesday May 10, 2017, as DAY OF THE TEACHER and urge all citizens to observe this day by taking time to remember and honor those who give the gift of knowledge through teaching.

PASSED AND ADOPTED by the following vote of the members of the Board of Trustees of the Amador County Unified School District of the County of Amador, State of California, this 26th day of April 2017.

Bob Laurent, President Aye

Kandi Thompson, Clerk Aye

Rose Oneto, Member Aye

Susan Ross, Member Aye

Janet White, Member Aye

ST A TE OF CALIFORNIA

COUNTY OF AMADOR

) ) )

Nay

Nay

Nay

Nay

Nay

CERTIFICATION

SS .

I certify the above is a true copy of a resolution adopted by the Board of Trustees of the Amador County Unified School District at a meeting held on April 26, 2017.

DATED: April 26, 2017

BOARD OF TRUSTEES OF THE AMADOR COUNTY UNIFIED SCHOOL DISTRICT, COUNTY OF AMADOR, ST ATE OF CALIFORNIA

BY: Amy L. Slavensky, Ph.D., Superintendent of Schools

- 2 -

r:,

Amador County Public Schools District County

AGENDAITEM#:~14~.2~~~- Motion: -------Second: -------Vote:

SUBJECT: Grades K-6 English Language Arts (ELA) Textbook Adoption - Discussion

BACKGROUND INFORMATION: In March 2016, Amador County Public Schools began the adoption process of investigating three State Board of Education approved ELA curricula (National Geographic 's Reach for Reading, Houghton Mifflin'slourneys, McGraw Hill's Wonders). Volunteer elementary teachers chose to pilot one of the three curricula. In November 2016, volunteer teachers began piloting a fourth State Board of Education approved ELA curriculum, Benchmark's Advanced. During ELA pilot professional development sessions, Dr. Adria Klein provided pilot teachers foundational knowledge on the Common Core State Standards, the related Instructional Shifts and Anchor Standards. ELA pilot teachers worked together to develop an ELA adoption analysis tool to assist teachers in evaluating all four ELA curricula choices.

On February 21, 2017, all pilot teachers convened to collaborate with the help of facilitator, Juliann Wolney, who guided discussion about the ELA Framework, Balanced Literacy and the Gradual Release of Responsibility Model. Subsequent collaboration meetings were held on March 21 and March 28, 2017. Throughout this ELA adoption process, teachers were encouraged to pilot more than one ELA curricula and to work with colleagues in collaborative teams to learn about multiple curricula options.

On April 20,. 2017, ELA pilot teachers used an anonymous, democratic process to vote on their preferred ELA curriculum resources. Based on the ELA pilot committee vote, the following adoption choice is recommended for Board of Trustee approval: Benchmark' sAdvanced.

FISCAL IMPLICATIONS: Not to exceed $800,000 funded by LCFF Base.

RECOMMENDATION: The Superintendent recommends discussion of the pilot committees' recommendation for the K-6 English Language Arts adoption. Action to approve the recommendation is scheduled for the May 10, 2017 Board of Trustees meeting.

PRESENTED BY: Sabrina Greiten, Assistant Superintendent of Curriculum, Instruction, and Staff Development

1.0


AGENDA ITEM#: -~l 4-_.3_ Motion: -------Second: -------Vote:

SUBJECT: Memorandum of Understanding (MOU) with Sacramento County Office of Education

BACKGROUND INFORMATION: Sacramento County Office of Education (SCOE) administers and supports a variety of professional development offerings, including support and development of Career Technology Education (CTE) and Adult Education (AE). As the district moves toward implementation of both CTE and AE grants, more extensive professional development has become necessary. This short-term SCOE development support will focus on pathway implementation, building regional partnerships and developing word-based opportunities. This MOU will authorize SCOE to provide ten days of onsite professional development and support services to our administrators, lead teachers, and counselors on the following tentative dates: May 1, 2, 3, 4, and 5, 2017 - May 8, 9, 10, 11, and 12, 2017.

FISCAL IMPLICATIONS: Services not to exceed $3,300.00 Funding Sources: Adult Education (50%), Career Technical Education (25%), Title II (25%)

RECOMMENDATION: The Superintendent recommends approval of the MOU between the Sacramento County Office of Education and the Amador County Unified School District in order to support the CTE/AE multiyear plan.


21

MEMORANDUM OF UNDERSTANDING BETWEEN

SACRAMENTO COUNTY OFFICE OF EDUCATION AND AMADOR COUNTY UNIFIED SCHOOL DISTRICT

ADULT EDUCATION-CAREER TECHNICAL EDUCATION SUPPORT

This Memorandum of Understanding (MOU) is entered into between the Sacramento County Office of Education hereinafter referred to as SCOE and Amador County Office of Education, hereinafter referred to as ACUSD, dated March 31, 2017, for reference purposes only.

RECITALS

WHEREAS, SCOE offers expertise in coaching for Adult Education-Career Technical Education (CTE) programs, and;

WHEREAS, ACUSD has elected to hire one of SCOE's consulting partners to coach its Adult Education-CTE coordinators;

NOW, THEREFORE, the parties enter into this MOU in order to detail the support that will be supplied to the Adult Education coordinators, and agree as follows:

GENERAL PROVISIONS

A. Agreement. The parties agree to implement the following measures to provide support to ACUSD' s Adult Education coordinators.

1. SCOE shall: o provide technical assistance on implementation issues with CTE pathway

development; o Provide resources for professional development for CTE instructional staff; o Assist in guiding leadership staff in developing relationships with regional

business and industry partners; o Assist leadership team in developing work based learning opportunities for

adult learners; o Assist in developing instructional facilities and services utilized by adult

learners.

B. Fiscal. Services not to exceed $3,300.00.

C. Term. This MOU is entered into and effective from May 1, 2017 through June 30, 2017. Specific training dates listed below and may be subject to change due to unforeseen circumstances:

a. May 1, 2, 3, 4, and 5, 2017;

b. May 8, 9, 10, 11, and 12, 2017.

D. Termination of the Agreement. Any party may terminate this MOU at any time by giving 60 days prior written notice to the other parties. In the event of a material breach of this MOU, an aggrieved party may terminate this MOU by giving 30 days prior written notice of

1

termination to the other parties.

This MOU is contingent upon SCOE's receipt of funding from CDE, and may be terminated or modified immediately upon SCOE's notification that CDE intends to reduce or eliminate such funding.

E. Modification. This MOU constitutes the entire agreement and understanding of the parties. All prior understandings, terms or conditions are deemed merged into this MOU. Any changes to this MOU must be agreed to in writing by all parties. Should changes in legislation or the State budget occur that necessitate revision of this MOU, the parties shall meet to revise accordingly.

F. Ownership of Materials. Any and all products developed pursuant to this agreement are the

exclusive property of SCOE. District, its employees, staff, and subcontractors shall not have

the right to disseminate, market, or otherwise use the products without the expressed written

permission of SCOE. SCOE shall have the authority to adapt and adopt materials developed

by this agreement for dissemination purposes.

G. Confidentiality. Each party shall be responsible for maintaining the confidentiality of

employee and student data to the extent required by law. If either party fails to comply with

this requirement it shall hold the non-offending party harmless and indemnify that party for

the breach of confidentiality.

H. Notice: Any notices required to be given by the MOU or by law shall be in writing. They

shall be served either personally, by mail, or email.

Any notice to ACUSD may be given at the following address;

Amador County Unified School District 217 Rex A venue

Jackson, CA 95642

Attn: Sabrina Greiten, Assistant Superintendent

Email: [email protected]. us

Any notice to SCOE shall be sent to the following address:

Sacramento County Office of Education P.O. Box 269003 Sacramento, CA 95826-9003 Attn: Matt Perry, Assistant Superintendent Email: [email protected]

I. Indemnification. Each party agrees to defend, indemnify, and hold harmless each of the

other parties (including a party's directors, agents, officers and employees), from any claim,

action, or proceeding arising from any actual or alleged acts or omissions of the

2

indemnifying party, its director, agents, officers, or employees arising from the indemnifying party's duties and obligations described in this agreement or imposed by law.

It is the intention of the parties that this section imposes on each party responsibility to the others for the acts and omissions of their respective officials, employees, representatives, agents, subcontractors and volunteers, and that the provisions of comparative fault shall apply. This provision shall survive the termination of this agreement for any claim related to this agreement.

J. Independent Agents. This MOU is by and between independent agents, and is not intended to and shall not be construed to create the relationship of agent, servant, employee, partnership, joint venture and/or association between the independent agents.

K. Nondiscrimination. Any service provided by the parties pursuant to this Agreement shall be without discrimination based on the actual or perceived race, religious creed, color, national origin, nationality, ethnicity, ethnic group identification, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, gender, gender identity, gender expression, sex, or sexual orientation, in accordance with all applicable Federal and State laws and regulations.

L. Insurance. All parties shall maintain in full force Commercial Liability Insurance with limits

of no less than $1,000,000 per occurrence. Such requirement may be satisfied by coverage through a joint powers authority. Evidence of insurance coverage shall be furnished upon

request by a party to this agreement.

M. Execution of Agreement. This Agreement may be executed in one or more counterparts, each of which shall be deemed an original, but all of which together shall constitute one and

the same instrument. Photographic copies of such signed counterparts may be used in lieu of the originals for any purpose.

The undersigned represent that they are authorized representatives of the parties and hereby execute this MOU:

SIGNATURES

Sabrina Greiten, Assistant Superintendent Date

Matt Perry, Assistant Superintendent Date

3


AGENDA ITEM #: Motion: ------ -------Second: -------Vote:

SUBJECT: Contract with Teachers' College of Columbia University

BACKGROUND INFORMATION: The Teachers College Reading and Writing Project (TCRWP) is designed to help young people become avid and skilled readers, writers, and inquirers. TCRWP accomplishes this goal through research, curriculum development, and working with students, teachers, and school leaders. The organization has developed state-of-the-art tools and methods for teaching reading and writing, using performance assessments and learning progressions to accelerate progress, and for literacyrich content-area instruction. Thousands of teachers regard the TCRWP as a continual source of professional renewal and education.

This professional development will support 50 primary and upper grade teachers with tools and methods for teaching reading and writing, administering meaningful assessments and improve literacy at the elementary level.

FISCAL IMPLICATIONS: $21,000 for 4 on-site days with a primary staff developer and 4 on-site days with an upper grade staff developer during the months of July/August 2017, and funded by Title II (50%); Title 1 (50%).

RECOMMENDATION: The Superintendent recommends approval of the Teachers College Reading and Writing Project professional development contract for primary and upper grade teacher professional development.


Amador County Unified School District 217 Rex Avenue, Jackson, CA 95642 209-257-5353 - FAX 209-257-5360

The Reading and Writing Project Network, LLC 18 Pelham Lane

Ridgefield, Connecticut 06877 Home Grown Summer Writing Institute

Consulting Service: Professional Development including all travel expenses.

Terms of Contract: July 31 - August 3, 2017

Fees: $21,600 including: 4 on site days with Primary Staff Developer 4 on site days with Upper Grade Staff Developer

Signature

Lucy McCormick Calkins Founding Director

Date Signature

Dr. Amy L. Salvensky Superintendent

Date

Reading and Writing Project Network Amador County Unified School District

April 6, 2017

Amy Slavensky Amador County USD 217 Rex Ave. Jackson, CA 95642

Dear Amy,

This letter describes Summer 2017 contract between the Reading and Writing Project Network and Amador County USD for professional development services to be rendered by the Network to the district. The specific arrangements outlined here were developed over the past weeks through conversations between Reading & Writing Project Network staff and district personnel.

Your district has agreed to purchase services totaling $21,600. These services include:

Home Grown Summer Writing Institute GradesK-5

July 31-August 3, 2017 1. Professional Development and Site based coaching as detailed:

• 4 On site days with a Primary Staff Developer

• 4 On site days with an Upper Grade Staff Developer

** All travel expenses are included in the above fees. **

TOTAL

#

4 4

Cost

$2,700 $2,700

**Please review the contract attachment for important information regarding your institute.

Subtotal

$10,BOO $10,800

$21,600

**Please know if you are not able to fill the sections, we don't allow partnering school districts to take extra spots.

**Please be advised that we must have this contract back and signed no later than May 5. 2017 or we will not be able to reserve the presenters to work with your district.

Payment We send our billing statements on a monthly basis, and will expect payment within 6 weeks of being invoiced. After 8 weeks, a 10% late fee will be added to your invoice.

Audio and Video Recording Making recordings of any portion of this conference is unlawful and violates the rights of RWPN and the presenters. RWPN reserves all rights to bring legal action against any individuals believed to have engaged in unlawful recording, copying, sharing, or posting and/or any other violation of law, including without limitations copyright and privacy laws.

Cancellations Once you sign thjs con~ract, we will reserve time to work with you. If, at a later date, budgetary or other constraints make it necessary for you to rescind on this agreement then;

• You will be charged for any non-refundable expenses.

~ We will work together to reschedule the visit if it is at all possible.

1> If a rescheduled visit is not possible, there will be a 50% charge on any dates for which we have more than one month's notice and a 75% charge for any cancellations with less than one month' s notice.

• If the cancellation occurs after the staff development consultant has departed for the scheduled visit due to a "force majeure" (such as, but not limited to a public emergency or calamity ie: snowstorm, blizzard, war, strike, fire), there will be a 50% fee for the scheduled visit to compensate the staff development consultant for the loss of work.

We assume that you share our commitment to making this work productive so that it makes a difference in your schools. If we determine the constraints· are such that we are unable to provide a high level of teacher education, we reserve the right to cancel further work in your schools. In such case, we will be available for discussion; however, the situation will have to be remedied to our mutual satisfaction in order for us to continue the work.

If the information in this letter is correct, please sign this letter and return it to Kathy Neville. If there is a iliscrepancy between the specific details in this letter and your understanding of our agreement please email Kathleen Neville at: [email protected] or call 917-484-1482.

To help you prepare accurate purchase orders, please note that payment should be made to:

The Reading and Writing Project Network, LLC 18 Pelham Lane Ridgefield, Connecticut 06877 (EIN 30-0017231)

**1099 form is not necessary for an "S" corporation

We look forward to working together this summer.

Sincerely,

C., (l /..__-.£,,,..._ Lucy McCormick Calkins Founding D irector

Copy to Kathy Neville

Reading and Writing Project Network Contract This Agreement dated on this __ day of _ ____ by and between Amador County USD and the Reading and Writing Project Network.

The parties hereby agree to the terms, provisions and conditions of this agreement as stated:

Date

Amador County Public Schools X District D County


~ i · ,..--r _, i --.. AGENDA ITEM #: ~-t ' v

----~-Motion: -------Second: -------Vote:

SUBJECT: Ione Junior High School Field Renovation Bid Authorization

BACKGROUND INFORMATION: The Board has previously approved repairing the stadium fields at Amador and Argonaut High Schools. There are currently limited fields, other than the stadiums, for practice and game events.

CURRENT CONSIDERATIONS: Renovating the Ione Junior High School stadium field will provide an additional field for team practice or game events.

FISCAL IMPLICATIONS: It is anticipated that the renovation will exceed the $15,000 bid limit for a public works projects. The cost for the site work sod installation will be paid with Developer Fee funds. The current estimate for the field repair is $35,000.

RECOMMENDATION: Superintendent Slavensky recommends that the Board authorize the bid announcement to comply with BP 3311 and state bidding laws for public works projects.

PRESENTED BY: Tim Zearley, Assistant Superintendent, Business Services

Amador County Public Schools X District D County


AGENDA ITEM#: I .:.~ ' i/'· ------'---"'--

Motion: -------Second: -------Vote:

SUBJECT: Resolution Excluding Ground Mounted Photovoltaic Panel Project from Review by the Division of the State Architect - Resolution 2016/2017-27

BACKGROUND INFORMATION: The Board has previously entered into a contract with OpTerra Energy Services for the construction of solar photovoltaic panel structures at Argonaut High School.

CURRENT CONSIDERATIONS: The Division of the State Architect (DSA) issued a revised Interpretation of Regulations (IR) 16-8, which addressed, in part, under what circumstances a solar photovoltaic project could be excluded from DSA review, and this resolution has been drafted to comply with IR 16-8.

FISCAL IMPLICATIONS: NIA

RECOMMENDATION: Superintendent Slavensky recommends that the Board approve the resolution excluding the new ground mounted photovoltaic panel project at Argonaut High School from review by the Division of the State Architect.

PRESENTED BY: Tim Zearley, Assistant Superintendent, Business Services

30 '-

BEFORE THE GOVERNING BOARD OF TRUSTEES OF THE AMADOR COUNTY UNIFIED SCHOOL DISTRICT

AMADOR COUNTY, CALIFORNIA

RESOLUTION NO. ;, ·; U .. / · / ; t 1 i -c? 7 J

- ------------ - - ------RESOLUTION EXCLUDING NEW GROUND MOUNTED PHOTOVOLTAIC PANEL

PROJECT FROM REVIEW BY THE DIVISION OF THE STATE ARCHITECT

WHEREAS, on October 26, 2016, the Board of Trustees ("Board") of Amador County Unified School District ("District") entered into a contract with OpTerra Energy Services, Inc. ("Contractor") for the construction of solar photovoltaic panel structures ("Project") at the District' s Argonaut High School located at 501 Argonaut Lane, Jackson, California ("Subject Site");

WHEREAS, on October 16, 2012, the Division of the State Architect ("DSA") issued a revised Interpretation of Regulations ("IR") 16-8, which addressed, in part, under what circumstances a solar photovoltaic project could be excluded from DSA review, and this resolution has been drafted to comply with IR 16-8;

WHEREAS, it is the Board's intent that the Project at the Subject Site shall not be used for instructional purposes, that no pupils or teachers or the public will be permitted to use or enter the fenced enclosure for such Projects or be subject to a hazard resulting from their collapse, and there is no reasonable availability to or usage by persons with disabilities.

NOW, THEREFORE, based upon the above recitals, the Board hereby finds, determines and directs as follows:

1. The foregoing recitals are adopted as true and correct.

2. The Board acknowledges the requirements of section 4-310 of Part I of the California Building Standards Code (Cal. Code Regs., tit. 24), and has ensured, by its contract with the Contractor, that plans for the Projects have been prepared by a California licensed Architect or Engineer and that the Contractor will provide adequate inspection of the materials and work of construction to ensure compliance with the provisions of the California Building Standards Code, as adopted by the California Building Standards Commission.

3. The Board shall ensure that each of the completed Projects at the Subject Site are entirely fenced off from the rest of their respective campuses and that each such fence is located at a distance from the structures equal to or greater than the maximum height of the structures. The maximum height shall be measured from the finish grade or surface at the equipment to the top of the equipment at its highest point. A fire access gate with a lock that is capable of being cut away during emergency operations or a security lock such as

{SR243767}

-1-

31

"Knox Lock" shall be provided which meets the requirements of the local fire authority having jurisdiction. 10 foot clearance from all vegetation on all sides of the photovoltaic system shall be provided. Signage stating "NOT OPEN TO THE PUBLIC -MAINTENANCE PERSONNEL ONLY" shall be posted on the fence.

4. The Board shall also post a sign on each enclosure stating that the structures do not meet the structural standards imposed by law for earthquake safety, and that pupils and teachers and members of the public are not permitted to use or enter such fenced enclosure.

5. The photovoltaic panels shall be ground mounted, less than or equal to 8 feet maximum in height, entirely fenced from student and public use, not associated with public viewing areas, not located in required side yards, do not encroach into fire access lanes, and provide signage stating "NOT OPEN TO THE PUBLIC - MAINTENANCE PERSONNEL ONLY".

6. The District shall provide a disconnect location which is identified and accessible for fire department fire-fighting operations. The Architect/Engineer of record shall coordinate with the local utility provider for requirements regarding connection to service.

7. This Resolution shall take effect immediately upon its adoption.

* * * * * * * * * * * * * * * * * * * * The foregoing Resolution was adopted at a meeting of the Governing Board of the

Amador County Unified School District on April 26, 2017, by the following vote:

AYES:

NOES:

ABSTAIN:

ABSENT:

CERTIFIED TO BE A TRUE AND CORRECT COPYi

Clerk, Board of Trustees Amador County Unified School District

{SR243767}

Board President Amador County Unified School District

-2-

32-

Amador County Public Schools X District County

AGENDA ITEM#: __ \ __.4 _._, .. -'_/-- Motion: -------Second: -------Vote:

SUBJECT: Board Bylaw and Exhibit 9150: Student Board Members

BACKGROUND INFORMATION: As a result of a request by President Bob Laurent, the Board discussed and considered involvement of high school student Board members in the governance team process in order to seek out and consider students' ideas and viewpoints. At the February 22, 2017 Board meeting, Mr. Vicari provided background information and a recommendation to consider student Board members. President Laurent and Board Clerk Thompson served as a Board subcommittee to further develop the Board Bylaw and bring it to the Board for discussion and approval. At the April 12, 2017 Board meeting, the board declared a successful first reading.

The proposed Board Bylaw 9150 provides procedures and guidelines for including three student Board members selected in accordance with Exhibit 9150.

Attachments: • Board Bylaw 9150 • Board Bylaw Exhibit 9150 (guidelines)

FISCAL IMPLICATIONS: Pending Board approval of the Bylaw, approximately $5,000 will be budgeted to support training of the student Board members, mileage reimbursement, support materials, and duplication costs associated with Board documents.

RECOMMENDATION: Superintendent Slavensky recommends discussion and support for implementation by the Board of Trustees, followed by a second reading and approval at the next Board of Trustees meeting on April 26, 2017.

PRESENTED BY: Amy L. Slavensky, PhD., Superintendent of Schools

Amador Public Schools I BB 9150 Board Bylaws

Student Board Members

The Boards of Trustees of Amador County Unified School District and Amador County Office of Education believe it is important to seek out and consider students' ideas, viewpoints and reactions to the educational program. In order to provide student input and involvement, the Boards shall include three student Board members selected in accordance with Exhibit 9150.

The term of student Board members shall be from July 1 through June 30 following the spring ASB election. Student Board members shall have the right to attend all Board meetings except closed sessions. (Education Code 35012)

Student Board members shall be seated with regular Board members and be recognized at meetings as full members. They may participate in questioning witnesses and discussing issues and shall receive all materials presented to Board members except those related to closed sessions. (Education Code 35012)

Student Board members may be reimbursed for mileage but shall not receive compensation for attendance at Board meetings. (Education Code 35012)

Student Board members may cast advisory votes on all matters except those subject to closed session discussion. Advisory votes shall be cast prior to the official Board vote and shall not affect the final numerical outcome of a vote. Advisory votes shall be recorded in the Board meeting minutes. (Education Code 35012)

Student Board members may make motions that may be acted upon by the Boards, except on matters dealing with employer-employee relations pursuant to Government Code 3540-3549.3. (Education Code 35012)

Legal Reference: EDUCATION CODE

33000.5 Appointment of student members to State Board of Education

35012 Board members; number, election and terms; pupil members

GOVERNMENT CODE

3540-3549.3 Meeting and Negotiating in Public Educational Employment

Bylaw Amador Public Schools

adopted:

Amador County Public Schools I E 9150 Board Bylaws

Student Board Members

STUDENT BOARD MEMBER GUIDELINES Appointment of Student Board Members

The positions of student Board members will be concurrently held by students from Amador High School, Argonaut High School, and Educational Options. Student board members from the comprehensive high schools (Amador and Argonaut High Schools) will be elected as a separate office during regular ASB elections; holding another ASB office does not exclude the student from being a student school board member. The Student Board Member representing Educational Options (Independence, North Star and Community Schools, as well as adult education) shall be selected by the membership team, which includes students. Each school may choose to select an alternate to ensure representation at meetings, or to allow the runner up to serve as their alternate. In the absence of the student member, the alternate will have the same duties and privileges.

Student Board members will perform their duties in conformance with the policies and regulations of the Amador County Public Schools, the Education Code, and the laws of the State of California. Policies and regulations to be provided to student and facilitated by the Board of Trustees.

To qualify, an individual representing one of the comprehensive high schools must

1. possess a minimum of 3.0 GPA for academic subjects during the previous grading period. Grades must be maintained throughout the term of the office.

2. have potential leadership ability verified by a letter of recommendation highlighting their leadership qualities.

3. have exhibited exemplary citizenship qualities.

4. have participated in co-curricular/extra-curricular activities.

5. meet the requirements for holding ASB elected office.

To qualify, an individual representing Educational Options must;

1. be a student eligible for the leadership team.

2. have maintained an acceptable attendance record since enrolling in an alternative program.

3. have exhibited exemplary citizenship qualities since enrolling in an alternative program.

4. have potential leadership ability as verified by experience or teacher recommendation.

Selection and Term

Duties

1. Students who wish to be selected as student board members should complete a short application, similar to one of the examples in the following exhibit. Each school is free to modify the application so that it fits the school.

2. Appointment of student Board members from the comprehensive high school will follow the respective high school's ASB election process in the spring of each year. Appointment of the student Board member from Educational Options shall follow the selection of a student in the spring by the leadership team, and again as appropriate if students transition out of Educational Options

3. Student Board members will serve July 1 through June 30 following the spring ASB election.

1. Attend all school Board meetings with the exception of closed sessions, with the understanding that student board members may miss meetings during school breaks and/or summer break

2. Participate in board meeting as a full member, including discussions and reports, except that the Student Board Member votes are advisory.

3. Report to ASB on Board actions and pending policy decisions

Student Board members will be expected to notify their respective principal if they cannot attend a meeting. It will be the responsibility of the principal director to notify the Superintendent's office or the Board President of the absence prior to the meeting. When possible, the school's alternate board member should then attend the meeting. If a student board member is no longer able to serve, his or her alternate will become the school's representative. In the unlikely event that neither is able to serve as the student board member, the ASB officers of the comprehensive high school, or the leadership team for Educational Options, shall select a replacement. Time spent serving as a student Board member will count as community service hours, when and where applicable.

Board Materials/Information

The Superintendent or designee shall provide student Board members with full and complete agendas and copies of any materials received by the Board except for those materials covered in closed session and any other confidential materials. The Superintendent's office shall serve as the "home office" for student Board members, where they may make use of secretarial facilities and receive advice and/or information upon request.

The student board member should keep in mind that they are representing students, not just of their school, but the entire county. As such, he or she should behave in a mature, responsible, and accountable manner during school as well as outside of school hours. If, in the opinion of the elected members of the Board and the Superintendent, the appointed student Board

members fail to conduct themselves in a mature, responsible, and accountable manner, they may, by a majority vote, remove the student member(s).

Exhibit Amador Public Schools version:


AGENDA ITEM#: _ /_5_._,_} __ Motion: -------Second: -------Vote:

SUBJECT: Next Generation Science Standards (NGSS) Informational Report

BACKGROUND INFORMATION: On September 4, 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework. On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight.

The NGSS describe the key scientific ideas and practices that all students should learn by the time they graduate from high school. The NGSS detail performance expectations for kindergarten through grades 12. The NGSS are not curriculum. How students reach those performance expectations are left to the teacher' s expertise.

FISCAL IMPLICATIONS: None

RECOMMENDATION: The Superintendent recommends discussion of NGSS.


:?fB.

Next Generation Science Standards (NGSS)

Amador County Public Schools

Pr~sented By: Sabrina GJelten Auist•nt Supf'rlntendent, Curriculum & lns1ruction

Agenda

NGSS Alignment Overview

' NGSS A Vision for K-12 Science Education (Video)

What are the NGSS?

' What does the NGSS look like for students?

NGSS Classroom Implications

Next Steps

Questions/ Comments?

4/19/2017

1

NGSS Alignment Overview

NGSS Alignment OimoMlon 1: P111ctlcti

~r.;;;;-) ~I r;;;;;;:;1 ~~~~

NGSS A Vision for K-12 Science Education (Video)

What are the NGSS?

Next Generation lence Standards (NGSS)

WHA1 APE THE NEW SCIE.r..CE STANDARDS? The Next Generation SC!en<e Standards (NGSS) are• new set of K- 12 science Stllndllrds thot were developed by states, for states. The NGSS Identify sclentlfi< and en~ng pract ices, crosscutUng concepts, and core Ideas S.. science that au lC- 12 students should mast a In order to prepare for succeu in colege and 11st-<entury careers.

Wf- ' P f<E THU ' MPOf"fiA ·n tt has been more than SJ y-ears since the National Research Council and the Amerk.an Association for the Advancement of science produced their reports tTom which most state science standards are based. Since then, there have been major advances fn science and our understanding o1 how students team science. Students need th~ kind of preparalfon that gives them the tools and skllls necessary t o succeed tn 11 rapklly and contJnuously changing world.

When current students graduate from high school, more 1obs will require sl<Als In science, technology, englneertng, and mathematics (STEM) thtln In the past. The NGSS provfde a strong sclenc.E'. education that equips students wJth th~ abHity to think <riticaOy, anatyze lnformatkm, and solve complex problems- th~ skJlls needed to pursue opportunltte. within and beyond STEM lietds.

zJO

4/19/2017

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What does NGSS look like for students?

WHAT Will THL NGS5 I ()Of\ LIKE IN THL UASSROOM Htgh-q.Jafltyeducauon standards allow educators t o teach tfft<l"-'efy. moving thew pra<Uce toward how stud~ts leelrn best--tn a haf\ds..On. coft&bcnttw, and l~rated ~onmer.t footed In inquUy and dts<.0¥tfY. T~ Ns.d ontflt'flC.G.SS Qls b mot"e ~udent<tnlered lffifl"llngthtt ~students to think on the4r ovo.,,, prfob~n sofilt' . ..:OlllfTU'\l(Me, lnd.coflabotate---M iddttk>n to teamtngfmpottant scienufi( corxep1,,

i 1.;f NG St lf~fl; flVEINNOVATIONS fl HACH'l-J{ ......._.......,~ Theft: 11tt:thret:t:quatly~l.~tinctdlrntnslon!. totlf:.,"*" sdttKt:lne:lbdt:d lft tlw NGSS. Sdntt6c Md lng~nng hlir:tku. Ctoucuttlr\g Concq>U, Md DbdpHMryCon: ldns. Tht: MGSS c.onned II thr-tt dr...-!.. lo Pft'pM'it. stui.knh b-wr:ccn tn coftt:1t: and hst UMUfJ C:.UiMn. tM HGSS .is.o <otWW:<.tu5Hltrfic pthdpH-s t"ott:~orld sltuatfioM. lllorwtnl fMfl'l()ft eng:11tfng•nd rt:lrvantWtructlM tonpklrt c:empkatedt~ .

._._~.....,ut. ... ~,,..,...aonr:Thf: HC.SS pro'lfilk stude:nbwtthconttiutd oppomftktl0611PC.t:W'l~~·df:tpcr~ofc.achofthr:lhrttdilrntnSW1s of1Cknct: . eutlirfngr..n the~t:¥14sk.isclivd1rom.ach~ff°"'dcmtnta.ythroud'hlght<~tudents tuw-m.itfpi! ~nMlt:s tott'l'ldt.And n~th8 u.ndrf.s:tandn:gof atl thrtt:di~nstom by the mdofNcf'I

"'-'-.............. ~~...,.~lnlrtstr~s~ttmsal1Uocd tot~HG!.S. che Ct:iai of.ntNctJM .. b JtudtnU to~ .. to ~lCP~ rcail-woc1d phe'noiMN and to deslCJl soluUon) Ulln' baundu~Ctf ttM: ~ Ccx-c kids Sludienb.Ql'lacNncthfsgOill~~.,tMSdt-nc.cW ~PndkiPtMOapMifngtheCT.i;~C,,...ifptL

........ .., ....... .,tct..ca1t ....... ....,ldtnao. Scrnt'~asputsof<tnglftt'l"i"ol:(it".g..

ld~fdltw)an lncotpOfatffthrouc;hout tM- NGSS. ln~n, ~ ~pecb of then.tor• ofs.del'IC• (e.s..hpw:~ .. ~~...-ieakollnc.Wf'dthrouchouttfwN(.SS M Pf6Clkn.iir\dn~Kut\Jr\c:Con(C'J'tl.

~ ............ ~.--.C,:1MNGSSAOtonlyprovwtiefof coh4ttnCtlnSCfen<it"hburtfonand M:unlng.bvt thit l.tandardsJlso<OMC<lJ£1t1Kt:Mth ~Mmatk5~ l ftlllstl Uncwc.ie:Arts. ll'&mit~Mld wbllantfvt: owttapf*lg of stlh and MoMitctce alt«ds all 'twdents ~IUl:H acuu to the- turNng shncMr(k.

NGSS Classroom Implications

l.urnil'f of ~M disc;onocdcd from questions at.cx.tplw"""'ona

f Facu and t erminology lom~ as nttded ; whffe devdoplng exptaoatto ns and de1lgnlng · so lutions support rd by evldmce-bascd

arguments ind fCilSOnif1C.

Systems thlnldn& and fT'IOdetlng to expbtn phenomena and to givt: 1 context for thr >dus to be lurnrd

St udents conducting lnvu:t lgaUons., solving Tnchcn provtding nt'ormatton tQ th.e: whole dus ! p roblems, 1nd cngaglng t:n dfscussions w+th

: teiKhen' gWdall(it

Tnchtn pos'ng querttons wM.h only one rff-ht answtr

51udfftts reading tv.tbooks a.-ld aru:weting quesUom at the end of ltw chapt ll!I'

Pre-panned ovt,ome tor "cookbook" laboratOf'~Of hands-on&Ct1vtt1es

5>tuden1s d/S<.uss.Nlg o~~ndcd questJons that foe.us on the .strength of the evidence us~ lo geoeratedalms

S.Wde-nts reading multiple sources, lncludtng Wt.ncit:--rc lited mapz:ine ~ touJ'.,.., articles • •ld web-bast.!:d reSOUfc.es; studenu dndopiog summaries of Information.

Muftip~ tnve.sllptions dr1veo by students' questions with a 1 ange of possible outcomes that collec.Uvely lead to a deep understanding of estabSistled core sdenttflc kSus

Student wr1tJng of foumals, reports. posters, 1 and medll p,-esentatlons th.at ex pt.In and argue

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Next Steps

J. NGSS K-12 Cohort (December, 2016) Broad-Based Teacher Representation

2. Three-Year NGSS Professional Development Plan Aligned with CCSS Mathematics and Reading/Writing Standards

Collaboration with OpTerra Amador GOLD project

Support from Kirk Brown, San Joaquin County Office of Education

3. Increasing Leve ls of K-12 NGSS Implementation in All Classrooms

Questions/Con1ments?

4-l.

4/19/2017

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NEXT GENERATION

SC~ENCE · STANDARDS

For States, By States

The purposes of this document are to introduce principals to the Next Generation Science St andards {NGSS) and provide a general overview of the key instructional and conceptual shifts required by the NGSS. Principals have a critical role to play in t he

implementation process and this resource can be a guide for administrators working in states that have recently adopted new K-12

science standards, based on the NGSS.

What are the NGSS? The NGSS are standards with a purpose. The K-12 science content standards cover every grade and every scientific discipline, setting

expectations for what students should know and be able to do in science.

A major difference between the NGSS and previous science standards is "three-dimensional" (3D) learning.

3D learning refers to the thoughtful and deliberate integration of three distinct dimensions: Scientific and Engineering

Practices (SEPs), Disciplinary Core Ideas (DCls), and Crosscutting Concepts (CCCs).

Through 3D learning, the NGSS emphasize that science is not just a series of isolated facts. This awareness enables students to view

science more as an interrelated world of inquiry and phenomena rather than a static set of science disciplines.

The NGSS represent a fundamental shift in science education and require a different approach to teaching science than has been done in the past. Looking ahead, teachers can use a range of strategies to engage students and create opportunit ies to

demonstrate their thinking and learning.

How wil science education change with the NGSS?

Science education will involve less:

1. Learning of ideas disconnected from

/.;. questions about phenomena

.._ ··~

2. Teachers providing information to the whole class

~'-!

~ 3. Teachers posing questions with only one

., right answer

~ .. 4. Student reading textbooks and answering

questions at the end of each chapter

~-- 5. Worksheets

~

~ 6. Oversimplification of activities for students

who are perceived to be "less able" to do science and engineering

~ - -~

c::;;_~.; - L - -

Science education will involve more:

1. Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned

2. Students conducting investigations, solving problems, and engaging in discussions with teacher guidance

3. Students discussing open-ended questions that focus on the strength of the evidence used to generate claims

4. Students reading multiple sources and developing summaries of information

5. Student writing of journals, reports, posters, and media presentations that offer explanations and arguments

6. Provision of supports so that all students can engage in sophisticated science and engineering practices

The numbered information above is from: National Research Council. (2015) . Guide to lmple n:jenting the Next Generatio n Science Standards. Commit tee on Guidance on Implementing the Next Genera tion Science Standards. Boord on Science Educat ion, Division of Behavioral and Social Sciences and Ed ucat ion, W ashington, DC: The Natio nal Academies Press.

LI~

What are key questcons that prindpals should consider during implementation?

What kind of professional development is available and

how do I ensure my teachers and I have access to it? How

do I know if it's high quality?

What NGSS-aligned instructional materials do my teachers

and students need and how do I make sure they get them?

How do I know if the materials are high quality?

What formative assessments are available to help teachers

continually evaluate their students' learning?

How can we connect the NGSS with work we are doing

to improve teaching and learning in English language

arts and math?

What can principals do to support implementation?

Focus on what the students are doing first and then

think about what the teacher has designed to make

that happen;

• Know the standards enough to identify and provide

feedback on aspects of the three dimensions during

classroom visits

Engage teachers on how the three dimensions are

incorporated into lessons.

For more information abou the NGSS

http://www.nextgenscience.org{

(Official Homepage of the NGSS)

http: //www.nsta.org

(National Science Teachers Association)

http: /{stemteachingtools.org{

(STEM Teaching Tools)

http://www.nap.edufreadfl8802{chapter{1

(National Research Council's Guide to Implementing the NGSS)

Additionally, principals can: c-.··-.

Build a long-term plan that focuses on the building's

~ collective vision for science education (20) c:- -·-

Elevate teacher leaders and support them as

they work to help their colleagues (38-40)

Find ways to provide high-quality. intensive

professional learning to all teachers (41-46)

Seek out professional learning for yourself (49)

• Connect what is happening with science in

your building to other buildings in your district.

state, or any NGSS-adopted state (70-73)

Be critical consumers of any new curricula (56, 57)

Provide leadership to develop or revise a system

of assessment for measuring student learning in

.s.ci.en.c.e ( 61-66)

All parenthetical numbers above refer to pages In the National Research Council's Guide to Implementing the

Next Generation Science Standards.

What are some common pitfalls that can undermine successful implementation?

Expecting instruction to change overnight (35)

Expecting teachers to do it alone (35)

Asking "Which standard are you teaching

today?" (58)

• Failing to communicate with parents and

community about what is changing and

why you are changing it (84)

All parenthetical oumbers above refer to pages in the

National Research Council's Guide to Implementing the

Next Generation Science Standards.

ie c Sta da

\l\fHAT /l~RE THE \f EW SCIENCE STA DAROS? The Next Generation Science Standards (NGSS) are a new set of K-12 science standards that were developed by states, for states. The NGSS identify scientific and engineering practices, crosscutting concepts, and core ideas in science that all K-12 students should master in order to prepare for success in college and 21st-century careers.

\l\'H Y ARE TH EV I /\~PO RT APT?

G

It has been more than 17 years since the National Research Council and the American Association for the Advancement of Science produced their reports from which most state science standards are based. Since then, there have been major advances in science and our understanding of how students learn science. Students need the kind of preparation that gives them the tools and skills necessary to succeed in a rapidly and continuously changing world.

When current students graduate from high school, more jobs will require skills in science, technology, engineering, and mathematics (STEM) than in the past. The NGSS provide a strong science education that equips students with the abiJity to think critically, analyze information, and solve complex problems - the skills needed to pursue opportunities within and beyond STEM fields.

HOW WERE THEY DEVELOPED? The NGSS were developed through a collaborative state-led process. Science supervisors from 26 states worked with a 40-member writing team-which included teachers, working scientists, and education researchers-to develop the draft standards, based on the National Research Council's ~ document A Framework for K-12 Science Education. Each of the 26 states established a broad-based committee to review draft standards and provide feedback. In addition to those reviews, a larger stakeholder team composed of hundreds of members representing K-12 educators, administrators, higher-education faculty, scientists, engineers, business leaders, policymakers, and key organizations provided feedback during five review periods. The draft standards went through two public review periods and received comments from more than 10,000 individuals.

HOV\r \IVfLL THE NGSS SUPPORT COLLEGE A 'D

CP~REER REJ! .. O~NESS FOR ALL STUDENTS AND PREPARE TKEfVt 10 SUCCEE.D IN THE GLOBAL ECONOrflY?

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A high-quality, robust science education means students will develop an in-depth understanding of content and will gain knowledge and develop skills-communication, collaboration, inquiry, problem solving, and flexibilitythat will serve them throughout their educational and professional lives.

The NGSS were benchmarked against countries whose students perform well in science and engineering fields, including Finland, South Korea, China, Canada, England, Hungary, Ireland, Japan, and Singapore.

V\FHAT WILL THF NGSS LOOK LIKE IN THE CLASSROOM? High-quality education standards allow educators to teach effectively, moving their practice toward how students learn best-in a hands-on, collaborative, and integrated environment rooted in inquiry and discovery. Teaching based on the NGSS calls for more student-centered learning that enables students to think on their own, problem solve, communicate, and collaborate-in addition to learning important scientific concepts.

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f i

THE NGSS OFFER FIVE fNNOVATIONS FORTrACHING Three Dimensional Learning: There are three equally important, distinct dimensions to learning science included in the NGSS: Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The NGSS connect all three dimensions. To prepare students for success in college and 21st century careers, the NGSS also connect scientific principles to real-w o rld situations, allowing for more engaging and relevant instruction to explore complicated topics.

All three dimensions buUd coherent learning progressions: The NGSS provide students with continued opportunities to engage in and develop a deeper understanding of each of the three dimensions of science. Building on the knowledge and skills gained from each grade-from elementary through high school-students have multiple opportunities to revisit and expand their understanding of all three dimensions by the end of high

schoo l.

Students engage with phenomena and design solutions: In instructional systems aligned to the NGSS, the goal of instruction is for students to be able to explain real-world phenomena and to design solutions using their understanding of the Disciplinary Core Ideas. Students can achieve this goal by engaging in the Science and Engineering Practices and applying the Crosscutting Concepts.

Engineering and th.: Nature of Science is integrated into science: Some unique aspects of engineering (e.g., identifying problems) are incorporated throughout the NGSS. In addition, unique aspects of the nature of science (e.g., how theories are developed) are also included throughout the NGSS as practices ·and crosscutting concepts.

Sdence is connected to math and literacy: The NGSS not o nly provide for coherence in scie nce instruction and learning but the standards also connect science with mathematics and English Language Arts. This meaningful and substantive overlapping of skills and knowledge affords all students equitable access to the learning standards.

co ON MISCONCEP ONS ABOUT THE NGSS Myth: The NGSS were developed by the United States Department of Education. FACT: The Next Generation Science Standards {NGSS) were developed through a collaborative state-led process. Twenty-six states volunteered to work with the 40 members of the writing team to lead the development of the standards, and each state formed broad-based committees to work on the standards.

Myth: The NGSS were developed without public input. FACT: The draft standards received comments from more than 10,000 individuals during each of two public review periods. These comments came from teachers, school and school district discussion groups, scientific societies, parents, and students. In addition, an expert team composed of hundreds of members representing K- 12 educators, administrators, higher education faculty, scientists, engineers, business leaders, policymakers, and key organizations provided confidential feedback during critical points of the development process.

Myth: The NGSS were developed without teacher input. FACT: To develop the standards, the science supervisors in the 26 lead states worked with a 4o·member writer t eam, all of whom were education experts and more than half of whom were practicing K-12 teachers. Thousands of teachers also provided comments to the draft standards during the two public review periods and as part of expert review panels.

Myth: The NGSS wilt force states and districts to adopt a uniform curriculum. FACT: The NGSS are standards, not curricula. Local districts, schools, and classroom teachers will continue to determine their own curriculum, including what is taught t hroughout the year and how it is taught .

Myth: The NGSS are part of the Common Core. FACT: The NGSS are not part of the Common Core State Standards (CCSS). The CCSS only cover mathematics and English Language Arts (ELA)/literacy whereas the NGSS are a separate set of K-12

science standards that were drafted through a distinctly different process.

Myth: The NGSS are funded with federal dollars. FACT: No federal funding, grants, or formula funding is tied to the adoption of the NGSS nor was used to develop them. The Carnegie Corporation of New York, a foundation dedicated to improving science education in the U.S., provided funding support for the development of the NGSS.

Myth: The NGSS are too rigorous for students who have no intention of pursuing science after high school. FACT: Science is a key factor in students' ability to think critically and innovate. All students need strong foundational knowledge in science to tackle long·term and difficult issues that face our generation and future generations. A strong science education equips students with skills that are necessary for lasting success in their postsecondary lives and careers.

Myth: The NGSS are not rigorous enough for students interested in advanced classes in high school and beyond. FACT: The NGSS does not set a ceiling for student achievement. Students who wish to take advanced coursework will still have the opportunity to do so, and the NGSS will provide them with a solid academic foundation for college-level science courses.

A New Vfsf on for Sc[ence Educatf on Implicat ions of the Vision of t he Framework for K-12

Science Education and the Next Generat ion Science Standards

Rote memorization of facts and terminology

Learning of ideas disconnected from questions about phenomena

Teachers providing information to the whole class

Teachers posing questions with only one right answer

Students reading textbooks and answering questions at the end of the chapter

Pre-planned outcome for "cookbook" laboratories or hands-on activities

Worksheets

Oversimplification of activities for students who are perceived to be less able to do science and engineering

Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning.

Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned

Students conducting investigations, solving problems, and engaging in discussions with teachers' guidance

Students discussing open-ended questions that focus on the strength of the evidence used t o generate claims

Students reading multiple sources, including science-re lated magazine and journal articles and web-based resources; students developing summaries of information.

Multiple investigations driven by students' questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas

Student writing of journals, reports, posters, and media presentations that explain and argue

Provision of supports so that all students can engage in sophisticated science and engineering practices

Source: National Research Council. (2015). Guide to Implementing t he Next Generation Science Standards (pp. 8-9). Washington, DC: Nat ional Academies Press. http://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-science-standards

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AGENDA ITEM#: '~ I 2 Motion: ------ -------Second: -------Vote:

SUBJECT: History/Social Science Framework

BACKGROUND INFORMATION: On July 14, 2016 the California Department of Education (CDE) announced the adoption of the new History/Social Science Framework (HSS). The HSS Framework guides educators as they design, implement, and maintain a coherent course of study to teach content, develop inquiry-based critical thinking skills, improve reading comprehension and expository writing ability, and promote an engaged and knowledgeable citizenry in history and the related social sciences.


RECOMMENDATION: The Superintendent recommends discussion of the History/Social Science Framework.


'-tS

History & Social Science Framework

~ Agenda

t History/Social Science Framework Content Overview

History/Social Science Instruction

• History/Social Science Literacy

• Next Steps

• Questions/ Comments

History & Social Science Fram ework

The framework and standards encourage students:

• To learn about their world

• To develop thematic and conceptual understandings that span from the local to the global.

• To engage with questions and topics of disciplinary and conceptual significance rather than learn to memorize discrete pieces of information that do not appear to connect to broader issues.

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• The framework and standards also emphasize the importance of history as a constructed narrative that is continually being re-shaped and retold.

• The story of the past should be lively and accurate as well as rich with controversies and dynamic personalities.

• The study of history is enriched with the use of lite rature, both literature of the period and literature about the period.

Historical Narrative,


• California's students need to know the story of the founding and peopling of different parts of the North American continent.

• To study the diverse history of their . · own state and how California's story relates to a national narrative .

• To learn about this nation's founding principles of freedom and democracy, and of America's ongoing struggles, setbacks, and achievements in realizing those principles.

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History & Social Science Fra m ework

• California's students also need to know the history and geography of the world beyond our national borders.

• In the middle grades students begin their study of the global past with consideration of the ancient world, from hunter-gatherer societies to the earliest civilizations in Mesopotamia, Egypt, China, and India.

• Learning extends into subsequent civilizations such as the ancient Israelites, Greeks, and Romans.

History & Socia l Science Fram ework

• To develop skills in demand in 21st century labor markets, budget and manage credit, evaluate saving and investment opportunities,

• To take advantage and beware of the power of compound interest, consider the advantages and disadvantages of different financial institutions, recognize the opportunities and dangers of student loans and consumer debt, and learn methods to minimize the danger of identity theft.

$ 1

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His tory & Socia l Science Framework

• Teaching history and the related social sciences demands more than te lling students to memorize disconnected content.

• The Historical and Social Science Analysis Skills highlight the importance of chronological and spatial thinking; research, evidence, and point of view; and historical interpretation, organized in three separate but related grade spans: K-5, 6-8, and 9- 12.

• Embedded within these grade spans are discrete skills, vital for student learning, critical thinking, and literacy.

History j Social Science Standards Instruction

• As described in the Introductio n, in addition to providing history-social science content, teachers must emphasize disciplinary and literacy practices - investigation, close reading, analysis of evidence, and argumentative writing.

ArgJmentative Writ ing .. o: ;. Mak'? a datm 1 I 7. SupPf>rt your claim 2 1t'

... . . 4 . ..... "-

wrt" reasonYevrdenu 3. Ad.1~tedgP lh('

~~rtjaim

4 Refute fhE

CO..Mtt'-"d<i ffl

5. Cond !llde? with a stro l"g stztement

4

3

5

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History/ Social Science Standards Instruction

• Use deliberative discussion including consideration of multiple points of view when making decisions or making judgments about political issues or problems.

• Construct arguments and positions on issues using claims and evidence from multiple sources and identify the strengths and weaknesses of the arguments.

• Apply a range of deliberative and democratic procedures to evaluate and plan various actions to address issues and problems in school and community.

History/ Social Science Standards & Literacy • Write their own arguments that are

supported with relevant evidence and clear reasoning, rather than simply state their own opinions.

• Develop content knowledge as well as the necessary skills for historical and spatial thinking, source analysis, interpretation, cultural understanding, economic reasoning, and civic participation.

• Develop and utilize skills in reading, writing, speaking, and listening in order to access, interpret, analyze, evaluate, and use information effectively.

• Use literacy skills to think critically, build arguments, and pose solutions or theories using evidence and practices from history and the social sciences.

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Next Steps

1. History/Social Science Cohort, Fall 2017

2. Three-Year Professional Development Plan

Aligned with CCSS Reading/Writing Standards

Support from Content Area Experts

Support from Literacy Experts

3. Increasing Levels of K-12 Literacy Across Content Areas

Questions/Comm ents

our:. fONS? COltU EN1S?

t •

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AGENDA ITEM #: _~_t5_._,_J..,___ Motion: -------Second: -------Vote:

SUBJECT: Advanced Placement (AP) Course Information

BACKGROUND INFORMATION: The AP test program has been administered by the College Board, a non-profit organization based in New York, since 1955. More than 30 AP courses and examinations spanning multiple subject areas are offered to students at the secondary school level. AP examinations are administered each year in May and represent the culmination of college-level work in a given discipline. Completed AP examinations are scored on a numeric scale from 1 to 5. Students earning qualifying scores on AP examinations may obtain course credit and/or placement from colleges and universities. However, policies regarding the acceptance of AP exams or the scoring level required for course credit and/or placement vary from one college or university to the next. Individual colleges and universities, not the College Board or the AP test program, grant course credit and placement.


RECOMMENDATION: The Superintendent recommends discussion of AP Course Information.


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• What are Advanced Placement • Courses?

• The Benefits

• AP• Exams

• What Is It like to Take AP?

• Resources

• Next Steps

• Q&A

1

AP" courses are college-level courses offered in high school

Courses reflect what is taught in top introductory college courses

Students take AP Exams at the end of the course, measuring their mastery of college-level work

• AP Data for Amador Unified School District, Spring, 2016

·-· i l.t.•), U•,C,.,;.'!, •~ . lt'Pt•""' - 'l'll"''"';,,,..:'f.:11 ·~"'-""'-"~·._,..._.,. ,A k-i• ... * or"ilo,.:; . ..,; >II,,,,,,,_., -- •70 1<0 118 01 112 117 II 2' _,.. - 112 110 '3 Ille 811 52 11 -.. - .. ~' 28 0 NIA ""' ""' WA NIA

-c-~ '7• JOI 22t 10. 211 20li 120 35 -c- 1,011 32t 229 10. 218 206 120 35 - 1.453,807 "'2,835 l5l~ 192.2'8 22'.261 2•7'97 11111,661 1'7.911

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Students learn rigorous college-level content and skills

Taking AP is valued in the college admission process

AP courses are interesting and rewarding academic experiences

Opportunity to earn valuable credit and placement in college

Taking an AP course helps students build critical thinking skills, confidence, and the essential time management and study skills needed for college success

Nationally, research shows that students who score a 3 or higher on an AP Exam typically earn higher grade point averages in college and have higher graduation rates than their non-AP peers*

•2009, Tht C0Ut9t Boord, 'TM RtlotionshlpBf'twttn AP fkam Pt rformonu ond Collt gt Otncomft"

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Students who take AP courses and exams are much more likely to complete a college degree on time.• Graduating in four years represents a significant savings on the cost of college.

Only 1 in 4 college students completes a bachelor's degree in 4 years.

The average cost of college for a single year is $23,410** for in-state schools (tuition, fees, room/ board, misc. expenses).

"'Cotregt Outcomes Comparisons by AP and Non-AP High School Experiences, Tht Collt gt8oard, 2008 .,,.Th,. Colftgr Board. Trends ln College Pricine 2014, Figure 1

...-----.-~---...--.... ..,._ __ , ....... __.. ... ,.._ _ _ .... _ -- -·-· · .. · -- - 4 ----- -· -- ·--·- ·---....i:.~#

r----~-,~~--- ·-----------. ----~~-ilifjm.:t' _._J APcou~-;. are ·f~·r stu-d;~; who al;,;;;; ~;;d-- - AP cou;:;;·~re for a;y ~udents who are academicaii; I

~ gra~~~-----·-- -·-···----- prepared and motivated to take college-level courses. __ _j i AP courses are too stressful. It's no secret that AP courses are challenging. But the !i

support you receive from your classmates and teachers can help you manage the work load.

>---------~~-------+.-·-·-----·---I don't think I will score high enough on the AP Exam to get college credit.

You don't need to score a 5. Many colleges grant credit -and placement as well - based on a 3 or higher on an AP

---- -- --- ---·--·-·-------- --+-E_xa_m.:____ __ _ ------~ Taking AP courses could hurt my GPA. Taking AP courses shows colleges that you're willing to j

I challenge yourself academically.

Ecan~~;;,-;~-~-;,--e-ha_s_-r_e_-c_o_m_m_e_n_d_.e_d_m_e-.-+-lf-you Wn_k_y_o_u-'re ready to take an_A_P_c_o-ur-s;,-t-he-n yo~;;;·

ready to advocate for yourself - just talk to a teacher or counselor.

·--~-------------------~------

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--~-~

AP Exams are administered by schools worldwide on set dates in May each year.

Exams are typically 2-3 hours and include:

• Multiple-choice quest ions

Free-response items such as essays, problem solving, document-based questions and oral response

Each college and university has it s own policies regarding AP' credit and placement. The College Board offers information about AP credit at thousands of college and universities at www.ro!leuboiird.org/aDCrecfJtpolicy.

Search by school name or alphabetically

Data for each school includes a direct link to that school's Web page detailing AP credit and placement policies

A statement from the college or university ,,_ about its AP policy

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- - ----------- -------·----

- ---·-------.;-. ------~-

<No te: This is ono rMr optional slide for your presentation. The v;deo referenced here features college admission officers and students talking about the impact of AP- on the college experknu.>

AP Program: The impt1ct of AP credit and placement on the college experience

AP information: aestudent.col!egeb9C1rd.org

College and Career Planning: bigfuture.org

Personalized feedback, practice and college planning based on your PSAT/NMSQI results: My College QuickStart'M www.coftegeboard.org/quickstart

AP credit policy information from colleges and universities: www.c:ollegeboard.org/apcre<fitpolicy

..., .....

(ot

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• Summer Training, 2017

• Creation of AP Cohort

• Three-Year Professional Development Plan

• Increasing AP Student Enrollment

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AGENDA - Amador County Unified School District

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