Any individual with a disability who requires reasonable accommodation to participate in a Board meeting may requestassistance by contacting the Superintendent’s Office at (818) 729-4422.

BURBANK UNIFIED SCHOOL DISTRICT BOARD OF EDUCATIONREGULAR MEETING

Thursday, February 01, 2018

6:00 p.m. - Closed Session7:00 p.m. - Public Session

Burbank City Hall275 E. Olive AvenueBurbank, California

AGENDA

The entire agenda packet is available for review online at www.burbankusd.org; at the District Office Building,Superintendent's Office, 1900 W. Olive Ave., Burbank, 91506; and at the Reference Desk in all Burbank CityLibraries at: 110 N. Glenoaks, Burbank, 91502; 300 N. Buena Vista, Burbank, 91505; and 3323 W. VictoryBlvd., Burbank, 91505.

1. CALL TO ORDER

2. REQUESTS TO ADDRESS THE BOARD

2.a Public CommunicationsAn individual or group representative may address the Board of Education on any agenda itemor subject within its jurisdiction by completing a blue request card. Speakers are requested tostate their name prior to speaking to the Board. Not more than five (5) minutes may be allottedto each speaker, except by unanimous consent of the Board of Education. The Superintendentmay refer the matter to the proper department for review.

2.b Staff Responses

2.c Board Members' Comments and Responses

3. CLOSED SESSIONThe Board will meet in Closed Session for the purpose of the following:

3.a Conference with Labor Negotiator, Pursuant to Government Code §54957.6Agency Negotiator: Anita SchackmannEmployee Organization: Burbank Teachers Association (BTA)

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3.b Conference with Labor Negotiator, Pursuant to Government Code §54957.6Agency Negotiator: Anita SchackmannEmployee Organization: California School Employees Association (CSEA) Chapter 674

3.c Public Employee Discipline/Dismissal/Release Pursuant to Government Code §54957

3.d Public Employee Performance Evaluation Pursuant to Government Code §54957Title: Superintendent of Schools

3.e Report on Findings by Administrative Hearing Panel Under Education Code Section 48915,48915.5, and 48918The Board of Education will meet in closed session, pursuant to Education Code Sections48915, 48915.5, and 48918, to consider the recommendation of the Administrative HearingPanel for expulsion of Student, ID #960003454, as presented in Confidential Exhibit 3e.

4. RECONVENE IN PUBLIC SESSION/PLEDGE OF ALLEGIANCEWhen the Board of Education reconvenes in Public Session, the Board may make any requireddisclosures regarding actions taken in Closed Session or adopt any appropriate resolutions concerningthese matters.

5. REPORTING ON CLOSED SESSION

6. ADJUSTMENTS TO THE AGENDAThe Board President will announce any requests for adjustments to the meeting agenda.

7. ITEMS FOR FUTURE AGENDAS

8. PRESENTATIONS

8.a Presentation on the Burbank Human Relations CouncilTom Kissinger, Assistant Superintendent, Instructional Services, will introduce Janet Diel,Board Member, Burbank Human Relations Council, who will present information on theBurbank Human Relations Council Holocaust Speaker Program.

8.b Presentation on the Burbank Coordinating CouncilTom Kissinger, Assistant Superintendent, Instructional Services, will introduce Janet Diel,President, Burbank Coordinating Council, who will present information on the BurbankCoordinating Council Holiday Basket Program and the Coins for Campers Program.

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9. REPORTS FROM THE BOARD

9.a Student RepresentativesLouie Kahn, JBHS; Isabel Castaneda Meza MHS; and Melanie Ohanian, BHS; will report onactivities at their respective schools.

10. REQUESTS TO ADDRESS THE BOARD

10.a Public CommunicationsAn individual or group representative may address the Board of Education on any agenda itemor subject within its jurisdiction by completing a blue request card. Speakers are requested tostate their name prior to speaking to the Board. Not more than five (5) minutes may be allottedto each speaker, except by unanimous consent of the Board of Education. The Superintendentmay refer the matter to the proper department for review.

10.b Staff Responses

10.c Board Members' Comments and Responses

11. REPORTS TO THE BOARD

11.a Superintendent's CommentsMatt Hill, Superintendent, will comment on items of interest to the Board of Education andcommunity.

11.b Report on the Governor’s Budget Proposal for 2018-2019David Jaynes, Assistant Superintendent, Administrative Services, will facilitate a presentationon the Governor’s Budget Proposal for 2018-2019, as presented.

Governor's Budget Proposal.pdf

11.c First Reading of the Burbank Unified School District Alternative Education Master PlanSharon Cuseo, Assistant Superintendent, Curriculum and Assessment, will present the firstreading of the Burbank Unified School District Alternative Education Master Plan, aspresented.

First Reading Alt Ed Master Plan with Plan.pdf 3

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11.d Report on Burbank Unified School District’s Physical Fitness Testing 2017John Paramo, Director, Secondary Education, will report on the results of the District’sPhysical Fitness Testing for 2016-2017 school year, as presented.

2017 Physical Fitness Test Results 2016-2017 (003).pdf

11.e First Reading of Proposed Revision of Selected Board Policies and Administrative Regulations

Matt Hill, Superintendent, will facilitate the Board’s first reading of the proposed revision ofselected Board Policies and Administrative Regulations from the California School BoardsAssociation (CSBA) – Governance and Management Using Technology (GAMUT), aspresented.

Policy Updates_July 17_UCP_1st Read_020118.pdf

11.f Burbank Unified School District Local Control Funding Formula (LCFF) and Local Control andAccountability Plan (LCAP)John Paramo, Director, Secondary Education, will provide an update on the Burbank UnifiedSchool District’s Local Control and Accountability Plan (LCAP), as presented.

LCAP_Goal 5.pdf

11.g Report on Facilities and Technology ProjectsRick Nolette, Chief Facilities and Information Technology Officer, will report on Facilities andTechnology Projects, as listed on the Consent Agenda, as presented.

FacilitiesandTechnologyPPkc020118.pdf

12. PUBLIC HEARING - Approximately 7:30 p.m.

12.a Public Disclosure of the 2016 – 2019 Negotiated Successor to the Agreement between theBurbank Unified School District and the Burbank Teachers Association (BTA), in Accordancewith AB 1200 (Chapter 1213/Statutes 1992), AB 2756 (Chapter 52/Statutes 2004) GC 3547.5The Board of Education will hold a Public Hearing, in compliance with provisions of AB 1200(Chapter 1213/Statutes 1992), AB 2756 (Chapter 52/Statutes 2004) GC 3547.5 to allow thepublic an opportunity to comment regarding the 2016 – 2019 Successor to the Agreementbetween the Burbank Unified School District and the Burbank Teachers Association.

Public Disclosure-BTA.pdf

13. NEW AND/OR UNFINISHED BUSINESS

13.a Approval of the 2016 – 2019 Negotiated Successor to the Agreement between the BurbankUnified School District and the Burbank Teachers Association (BTA), in Accordance with AB1200 (Chapter 1213/Statutes 1992), AB 2756 (Chapter 52/Statutes 2004) GC 3547.5Anita Schackmann, Director, Human Resources Services, recommends that the Board ofEducation approve the 2016 - 2019 negotiated Successor to the current Agreement betweenthe Burbank Unified School District and the Burbank Teachers Association in accordance withAB 1200 (Chapter 1213/Statutes 1992), AB 2756 (Chapter 52/Statutes 2004) GC 3547.5, aspresented. 4

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Approval-BTA.pdf

13.b Approval of the 2016 – 2017 Negotiated Amendment to the Agreement between the BurbankUnified School District and the California School Employees Association (CSEA)Anita Schackmann, Director, Human Resources Services, recommends that the Board ofEducation approve the 2016 - 2017 negotiated Amendment to the current Agreement betweenthe Burbank Unified School District and the California School Employees Association (CSEA),as presented.

Approval-CSEA.pdf

13.c Second Reading and Approval of the Burbank Unified School District Gifted and TalentedEducation Program (GATE) Master Plan Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment, recommends that theBoard of Education approve the Burbank Unified School District Gifted and TalentedEducation Program Master Plan, as presented.

Approval of GATE Master Plan with Plan.pdf

13.d Second Reading and Approval of Proposed Revision of Selected Board Policies andAdministrative RegulationsMatt Hill, Superintendent, will facilitate the Board’s second reading and approval of theproposed revision of selected Board Policies and Administrative Regulations from theCalifornia School Boards Association (CSBA) – Governance and Management UsingTechnology (GAMUT), as presented.

Policy Updates_May 17_UCP_2nd Read_020118.pdf

13.e Ratification of Bid Limit IncreaseDavid Jaynes, Assistant Superintendent, Administrative Services, recommends that the Boardof Education ratify the annual adjustment to the bid threshold per Public Contract Code §20111from $88,300 to $90,200, effective January 1, 2018, as presented.

Bid Limit Increase.pdf

13.f Approval of the Sale and Disposal of Equipment and SuppliesDavid Jaynes, Assistant Superintendent, Administrative Services, recommends that the Boardof Education approve the disposal of the assets listed, as presented.

Sale & Disposal of District Assets.pdf

13.g Adoption of Resolution 20 for the Elimination or Reduction of Services for Classified PositionsAnita Schackmann, Director, Human Resources Services, recommends that the Board ofEducation adopt Resolution 20 for the Elimination or Reduction of Services for Classifiedpositions, as presented.

Resolution 20 - Reduction in Force.pdf

13.h Acceptance of GiftsMatt Hill, Superintendent, recommends that the Board of Education take formal action 5

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accepting the following gifts to the District, and that the Board President convey appreciationto the donors.

Gift Report_020118.pdf

14. CONSENT AGENDAAll items on the Consent Agenda are considered by the Superintendent to be of a routine nature and areacted on with one motion. Any recommendation may be removed from the Consent Agenda at therequest of any Board member and acted on separately.

14.a Action on Student ExpulsionsThe Board of Education will take action in public session on the expulsion recommendations bythe Administrative Hearing Panel for the following Student, ID#960003454, as presented inConfidential Exhibit 3e.

14.b Approval of 2018-2019 Regular Board of Education Meeting DatesMatt Hill, Superintendent, recommends that the Board of Education approve its regular meetingdates for the 2018-2019 school year, as presented.

Board Meeting Regular Dates 2018-2019.pdf

14.c Approval of Personnel Report Number 17-18-12Anita Schackmann, Director, Human Resources Services, recommends that the Board ofEducation approve Personnel Report number 17-18-12, covering Certificated and Classifiedpersonnel, and consisting of Pages 1 to 17 inclusive, as presented.

Personnel Report.pdf

14.d 2017-2018 Purchase Order ReportDavid Jaynes, Assistant Superintendent, Administrative Services, recommends that the Boardof Education approve Purchase Orders for 2017-2018 as listed through January 8, 2018, aspresented.

2017-2018 Purchase Order Report.pdf

14.e Approval of WarrantsDavid Jaynes, Assistant Superintendent, Administrative Services, recommends that the Boardof Education approve payroll warrants in the total amount of $13,081,309.81 and commercialwarrants in the total amount of $4,123,055.38, as presented.

Warrants.pdf

14.f Approval of Instructional Consultant ServicesTom Kissinger, Assistant Superintendent, Instructional Services, recommends that the Board ofEducation approve the instructional consultant services for the purpose of on-site studentlearning support and staff development, and that authority to sign the agreements be exercisedpursuant to BUSD—AR 3314, as presented.

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Consultants 2.1.18.pdf

14.g Approval of Agreement for Professional Services (Special Education)Tom Kissinger, Assistant Superintendent, Instructional Services, recommends that the Board ofEducation approve an agreement between the Burbank Unified School District and VanessaM. Silver, to provide intensive reading therapy intervention for special education student#960005150, not to exceed $1,600 (01.0-65000.0-57700-11900-5850-7440000), effectiveFebruary 2, 2018 through June 30, 2018, and that authority to sign the agreement be exercisedpursuant to BUSD-AR 3314, as presented.

Reading_Therapy_960005150.pdf

14.h Approval of Rental Agreement for Textbooks and Curriculum – Woodbury UniversityJohn Paramo, Director, Secondary Education, recommends that the Board of Educationapprove the Rental Agreement between Burbank Unified School District and WoodburyUniversity for District textbooks and curriculum to be used to support summer schoolinstruction, effective June 4, 2018 through July 12, 2018, and that the authority to sign theagreement be exercised pursuant to BUSD – AR 3314, as presented.

Woodbury_MOU_2018__002_.pdf

14.i Approval of Award of Contract, Pilgrim Fence, Extension of Existing Chain Link Fence at Topof Bleachers, John Burroughs High School (Safety Credits) Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education approve a contract between Burbank Unified School District and Pilgrim Fencefor the extension of the existing chain link fence at the top of the bleachers at John BurroughsHigh School, effective February 2, 2018 through February 1, 2019, not to exceed $5,188.79(01.0-81500-0-00000-85000-6170-7523200) Safety Credits, and that authority to sign thecontract be exercised pursuant to BUSD-AR 3314, as presented.

AOC, Pilgrim Fence, JBHS, Safety Credits.pdf

14.j Approval of Award of Contract, KYA Services, Removal and Replacement of Carpeting inClassroom, Miller Elementary School (Restricted Routine Maintenance) Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education approve a contract between Burbank Unified School District and KYA Servicesfor floor removal and carpet replacement in Room 23 at Miller Elementary school, not toexceed $8,640.24 (01.0-81500.0-00000-85000-6250-7523100) Restricted Routine Maintenance,effective February 2, 2018 through February 1, 2019, and that authority to sign the contract beexercised pursuant to BUSD-AR 3314, as presented.

AOC_KYA_Miller_Rest. Routine Maint..pdf

14.k Approval of Award of Contract with ICS Service Co., for Bogen Intertie at Various Sites(Bond Fund) Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education award a construction contract to ICS Service Co. for Bid #1516-059, 2016 LowVoltage Unit Price Bidding for Public Works for the bogen intertie project at various sites, notto exceed $9,891.53, including a 5% contingency amount(21.0-00000.0-93000/93001-85000-4450/6249-xxxxxxx) (Bond Fund), and that authority to sign 7

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the agreement be exercised pursuant to BUSD—AR 3314, as presented.

Approval_AOC_ICS_Bogen Intertie_Various Sites_020118.pdf

14.l Approval of Deductive Change Order No. 1 GGG Demolition, Phase II, Bid 1617-051,1617-052 and 1617-053, Bid Package #1, Demolition and Abatement, Thomas JeffersonElementary School Modular Classrooms (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education approve a deductive change order No.1 between Burbank Unified School Districtand GGG Demolition for the unexpended allowance, effective February 2, 2018, not to exceed($12,641) PO18001392 (210-00000-0-91008-85000-6230-206-0000) and that authority to signthe contract be exercised pursuant to BUSD-AR 3314, as presented.

2-1-18 Approval _Deductive CO # 1_ GGG Demo_ Modular_ Stevenson.pdf

14.m Approval of Deductive Change Order No. 1 Silver Creek Industries, Inc., Chula Vista UnifiedSchool District Piggy-Back Bid # 14/15-3, Construction of Modular Buildings, Bret HarteElementary School (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education approve deductive change order No.1 between Burbank Unified School Districtand Silver Creek Industries Inc., effective February 2, 2018, not to exceed ($489,092.16)PO18001123 (210-00000-0-91008-85000-6230-205-0000) and that authority to sign the contractbe exercised pursuant to BUSD-AR 3314, as presented.

2-1-18 _Approval_Deductive CO # 1_ Silver Creek_ Stevenson Modular.pdf

14.n Approval of Deductive Change Order No. 1 Silver Creek Industries, Inc., Chula Vista UnifiedSchool District Piggy-Back Bid # 14/15-3, Construction of Modular Buildings, Bret HarteElementary School (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education approve deductive change order No.1 between Burbank Unified School Districtand Silver Creek Industries Inc., effective February 2, 2018, not to exceed ($489,092.16)PO18001123 (210-00000-0-91008-85000-6230-205-0000) and that authority to sign the contractbe exercised pursuant to BUSD-AR 3314, as presented.

2-1-18 Approval_ Deductive CO # 1_ Silver Creek_ Harte Modulars.pdf

14.o Ratification of Deductive Change Order No. 1 Pilgrim Fence, Bid 1516-056, 2016 Fencing UnitPrice Bid for Public Works Contracts, Modular Classroom Buildings, Perimeter Fencing,Robert Louis Stevenson Elementary Schools (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education approve a deductive change order No.1 between Burbank Unified School Districtand Pilgrim Fence for the unexpended allowance, effective February 2, 2018, not to exceed($799.58) PO18001393 (210-00000-0-91008-85000-6170-205-0000) and that authority to signthe contract be exercised pursuant to BUSD-AR 3314, as presented

2-1-18 Ratification_Deductive CO#1 Pilgrim_Stevenson Modulars.pdf

14.p Ratification of Additive Change Order No. 2 PMC Concrete Phase II, 1617-053, Bid Package#2, Building and Site Concrete, Robert Louis Stevenson Elementary After School Village 8

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(Growth Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education ratify Change Order No. 2 between Burbank Unified School District and PMCConcrete, for additional labor and materials at Robert Louis Stevenson After School Village,not to exceed a net additive amount of $3,633 (25.0-00000-0-91008-85000-6230-215-0000) PO18002052, Growth Fund, effective September 22, 2017 through September 22, 2018, and thatauthority to sign the agreement be exercised pursuant to BUSD-AR3314, as presented.

2-1-18 Ratification_ Additive CO # 2_ PMC Concrete_ Stevenson Village .pdf

14.q Ratification of Award of Contract, Universal Asphalt, Bid 1314-032, 2013 Asphalt Unit PriceBidding for Public Works Contracts, Relocatable Classroom, Walt Disney Elementary School(Bond Fund) Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education ratify a construction contract between Burbank Unified School District andUniversal Asphalt Co., Inc., Bid 1314-032, 2013 Asphalt Unit Price Bidding for Public WorksContracts, asphalt installation at the relocatable classroom building, Walt Disney ElementarySchool, effective January 18, 2018 through January 18, 2019, not to exceed $8,460(210-00000-0-91000-85000-6170-201-0000) Bond Fund, and that authority to sign the contractbe exercised pursuant to BUSD-AR 3314, as presented.

2-1-18 Ratification_ AOC_ Universal Asphalt_ Relocatable_ Disney_ .pdf

14.r Acceptance of Notice of Completion, M. Wilson Company, Phase I, Bid Package 1617-05,General Construction, Ralph Waldo Emerson, Theodore Roosevelt, and George WashingtonElementary Schools Modular Classrooms (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education accept the following project as completed, for Phase I, Bid Package 1617-05,General Construction, for the installation of modular classroom buildings, not to exceed$998,234.39 (Bond Fund), Ralph Waldo Emerson, Theodore Roosevelt and George WashingtonElementary Schools, Bond Fund, as presented as follows:

Ralph Waldo Emerson, $229,834.39 (21.0-92162-0-00000-85000-6230-203-0000) PO 17001484Bond Fund;Theodore Roosevelt, $243,700.00 (21.0-92167-0-00000-85000-6230-214-0000) PO17001491Bond Fund, andGeorge Washington, $524,700.00 (21.0-92169-0-00000-85000-6230-216-0000) PO17002188Bond Fund

2-1-18 NOC, M. Wilson_ Phase I_ Emerson,Roosevelt,Washington.pdf

14.s Acceptance of Notice of Completion, Intercom Clock and Signal Service, Bid 1516-059, 2016Low Voltage Unit Price Bid for Public Works Contracts, Relocatable Classroom, ProvidenciaElementary School (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education accept the following project as completed, Intercom Clock and Signal Service, Bid1516-059, 2016 Low Voltage Unit Price Bid for Public Works Contracts, Intercom, Fire Alarm,Power, Relocatables, Providencia Elementary School, not to exceed $171,751.58, PO18002094, (Bond Fund), as presented as follows: 9

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Providencia Elementary School, $144,751.58 (21.0-00000-91008-6230-85000-213-0000)Facilities Bond Fund, and $27,000.00 (21.0-00000-6249-85000-213-0000) Technology BondFund

2-1-18 NOC_ Intercom Clock& Signal_ Providencia Relos.pdf

14.t Acceptance of Notice of Completion, Pilgrim Fence, Bid 1516-056, 2016 Fencing Unit PriceBid for Public Works Contracts, John Muir Middle School (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education accept the following project as completed, Pilgrim Fence, Inc., Bid 1516-056,2016 Fencing Unit Price Bid for Public Works Contracts, for the installation of fencing at JohnMuir Middle School (210-00000-0-9-85000-3170-322-0000) Bond Fund, not to exceed$24,047.20 PO 18001509, (Bond Fund), as presented.

2-1-18 NOC_ Pilgrim Fence_ Muir_ Delaware Place.pdf

14.u Acceptance of Notice of Completion, Pilgrim Fence, Bid 1516-056, 2016 Fencing Unit PriceBid for Public Works Contracts, Modular Classroom Buildings, Robert Louis StevensonElementary School After School Village (Growth Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education accept the following project as completed, Pilgrim Fence, Inc., Bid 1516-056,2016 Fencing Unit Price Bid for Public Works Contracts, for the installation of security panelfencing, Modular Classroom Buildings, Robert Louis Stevenson Elementary School After School Village, not toexceed $5,305 (250-00000-0-91008-85000-6170-215-0000) Growth Fund, as presented.

2-1-18 NOC_ Pilgrim Fence _Stevenson_ Village.pdf

14.v Ratification of Award of Contract, Pilgrim Fence, Bid 1516-056, 2016 Fencing Unit Price Bidfor Public Works Contracts, Modular Classroom Buildings, Additional Fencing, Robert LouisStevenson Elementary School (Bond Fund)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education ratify a construction contract between Burbank Unified School District andPilgrim Fence, Inc., Bid 1516-056, 2016 Fencing Unit Price Bid for Public Works Contracts, forthe installation of additional perimeter fencing, Robert Louis Stevenson Elementary, effectiveDecember 21, 2017 through December 21, 2018 not to exceed $10,780(21.0-00000-0-91008-85000-6170-215-0000), and that authority to sign the contract beexercised pursuant to BUSD-AR 3314, as presented.

2-1-18 Ratification_ AOC_ Pilgrim Fence_ Additional_ Stevenson.pdf

14.w Ratification of Extension of Annual Asphalt Unit Price Bid # 1314-032, Universal Asphalt Co.Inc., District-Wide (Various Funds)Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Boardof Education ratify the extension of the annual asphalt unit price Bid #1314-032, betweenBurbank Unified School District and Universal Asphalt Co., Inc., to provide asphaltconstruction services, effective January 19, 2018 through January 19, 2019, and that authorityto sign the agreement be exercised pursuant to BUSD—AR 3314, as presented.

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2-1-18 Approval_Extension_Annual Asphalt_Universal.pdf

15. REQUESTS TO ADDRESS THE BOARD

15.a Public CommunicationsAn individual or group representative may address the Board of Education on any agenda itemor subject within its jurisdiction by completing a blue request card. Speakers are requested tostate their name prior to speaking to the Board. Not more than three (3) minutes may beallotted to each speaker, except by unanimous consent of the Board of Education. TheSuperintendent may refer the matter to the proper department for review.

15.b Staff Responses

15.c Board Members' Comments and Responses

16. RECONVENE IN PUBLIC SESSION AND ADJOURNMENT

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Burbank Unified School District

Administrative Services

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: David Jaynes, Assistant Superintendent, Administrative Services

PREPARED BY: Ruthie DiFonzo, Senior Administrative Assistant

SUBMITTED BY: Ruthie DiFonzo, Senior Administrative Assistant

DATE: February 1, 2018

SUBJECT: Report on the Governor’s Budget Proposal for 2018-2019

Background:

School Services of California (SSC) hosts an annual Governor’s Budget Workshop which focuses on major

policy issues and funding proposals from the Governor and the Legislature.

Discussion/Issues:

This years’ Governor’s Budget Workshop was held on January 17, 2018. The workshop will focus on the

major policy issues and funding proposals the Governor and the Legislature will address, the presentation, as

always, will be in sufficient detail for local educational agencies (LEAs) to project their revenues for 2018-

19—and for the balance of 2017-18—in alignment with the Administration’s Budget recommendations and

fiscal assumptions. In addition, this year’s workshop will provide a heavy emphasis on advice and suggestions

for what LEAs can do now to plan and prepare for the future.

SSC will emphasize the elements of a maturing LCFF; the latest revisions of the Local Control and

Accountability Plan; and information on best practices for expenditure of base grant, supplemental grant, and

concentration grant funds. Changes in governance strategies, educational programs, and financial forecasting

will be required to successfully implement these aspects of local control and accountability. These topics, as

well as addressing the increasing cost of pension contributions, the requirements for local agency reserve

levels, and other current topics of interest will be provided at this year’s Governor’s Budget Workshop.

Financial Impact:

None.

Recommendations:

David Jaynes, Assistant Superintendent, Administrative Services, will facilitate a presentation on the

Governor’s Budget Proposal for 2018-2019, as presented.

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Burbank Unified School District

And

Business ServicesWith the use of School Services of California Slides 13

2018-19 Local Control Funding Formula

The Budget proposes nearly $3 billion for full implementation of the LCFF

Two years ahead of the intended 2020-2021 implementation date

New funding is estimated to completely close the gap between 2017-18 funding levels and LCFF

full implementation

The LCFF base grant targets are adjusted for an estimated 2.51% COLA in 2018-19

© 2018 School Services of California, Inc.

1

14

2018-19 LCFF Target Funding Factors

Received a 2.51% COLA

Two grade span adjustments (GSAs) are applied as percentage increases against the adjusted

base grant, also receiving the benefit of a 2.51% COLA in 2018-19

Grade K-3 – 10.4% increase for smaller average class sizes

Grades 9-12 – 2.6% increase in recognition of the costs of Career Technical Education (CTE)

coursework

Grade Span2018-19 Base Grant

Per ADA With COLAGSA

2018-19 Adjusted

Base Grant

K-3 $7,374 $767 $8,141

4-6 $7,484 – $7,484

7-8 $7,707 – $7,707

9-12 $8,931 $232 $9,163

© 2018 School Services of California, Inc.

2

15

2018-19 LCFF Target Funding Factors

Supplemental and concentration (S/C) grants are calculated based on the percentage of an LEA’s

enrolled students who are English learners (EL), free and reduced-price meal program eligible, or

foster youth – the unduplicated pupil percentage (UPP)

Grade Span2018-19 Adjusted

Grants Per ADA

20% Supplemental

Grant – Total UPP

50% Concentration Grant

– UPP Above 55%

K-3 $8,141 $1,628 N/A

4-6 $7,484 $1,497 N/A

7-8 $7,707 $1,541 N/A

9-12 $9,163 $1,833 N/A

© 2018 School Services of California, Inc.

3

16

Transitioning to Full Funding of LCFF Entitlements

89

151

217251

237

0

50

100

150

200

250

300

0% to 20% 20% to 40% 40% to 60% 60% to 80% 80% to 100%

Number of School Districts by UPP

© 2018 School Services of California, Inc.

4

BUSD

17

Transitioning to Full Funding of LCFF Entitlements

© 2018 School Services of California, Inc.

$5,926 $6,164 $6,359 $6,602 $6,885

$1,939$2,091

$2,268$2,885

$3,455$443

$464$489

$568

$637

$8,308$8,719

$9,116

$10,056

$10,977

$0

$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

0%-20% 20%-40% 40%-60% 60%-80% 80%-100%

Am

ou

nt

Per

AD

A

2018-19 Proposed

LCFF Increase(2013-14 through2017-18)

2012-13 Base

UPP Range

5

BUSD

18

One-Time Discretionary Funds

The Governor’s Budget proposes $1.8 billion in one-time discretionary funds for school districts,

COEs, and charter schools in 2018-19

This equates to approximately $295 per ADA

Expenditure of these funds is determined by the local governing board and can be used for

any one-time purpose

Like prior years, these funds will offset LEAs’ outstanding mandate reimbursement claims on a

dollar-for-dollar basis

According to the DOF, less than $1 billion in claims will remain outstanding at the end of the

current year

Because all LEAs receive these one-time discretionary funds, regardless of their outstanding

mandate claims, it’s our view these funds should not be counted as meeting this state

constitutional obligation

© 2018 School Services of California, Inc.

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19

K-3 Grade Span Adjustment And Routine Restricted Maintenance Contribution

With full implementation of the LCFF imminent, we need to comply with the requirements of the

K-3 Grade Span Adjustment (GSA) funding

A districtwide school site average class enrollment of 24 for all grades TK-3

Failure to maintain 24:1 at a single school site results in the loss of all of the K-3 GSA funding

districtwide

Routine Restricted Maintenance contribution must return to 3% by 2020-21

© 2018 School Services of California, Inc.

7

20

Proportional layoff leaves a $512,000 deficit. In this example, seven more

teachers would need to be laid off to cover the decline. Program cuts will

be required.

Income Loss

100 ADA decline at $8,720 each –

yields marginal revenue loss

Lost revenue: $872,000

Proportional Layoff

100 students requires 4 teachers at 24:1

Four teachers multiplied by the cost per novice

teacher yields savings of: $312,000

($78,000 per teacher, including

benefits, x 4 teachers)

Misc. savings ($400/student) $48,000

Total proportional savings: $360,000

Impact of ADA Decline

© 2018 School Services of California, Inc.

Declining Enrollment 8

21

Minimum Wage and Exempt Employees

As the California minimum wage increases, so will the state salary threshold for exempt

employees, as it is two times the minimum wage

Federal guidelines, which would have been in conflict with California, have been put on hold

Effective Date Minimum Wage

Minimum Salary

(Weekly)

Minimum Salary

(Monthly)

Minimum Salary

(Annually)

January 1, 2017 $10.50/hour $840 $3,640 $43,680

January 1, 2018 $11.00/hour $880 $3,813 $45,760

January 1, 2019 $12.00/hour $960 $4,160 $49,920

January 1, 2020 $13.00/hour $1,040 $4,507 $54,080

January 1, 2021 $14.00/hour $1,120 $4,853 $58,240

January 1, 2022 $15.00/hour $1,200 $5,200 $62,400

© 2018 School Services of California, Inc.

9

22

CalPERS Rate Increases

On December 19, 2017, the CalPERS Board approved a 0.25% reduction in its investment return

assumption, from 7.25% to 7.00% for the June 30, 2018, valuations

The employer contribution to CalPERS is proposed to increase to 18.1% in 2018-19, up from

15.531% in 2017-18

“Classic” members continue to pay 7.0%

Estimates of the resulting future contribution rate increases for school employers, which reflect

the reduction in the investment return rate, are as follows:

Actual Projected

2017-18 2018-19 2019-20 2020-21 2021-22 2022-23

15.531% 18.1% 20.8% 23.8% 25.2% 26.1%

© 2018 School Services of California, Inc.

10

23

CalSTRS Rate Increases

Employer rates are increasing to 16.28% in

2018-19, up from 14.43% in 2017-18

No specific funds are provided for this

cost increase

Under current law, once the statutory rates are

achieved, CalSTRS will have the authority to

marginally increase or decrease the employer

contribution rate

Year Employer

Pre-PEPRA

Employees

Post-PEPRA

Employees

2017-18 14.43% 10.25% 9.205%

2018-19 16.28% 10.25% 9.205%

2019-20 18.13% 10.25% 9.205%

2020-21 19.10% 10.25% 9.205%

CalSTRS Rates

11

© 2018 School Services of California, Inc.

24

Burbank Unified School DistrictDistrict Contribution to Employee Retirements

2,232 2,443 2,6293,402 3,927 4,650 5,266

4,7865,535

7,079

8,987

10,379

11,891

13,432

2 0 1 3 -1 4 2 0 1 4 -1 5 2 0 1 5 -1 6 2 0 1 6 -1 7 2 0 1 7 -1 8 2 0 1 8 -1 9 2 0 1 9 -2 0

DISTRICT CONTRIBUTION

PERS STRSMillions $

25

Multiyear Projections

Under the revised

projections, the steep

increase happens in

2018-19 and the

remainder of the years

are COLA only

© 2018 School Services of California, Inc.

13

26

Burbank Unified School District Instructional Services

REPORT TO THE BOARD TO: Members of the Board of Education FROM: Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment PREPARED BY: Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment SUBMITTED BY: Jenny Jones, Administrative Secretary DATE: February 1, 2018 SUBJECT: First Reading of the Burbank Unified School District Alternative Education Master

Plan Background: The Burbank Unified School District (BUSD) has offered alternative education programs for many years. However, recently it has added the Independent Learning Academy. Now the options include: Monterey High School, Community Day School, The Independent Learning Academy, and the Burbank Adult School. The Board of Education requested a Master Plan to articulate the direction of the program and to ensure that there was a plan to meet the needs of all students. The team began work on the Alternative Education Master Plan at the beginning of the school year. The team had representatives from numerous stakeholders to get input on the plan. The plan was also reviewed with administrators and the Los Angeles County of Education who had input on the policy revisions. District Wide Goals for 2017-2018: 5.1 Ensure 100% of BUSD students receive their diplomas or certificates of completion. 5.5 Increase student opportunities for achievement and success in Career Technical Education (CTE) classes/programs. 7.6 Monitor, update, and communicate changes to District policies to ensure compliance. Discussion and Issues: The team identified some areas of concern regarding graduation practices, translation and initial credit opportunities. This led to the development of the following goals: Goal #1: To provide academic, behavior and social/emotional support for middle school students who are struggling in these areas. Goal #2: To provide academic, behavior, and social/emotional support for students (in grades nine and ten) who are struggling in these areas.

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Goal #3: To provide more opportunities for EL students to participate in post-secondary education, training, and/or the workplace. Goal #4: To provide more opportunities for Special Education students to participate in post-secondary education, training, and/or the workplace.

Goal #5: To provide educational options (schools and programs) to prepare students for post-secondary education, training, and/or the workplace.

Goal #6: To increase Career Technical Education offerings for alternative schools.

Goal #7: To communicate the District’s available alternative education options to all stakeholders.

Goal # 8: To explore other models of school configuration such as hybrid options and flexible scheduling.

Goal #9: To revise or write Burbank Unified School District policy to address issues related to graduation.

Goal #10: To expand social emotional learning, including corresponding parent education, and caring school climate strategies into middle and high school as per LCAP Positive School Climate and Parent Engagement requirements.

Some of the action items in the plan have already been accomplished, such as the following:

• Continue to provide summer boot camps at each middle school to address academic gaps in ELA and Math.

• To provide opportunities for Level 3 and 4 EL students to take initial credit summer school, beginning with Math and Social Science.

• To develop a two week EL summer boot camp for newcomers. • To continue to provide and expand credit recovery opportunities for special education students. • To continue to provide options for dual enrollment with District Schools. • To develop a comprehensive Brochure/Guide for staff that describes all programs, including

processes and protocols for entry and exit. • To develop Board Policy that addresses partial credit. • To revise Board Policy that sets criteria for an EL student to be eligible for a fifth year of study

Fiscal Impact: There is currently no additional cost, but depending on the outcomes of subcommittees, recommendations could be brought to the Board that involve some costs. Recommendation: Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment, will present the first reading of the Burbank Unified School District Alternative Education Master Plan, as presented.

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Burbank Unified School District Alternative Education Master Plan

Matt Hill, Superintendent

Board of Education

Steve Ferguson, President

Dr. Roberta Reynolds, Vice President

Dr. Armond Aghakhanian, Clerk

Charlene Tabet, Member

Steve Frintner, Member

29

Alternative Education Master Plan Burbank Unified School District Goals (2017-2018):

5. Expand programs to prepare students for college, post-secondary education, training, and/or the workplace from preschool through adult education.

5.5 Increase student opportunities for achievement and success in Career Technical Education (CTE) classes/programs.

Vision

To see all students prepared for high school graduation, post-secondary education, training and/or the workplace.

Mission

To provide students with multiple paths to graduation; including college and career readiness, flexible environments, and

alternative settings.

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Alternative Education Master Plan Goals

Goal #1: To provide academic, behavior and social/emotional support for middle school students who are struggling in these areas.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. Continue to meet regularly with identified at-risk students to provide resources, including mental health services, if appropriate.

Grades Attendance Behavior

2x per year per student, more often as needed

Intervention Counselor; Regular Counselors; Intervention Specialist; Administrator

LCAP Supplemental Grant

2. Continue to provide summer boot camps at each middle school to address academic gaps in ELA and Math.

SBAC Writing Prompts Grades

Each Summer- as funding permits

Intervention Counselor; Regular Counselors; Intervention Specialist; Administrator

Title 1

3. Investigate other school districts to see model programs for providing support to middle school students

Number of visits Begin Fall 2017

Administrators; Counselors; Teachers

Educator Effectiveness Grant

4. Reduce number of referrals and suspensions (district-wide) by 5% Description of baseline information: Grades: Second Semester Grades (2016-2017) school-year.

School Total Population Number of Students with at least one D or F % of Total Luther 989 372 37.6 Jordan 1047 262 25 Muir 1374 328 23.8

Behavior:

School Total Population Number of Behavior Entries 31

Alternative Education Master Plan Goals Luther 989 784 Jordan 1047 870 Muir 1374 3,898 (1,962-Tardies)

School Total Population Number of Suspensions Luther 989 64 Jordan 1047 80 Muir 1374 97

5. To create intervention teams at each of the secondary schools to provide support to identified at-risk students

Agendas from District meetings

Begin fall, 2017

Director of Secondary Education; Principal; APG

LCAP Supplemental

Goal #2: To provide academic, behavior, and social/emotional support for students (in grades nine and ten) who are struggling in these areas.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. To expand the number of students who are able to be served in the freshman intervention class.

Master Schedule Data

Begin to explore- fall 2017

Director of Secondary Education;, Principal; API

LCAP Supplemental Grant

2. To continue the summer boot camps for incoming ninth grade students.

Summer School Master Schedule

Ongoing Director of Secondary Education; Principals; API’s

Title 1

3. Reduce the number of students deficient in credits after grade 9 by 5%. Description of baseline information:

School Total Population Grade 10

Number of students behind in credits after grade 9

% of Total

Burroughs 649 136 20.9 Burbank 688 139 20.2

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Alternative Education Master Plan Goals

4. To work with site administrators to expand offerings in boot camp and intervention classes, and to explore other options.

Master Schedule Data

Explore fall, 2017

Assistant Superintendent; Director of Secondary Education; Principals; API’s

LCAP Supplemental Grant

Goal #3: To provide more opportunities for EL students to participate in post-secondary education, training, and/or the workplace.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. To provide opportunities for Level 3 and 4 EL students to take initial credit summer school, beginning with Math and Social Science.

Number of students Enrolled in the Summer Session

Begin summer, 2017

Director of Secondary Education; API’s; ELD Specialists

College Readiness Grant; LCAP Supplemental Grant - future years

2. To develop options for level 1 and 2 EL students to earn initial credit courses.

Number of students enrolled in initial credit courses

Begin exploration, fall of 2017

Director of Secondary Education; API’s; ELD Specialists

Potential LCAP Supplemental Grant

3. To provide EL support services to the initial credit summer program.

Number of personnel hired for the program

Begin Summer 2017

Director of Secondary Education

College Readiness Grant Potential LCAP Supplemental Grant

4. To develop a two week EL summer boot camp for newcomers.

Number of students that participate in the program

Begin Summer of 2017

Director of Secondary Education

College Readiness Grant; Potential

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Alternative Education Master Plan Goals LCAP Supplemental Grant

Description of baseline information: Number of students who participated in the first Summer Boot Camp session = 31 Number of EL students who took English for initial credit = 17 ( 15 passed 1 year, 2 passed a semester) Number of EL students who took Social Studies for initial credit = 9 ( 9 passed 1 year, 1 passes a semester) Number of EL students who took Science for initial credit = 3 ( 1 passed 1 year, 2 passed a semester)

Goal #4: To provide more opportunities for Special Education students to participate in post-secondary education, training, and/or the workplace.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. To continue to provide and expand credit recovery opportunities for special education students.

Number of students who participate in Summer Session

Begin to expand, summer, 2017

Director of Secondary Education, Principals; API’s

LCAP Supplemental Grant

2. To expand professional development for teachers to include elective teachers who work with special education students.

Number of teachers who participate in professional development

Begin to explore fall, 2017

Assistant Superintendent; Director of Secondary Education; Director of Special Education

LCAP Base Grant

Description of and baseline information: Number of Special Education students who participated in Summer credit recovery = 53 (48 recovered credits)

Goal #5: To provide educational options (schools and programs) to prepare students for post-secondary education, training, and/or the workplace.

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Alternative Education Master Plan Goals Action Item Metric Timeline Personnel

Responsible Funding Source Status Update

1. To continue to provide options for dual enrollment with District Schools.

Number of courses offered and number of participants in the program

Began 2015 & continues

Assistant Superintendent

CTE – Base Grant

2. To submit a portion of the course offerings at Monterey High School to be approved as meeting the UC/CSU a-g requirements.

Number of courses approved on the UC Doorways list

Begin the process fall 2017

Assistant Principals LCAP – Base Grant

3. To continue and expand the number of students served who can participate in the Business Preparation course – which is preparation for an internship.

Number of participants in the program

Began spring of 2017

Assistant Superintendent; ARTs/CTE Coordinator; CTE Counselors

CTE – Base Grant

Description of baseline information: Currently the District offers 8 courses for dual enrollment:

Glendale Community College Los Angeles Valley College Armenian 101 Communication Studies – Speech Armenian 102 Child Development American Sign Language Art 201- Animation Art 205 – Fundamentals of Animation Photoshop

In Spring 2017 there were 15 students who participated in an internship. In Summer of 2017 there were 26 students who participated in an internship

Goal #6: To increase Career Technical Education offerings for alternative schools.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

35

Alternative Education Master Plan Goals 1. To Support Community Day

School as it offers a broader offering of CTE courses.

Number of courses and offerings

Ongoing Assistant Superintendent; Director of Secondary Education

LCAP – Base Grant

2. To explore expanding CTE offerings at Monterey High School.

Number of courses and offerings

Ongoing Assistant Superintendent; Director of Secondary Education

LCAP – Base Grant

3. To explore CTE credentials for teachers at the alternative education sites.

Number of new credentials

Begin fall, 2017 Assistant Superintendent; Coordinator of ARTs/CTE

NA

Description of baseline information:

Goal #7: To communicate the District’s available alternative education options to all stakeholders.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. To develop a comprehensive Brochure/Guide for staff that describes all programs, including processes and protocols for entry and exit.

Completion of a Guide

December ,2017 Assistant Superintendent; Director of Secondary Education; Principals; Counselors

LCAP Base Grant

2. To develop informational materials for parents and students that explains the alternative education options in the Burbank Unified School District (BUSD).

Flyers and Brochures

Spring, 2018 Assistant Superintendent; Director of Secondary Education; Principals;

LCAP Base Grant

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Alternative Education Master Plan Goals Counselors

3. To update the Board of Education and the public on an annual basis regarding alternative education in the BUSD

Report to the Board

Spring, 2018 Assistant Superintendent Director of Secondary Education

NA

Description of baseline information:

Goal # 8: To explore other models of school configuration such as hybrid options and flexible scheduling.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. To visit other schools that offer innovative models.

Report to the committee & Board

Begin spring, 2018

Assistant Superintendent

Instructional Services For Substitute coverage

2. To explore the potential reconfiguration of District facilities

Report to the committee & Board

Begin spring, 2018

Assistant Superintendent Administrator representation from all secondary schools

None

Goal #9: To revise or write Burbank Unified School District policy to address issues related to graduation.

Action Item Metric Timeline Personnel Responsible

Funding Source Status Update

1. To develop Board Policy that addresses partial credit.

Revised policy By January, 2018

Assistant Superintendent

NA

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Alternative Education Master Plan Goals 2. To develop Board Policy that

addresses the evaluation and translation of foreign transcripts.

Revised policy By January, 2018

Assistant Superintendent

NA

3. To revise Board Policy that sets criteria for an EL student to be eligible for a fifth year of study.

Revised policy By January, 2018

Assistant Superintendent

NA

4. To develop Board Policy that allows for voluntary transfer to Community Day School

Revised policy By June, 2018

Assistant Superintendent

NA

Description of what is and baseline information: Currently BP allows EL students in grade 12 to be eligible for a fifth year of study. Currently BP does not address evaluation of foreign transcripts Currently BP addresses partial credit for special populations but not for all students. Currently BP does not address voluntary transfer to Community Day School

Goal #10: To expand social emotional learning, including corresponding parent education, and caring school climate strategies into middle, high school, and alternative education schools as per LCAP Positive School Climate and Parent Engagement requirements.

Action Item Metric Timeline Personnel Responsible Funding Source

Status Update

1. To review and update as needed existing BUSD Board of Education Policy to reflect federal and state guidance and research-based guidance on caring school climate and social emotional learning (SEL).

Revised policy By June 2018 Director of Wellness Title IV-A or LCAP

In process

2. To expand existing SEL, including parent education, at Elementary School to Middle and High School, and to Alternative Education Schools

BUSD health and social studies teacher training

By June 2018 Director of Wellness Title IV-A or LCAP

In process

38

Alternative Education Master Plan Goals 3. To refine and expand caring

school climate strategies and mechanisms including all BUSD staff training at district and school sites.

BUSD Wellness Programs and Services committee minutes, web page content, and staff training pre / post surveys.

By June 2018 Director of Wellness Title IV-A or LCAP

In process

4. To expand parent SEL education and parent engagement opportunities in safe and caring school climate committees.

BUSD Wellness Programs and Services committees minutes, web page content and parent education pre / post surveys.

By June 2018 Director of Wellness Title IV-A or LCAP

In process

39

Alternative Education Master Plan Goals

40

Appendix A – Revised Board Policies

Burbank USD

Administrative Regulation Education For Foster Youth AR 6173.1 Instruction Definitions Foster youth means a child who has been removed from his/her home pursuant to Welfare and Institutions Code 309, is the subject of a petition filed under Welfare and Institutions Code 300 or 602, or has been removed from his/her home and is the subject of a petition filed under Welfare and Institutions Code 300 or 602 or is a nonminor who is under the transition jurisdiction of a juvenile court, as described in Welfare and Institutions Code 450, and satisfies the criteria specified in Education Code 42238.01. (Education Code 42238.01, 48853.5) Person holding the right to make educational decisions means a responsible adult appointed by a court pursuant to Welfare and Institutions Code 361 or 726. School of origin means the school that the foster youth attended when permanently housed or the school in which he/she was last enrolled. If the school the foster youth attended when permanently housed is different from the school in which he/she was last enrolled, or if there is some other school that the foster youth attended within the preceding 15 months and with which the youth is connected, the district liaison for foster youth shall determine, in consultation with and with the agreement of the foster youth and the person holding the right to make educational decisions for the youth, and in the best interests of the foster youth, which school is the school of origin. (Education Code 48853.5) Best interests means that, in making educational and school placement decisions for a foster youth, consideration is given to, among other factors, educational stability, the opportunity to be educated in the least restrictive educational setting necessary to achieve academic progress, and the foster youth's access to academic resources, services, and extracurricular and enrichment activities that are available to all district students. (Education Code 48850, 48853) District Liaison The Superintendent designates the following position as the district's liaison for foster youth: (Education Code 48853.5)

41

Student Services and Attendance Specialist 1900 W. Olive Avenue Burbank, CA 91506 (818) 729-4467 HectorGarcia@burbankusd.org (cf. 6173 - Education for Homeless Children) The liaison for foster youth shall: 1. Ensure and facilitate the proper educational placement, enrollment in school, and checkout from school of students in foster care (Education Code 48853.5) 2. Ensure proper transfer of credits, records, and grades when students in foster care transfer from one school to another or from one district to another (Education Code 48645.5, 48853.5) When a student in foster care is enrolling in a district school, the liaison shall contact the school last attended by the student to obtain, within two business days, all academic and other records. When a foster youth is transferring to a new school, the liaison shall provide the student's records to the new school within two business days of receiving the new school's request. (Education Code 48853.5) Partial credits shall be awarded on the basis of .05 credits for every seven class periods attended per subject (See Chart). If the school is on a block schedule, each block schedule class period attended shall be included on the student’s official transcript within two business days of the district’s notification of the student’s transfer, as required under Education Code 49069.5.

Number of Class Periods Attended Credits Earned 7-13 .5 Credits 14-20 1 Credits 21-27 1.5 Credits 28-34 2 Credits 35-41 2.5 Credits 42-48 3 Credits 49-55 3.5 Credits 56-62 4 Credits 63-69 4.5 Credits 70+ 5 Credits

(cf. 5125 - Student Records) (cf. 6146.3 - Reciprocity of Academic Credit) 3. When required by law, notify the foster youth's attorney and the representative of the appropriate county child welfare agency when the foster youth is undergoing any expulsion or other disciplinary proceeding, including a manifestation determination prior to a change in the foster youth's placement, when he/she is a student with a disability. (Education Code 48853.5,

42

48911, 48915.5, 48918.1) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) (cf. 6159.4 - Behavioral Interventions for Special Education Students) 4. As needed, make appropriate referrals to ensure that students in foster care receive necessary special education services and services under Section 504 of the federal Rehabilitation Act of 1973 (cf. 6164.4 - Identification and Evaluation of Individuals for Special Education) (cf. 6164.6 - Identification and Education Under Section 504) 5. As needed, ensure that students in foster care receive appropriate school-based services, such as counseling and health services, supplemental instruction, and after-school services (cf. 5141.6 - School Health Services) (cf. 5148.2 - Before/After School Programs) (cf. 6164.2 - Guidance/Counseling Services) (cf. 6172 - Gifted and Talented Student Program) (cf. 6174 - Education for English Language Learners) (cf. 6177 - Summer Learning Programs) (cf. 6179 - Supplemental Instruction) 6. Develop protocols and procedures for creating awareness for district staff, including principals, school registrars, and attendance clerks, of the requirements for the proper enrollment, placement, and transfer of foster youth (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) 7. Collaborate with the county office of education, county placing agency, county child welfare agency, county probation department, juvenile court, and other appropriate agencies to help coordinate services for the district's foster youth (cf. 1020 - Youth Services) (cf. 5113.1 - Chronic Absence and Truancy) 8. Monitor the educational progress of foster youth and provide reports to the Superintendent or designee and the Board of Education based on indicators identified in the district's local control and accountability plan (cf. 0460 - Local Control and Accountability Plan) The Superintendent or designee shall regularly monitor the caseload of the liaison, as well as

43

his/her additional duties outside of the foster youth program, to determine whether adequate time and resources are available to meet the needs of foster youth in the district. Enrollment A student placed in a licensed children's institution or foster family home within the district shall attend programs operated by the district unless one of the following circumstances applies: (Education Code 48853, 48853.5) 1. The student has an individualized education program requiring placement in a nonpublic, nonsectarian school or agency or in another local educational agency. (cf. 6159 - Individualized Education Program) (cf. 6159.2 - Nonpublic, Nonsectarian School and Agency Services for Special Education) 2. The parent/guardian or other person holding the right to make educational decisions for the student determines that it is in the best interest of the student to be placed in another educational program and submits a written statement to the district indicating that determination and that he/she is aware of the following: a. The student has a right to attend a regular public school in the least restrictive environment. b. The alternate educational program is a special education program, if applicable. c. The decision to unilaterally remove the student from the district school and to place him/her in an alternate education program may not be financed by the district. d. Any attempt to seek reimbursement for the alternate education program may be at the expense of the parent/guardian or other person holding the right to make educational decisions for the student. (cf. 5116.1 - Intradistrict Open Enrollment) (cf. 5117 - Interdistrict Attendance) (cf. 6159.3 - Appointment of Surrogate Parent for Special Education Students) 3. At the initial placement or any subsequent change in placement, the student exercises his/her right to continue in his/her school of origin, as defined above. a. The student may continue in the school of origin for the duration of the court's jurisdiction. b. If the court's jurisdiction over a grade K-8 student is terminated prior to the end of a school year, the student may continue in his/her school of origin for the remainder of the school year.

44

c. If the court's jurisdiction is terminated while the student is in high school, the student may continue in his/her school of origin until he/she graduates. d. If the student is transitioning between school grade levels, he/she shall be allowed to continue in the district of origin in the same attendance area to provide him/her the benefit of matriculating with his/her peers in accordance with the established feeder patterns of school districts. A student who is transitioning to a middle school or high school shall be allowed to enroll in the school designated for matriculation in another school district. The district liaison may, in consultation with and with the agreement of the foster youth and the person holding the right to make educational decisions for the youth, recommend that the youth's right to attend the school of origin be waived and he/she be enrolled in any school that students living in the attendance area in which the foster youth resides are eligible to attend. All decisions shall be made in accordance with the foster youth's best interests. (Education Code 48853.5) Prior to making any recommendation to move a foster youth from his/her school of origin, the liaison shall provide the youth and the person holding the right to make educational decisions for the youth with a written explanation of the basis for the recommendation and how the recommendation serves the youth's best interests. (Education Code 48853.5) The role of the liaison shall be advisory with respect to placement decisions and determination of the school of origin. (Education Code 48853.5) If the liaison, in consultation with the foster youth and the person holding the right to make educational decisions for the foster youth, agrees that the best interests of the youth would be served by his/her transfer to a school other than the school of origin, the principal or designee of the new school shall immediately enroll the foster youth. The foster youth shall be immediately enrolled even if he/she: (Education Code 48853.5) 1. Has outstanding fees, fines, textbooks, or other items or monies due to the school last attended (cf. 5125.2 - Withholding Grades, Diploma or Transcripts) 2. Does not have clothing normally required by the school, such as school uniforms (cf. 5132 - Dress and Grooming) 3. Is unable to produce records normally required for enrollment, such as previous academic records, proof of residency, and medical records, including, but not limited to, immunization records or other documentation (cf. 5111.1 - District Residency) (cf. 5141.26 - Tuberculosis Testing) (cf. 5141.31 - Immunizations) (cf. 5141.32 - Health Screening for School Entry)

45

If the foster youth or a person with the right to make educational decisions for the foster youth disagrees with the liaison's enrollment recommendation, he/she may appeal to the Superintendent. The Superintendent shall make a determination within 30 calendar days of receipt of the appeal. Within 30 calendar days of receipt of the Superintendent's decision, the parent/guardian or foster youth may appeal that decision to the Board. The Board shall consider the issue at its next regularly scheduled meeting. The Board's decision shall be final. (cf. 9320 - Meetings and Notices) If any dispute arises regarding the request of a foster youth to remain in the school of origin, the youth has the right to remain in the school of origin pending resolution of the dispute. (Education Code 48853.5) Transportation The district shall not be responsible for providing transportation to and from the school of origin. (cf. 3540 - Transportation) (cf. 3541 - Transportation Routes and Services) Effect of Absences on Grades The grades of a student in foster care shall not be lowered for any absence from school that is due to either of the following circumstances: (Education Code 49069.5) 1. A decision by a court or placement agency to change the student's placement, in which case the student's grades shall be calculated as of the date he/she left school 2. A verified court appearance or related court-ordered activity (cf. 5121 - Grades/Evaluation of Student Achievement) Transfer of Coursework and Credits When a foster youth transfers into a district school, the district shall accept and issue full credit for any coursework that the foster youth has satisfactorily completed while attending another public school, a juvenile court school, or a nonpublic, nonsectarian school or agency and shall not require the foster youth to retake the course. (Education Code 51225.2) If the foster youth did not complete the entire course, he/she shall be issued partial credit for the coursework completed and shall be required to take the portion of the course that he/she did not complete at his/her previous school. However, the district may require the foster youth to retake the portion of the course completed if, in consultation with the holder of educational rights for the foster youth, the district finds that the foster youth is reasonably able to complete the requirements in time to graduate from high school. Whenever partial credit is issued to a foster youth in any particular course, he/she shall be enrolled in the same or equivalent course, if

46

applicable, so that he/she may continue and complete the entire course. (Education Code 51225.2) Partial credits shall be awarded on the basis of 0.5 credits for every seven class periods attended per subject. If the school is on a block schedule, each block schedule class period attended shall be equal to two regular class periods per subject. Partial credits and grades earned by a student shall be included on the student's official transcript within two business days of the district's notification of the student's transfer, as required under Education Code 49069.5. In no event shall the district prevent a foster youth from taking or retaking a course to meet the eligibility requirements for admission to the California State University or the University of California. (Education Code 51225.2) Applicability of Graduation Requirements To obtain a high school diploma, a foster youth shall complete all courses required by Education Code 51225.3 and fulfill any additional graduation requirements prescribed by the Board. (cf. 6146.1 - High School Graduation Requirements) (cf. 6162.52 - High School Exit Examination) However, when a foster youth who has completed his/her second year of high school transfers into the district from another school district or transfers between high schools within the district, he/she shall be exempted from all district-adopted coursework and other district-established graduation requirements, unless the district makes a finding that the student is reasonably able to complete the additional requirements in time to graduate from high school by the end of his/her fourth year of high school. Within 30 calendar days of the foster youth's transfer, the Superintendent or designee shall notify the foster youth, the person holding the right to make educational decisions for him/her, and the foster youth's social worker of the availability of the exemption and whether the foster youth qualifies for it. If the Superintendent or designee fails to provide this notification, the student shall be eligible for the exemption once notified, even if the notification occurs after the student is no longer a foster youth. (Education Code 51225.1, 60851) To determine whether a foster youth is in his/her third or fourth year of high school, the district shall use either the number of credits the foster youth has earned as of the date of the transfer or the length of his/her school enrollment, whichever qualifies him/her for the exemption. (Education Code 51225.1) The Superintendent or designee shall notify any foster youth who is granted an exemption and the person holding the right to make educational decisions for him/her how any requirements that are waived will affect the foster youth's ability to gain admission to a postsecondary educational institution and shall provide information about transfer opportunities available through the California Community Colleges. (Education Code 51225.1) The district shall not require or request a foster youth to transfer schools in order to qualify for an exemption and no request for a transfer solely to qualify for an exemption shall be made by a

47

foster youth or any person acting on behalf of a foster youth. (Education Code 51225.1) If a foster youth is exempted from local graduation requirements, the exemption shall continue to apply after the termination of the court's jurisdiction over the student while he/she is still enrolled in school or if he/she transfers to another school or school district. (Education Code 51225.1) Upon making a finding that a foster youth is reasonably able to complete district graduation requirements within his/her fifth year of high school, the Superintendent or designee shall: (Education Code 51225.1) 1. Inform the foster youth and the person holding the right to make educational decisions for him/her of the foster youth's option to remain in school for a fifth year to complete the district's graduation requirements and how that will affect his/her ability to gain admission to a postsecondary educational institution 2. Provide information to the foster youth about transfer opportunities available through the California Community Colleges 3. Upon agreement with the foster youth or, if he/she is under 18 years of age, the person holding the right to make educational decisions for him/her, permit the foster youth to stay in school for a fifth year to complete the district's graduation requirements Eligibility for Extracurricular Activities A foster youth whose residence changes pursuant to a court order or decision of a child welfare worker shall be immediately deemed to meet all residency requirements for participation in interscholastic sports or other extracurricular activities. (Education Code 48850) (cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6145.2 - Athletic Competition) Notification and Complaints Information regarding the educational rights of foster youth shall be included in the annual uniform complaint procedures notification distributed to students, parents/guardians, employees, and other interested parties pursuant to 5 CCR 4622. (Education Code 48853, 48853.5, 49069.5, 51225.1, 51225.2) (cf. 5145.6 - Parental Notifications) Any complaint that the district has not complied with requirements regarding the education of foster youth may be filed in accordance with the district's procedures in AR 1312.3 - Uniform Complaint Procedures. If the district finds merit in a complaint, the district shall provide a remedy to the affected student. A complainant not satisfied with the district's decision may appeal the decision to the California Department of Education (CDE) and shall receive a written decision regarding the appeal within 60 days of CDE's receipt of the appeal. If the CDE finds

48

merit in an appeal, the district shall provide a remedy to the affected student. (Education Code 48853, 48853.5, 49069.5, 51225.1, 51225.2) (cf. 1312.3 - Uniform Complaint Procedures) Regulation BURBANK UNIFIED SCHOOL DISTRICT approved: August 4, 2016 Burbank, Cal

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Burbank USD

Board Policy High School Graduation Requirements BP 6146.1 Instruction The Board of Education desires to prepare all students to obtain a high school diploma to enable them to take advantage of opportunities for postsecondary education and employment. (cf. 5127 - Graduation Ceremonies and Activities) (cf. 5147 - Dropout Prevention) (cf. 6143 - Courses of Study) (cf. 6146.3 - Reciprocity of Academic Credit) Course Requirements To obtain a high school diploma, students shall complete at least the following courses in grades 9-12, with each course being one year unless otherwise specified: 1. Four courses in English (Education Code 51225.3) (cf. 6142.91 - Reading/Language Arts Instruction) 2. Two courses in mathematics (Education Code 51225.3) At least one mathematics course, or a combination of the two mathematics courses, shall meet or exceed state academic content standards for Algebra I. Completion of such coursework prior to grade 9 shall satisfy the Algebra I requirement, but shall not exempt a student from the requirement to complete two mathematics courses in grades 9-12. (Education Code 51224.5) Students may be awarded up to one mathematics course credit for successful completion of an approved computer science course that is classified as a "category c" course based on the "a-g" course requirements for college admission. (Education Code 51225.3, 51225.35) (cf. 6011 - Academic Standards) (cf. 6142.92 - Mathematics Instruction) (cf. 6152.1 - Placement in Mathematics Courses) 3. Two courses in science, including biological and physical sciences (Education Code 51225.3) (cf. 6142.93 - Science Instruction)

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4. Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics (Education Code 51225.3) (cf. 6142.3 - Civic Education) (cf. 6142.94 - History-Social Science Instruction) 5. One course in visual or performing arts (Education Code 51225.3) (cf. 6142.2 - World/Foreign Language Instruction) (cf. 6142.6 - Visual and Performing Arts Education) (cf. 6178 - Career Technical Education) (cf. 6178.2 - Regional Occupational Center/Program) 6. Two courses in physical education, unless the student has been otherwise exempted pursuant to other sections of the Education Code (Education Code 51225.3) (cf. 6142.7 - Physical Education and Activity) (cf. 6142.1 - Sexual Health and HIV/AIDS Prevention Instruction) (cf. 6142.4 - Service Learning/Community Service Classes) (cf. 6142.8 - Comprehensive Health Education) 7. One course in Health/Careers (cf. 6142.1 - Sexual Health and HIV/AIDS Prevention Instruction) (cf. 6142.8 - Comprehensive Health Education) 8. One course in Practical Arts/Career Technical Education (or three courses of the same foreign language) To be counted towards meeting graduation requirements, a CTE course shall be aligned to the CTE model curriculum standards and framework adopted by the State Board of Education. 9. Upon approval of the Superintendent or Designee, students may receive credit by examination for credits earned by a non-accredited institution or because they enrolled in the school after the period to add classes for full credit has passed. Because the prescribed course of study may not accommodate the needs of some students, the Board shall provide alternative means for the completion of prescribed courses in accordance with law. A foster youth, homeless student, or former juvenile court school student who transfers into the district any time after completing his/her second year of high school shall be required to complete all graduation requirements specified in Education Code 51225.3, but shall be exempt from any additional district-adopted graduation requirements, unless the Superintendent or designee makes a finding that the student is reasonable able to complete the requirements in time

51

to graduate by the end of his/her fourth year of high school. Within 30 days of the transfer, any such student shall be notified of the availability of the exemption and whether he/she qualifies for it. (Education Code 51225.1) (cf. 6146.11 - Alternative Credits Toward Graduation) (cf. 6146.2 - Certificate of Proficiency/High School Equivalency) (cf. 6146.4 - Differential Graduation and Competency Standards for Students with Disabilities) (cf. 6173- Education for Homeless Children) (cf. 6173.1- Education for Foster Youth) (cf. 6173.3- education for Juvenile Court School Students) In addition to credit requirements, students shall: 1. Demonstrate computer literacy. Students will acquire computer knowledge, skills and computer literacy throughout the regular high school curricula as outlined in the schools' technology plans 2. Complete 10 hours of Service Learning: All ninth grade students must complete 10 hours of Service Learning. Students who transfer in during their 10th or 11th grade must complete the full 10 hours. Students who transfer in as seniors must complete five hours. (cf. 6142.4 - Service Learning/Community Service Classes) 3. Since 2003, students in grades 9-11 must be enrolled in a minimum of six courses in both the first and second semesters, and students in grade 12 must be enrolled in a minimum of six courses in the first semester, and five courses in the second semester, unless exempt under Education Code Section 46145. Students in grades 11 and 12 must attend a minimum of 4 periods during the regular school day. However, they may complete the six period requirement with college or Career Technical Education courses 4. Since Spring 2005, student transcripts will only be accepted from schools that are accredited by Western Association of Schools and Colleges (WASC) or one of the other five regional associations that accredit public and private schools, colleges, and universities in the United States (North Central Association Commission on Accreditation and School Improvement, New England Association of Schools and Colleges, Middle States Association of Colleges and Schools, Southern Association of Colleges and Schools, and Northwest Association of Schools, Colleges, and Universities). 5. Students who enroll from another country shall provide transcripts whenever possible. Students will receive an initial grade level placement by a school site administrator that is subject

52

to change based on a comprehensive review of the transcripts and other enrolling documentation. If students arrive without transcripts, the grade level placement will be based on age. The transcripts shall be evaluated by the Superintendent or Designee, with a maximum of seventy (70) credits awarded per grade level, per year. A change in grade level placement, if necessary, shall occur within thirty (30) calendar days. When necessary, Instructional Services will arrange for the translation of the transcript. In no circumstances shall the enrollment of the student be delayed pending translation, nor shall parents/guardians be required to pay for translation of transcripts. Parents/Guardians may appeal the grade placement to the Superintendent or his/her designee. A written response will be provided within 10 business days. 6. Students must receive prior approval from the Superintendent or designee before any college or high school coursework taken at another site while enrolled in a district school will be accepted on the high school transcript. 7 High school credit may be granted for a college course taken prior to completion of the eighth grade based on the following criteria: a. Must receive prior approval from the middle school principal before registering for the college course. b. The principal must complete an approval form and develop a written academic plan. c. Must receive prior approval from the Superintendent or designee before class begins. d. Content of the course must be aligned to state standards and District standards. 8. Students may take course credit via on-line instruction while enrolled in high school, grades 9-12. Students who want to take online courses not offered by the District, must receive prior approval from the Superintendent or designee for on-line instruction under the following conditions: a. No more than 20 semester credits for on-line courses taken outside the District may be applied towards graduation, unless students receive prior approval from the Superintendent or his/her designee. b. Grades submitted for on-line courses will be credited on a four-point scale. c. The student will arrange for a teacher to proctor the final exam before enrolling in the course, or take the final exam for the equivalent course at the high school.

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d. Upon completion of the on-line coursework, it is the student's responsibility to arrange for the student's transcript to be forwarded to the high school registrar. Second semester seniors must provide all documentation of the completed coursework at least 10 school days prior to the student's date of graduation. e. A student may be requested to provide the principal or assistant principal evidence including, but not limited to, specific assignments competed, log-in records, and/or take an end-of-course assessment to determine mastery of course content before course credit is granted. If the student cannot show mastery and/or required evidence, then the principal can determine that the student cannot receive high school credit for the on-line coursework. f. Students have one full year to complete on-line courses in order to receive high school credits. Students facing a graduation deadline in less than a month are prohibited from enrollment. 9. Students are expected to make up failed courses during the summer session as close as possible to the semester/year in which the course was failed. Options for repeating classes in addition to summer school may include the Adult School, Options for Youth, Monterey High, and community college enrollment. The Superintendent or designee shall exempt or waive specific course requirements for foster youth, homeless students, and children of military families in accordance with Education Code 51225.1 and 49701. (cf. 6173 - Education for Homeless Children) (cf. 6173.1 - Education for Foster Youth) (cf. 6173.2 - Education for Children of Military Families) Retroactive Diplomas Until July 31, 2018, any student who completed grade 12 in the 2003-04 school year or a subsequent school year and has met all applicable graduation requirements other than the passage of the high school exit examination shall be granted a high school diploma. (Education Code 60851.6) The district may retroactively grant a high school diploma to a former student who was interned by order of the federal government during World War II or who is an honorably discharged veteran of World War II, the Korean War, or the Vietnam War, provided that he/she was enrolled in a district school immediately preceding the internment or military service and he/she did not receive a diploma because his/her education was interrupted due to the internment or military service. A deceased former student who satisfies these conditions may be granted a retroactive diploma to be received by his/her next of kin. (Education Code 51430) In addition, the district may grant a diploma to a veteran who entered the military service of the United States while he/she was a district student in grade 12 and who had completed the first half

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of the work required for grade 12. (Education Code 51440) Summary of Required Courses and Credits: English 40 Credits Math 20 Credits, including Algebra 1 Science 20 Credits, including a Physical & Life Science Social Studies 30 Credits Visual/Performing Arts 10 Credits Practical Art 10 Credits Physical Education 20 Credits Health/Careers 10 Credits Electives 70 Total Credits 230 Legal Reference: EDUCATION CODE 47612 Enrollment in charter school 48200 Compulsory attendance 48412 Certificate of proficiency 48430 Continuation education schools and classes 48645.5 Acceptance of coursework 48980 Required notification at beginning of term 49701 Interstate Compact on Educational Opportunity for Military Children 51224 Skills and knowledge required for adult life 51224.5 Algebra instruction 51225.1 Exemption from district graduation requirements 51225.2 Pupil in foster care defined; acceptance of coursework, credits, retaking of course 51225.3 High school graduation 51225.35 Mathematics course requirements; computer science 51225.36 Instruction in sexual harassment and violence; districts that require health education for graduation 51225.5 Honorary diplomas; foreign exchange students 51228 Graduation requirements 51240-51246 Exemptions from requirements 51250-51251 Assistance to military dependents 51410-51412 Diplomas 51420-51427 High school equivalency certificates 51450-51455 Golden State Seal Merit Diploma 51745 Independent study restrictions 56390-56392 Recognition for educational achievement, special education 60851.5 Suspension of high school exit examination 60851.6 Retroactive diploma; completion of all graduation requirements except high school exit examination 66204 Certification of high school courses as meeting university admissions criteria 67386 Student safety; affirmative consent standard

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CODE OF REGULATIONS, TITLE 5 1600-1651 Graduation of students from grade 12 and credit toward graduation COURT DECISIONS O'Connell v. Superior Court (Valenzuela), (2006) 141 Cal.App.4th 1452 Management Resources: WEB SITES CSBA: http://www.csba.org California Department of Education, High School: http://www.cde.ca.gov/ci/gs/hs University of California, List of Approved a-g Courses: http://www.universityofcalifornia.edu/admissions/freshman/requirements Policy BURBANK UNIFIED SCHOOL DISTRICT adopted: August 4, 2016 Burbank, California

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Burbank USD

Administrative Regulation High School Graduation Requirements AR 6146.1 Instruction Introduction Requirements for graduation and specified alternative means for completing the prescribed course of study shall be made available to students, parents/guardians, and the public. (Education Code 51225.3) (cf. 6146.11 - Alternative Credits Toward Graduation) (cf. 6145.6 - International Exchange) (cf. 6146.2 - Certificate of Proficiency/High School Equivalency) In the annual notification sent to parents/guardians pursuant to Education Code 48980, the Superintendent or designee shall include the following: (Education Code 48980) 1. Information about district high school graduation requirements and how each requirement satisfies or does not satisfy the subject matter requirements for admission to the California State University and the University of California 2. A complete list of career technical education courses offered by the district that satisfy the subject matter requirements for admission to the California State University and the University of California, and which of the specific college admission requirements these courses satisfy (cf. 5145.6 - Parental Notifications) (cf. 6143 - Courses of Study) (cf. 6178 - Career Technical Education) (cf. 6178.2 - Regional Occupational Center/Program) High school students have the option of attaining credits for courses taken at a community college. The superintendent or designee must give prior approval before any course is taken. Students must receive prior approval from the Superintendent or designee for on-line instruction under the following conditions: 1. If a student elects to take Health/ Careers through online courses, he or she will need to submit a written plan to complete 10 credits of community service (service learning hours)

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approved by a high school counselor. If a student only completes one of the two courses, five credits will not be approved for high school credit. 2. The final exam for these two on-line courses, Health Education and Education and Career Planning must be proctored by a district high school teacher who is on staff at the student's school of attendance. (cf. 5126 - Awards for Achievement) (cf. 6146.11 - Alternative Credits Toward Graduation) (cf. 6145.6 - International Exchange) (cf. 6146.2 - Certificate of Proficiency/High School Equivalency) 4. Students who have earned credit from a non-accredited institution, home school, or online program may earn credit by examination with approval of the Superintendent or Designee. (cf.6146.11-Alternative Credits Toward Graduation) Students shall not be required to have resided within the district for any minimum length of time as a condition of high school graduation. (Education Code 51411) If a student successfully completes the district's graduation requirements while attending a juvenile court school or nonpublic, nonsectarian school or agency, the district shall issue the student a diploma from the school the student last attended. (Education Code 48645.5) 18-Year Old Students and Non-Graduates It is the Burbank Unified School District's intention to offer students eight semesters of uninterrupted instruction at the high school level, the purpose of which is the attainment of a high school diploma. In certain instances, students do not accrue enough credits to meet graduation requirements during the prescribed period of time. Options for Non-Graduates As soon as it becomes evident that graduation criteria will not be reached by the end of the eighth semester of enrollment, the student's counselor will initiate a conference with the student and parent/guardian to discuss options for reaching graduation status. In many instances, this determination of non-graduation status may occur before the beginning of the senior year. However, whenever that determination is made, it will be the counselor's responsibility to create a senior status graduation plan, in addition to the typical 4-year plans that all students have. General Regulations for Students Who are Credit Deficient For students needing 10 or fewer credits to graduate from a district high school, there are several options to reach graduation status: If the credits are earned prior to the commencement of the fall semester following the proposed graduation date, and within the Burbank Unified School District, the student will be issued a

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high school diploma from the student's school of residence. Options for reaching graduation status: 1. Attendance in the Burbank Unified School District's summer school program immediately following the originally proposed graduation date, including Monterey's summer session. Upon successful completion of the needed credits/classes, a high school diploma will be conferred from the school of residence. 2. Enrollment in the Burbank Adult School to obtain the needed credits/classes. Upon successful completion of the needed credits/classes, if completed by the beginning of the fall semester following the originally proposed graduation date, a high school diploma will be conferred from the school of residence. 3. Enrollment in a community college to obtain the needed credits/classes. Upon successful completion of the needed credits/classes, if completed by the beginning of the fall semester following the originally proposed graduation date, a high school diploma will be conferred from the school of residence. 4. If the student needs 10 credits or fewer, but the credits are completed after the end of the summer session or first semester following the senior year and within the Burbank Unified School District: a. A review of the circumstances prohibiting the completion of credits in a timely manner will determine which institution will issue the diploma. b. The review will be conducted by the student's high school principal or administrative designee, counselor, and the administrator supervising secondary education. c. Depending on the determination of those identified above, the student will be issued a diploma from the school of residence or the school in which the majority of high school credits were accrued, from Monterey High School or the Adult School. For students needing more than 10 and up to 30 credits to graduate from high school, options include: 1. Enrollment in the district's summer school for a maximum of 10 credits and in the summer afternoon ROP program for a maximum of 10 credits: Upon successful completion of the needed credits/classes, a high school diploma will be conferred from the school of residence. 2. A student may submit a written request to the administrator supervising secondary education to be allowed to complete his/her high school education during a 9th semester of attendance at a comprehensive high school in the district. A panel comprised of administrators from both comprehensive high schools, the continuation high school, and the administrator supervising secondary education shall review all application requests for a 9th semester of attendance. Criteria shall include the student's age, disciplinary and attendance records, and the feasibility of attaining the stated goal of graduation within one additional semester of attendance.

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After a review of the application and a recommendation by the panel, the options identified below may be applied: 3. Return to the comprehensive high school site as a full-time student, being designated as a senior for the purpose of completing all high school graduation requirements. Upon successful completion of the needed credits/classes, a high school diploma will be conferred from the school of residence. 4. Enrollment at Monterey High School. Upon successful completion of the needed credits/classes, a high school diploma will be conferred from Monterey High School. 5. Enrollment at the Burbank Adult School. Upon successful completion of the needed credits/classes, a high school diploma will be conferred from the Burbank Adult School. For students needing more than 30 and up to 60 credits to graduate from high school: 1. If the student is under 18 years of age, options available in the district include: a. Enrollment at Monterey High School b. Enrollment at Burbank Adult School 2. If the student is over 18 years of age, options include: a. Enrollment at the Burbank Adult School b. Enrollment in a General Education Development (GED) program c. Enrollment at a community college d. Enrollment at Monterey High School Criteria For Attendance After Age 18 - Monterey High School 1. Records of Monterey students who have not graduated by the age of 18, but have completed eight semesters of study in high school, shall be reviewed by the principal or designee and counselor, according to the following criteria: a. School attendance b. Behavior/discipline c. Number of quarters projected for the student to graduate d. Number of credits needed (no more than 60)

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2. For students attending Monterey High School needing 60 or fewer credits to graduate who have reached the age of 18, the student may: a. Return to Monterey High School for a maximum of four quarters following the 18th birthday. b. Enroll at the Burbank Adult School. 3. For students attending Monterey High School needing more than 60 credits to graduate who have reached the age of 18, the student may: a. Enroll at Burbank Adult School. b. Enroll in a community college. c. Appeal for continued enrollment at Monterey High School, subject to the criteria identified above (a-d). Restrictions These administrative regulations specifically refer to students who are enrolled in the Burbank Unified School District. If a student completes his/her high school education outside of the district (with the exception of enrollment in a community college) he/she cannot receive a Burbank Unified School District diploma. For Special Education students, state and federal regulations apply For English Learners, the following apply: Students who entered the District from another country in grades 11 or 12 and gave made good academic progress are eligible to stay for a 5th year of study at the comprehensive high school. Appeals to the procedures described above will be referred to the administrator supervising secondary education. High School Graduation Participation Criteria In order for a senior to be eligible to participate in the graduation ceremony, the student must meet established academic and behavioral criteria related to attendance and citizenship. In order to participate, graduating seniors must: 1. Successfully complete academic requirements: a. Satisfactory completion of 230 units of study, including all required courses b. Successful completion in 10 hours of Service Learning c. No more than two failing semester grades in the senior year

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2. Have satisfactory attendance, which is defined as no more than 15 absences (either excused or unexcused) per class per semester of the senior year 3. Have satisfactory citizenship: a. No more than one suspension for any reason during the senior year. b. No more than a total of two "unsatisfactory" (U) marks in citizenship on the report card each semester in the senior year. 4. Pay all indebtedness prior to the last two weeks of the second semester of the senior year. In addition to the above, graduating seniors must: 1. Participate in the rehearsal prior to graduation in order to participate in the graduation ceremony. 2. Be enrolled in an eighth semester of high school unless there are extenuating circumstances that prevented them from completing high school within the traditional four-year structure. 3. Have a signed participation form on file in the school office by October 1 of the senior year if the student is a potential graduate or upon completion of enrollment documents when registering after the beginning of the school year. In some instances, a 4th year high school student may be reclassified to junior standing due to inadequate accrual of credits, but may reach senior status during the school year. If this should occur, the following practice will be applied: any student who is redesignated to senior status during the school year will be subject to all ceremony participation requirements retroactive to the beginning of the year. The principal or designee will notify the parent/guardian immediately of the change in status. If a student is in violation of any of the stated criteria, an appeal process will be in place. All appeals will be made to a committee that will be comprised of the principal of the school, an assistant principal, the student's counselor, and the administrator supervising secondary education. All decisions from the appeals committee will be final. Appeal Process 1. All appeals must be submitted, in writing, to the student's counselor or administrator, no later than 10 working days prior to the end of the semester in which the criteria violation occurred. 2. All circumstances that affected the student and contributed to the infraction should be

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clearly stated in the letter of appeal. This may entail submission of notes from a doctor or any other support documentation that may contribute to the appeals committee's understanding of the student's situation. 3. All written appeals will be reviewed by the appeals committee. 4. After the written appeal has been reviewed, a written response will be sent to the student. 5. All decisions from the appeals committee are final. 6. If the appeal is granted, the student will be allowed to participate in the graduation ceremony. If denied, the student will not participate in the ceremony and no tickets to the graduation ceremony will be issued to non-participating seniors. A student, who has met graduation requirements but is not eligible to participate in the graduation ceremony, will receive a high school diploma. Adult School Graduation Participation Criteria In order to participate in the graduation ceremony, a student must meet established academic and behavioral criteria. In order to participate, graduating seniors must: 1. Successfully complete academic requirements: a. Satisfactory completion of 180 units of study, including all required courses. 2. Pay all indebtedness prior to the last two weeks of the second semester of the senior year. In addition to the above, graduating seniors must: 1. Participate in the rehearsal prior to graduation in order to graduate on stage. 2. Have a signed participation form on file in the counseling office by April 1 of the senior year if the student is a potential graduate. (cf. 5123 - Promotion/Acceleration/Retention) (cf. 6177 - Summer School) Regulation BURBANK UNIFIED SCHOOL DISTRICT approved: January 15, 2015 Burbank, California

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Alternative Education Master Plan Goals

Burbank USD

Board Policy Reciprocity Of Academic Credit BP 6146.3 Instruction To determine whether students transferring into the district have met district course requirements, the Superintendent or designee shall establish procedures to evaluate the comparability of courses and/or students' understanding of course content. Such procedures shall include methods for determining the number of years of school attendance, the specific courses completed by the student and the value of credits earned. (cf. 5111 - Admission) (cf. 5117 - Interdistrict Attendance) (cf. 5121 - Grades/Evaluation of Student Achievement) (cf. 6011 - Academic Standards) (cf. 6143 - Courses of Study) (cf. 6146.1 - High School Graduation Requirements) (cf. 6146.11 - Alternative Credits Toward Graduation) (cf. 6146.2 - Certificate of Proficiency/High School Equivalency) (cf. 6146.4 - Differential Graduation and Competency Requirements) (cf. 6146.5 - Elementary/Middle School Graduation Requirements) (cf. 6162.5 - Student Assessment) The district shall accept for credit full or partial coursework satisfactorily completed by students while attending a public school, a juvenile court school or nonpublic nonsectarian school or agency. (Education Code 48645.5) Partial credits shall be awarded on the basis of 0.5 credits for every seven class periods attended per subject (See Chart). If the school is on a block schedule, each block schedule class period attended shall be equal to two regular class periods per subject. Partial credits and grades earned by a student shall be included on the student’s official transcript within two business days of the district’s notification of the student’s transfer, as required under Education Code 49069.5.

Number of Class Periods Attended Credits Earned 7-13 .5 Credits 14-20 1 Credits 21-27 1.5 Credits 28-34 2 Credits 35-41 2.5 Credits 42-48 3 Credits 49-55 3.5 Credits 56-62 4 Credits

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Alternative Education Master Plan Goals 63-69 4.5 Credits 70+ 5 Credits

Students who arrive after week 3 in the semester will be eligible for partial credit based on the number of class periods attended as indicated in the chart above. Notwithstanding the above, a student who enrolled in the school after the date established for full credit may take the comprehensive final examinations for each course. He or she is eligible for full credit with the approval of the Superintendent or Designee, if the examinations(s) is passed with a C or better, assignments are current, and attendance is good. (cf. 6159.2) Nonpublic, Nonsectarian School and Agency Services for Special Education) (cf. 6173) Education for Homeless Children) (cf. 6173.1) Education for Foster Youth) (cf. 6146.11) Alternative Credits Toward Graduation Pending evaluation of the transferring student's academic performance, the student shall be placed at the grade level reached prior to enrollment in the district. Within 30 days of enrollment, the principal or designee shall complete the evaluation and determine the student's appropriate grade placement. Legal Reference: EDUCATION CODE 35160 Authority of governing boards 35160.1 Broad authority of school districts 47612.5 Charter schools operations, general requirements 48011 Admission from kindergarten or other school 48645.5 Coursework completed in public school, juvenile court school or nonpublic nonsectarian school 51225.3 Requirements for graduation 51228 Minimum curriculum standards 60605 Academic content and performance standards; assessments 60641-60649 Standardized Testing and Reporting Program Policy BURBANK UNIFIED SCHOOL DISTRICT adopted: June 14, 2007 Burbank, California

65

Alternative Education Master Plan Goals

Appendix B – Guide to BUSD Alternative Education Programs

66

Burbank Unified School District

Instructional Services

REPORT TO THE BOARD

TO:

FROM:

PREPARED BY:

SUBMITTED BY:

DATE:

SUBJECT:

Background:

Members of the Board of Education

John M. Paramo, Director, Secondary Education

John M. Paramo, Director, Secondary Education

Laura Erisman, Administrative Secretary

February 1, 2018

Report on Burbank Unified School District’s Physical Fitness Testing 2017

All public schools in California are required to administer and report the results of physical fitness testing

annually in the School Accountability Report Cards (SARC). The California Department of Education

adopted physical education standards in 2005 that detail what students should learn and what skills they

should be able to perform. These standards are implemented by all teachers in all the physical education

programs in the Burbank Unified School District.

The physical fitness test that is administered on an annual basis to all students in grades five, seven, and

nine is the Fitnessgram. This test measures six major fitness areas: aerobic capacity, body composition,

abdominal strength and endurance, trunk strength and flexibility, upper body strength and endurance, and

overall flexibility. The vast majority of District students are able to participate and take the test. The goal

of the California physical fitness test is for students to achieve minimum fitness levels, or performance

standards for all six fitness areas of the test. Students who are able to meet this level of performance are

assessed to be in the Healthy Fitness Zone (HFZ) for that fitness area. California defines passing the

Fitnessgram as achieving five out of six standards on the test.

In addition, Senate Bill 601 requires high school students to continue to take physical education if they do

not meet the standard on five of the six standards on the Fitnessgram administered in the ninth grade year.

Although the student must continue to take physical education until they have passed the test, it is not a

requirement for graduation and a high school diploma.

District Wide Goals 2017-2018:

3.0 Align all instruction and state learning to California State Standards.

Discussion/Issues:

In the 2011 testing cycle the District experienced some inconsistencies and problems with our data, which

made it difficult to compare across years and measure progress. This year, however, the data is accurate

and a true reflection of the performance levels of our students. Areas of strength are the following: trunk

extensor strength, abdominal strength and flexibility. Areas of Weakness are the following: body

composition and upper body strength (except at grade nine).

The charts below show how the District students have performed over time in each of the six areas tested

on the Fitnessgram and how they have improved in terms of the passing rate of five of six standards.

67

Reporting Year

Grade

5

2011

2012

2013

2014

2015

2016

2017

Six of six standards 26.3 23.5 29.4 26.6 26.8 20.7 21.5

Five of six standards

22.6

26.2

26.7

23.3

25.8

23.4

25.8

Four of six standards

21.0

18.3

20.1

18.5

16.9

22.5

19.9

Three of six standards 13.4 16.2 12.5 15.4 15.1 15.7 15.3

Two of six standards

12.7

11.1

8.0

10.6

10.4

12.2

12.2

One of six standards 3.7 4.1 3.0 4.8 4.1 4.6 4.5

Zero of six standards 0.5 0.6 0.3 0.8 0.8 0.8 .8

Total tested 1,059 1,100 1,071 1,083 1,045 991 823

Individual Fitness Tasks Grade

5

2011

2012

2013

2014

2015

2016

2017

Aerobic Capacity 62.8 69.8 71.1 68.5 72.7 65.6 66.7

Body Composition 52.8 59.6 56.4 63.3 67.6 66.8 61.9

Abdominal Strength 76.1 78.8 84.0 76.4 74.2 72.4 70.9

Trunk Extensor Strength 81.3 80.4 88.3 82.5 74.5 74.4 77.1

Upper Body Strength 73.7 58.9 66.4 55.8 61.4 54.1 58

Flexibility 76.8 72..5 80.6 75.6 77.6 73.4 77.1

Reporting Year Grade

7

2011

2012

2013

2014

2015

2016

2017

Six of six standards 39.4 33.4 28.0 33.4 34.4 26.3 36.1

Five of six standards

23.6

25.0

24.1

26.9

26.9

26.4 27.9

Four of six standards

17.8

16.8

19.8

18.7

17.3

18 16.3

Three of six standards 10.9 13.1 13.6 11.4 10.3 15.8 10.5

Two of six standards

5.7

7.9

8.7

6.8

8.0

9.7 5.5

One of six standards 2.1 3.0 4.6 2.1 2.1 3.2 2.8

Zero of six standards 0.5 0.7 1.3 0.5 1.0 0.6 .9

Total tested 1,197 1,152 1,187 1,163 1,159 1207 900

Individual Fitness Tasks Grade

7

2011

2012

2013

2014

2015

2016

2017

Aerobic Capacity 77.7 72.3 68.5 76.2 75.2 69.3 74.9

Body Composition 64.7 58.1 57.3 66.8 67.2 66.3 68.8

Abdominal Strength 84.2 81.1 78.6 79.8 84.9 73.4 86.8

Trunk Extensor Strength 90.0 94.2 86.9 88.9 85.9 80.5 85.1

Upper Body Strength 73.5 68.0 65.7 65.5 69.2 59.9 70.9

Flexibility 81.8 77.4 73.2 83.1 76.6 82.3 80.2

68

Reporting Year

Grade

9

2011

2012

2013

2014

2015

2016

2017

Six of six standards 34.3 40.8 41.7 38.1 36.8 41.7 42.5

Five of six standards

27.8

24.7

25.3

27.4

27.8

25.8

26

Four of six standards

23.2

17.4

16.9

15.0

15.3

14.0 13.4

Three of six standards 9.4 9.9 8.9 11.9 10.3 9.9 10.3

Two of six standards

3.6

5.7

5.0

5.2

6.5

6.3

5.1

One of six standards 1.2 1.3 1.4 2.2 2.3 1.8 2.1

Zero of six standards 0.4 0.2 0.9 0.2 0.5 0.5 .6

Total tested 668 1,288 1,164 1,004 1,243 1,176 1057

Individual Fitness Tasks

Grade

9

2011

2012

2013

2014

2015

2016

2017

Aerobic Capacity 52.2 71.7 71.8 70.7 68.4 71.9 71.4

Body Composition 63.8 63.0 65.3 67.4 65.6 67.6 65.6

Abdominal Strength 87.4 86.4 85.0 83.3 84.1 84.9 85.9

Trunk Extensor Strength 94.3 85.9 89.3 89.2 87.5 89.5 93.1

Upper Body Strength 83.7 79.2 77.5 72.2 73.2 72 75.1

Flexibility 93.0 93.9 93.2 91.2 90.2 93.2 90.7

69

Overall – Summary of Results

District Results Compared to State Results

2017 Physical Fitness

Physical Fitness Area

Grade 5

% of Students In HFZ

Grade 7

% of Students in HFZ

Grade 9

% of Students in HFZ

Physical Fitness

Tasks

District State District State District State

Aerobic Capacity 66.7 62 74.9 64.6 71.4 61.9

Body Composition 61.9 59.3 68.8 661.3 65.6 62.8

Abdominal

Strength

70.9 70.9 86.8 79.6 85.9 82.6

Trunk

Extension Strength

77.1 84.5 85.1 87.3 93.1 89.7

Upper Body Strength 58 63.6 70.9 66.6 75.1 70.9

Flexibility 77.1 71.9 80.2 79.8 90.7 84.2

Overall – Summary of Results

District Results Compared to State Results

2017 Physical Fitness

Number of fitness

standards achieved

Grade 5

District

Grade 5

State

Grade 7

District

Grade 7

State

Grade 9

District

Grade 9

State

6 of 6 fitness

standards

21.5 24.9 36.1 31.4 42.5 34.8

5 of 6 fitness

standards

25.8 22.7 27.9 23.5 26 23.4

4 of 6 fitness

standards

19.9 19.1 16.3 18 13.4 17.8

3 of 6 fitness

standards

15.3 15.1 10.5 13.4 10.3 12.5

2 of 6 fitness

standards

12.2 10.9 5.5 8.8 5.1 7.3

1 of 6 fitness

standards

4.5 5.8 2.8 4 2.1 3.2

0 of 6 fitness

standards

0.8 1.5 0.9 1.0 .6 1.1

70

2017 Physical Fitness

Number of Students Tested

Burbank Unified School District Grade Level District State

Grade 5 1067 473,289

Grade 7 1122 453,698

Grade 9 1166 445,003

Total Students Tested 3355 1,371,990

Summary of Results:

The Burbank Unified School District results over the last two years shows the number of students who

achieve five of six standards is declining in grade 5 and 7, but holding steady in grade 9:

% of BUSD students who passed 5 of 6 strands

2015-2016 2016-2017

Grade 5 44.1% 47.2%

Grade 7 52.7% 63.9%

Grade 9 67.5% 68.5%

Similarly, Burbank students achieved lower than the state average in 5 out of the 6 strands for the Healthy

Kids Zone, with the exception of the 9th grade:

Comparison of students who passed 5 of 6 strands District State

Grade 5 47.2% 47.6%

Grade 7 63.9% 54.9%

Grade 9 68.5% 58.2%

The areas of greatest need for improvement are listed below by grade level.

Grade 5:

Aerobic Capacity

Upper Body Strength

Grade 7:

Aerobic Capacity

Upper Body Strength

Grade 9:

Upper Body Strength

Recommendation:

John Paramo, Director, Secondary Education, will report on the results of the District’s Physical Fitness

Testing for 2016-2017 school year, as presented. 71

2016-2017 Physical Fitness TestJohn M. ParamoDirector, Secondary Education

72

2016-2017 District Comparative Data from Year to Year

% of BUSD students who passed 5 of 6 strands

2015-2016 2016-2017

Grade 5 44.1% 47.2%

Grade 7 52.7% 63.9%

Grade 9 67.5% 68.5% 73

2016-2017 District Comparative Data Against the State Data

Comparison of students who passed 5 of 6 strandsDistrict State

Grade 5 47.2% 47.6%

Grade 7 63.9% 54.9%

Grade 9 68.5% 58.2%74

Three Year Comparison: % of students in the HFZ

GRADE 5 GRADE 6 GRADE 7

2015 2016 2017 2015 2016 2017 2015 2016 2017

BUSD 52.6 44.1 47.3 61.3 52.7 64 64.6 67.5 68.5

State 49.5 49 47.6 56 55.5 54.9 61.1 60.1 58.2

75

Areas of Concentration

Aerobic Capacity

Upper Body Strength

76

Burbank Unified School District Office of the Superintendent

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Matt Hill, Superintendent

PREPARED BY: Kimberley A. Clark, Executive Assistant to the Superintendent

SUBMITTED BY: Kimberley A. Clark, Executive Assistant to the Superintendent

DATE: February 1, 2018

SUBJECT: First Reading of Proposed Revision of Selected Board Policies and Administrative Regulations

Background:

The Board of Education began the process of comprehensive review and revision of the entire Board Policies and Administrative Regulation Manual, contracting with the California School Boards Association (CSBA) – Governance and Management Using Technology (GAMUT), beginning in December 2005. CSBA – GAMUT provided consultation and facilitated the policy revision process. The District’s continuing agreement with CSBA – GAMUT provides for suggested policy periodically throughout each calendar year. The updates presented at this time are the July 2017 Board Policies sent to the District by CSBA. At this time staff is also presenting BP/AR 1312.3: Uniform Complaint Procedures, as the California Department of Education (CDE) has introduced changes related to Federal Program Monitoring (FPM) Review. These policies have been reviewed by a subcommittee consisting of two members of the Board of Education and appropriate administrative staff. Changes appear in red on the PDF version; text to be added is underlined and/or highlighted and text to be deleted is shown as struck through.

Discussion/Issues: Copies of revised policies and administrative regulations will not be duplicated for general distribution. Copies may be obtained by contacting the Superintendent’s Office at (818) 729-4422 or via e-mail at: KimberleyClark@burbankusd.org

Fiscal Impact: None

Recommendation: Matt Hill, Superintendent, will facilitate the Board’s first reading of the proposed revision of selected Board Policies and Administrative Regulations from the California School Boards Association (CSBA) – Governance and Management Using Technology (GAMUT), as presented.

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Page 1 of 45

Philosophy, Goals, Objectives, and Comprehensive Plans BP 0000 VISION The Governing Board believes that a clearly stated purpose and direction for the district provide the foundation for continuous improvement and accountability. The Board shall adopt a long-range vision for district programs and activities that focuses on the achievement and well-being of all students and reflects the importance of preparing students for the future academically, professionally, and personally. The vision shall recognize the unique role of students, parents/guardians, staff, and community partners in contributing to a high-quality education for all students. The district's vision may be incorporated into its mission or purpose statement, philosophy or motto, long-term goals, short-term objectives, and comprehensive plans such as the local control and accountability plan (LCAP). (cf. 0100 - Philosophy) (cf. 0200 - Goals for the School District) (cf. 0400 - Comprehensive Plans) (cf. 0460 - Local Control and Accountability Plan) (cf. 9000 - Role of the Board) The Superintendent or designee shall recommend an appropriate process, with clearly defined procedures, timelines, and responsibilities, for establishing, reviewing, and updating the district's vision statements. This process shall include a review of relevant district documents and data including, but not limited to, information about student demographics, student achievement, current programs, and emerging educational issues. The process shall incorporate an analysis and identification of district strengths and areas in which growth is needed. Input shall be solicited from parents/guardians, students, staff, and community members through methods such as surveys, focus groups, advisory committees, and/or public meetings and forums. (cf. 1220 - Citizen Advisory Committees) (cf. 2230 - Representative and Deliberative Groups) (cf. 6020 - Parent Involvement) The Board shall review the district's vision statements annually, in conjunction with the update to the LCAP, to ensure consistency among all documents that set direction for the district. Following these reviews, the Board may revise or reaffirm the direction it has established for the district. The Superintendent or designee shall communicate the district's vision to staff, parents/guardians, and the community. (cf. 1113 - District and School Web Sites) (cf. 1100 - Communication with the Public) Board decisions regarding curriculum, policies, the budget, collective bargaining agreements, and other district operations shall be aligned with the district's vision. In addition, the Superintendent or designee shall ensure that staff's implementation of district programs and activities supports attainment of the district's vision.

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The Superintendent or designee shall regularly report to the Board regarding district progress toward the vision. (cf. 0500 - Accountability) Legal Reference:

EDUCATION CODE 52060-52077 Local control and accountability plan

Management Resources:

CSBA PUBLICATIONS The School Board Role in Creating the Conditions for Student Achievement: A Review of the Research, May 2017 Governing to Achieve: A Synthesis of Research on School Governance to Support Student Achievement, August 7, 2014 Defining Governance, Issue 4: Governance Decisions, Governance Brief, June 2014 Defining Governance, Issue 3: Governance Practices, Governance Brief, April 2014 WEB SITES CSBA: http://www.csba.org

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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In order to establish and support a guiding vision for the district, the Governing Board shall develop, articulate, and regularly review an overarching set of fundamental principles which describe the district's core beliefs, values, and tenets. The Board and district staff shall incorporate these principles into all programs, activities, and operations of the district. (cf. 0000 - Vision) (cf. 0200 - Goals for the School District) (cf. 0460 - Local Control and Accountability Plan) (cf. 9000 - Role of the Board) It is the philosophy of the district that: BUSD’s Core Values:

WE HOLD HIGH EXPECTATIONS AND STANDARDS FOR THE ACADEMIC AND SOCIAL DEVELOPMENT OF ALL STUDENTS AND THE

PERFORMANCE OF ADULTS.

WE GIVE STUDENTS THE OPPORTUNITY TO ACHIEVE SUCCESS IN THEIR CHOSEN ENDEAVORS AND TO CREATE A DESIRE TO BE LIFELONG LEARNERS.

INCREASING STUDENTS’ PROFICIENCY WILL IMPROVE THEIR

QUALITY OF LIVING FOR A LIFETIME.

• All students will learn and achieve. Each student at every level: …will demonstrate respect of self, others, and the community. ...will encounter a rigorous and engaging curriculum. ...will experience a variety of instructional strategies. ...will build high self-esteem through success in personal achievement. ...will have opportunities to engage in enriching extra- and co-curricular activities.

• Family involvement greatly enhances the success of children in school.

• Highly skilled and effective teaching, combined with positive personal attitudes and

relationships, are the essential factors in a successful classroom learning experience.

• The entire community and all of its organizations and agencies play a vital role in the success of students in school. The schools, parents, and community must provide a social environment which enhances each student’s ability to achieve a high level of academic success and physical and emotional well-being. It is essential to collaborate and maximize time, money, and human resources to promote shared responsibility for the health and welfare of all students.

• Our District recruits, hires, and retains highly qualified, talented, and productive staff

members. All employees will uphold the highest ethical standards and function on a values foundation of a strong Work Ethic, Integrity, Accountability, Honesty/Openness, Caring, Respect, Fairness, Citizenship, Passion, and Enthusiasm.

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• Our District recognizes and appreciates the cultural and human diversity of our students, staff, and families. This diversity offers educational opportunities enhancing respect and success for all.

• Analysis of District budget and programs guides the priorities for the purpose of

preserving District solvency.

1. All students can learn and succeed. 2. Every student should have an opportunity to receive a quality education regardless of

his/her social, cultural, or economic background. (cf. 0410 - Nondiscrimination in District Programs and Activities) 3. Every student in the district has a right to be free from discrimination, harassment,

intimidation, and bullying, as prohibited by law or district policy. 4. The future of our nation and community depends on students possessing the skills to

be lifelong learners, collaborative and creative problem solvers, and effective, contributing members of a global and technologically advanced society.

5. Highly skilled and dedicated teachers and educational support staff have the capacity

to guide students toward individual achievement and growth, and have a direct and powerful influence on student learning and life experiences.

6. A safe, nurturing environment and positive school climate are necessary for learning,

academic achievement, and student development. (cf. 5131.2 - Bullying) (cf. 5137 - Positive School Climate) 7. Parents/guardians have a right and an obligation to be engaged in their child's

education and to be involved in the intellectual, physical, emotional, and social development and well-being of their child.

(cf. 6020 - Parent Involvement) 8. The needs of the whole child must be addressed, as the ability of children to learn is

affected by social, health, and economic conditions and other factors outside the classroom.

9. Early identification of learning and behavioral difficulties and timely and appropriate

support and intervention contribute to student success. 10. Students and staff are encouraged and motivated by high expectations and recognition

for their accomplishments. 11. School improvement is a dynamic process requiring flexibility and innovation to meet

the needs of students in a changing world.

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12. Professional development for the Board and district staff is essential for the growth and success of the district and its students.

(cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) (cf. 9240 - Board Training) 13. The diversity of the student body and school staff enriches the learning experience,

promotes cultural awareness and acceptance, and serves as a model for citizenship in a global society.

14. A common set of norms and protocols is crucial to effective governance. 15. Communication, trust, respect, collaboration, and teamwork strengthen the

relationship among Board members and between the Board and Superintendent, and contribute to the effectiveness of the governance team.

16. The community and district are inextricably connected partners, wherein the

community's engagement in issues that impact the schools enhances the district's programs and student learning.

(cf. 1000 - Concepts and Roles) 17. Two-way communication with all stakeholders is essential for establishing continuity,

support, and shared goals both within the district and with the surrounding community.

18. The Board has a responsibility to advocate on behalf all students, keep current on

legislative issues affecting education, and build positive relationships with local, state, and federal representatives.

19. A fiscally sound budget which is reflective of the district's vision is imperative to the

financial stability of the district and to the attainment of its goals. 20. Responsibility for district programs and operations is shared by the entire educational

community, with ultimate accountability resting with the Board as the basic embodiment of representative government.

Legal Reference:

EDUCATION CODE 51002 Local development of programs based on stated philosophy and goals 51019 Definition of philosophy 51100-51101 Parental involvement

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Management Resources: CSBA PUBLICATIONS The School Board Role in Creating the Conditions for Student Achievement: A Review of the Research, May 2017 Governing to Achieve: A Synthesis of Research on School Governance to Support Student Achievement, August 7, 2014 Defining Governance, Issue 2: Governing Commitments, Governance Brief, February 2014 WEB SITES CSBA: http://www.csba.org National School Climate Center: http://schoolclimate.org

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Philosophy, Goals, Objectives, and Comprehensive Plans E 0420.41 CHARTER SCHOOL OVERSIGHT

REQUIREMENTS FOR CHARTER SCHOOLS Charter schools shall be subject to the terms of their charters, any memorandum of understanding with their chartering authority, and other legal requirements that are expressly applicable to charter schools, including, but not limited to, requirements that each charter school: 1. Be nonsectarian in its programs, admission policies, employment practices, and all

other operations (Education Code 47605) 2. Not discriminate against any student on the basis of the characteristics listed in

Education Code 220 (Education Code 47605) 3. Not charge tuition (Education Code 47605) 4. Not charge student fees for any activity that is an integral component of the

educational program, except as authorized by those Education Code provisions that explicitly apply to charter schools

5. Adhere to all laws establishing the minimum age for public school attendance

(Education Code 47610) 6. Serve students who are California residents and who, if over 19 years of age, are

continuously enrolled in a public school and making "satisfactory progress" toward a high school diploma as defined in 5 CCR 11965 (Education Code 47612)

7. Serve students with disabilities in the same manner as such students are served in

other public schools (Education Code 47646, 56145) 8. Admit all students who wish to attend the school, according to the following criteria

and procedures: a. Admission to the charter school shall not be determined according to the

student's place of residence, or that of his/her parents/guardians, within the state, except that any existing public school converting partially or entirely to a charter school shall adopt and maintain a policy giving admission preference to students who reside within the school's former attendance area. (Education Code 47605) If a charter school will be physically located in a public elementary school attendance area in which 50 percent or more of the student enrollment is eligible for free or reduced-price meals, it may also establish an admission

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preference for students who are currently enrolled in the public elementary school and for students who reside in the public school attendance area. (Education Code 47605.3)

b. If the number of students who wish to attend the charter school exceeds the

school's capacity, attendance, except for existing students of the charter school, shall be determined by a public random drawing. Preference shall be extended to students currently attending the charter school and students who reside in the district, except as provided for in Education Code 47614.5. (Education Code 47605)

c. Other admission preferences may be permitted by the chartering district on an

individual school basis consistent with law. (Education Code 47605) 9. Immediately enroll a homeless student, except where such enrollment would conflict

with Education Code 47605(d) (Education Code 48850; 42 USC 11431-11435) 10. Comply with the requirements of Education Code 48850-48859 regarding the

enrollment and placement of foster youth (Education Code 48853.5, 48859) 11. If the school offers a kindergarten program: (Education Code 48000)

a. Offer a transitional kindergarten (TK) program to students whose fifth

birthday is from September 2 through December 2 b. Ensure that any credentialed teacher first assigned to teach a TK class after

July 1, 2015 meets the qualifications specified in Education Code 48000 by August 1, 2020

12. Require its teachers to hold a certificate, permit, or other document issued by the

Commission on Teacher Credentialing (CTC) equivalent to that which a teacher in other public schools would be required to hold (Education Code 47605)

13. Provide annual training on child abuse and neglect reporting requirements to

employees and persons working on the school's behalf who are mandated reporters, within the first six weeks of each school year or within six weeks of employment (Education Code 44691)

14. Not hire any person who has been convicted of a violent or serious felony except as

otherwise provided by law, and, if the school contracts with an entity for specified services, verify that any employee of that entity who will have contact with students has had a criminal background check (Education Code 44830.1, 45122.1, 45125.1)

15. Report to the CTC any change in a certificated employee's employment status

(dismissal, nonreelection, resignation, suspension, unpaid administrative leave for more than 10 days, retirement, or other decision not to employ or reemploy) as a result of an allegation of misconduct or while an allegation of misconduct is pending (Education Code 44030.5)

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16. Meet the requirements of Education Code 47611 regarding the State Teachers' Retirement System (Education Code 47610)

17. Meet the requirements of Government Code 3540-3549.3 related to collective

bargaining in public education employment (Education Code 47611.5) 18. If the school serves students in grades 7-12, adopt a policy on suicide prevention,

intervention, and postvention with specified components (Education Code 215) 19. If the school serves students in grade 9, adopt a fair, objective, and transparent

mathematics placement policy with specified components (Education Code 51224.7) 20. Meet all statewide standards and conduct any statewide assessments applicable to

noncharter public schools (Education Code 47605, 47612.5, 60605, 60850-60859) 21. Until July 31, 2018, grant a high school diploma to any student who completed grade

12 in the 2003-04 school year or a subsequent school year and who has met all applicable graduation requirements other than the passage of the high school exit examination (Education Code 60851.6)

22. Offer at least the number of instructional minutes required by law for the grade levels

provided by the charter school (Education Code 47612.5) 23. If the school provides independent study, meet the requirements of Education Code

51745-51749.3, except that the school may be allowed to offer courses required for graduation solely through independent study as an exception to Education Code 51745(e) (Education Code 47612.5, 51747.3; 5 CCR 11705)

24. Identify and report to the Superintendent of Public Instruction (SPI) any portion of its

average daily attendance that is generated through nonclassroom-based instruction, including, but not limited to, independent study, home study, work study, and distance and computer-based education (Education Code 47612.5, 47634.2; 5 CCR 11963.2)

25. If the school offers competitive athletics, annually post on the school's web site or on

the web site of the charter operator the total enrollment of the school classified by gender, the number of students who participate in competitive athletics classified by gender, and the number of boys' and girls' teams classified by sport and by competition level (Education Code 221.9)

26. If the school offers an athletic program, annually provide information sheets about

concussions/head injuries and sudden cardiac arrest to athletes and their parents/guardians, which must be signed and returned to the school before the athlete initiates practice or competition. In the event that an athlete is suspected of sustaining a concussion or head injury, passes out, or faints during or immediately after participation in an athletic activity, he/she shall be immediately removed from the activity for the remainder of the day and shall not be permitted to return to the activity until he/she is evaluated by a licensed health care provider and receives written clearance to do so. (Education Code 33479-33479.5, 49475)

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27. On a regular basis, consult with parents/guardians and teachers regarding the school's

educational programs (Education Code 47605) 28. Provide students the right to exercise freedom of speech and of the press including,

but not limited to, the use of bulletin boards; the distribution of printed materials or petitions; the wearing of buttons, badges, and other insignia; and the right of expression in official publications (Education Code 48907, 48950)

29. Maintain written contemporaneous records that document all student attendance and

make these records available for audit and inspection (Education Code 47612.5) 30. If a student subject to compulsory full-time education is expelled or leaves the charter

school without graduating or completing the school year for any reason, notify the Superintendent of the school district of the student's last known address within 30 days and, upon request, provide that district with a copy of the student's cumulative record, including a transcript of grades or report card, and health information (Education Code 47605)

31. If the school serves high school students, submit to the Student Aid Commission, for

use in the Cal Grant program, the grade point average (GPA) of all students in grade 12 and verification of high school graduation or its equivalent for students who graduated in the prior academic year. However, such information shall not be submitted when students opt out or are permitted by the rules of the Student Aid Commission to provide test scores in lieu of the GPA. (Education Code 69432.9, 69432.92)

32. Develop a transportation safety plan that includes procedures to ensure that a student

is not left unattended on a school bus, student activity bus, youth bus, or child care motor vehicle and procedures and standards for designating an adult chaperone, other than the driver, to accompany students on a school activity bus (Education Code 39831.3)

33. Comply with the California Building Standards Code as adopted and enforced by the

local building enforcement agency with jurisdiction over the area in which the charter school is located, unless the charter school facility meets either of the following conditions: (Education Code 47610, 47610.5)

a. The facility complies with the Field Act pursuant to Education Code 17280-

17317 and 17365-17374. b. The facility is exclusively owned or controlled by an entity that is not subject

to the California Building Standards Code, including, but not limited to, the federal government.

34. Provide reasonable accommodations on campus to a lactating student to express

breast milk, breastfeed an infant child, or address other needs related to breastfeeding (Education Code 222)

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35. Ensure the availability and proper use of emergency epinephrine auto-injectors by: (Education Code 49414) a. Providing school nurses or other voluntary, trained personnel with at least one

regular and one junior device for elementary schools and, for secondary schools, one regular device if there are no students who require a junior device

b. Distributing a notice at least once per school year to all staff requesting

volunteers and describing the training that volunteers will receive c. Providing defense and indemnification to volunteers for any and all civil

liability from such administration 36. If the school chooses to make an opioid antagonist available to persons suffering, or

reasonably believed to be suffering, from an opioid overdose, comply with the requirements of Education Code 49414.3, including, but not limited to, providing training to personnel who volunteer to administer the opioid antagonist

37. Promptly respond to all reasonable inquiries from the district, the county office of

education, or the SPI, including, but not limited to, inquiries regarding the school's financial records (Education Code 47604.3)

38. Annually prepare and submit financial reports to the district Governing Board and the

County Superintendent of Schools in accordance with the following reporting cycle: a. By July 1, a preliminary budget for the current fiscal year. For a charter school

in its first year of operation, financial statements submitted with the charter petition pursuant to Education Code 47605(g) will satisfy this requirement. (Education Code 47604.33)

b. By July 1 each year, an update of the school's goals and the actions to achieve

those goals as identified in the charter, developed using the local control and accountability plan template adopted by the State Board of Education. This report shall include a review of the progress toward the goals, an assessment of the effectiveness of the specific actions toward achieving the goals, a description of changes the school will make to the specific actions as a result of the review and assessment, and a listing and description of expenditures for the fiscal year implementing the specific actions. (Education Code 47604.33, 47606.5, 52064)

When conducting this review, the governing body of the school may consider

qualitative information including, but not limited to, findings that result from any school quality reviews conducted pursuant to Education Code 52052 or any other reviews. To the extent practicable, data shall be reported in a manner consistent with how information is reported on a school accountability report card. The update shall be developed in consultation with teachers, principals, administrators, other school personnel, parents/guardians and students. (Education Code 47606.5)

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c. By December 15, an interim financial report for the current fiscal year reflecting changes through October 31. (Education Code 47604.33)

d. By March 15, a second interim financial report for the current fiscal year

reflecting changes through January 31. (Education Code 47604.33) e. By September 15, a final unaudited report for the full prior year. The report

submitted to the Board shall include an annual statement of all the charter school's receipts and expenditures for the preceding fiscal year. (Education Code 42100, 47604.33)

f. By December 15, a copy of the charter school's annual, independent financial

audit report for the preceding fiscal year, unless the charter school's audit is encompassed in the district's audit. The audit report shall also be submitted to the State Controller and the California Department of Education. (Education Code 47605)

39. Post specified information related to the prohibition against discrimination under Title IX of the Education Amendments of 1972 in a prominent and conspicuous location on the school web site or on the web site of the charter operator (Education Code 221.61)

40. If a direct-funded charter school, adopt and implement uniform complaint procedures

to resolve complaints of unlawful discrimination or alleged violation of a state or federal law or regulation governing educational programs, in accordance with 5 CCR 4600-4670 (5 CCR 4600)

41. Annually adopt a school accountability report card (Education Code 47612;

California Constitution, Article 16, Section 8.5) In addition, charter schools shall comply with the state and federal constitutions, applicable federal laws, and state laws that apply to governmental agencies in general, such as the Brown Act requirements in Government Code 54950-54963 and the conflict of interest laws in Government Code 1090-1099 and 87100-91014. Exhibit CSBA MANUAL MAINTENANCE SERVICE version: July 2017

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Administration BP 2140 EVALUATION OF THE SUPERINTENDENT The Governing Board recognizes its responsibility to establish an evaluation system that enables a fair assessment of the Superintendent's effectiveness in leading the district toward established goals, serves to support his/her continued growth in leadership and management skills, and provides a basis for Board decisions regarding contract extension and compensation. The Board shall annually conduct a formal evaluation of the Superintendent's performance and may provide additional opportunities throughout the year to review the Superintendent's progress toward meeting established goals. (cf. 0000 - Vision) (cf. 0200 - Goals for the School District) (cf. 0500 - Accountability) (cf. 2121 - Superintendent's Contract) (cf. 9000 - Role of the Board) (cf. 9005 - Governance Standards) The Board shall determine, with the Superintendent's input, the criteria, schedule, method(s), and instrument(s) to be used for the Superintendent's evaluation. Evaluation criteria shall include, but are not limited to, district goals and success indicators; educational, management, and community leadership skills; and the Superintendent's professional relationship with the Board. (cf. 2110 - Superintendent Responsibilities and Duties) (cf. 2111 - Superintendent Governance Standards) Prior to the evaluation, the Superintendent shall provide to the Board for its review a report of progress toward district goals, the Superintendent's self-appraisal of accomplishments and performance, and a statement of actions taken to address any Board recommendations from the previous evaluation. Each Board member shall independently evaluate the Superintendent's performance based upon the evaluation criteria, after which the Board shall produce a single document that integrates the individual evaluations and represents the consensus of the Board. (cf. 9121 - President) The evaluation shall provide commendations in areas of strength and achievement and recommendations for improving effectiveness in any areas of need, concern, or unsatisfactory performance. The Board shall meet in closed session with the Superintendent to discuss the evaluation. (Government Code 54957) (cf. 9321 - Closed Session Purposes and Agendas) (cf. 9321.1 - Closed Session Actions and Reports)

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At this meeting, the Superintendent shall have an opportunity to ask questions, respond verbally and in writing to the evaluation, and present additional information regarding his/her performance or district progress. The discussion shall include the establishment of performance goals for the next year and may identify professional development opportunities for the Superintendent and/or the entire governance team to address areas of concern, strengthen the relationship between the Superintendent and Board, or enhance the Superintendent's knowledge of current educational issues and leadership and management skills. (cf. 9240 - Board Training) (cf. 9400 - Board Self-Evaluation) After the Board and Superintendent have discussed the evaluation, the Board president and Superintendent shall sign the evaluation and it shall be placed in the Superintendent's personnel file. The evaluation, including personal performance goals, shall be confidential to the extent permitted by law. (cf. 4112.6/4212.6/4312.6 - Personnel Files) Legal Reference:

GOVERNMENT CODE 6254.8 Public Records Act; employment contracts 54957 Closed session, personnel matters COURT DECISIONS Versaci v. Superior Court, (2005) 127 Cal.App.4th 805 Duval v. Board of Trustees, (2001) 93 Cal.App.4th 902

Management Resources:

WEB SITES CSBA: http://www.csba.org Association of California School Administrators: http://www.acsa.org

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Certificated Personnel AR 4112.2 CERTIFICATION Verification of Credentials The Superintendent or designee shall verify that each employee in a position requiring certification qualifications possesses a valid certification document issued by the Commission on Teacher Credentialing (CTC). Such verification shall occur not later than 60 days after the commencement of employment or the renewal of a credential. (Education Code 44857) (cf. 4112.21 - Interns) (cf. 4112.22 - Staff Teaching English Learners) (cf. 4112.23 - Special Education Staff) (cf. 4121 - Temporary/Substitute Personnel) (cf. 5148 - Child Care and Development) (cf. 6178 - Career Technical Education) (cf. 6200 - Adult Education) The Superintendent or designee shall verify that any person who is employed by the district while his/her application for certification is being processed by the CTC possesses a temporary certificate based on a demonstration of basic skills and completion of a criminal background check. (Education Code 44332, 44332.5, 44332.6) The Superintendent or designee shall maintain records of the appropriate certification of all employees serving in certificated positions. (cf. 3580 - District Records) (cf. 4112.6/4212.6/4312.6 - Personnel Files) Basic Skills Proficiency The district shall not initially hire a person in a position requiring certification, on a permanent, temporary, or substitute basis, unless that person has demonstrated basic skills proficiency in reading, writing, and mathematics or is specifically exempted from the requirement by law. (Education Code 44252, 44252.6, 44830) The district may hire a certificated employee who has not taken a test of basic skills proficiency if he/she has not yet been afforded the opportunity to take the test, provided that he/she takes the test at the earliest opportunity. The employee may remain employed by the district pending the receipt of his/her test results. (Education Code 44830) An out-of-state prepared teacher shall meet the basic skills requirement within one year of being issued a California preliminary credential by the CTC unless he/she has completed a basic skills proficiency test in another state or is otherwise exempted by law. The district shall develop a basic skills proficiency test, which shall be at least equivalent to the district test required for high school graduation, for purposes of assessing out-of-state prepared teachers pending completion of the basic skills requirement. (Education Code 44252, 44274.2; 5 CCR 80071.4, 80413.3)

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(cf. 6146.1 - High School Graduation Requirements) (cf. 6146.2 - Certificate of Proficiency) (cf. 6162.5 - High School Exit Examination) Any person holding or applying for a "designated subjects special subjects" credential which does not require possession of a bachelor's degree shall pass a district proficiency test in lieu of meeting the state basic skills proficiency requirement. (Education Code 44252, 44830) The district may charge a fee to cover the costs of developing, administering, and grading the district proficiency test. (Education Code 44252, 44830) Short-Term Staff Permit The district may request that the CTC issue a short-term staff permit (STSP) to a qualified applicant whenever there is a need to immediately fill a classroom based on unforeseen circumstances, including, but not limited to: (5 CCR 80021) 1. Enrollment adjustments requiring the addition of another teacher 2. Inability of the teacher of record to finish the school year due to approved leave or

illness 3. The applicant's need for additional time to complete preservice requirements for

enrollment into an approved intern program 4. Inability of the applicant to enroll in an approved intern program due to timelines or

lack of space in the program 5. Unavailability of a third-year extension of an intern program or the applicant's

withdrawal from an intern program The Superintendent or designee shall ensure that the applicant possesses a bachelor's or higher degree from a regionally accredited college or university, has met the basic skills proficiency requirement unless exempted by state law or regulations, and has satisfied the coursework/experience requirements specified in 5 CCR 80021 for the multiple subject, single subject, or education specialist STSP as appropriate. (5 CCR 80021) When requesting issuance of an STSP, the Superintendent or designee shall submit to the CTC: (5 CCR 80021) 1. Verification that the district has conducted a local recruitment for the permit being

requested 2. Verification that the district has provided the permit holder with orientation to the

curriculum and to instruction and classroom management techniques and has assigned a mentor teacher for the term of the permit

(cf. 4131 - Staff Development) (cf. 4131.1 - Teacher Support and Guidance) 3. Written justification for the permit signed by the Superintendent or designee

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The holder of an STSP may be assigned to provide the same service as a holder of a multiple subject, single subject, or education specialist credential in accordance with the authorizations specified on the permit. (5 CCR 80021) Provisional Internship Permit Before requesting that the CTC issue a provisional internship permit (PIP), the district shall conduct a diligent search for a suitable credentialed teacher or intern, including, but not limited to, distributing job announcements, contacting college and university placement centers, and advertising in print or electronic media. (5 CCR 80021.1) (cf. 4111/4211/4311 - Recruitment and Selection) Whenever a suitable credentialed teacher cannot be found after a diligent search, the Superintendent or designee may request that the CTC issue a PIP to an applicant who possesses a bachelor's or higher degree from a regionally accredited college or university, has met the basic skills proficiency requirement unless exempted by state law or regulations, and has satisfied the coursework/experience requirements specified in 5 CCR 80021.1 for the multiple subject, single subject, or education specialist PIP as appropriate. (5 CCR 80021.1) When submitting the request for a PIP, the district shall provide verification of all of the following: (5 CCR 80021.1, 80026.5) 1. A diligent search has been conducted for a suitable credentialed teacher or suitable

qualified intern as evidenced by documentation of the search. 2. Orientation, guidance, and assistance shall be provided to the permit holder as

specified in 5 CCR 80026.5. The orientation shall include, but not be limited to, an overview of the curriculum the permit holder is expected to teach and effective instruction and classroom management techniques at the permit holder's assigned level. The permit holder also shall receive guidance and assistance from an experienced educator who is a certificated district employee or a certificated retiree from a California district or county office of education and who has completed at least three years of full-time classroom teaching experience.

3. The district shall assist the permit holder in developing a personalized plan through a

district-selected assessment that would lead to subject-matter competence related to the permit.

4. The district shall assist the permit holder to seek and enroll in subject-matter training,

such as workshops or seminars and site-based courses, along with training in test-taking strategies, and shall assist the permit holder in meeting the credential subject-matter competence requirement related to the permit.

5. A notice of intent to employ the applicant in the identified position has been made

public.

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The district shall submit a copy of the agenda item presented at a public Governing Board meeting which shall state the name of the applicant, the assignment in which the applicant will be employed including the name of the school, subject(s), and grade(s) that he/she will be teaching, and that the applicant will be employed on the basis of a PIP. The district also shall submit a signed statement from the Superintendent or designee that the agenda item was acted upon favorably.

6. The candidate has been apprised of steps to earn a credential and enroll in an intern

program. The holder of a PIP may be assigned to provide the same service as a holder of a multiple subject, single subject, or education specialist credential in accordance with the authorizations specified on the permit. (5 CCR 80021.1) Teaching Permit for Statutory Leave Whenever there is an anticipated need for the district to temporarily fill the teaching assignment of a teacher of record who will be on sick leave, differential sick leave, industrial accident or illness leave, pregnancy disability leave, or family care and medical leave under the federal Family and Medical Leave Act or California Family Rights Act, the Superintendent or designee may request that the CTC issue a Teaching Permit for Statutory Leave (TPSL) to a qualified individual who will be serving as the interim teacher of record. Prior to submitting an application to the CTC, the district shall provide the applicant with 45 hours of preparation in the content areas listed in 5 CCR 80022. (5 CCR 80022) (cf. 4161.1 - Personal Illness and Injury Leave) (cf. 4161.11 - Industrial Accident/Illness Leave) (cf. 4161.8 - Family Care and Medical Leave) A request for the TPSL shall only be submitted if the district has made reasonable efforts to hire a substitute with a full teaching credential that matches the setting and/or subject for the statutory leave position and no such candidate is available. (5 CCR 80022) The district shall verify to the CTC that it will provide the interim teacher: (5 CCR 80022) 1. An orientation to the assignment before or during the first month of service in the

statutory leave assignment 2. An average of two hours of mentoring, support, and/or coaching per week through a

system of support coordinated and/or provided by a mentor who possesses a valid life or clear credential that would also authorize service in the statutory leave assignment

3. Lesson plans for the first four weeks of the assignment as well as continued assistance

in the development of curriculum, lesson planning, and individualized education programs

The holder of the TPSL may serve as the interim teacher of record for up to the full length of the leave(s) during the school year. (5 CCR 80022)

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The Superintendent or designee shall maintain documentation on the assignment in accordance with 5 CCR 80022. He/she shall annually report data on the use of the TPSL to the County Superintendent of Schools for assignment monitoring pursuant to Education Code 44258.9. (5 CCR 80022) (cf. 4113 - Assignment) The Superintendent or designee may annually request renewal of the TPSL, provided that no substitute with a full teaching credential is available for the assignment. The application for each reissuance shall include verification that the interim teacher has completed an additional 45 hours of preparation and the district is continuing to provide mentoring in accordance with items #2-3 above. (5 CCR 80022) Long-Term Emergency Permits As necessary, the Superintendent or designee may request that the CTC issue an emergency resource specialist permit, emergency teacher librarian services permit, emergency crosscultural language and academic development permit, or emergency bilingual authorization permit. (5 CCR 80024.3.1, 80024.6, 80024.7, 80024.8) The Superintendent or designee shall provide any first-time recipient of an emergency teaching permit with an orientation which, to the extent reasonably feasible, shall occur before he/she begins a teaching assignment. The Superintendent or designee may vary the nature, content, and duration of the orientation to match the amount of training and experience previously completed by the emergency permit teacher. The orientation shall include, but not be limited to, the curriculum the teacher is expected to teach and effective techniques of classroom instruction and classroom management at the assigned grade-level span. The emergency permit holder also shall receive guidance and assistance from an experienced educator who is a certificated district employee or a certificated retiree from a California district or county office of education and who has completed at least three years of full-time classroom teaching experience. (5 CCR 80026.5) (cf. 4117.14/4317.14 - Postretirement Employment) Substitute Teaching Permits The district may employ a person whose credential or permit authorizes substitute teaching services, provided that: 1. A person holding an emergency 30-day substitute teaching permit, STSP, PIP, TPSL,

or any valid teaching or services credential that requires at least a bachelor's degree and completion of the California Basic Educational Skills Test, shall not serve as a substitute for more than 30 days for any one teacher during the school year. He/she shall not serve as a substitute in a special education classroom for more than 20 days for any one teacher during the school year. (5 CCR 80025, 80025.3, 80025.4)

2. A person with an emergency career substitute teaching permit shall not serve as a

substitute for more than 60 days for any one teacher during the school year. (5 CCR 80025.1)

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3. A person with an emergency substitute teaching permit for prospective teachers shall not serve as a substitute for more than 30 days for any one teacher during the school year and not more than 90 days total during the school year. (5 CCR 80025.2)

4. A person with an emergency designated subjects 30-day substitute teaching permit for career technical education shall teach only in a program of technical, trade, or vocational education and shall not serve as a substitute for more than 30 days for any one teacher during the school year. (5 CCR 80025.5)

Before employing a person with an emergency substitute permit pursuant to item #1 or #4 above, the Superintendent or designee shall prepare and keep on file a signed Statement of Need for the school year. The Statement of Need shall describe the situation or circumstances that necessitate the use of a 30-day substitute permit holder and state either that a credentialed person is not available or that the available credentialed person does not meet the district's specified employment criteria. (5 CCR 80025, 80025.5) Regulation CSBA MANUAL MAINTENANCE SERVICE approved: July 2017

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All Personnel AR 4112.61 4212.61 EMPLOYMENT REFERENCES 4312.61 The Superintendent or designee shall be responsible for processing requests for employment references, letters of recommendation, or information about the reasons for separation regarding all district employees other than himself/herself. All letters of recommendation to be issued on behalf of the district for current or former employees shall be approved by the Superintendent or designee. At his/her discretion, the Superintendent or designee may refuse to give a recommendation. The Superintendent or designee may communicate information about the job performance or qualifications of a current or former district employee when such information is based upon credible evidence and is given to a prospective employer without malice and at the prospective employer's request. (Civil Code 47) Any reference, letter of recommendation, or information provided about the reasons for separation issued on behalf of the district shall provide a truthful and accurate account of the employee's job performance and qualifications. (cf. 4112.6/4212.6/4312.6 - Personnel Files) (cf. 4117.5/4217.5/4317.5 - Termination Agreements) No certificated employee shall write or sign any letter or memorandum which intentionally omits significant facts, or which states as facts matters which the writer does not know of his/her own knowledge to be true, relating to the professional qualifications or personal fitness to perform certificated services of any person who the writer knows will use the letter or memorandum to obtain professional employment. (5 CCR 80332) No certificated employee shall agree to provide a positive letter of recommendation which misrepresents facts as a condition of another employee's resigning or withdrawing action against the district. (5 CCR 80332) Legal Reference:

LABOR CODE 1050-1054 Reemployment privileges CIVIL CODE 47 Privileged communication CODE OF CIVIL PROCEDURE 527.3 Labor disputes CODE OF REGULATIONS, TITLE 5 80332 Professional candor and honesty in letters or memoranda of employment recommendation COURT DECISIONS Randi W. v. Muroc Joint Unified School District et al., (1997) 14 Cal. 4th 1066

Regulation CSBA MANUAL MAINTENANCE SERVICE approved: July 2017

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Instruction BP 6161.1 SELECTION AND EVALUATION OF INSTRUCTIONAL MATERIALS The Governing Board desires that district instructional materials, as a whole, present a broad spectrum of knowledge and viewpoints, reflect society's diversity, and enhance the use of multiple teaching strategies and technologies. The Board shall adopt instructional materials based on a determination that such materials are an effective learning resource to help students achieve grade-level competency and that the materials meet criteria specified in law. Textbooks, technology-based materials, and other educational materials shall be aligned with academic content standards and the district's curriculum to ensure that they effectively support the district's adopted courses of study. (cf. 0440 - District Technology Plan) (cf. 6000 - Concepts and Roles) (cf. 6011 - Academic Standards) (cf. 6141 - Curriculum Development and Evaluation) (cf. 6143 - Courses of Study) (cf. 6146.1 - High School Graduation Requirements) (cf. 6161.11 - Supplementary Instructional Materials) (cf. 6162.5 - Student Assessment) (cf. 6163.1 - Library Media Centers) The Board shall select instructional materials for use in grades K-8 that have been approved by the State Board of Education (SBE) or have otherwise been determined to be aligned with the state academic content standards adopted pursuant to Education Code 60605 or the Common CoreCalifornia State Standards adopted pursuant to Education Code 60605.8. (Education Code 60200, 60210) The Board shall adopt instructional materials for grades 9-12 upon determining that the materials meet the criteria specified in law and administrative regulation. (Education Code 60400) The Board’s priority in the selection of instructional materials is to ensure that all students are provided with standards-aligned instruction materials in the core curriculum areas of English/language arts, mathematics, science, history-social science, world languages, health, and English language development. Review Process The Superintendent or designee shall establish a process by which instructional materials shall be reviewed for recommendation to the Board. Toward that end, he/she may establish an instructional materials review committee to evaluate and recommend instructional materials. (cf. 1220 - Citizen Advisory Committees) The review process shall involve teachers in a substantial manner and shall encourage the participation of parents/guardians and community members. (Education Code 60002)

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(cf. 6020 - Parent Involvement) In addition, the instructional materials review committee may include administrators, other staff who have subject-matter expertise, and students as appropriate. If the district chooses to use instructional materials for grades K-8 that have not been adopted by the State Board of Education (SBE), the Superintendent or designee shall ensure that a majority of the participants in the district's review process are classroom teachers who are assigned to the subject area or grade level of the materials. (Education Code 60210) Individuals who participate in the selection or review of instructional materials shall not have a conflict of interest, as defined in administrative regulation, in the materials being reviewed. (cf. 9270 - Conflict of Interest) The committee shall review instructional materials using criteria provided in law and administrative regulation, and shall provide the Board with documentation supporting its recommendations. All recommended instructional materials shall be available for public inspection at the district office. (cf. 5020 - Parent Rights and Responsibilities) The district may pilot instructional materials, using a representative sample of classrooms for a specified period of time during a school year, in order to determine how well the materials support the district's curricular goals and academic standards. Feedback from teachers piloting the materials shall be made available to the Board before the materials are adopted. Public Hearing on Sufficiency of Instructional Materials The Board shall annually conduct one or more public hearings on the sufficiency of the district's textbooks and other instructional materials. (Education Code 60119) OPTION 1: The hearing shall be held on or before the end of the eighth week from the first day students attend school for that year. (Education Code 60119) OPTION 2: The hearing shall be held on or before the end of the eighth week from the first day of the school year of any district school that operates on a multitrack year-round calendar that begins its school year in August or September. (Education Code 60119) The Board encourages participation by parents/guardians, teachers, interested community members, and bargaining unit leaders at the hearing. Ten days prior to the hearing, the Superintendent or designee shall post a notice in three public places within the district containing the time, place, and purpose of the hearing. The hearing shall not take place during or immediately following school hours. (Education Code 60119) (cf. 9322 - Agenda/Meeting Materials)

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At the hearing(s), the Board shall determine, through a resolution, whether each student in each school, including each English learner, has sufficient textbooks or instructional materials which are aligned to the state content standards adopted pursuant to Education Code 60605 or the Common CoreCalifornia State Standards adopted pursuant to Education Code 60605.8 and which are consistent with the content and cycles of the state's curriculum frameworks. Sufficiency of instructional materials shall be determined in each of the following subjects: (Education Code 60119) 1. Mathematics (cf. 6142.92 - Mathematics Instruction) 2. Science (cf. 6142.93 - Science Instruction) 3. History-social science (cf. 6142.94 - History-Social Science Instruction) 4. English language arts, including the English language development component of an

adopted program (cf. 6142.91 - English/Language Arts Instruction) (cf. 6174 - Education for English Learners) 5. World/foreign language (cf. 6142.2 - World/Foreign Language Instruction) 6. Health (cf. 6142.8 - Comprehensive Health Education) The Board shall also determine the availability of science laboratory equipment, as applicable to science laboratory courses offered in grades 9-12. (Education Code 60119) In making these determinations, the Board shall consider whether each student has sufficient textbooks and/or instructional materials to use in class and to take home. However, this does not require that each student have two sets of materials. The materials may be in a digital format as long as each student, at a minimum, has and can access the same materials in the class and to take home as all other students in the same class or course in the district and has the ability to use and access them at home. However, the materials shall not be considered sufficient if they are photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage. (Education Code 60119) If the Board determines that there are insufficient textbooks or instructional materials, it shall provide information to classroom teachers and to the public setting forth, for each school in which an insufficiency exists, the percentage of students who lack sufficient standards-aligned textbooks or instructional materials in each subject area and the reasons that each

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student does not have sufficient textbooks or instructional materials. The Board shall take any action, except an action that would require reimbursement by the Commission of State Mandates, to ensure that each student has sufficient materials within two months of the beginning of the school year in which the determination is made. (Education Code 60119) The degree to which every student has sufficient access to standards-aligned instructional materials shall be included in the district's local control and accountability plan. (Education Code 52060) (cf. 0460 - Local Control and Accountability Plan) Complaints Complaints concerning instructional materials shall be handled in accordance with law, Board policy, and administrative regulation. (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 1312.4 - Williams Uniform Complaint Procedures) Legal Reference: (see next page)

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Legal Reference: EDUCATION CODE 220 Prohibition against discrimination 1240 County superintendent, general duties 33050-33053 General waiver authority 33126 School accountability report card 35272 Education and athletic materials 44805 Enforcement of course of studies; use of textbooks, rules and regulations 49415 Maximum textbook weight 51501 Nondiscriminatory subject matter 52060-52077 Local control and accountability plan 60000-60005 Instructional materials, legislative intent 60010 Definitions 60040-60052 Instructional requirements and materials 60060-60063.5 Requirements for publishers and manufacturers 60070-60076 Prohibited acts (re instructional materials) 60110-60115 Instructional materials on alcohol and drug education 60119 Public hearing on sufficiency of materials 60200-60210 Elementary school materials 60226 Requirements for publishers and manufacturers 60350-60352 Core reading program instructional materials 60400-60411 High school textbooks 60510-60511 Donation for sale of obsolete instructional materials 60605 State content standards 60605.8 Common Core State Standards 60605.86-60605.88 Supplemental instructional materials aligned with Common Core State Standards CODE OF REGULATIONS, TITLE 5 9505-9530 Instructional materials

Management Resources:

CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Instructional Materials FAQ 01-05 Guidelines for Piloting Textbooks and Instructional Materials, rev. January 2015 Standards for Evaluating Instructional Materials for Social Content, 2013 WEB SITES CSBA: http://www.csba.org Association of American Publishers: http://www.publishers.org California Academic Content Standards Commission, Common Core State Standards: http://www.scoe.net/castandards California Department of Education: http://www.cde.ca.gov

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Instruction E 6161.1 SELECTION AND EVALUATION OF INSTRUCTIONAL MATERIALS Resolution On Sufficiency Of Instructional Materials Whereas, the Governing Board of the (name of school district), in order to comply with the requirements of Education Code 60119, held a public hearing on (date), at (time) o'clock, which is on or before the eighth week of school (between the first day that students attend school and the end of the eighth week from that day) and which did not take place during or immediately following school hours, and; Whereas, the Board provided at least 10 days’ notice of the public hearing by posting it in at least three public places within the district stating the time, place, and purpose of the hearing, and; Whereas, the Board encouraged participation by parents/guardians, teachers, members of the community, and bargaining unit leaders in the public hearing, and; Whereas, information provided at the public hearing detailed the extent to which sufficient textbooks or instructional materials were provided to all students, including English learners, in the (name of school district), and; Whereas, the definition of "sufficient textbooks or instructional materials" means that each student, including each English learner, has a standards-aligned textbook or instructional materials to use in class and to take home, which may include materials in a digital format but shall not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage, and; Whereas, textbooks or instructional materials in core curriculum subjects should be aligned with state academic content standards adopted by the State Board of Education pursuant to Education Code 60605 and/or the Common Core State Standards adopted pursuant to Education Code 60605.8; Finding of Sufficient Textbooks or Instructional Materials Whereas, sufficient standards-aligned textbooks or instructional materials that are consistent with the cycles and content of the curriculum frameworks were provided to each student, including each English learner, in the following subjects: Mathematics: (List adopted textbooks or instructional materials for this subject for

each grade level or school as well as applicable state adoption cycle.) _____________________________________________________________________ _____________________________________________________________________

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E 6161.1 SELECTION AND EVALUATION OF INSTRUCTIONAL MATERIALS (continued) Science: (List adopted textbooks or instructional materials for this subject for each

grade level or school as well as applicable state adoption cycle.) _____________________________________________________________________ _____________________________________________________________________

History-social science: (List adopted textbooks or instructional materials for this

subject for each grade level or school as well as applicable state adoption cycle.) _____________________________________________________________________ _____________________________________________________________________

English language arts, including the English language development component of an

adopted program: (List adopted textbooks or instructional materials for this subject for each grade level or school as well as applicable state adoption cycle.) _____________________________________________________________________ _____________________________________________________________________

World/foreign language: (List adopted textbooks or instructional materials for this

subject for each grade level or school as well as applicable state adoption cycle.) _____________________________________________________________________ _____________________________________________________________________

Health: (List adopted textbooks or instructional materials for this subject for each

grade level or school as well as applicable state adoption cycle.) _____________________________________________________________________ _____________________________________________________________________

Whereas, laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive; Therefore, it is resolved that for the (year) school year, the (name of school district) has provided each student with sufficient standards-aligned textbooks or instructional materials that are consistent with the cycles and content of the curriculum frameworks. Finding of Insufficient Textbooks or Instructional Materials Whereas, information provided at the public hearing and to the Board at the public meeting detailed that insufficient standards-aligned textbooks or instructional materials were provided to students in the following subjects and grade levels at district schools: (For each school, list the percentage of students who lack sufficient standards-aligned textbooks or instructional materials in mathematics, science, history-social science, English language arts, world/foreign language, and health.) ___________________________________________________________________________ ___________________________________________________________________________

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E 6161.1(c) SELECTION AND EVALUATION OF INSTRUCTIONAL MATERIALS (continued) Whereas, sufficient textbooks or instructional materials were not provided at each school listed above due to the following reasons: (For each school at which there is an insufficiency, list the reasons that each student does not have sufficient instructional materials in each subject and grade level listed above.) ___________________________________________________________________________ ___________________________________________________________________________ Therefore, it is resolved, that for the (year) school year, the (name of school district) has not provided each student with sufficient textbooks or instructional materials that are consistent with the cycles and content of the curriculum framework, and; Be it further resolved, that the following actions will be taken to ensure that all students have sufficient standards-aligned textbooks or instructional materials in all subjects that are consistent with the cycles and content of the curriculum frameworks within two months of the beginning of the school year in which this determination is made. (List actions to be taken to resolve insufficiency.)

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

PASSED AND ADOPTED THIS ______ day of ___________, ________ at a meeting, by the following vote: AYES:______ NOES:______ ABSENT:______ Attest: Secretary President Exhibit CSBA MANUAL MAINTENANCE SERVICE version: July 2017

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Facilities BP 7212 MELLO-ROOS DISTRICTS The Governing Board desires to provide adequate facilities in order to enhance student learning and to help the district achieve its vision for educating district students. Toward that end, the Board may order the formation of a community facilities district (CFD) (Mello-Roos district) for the acquisition or improvement of school facilities when, in the Board's judgment, it is in the best interest of district students and the community. The issuance of debt through the CFD shall be consistent with law and the district's debt management policy. (cf. 3470 - Debt Issuance and Management) (cf. 7110 - Facilities Master Plan) (cf. 7111 - Evaluating Existing Buildings) (cf. 7210 - Facilities Financing) (cf. 7211 - Developer Fees) (cf. 7213 - School Facilities Improvement Districts) Proceedings to establish a CFD may be instituted at the Board's discretion. In addition, such proceedings shall be instituted when a written request to establish a CFD has been filed by any two Board members, or a petition has been submitted by at least 10 percent of registered voters residing within the territory of the proposed CFD or by the owners of at least 10 percent of the area of land to be included within the proposed CFD. (Government Code 53318) Prior to initiating proceedings to form a CFD, the Board shall consider and adopt local goals and policies that include the following elements: (Government Code 53312.7) 1. The priority that various facilities shall have for financing through the Mello-Roos

Community Facilities Act, including public facilities to be owned and operated by other public agencies and services to be provided by other public agencies

2. The credit quality to be required of bond issues and criteria to be used in evaluating

the credit quality 3. Steps by which prospective property purchasers will be fully informed about their

related taxpaying obligations 4. Criteria for evaluating the equity of tax allocation formulas, including desirable and

maximum amounts of special tax to be levied against any parcel 5. Definitions, standards, and assumptions to be used in appraisals required by

Government Code 53345.8 6. To the extent authorized by law, priority for students residing within the CFD to

attend schools financed in whole or in part by the CFD, in a manner that reflects the proportion of each school's financing provided through the CFD

(cf. 5116 - School Attendance Boundaries)

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Within 45 days of receiving a written request or petition to establish a CFD, the Board shall determine a fee to be paid by the requesters or petitioners which shall be sufficient to compensate the district for the costs incurred in conducting proceedings to create the CFD. Proceedings for establishing the CFD shall only be initiated after payment of the fee. (Government Code 53318) Upon Board action to form a CFD, or within 90 days after the receipt of a petition or request to form a CFD and the payment of any applicable fee, the Board shall adopt a resolution of intention and conduct a hearing in accordance with law. The resolution shall fix the time and place for holding a public hearing on the establishment of the CFD, which shall be within 30-60 days after the adoption of the resolution. Notice of the hearing shall be given by publishing the text or a summary of the resolution of intention once, in a newspaper of general circulation published in the area of the proposed CFD, at least seven days before the hearing, and shall include other requirements specified in Government Code 53322. Notice of the hearing may also be sent by first-class mail to each registered voter and to each landowner within the proposed CFD. (Government Code 53320, 53321, 53322, 53322.4) If, after the hearing, the Board decides to establish a CFD, the Board shall adopt a resolution of formation in accordance with law. (Government Code 53325, 53325.1) If a special tax is proposed to be levied in the CFD, the Board shall submit the resolution of formation and other information specified in Government Code 53326 to the elections official within three business days after the adoption of the resolution of formation, and the question of levying the special tax shall be submitted to the qualified electors of the proposed CFD in accordance with law. (Government Code 53326) Upon approval by two-thirds of the voters in the proposed CFD, the tax may be levied in accordance with Government Code 53340. (Government Code 53328) Whenever the Board deems it necessary for the CFD to incur a bonded indebtedness, it shall follow the procedures specified in Government Code 53345-53365.7, as applicable. The proceeds of any bonds, notes, or other securities issued pursuant to the Mello-Roos Community Facilities Act shall be deposited or invested in accordance with Government Code 53356.03. The Superintendent or designee shall, within seven months after the last day of each fiscal year, prominently display the following reports on the district's web site: (Government Code 53343.2) 1. A copy of an annual report for that fiscal year, if requested pursuant to Government

Code 53343.1 2. A copy of the report provided to the California Debt and Investment Advisory

Commission pursuant to Government Code 53359.5 3. A copy of the report provided to the State Controller's Office pursuant to Government

Code 12463.2

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(cf. 3460 - Financial Reports and Accountability) Legal Reference:

EDUCATION CODE 15300-15425 School facilities improvement districts 17060-17066 Joint venture school facilities construction projects GOVERNMENT CODE 6061 One time notice 12463.2 Reports 17556 Payment of costs mandated by the state 53311-53368.3 Mello-Roos Community Facilities Act of 1982 53753 Assessment notice and hearing requirements 53753.5 Exemptions 54954.1 Mailed notice to property owners 54954.6 New or increased tax or assessment; public meetings and hearings; notice 65970-65981 School facilities development project 65995 Levies against development projects CODE OF REGULATIONS, TITLE 2 1859-1859.106 School facility program

Management Resources:

CSBA PUBLICATIONS Bond Sales - Questions and Considerations for Districts, 2012 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov California Office of Public School Construction: http://www.opsc.dgs.ca.gov Coalition for Adequate School Housing: http://www.cashnet.org

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Board Bylaws BB 9121(a) PRESIDENT The Governing Board shall elect a president from among its members to provide leadership on behalf of the governance team and the educational community it serves. (cf. 9000 - Role of the Board) (cf. 9005 - Governance Standards) (cf. 9100 - Organization) To ensure that Board meetings are conducted in an efficient, transparent, and orderly manner, the president shall: 1. Call such meetings of the Board as he/she may deem necessary, giving notice as

required by law (cf. 9320 - Meetings and Notices) (cf. 9321 - Closed Session Purposes and Agendas) 2. Consult with the Superintendent or designee on the preparation of Board meeting

agendas (cf. 9322 - Agenda/Meeting Materials) 3. Call the meeting to order at the appointed time and preside over the meeting 4. Announce the business to come before the Board in its proper order 5. Enforce the Board's bylaws related to the conduct of meetings and help ensure

compliance with applicable requirements of the Brown Act 6. Recognize persons who desire to speak, and protect the speaker who has the floor

from disturbance or interference 7. Facilitate the Board's effective deliberation, ensuring that each Board member has an

opportunity to participate in the deliberation and that the discussion remains focused 8. Rule on issues of parliamentary procedure 9. Put motions to a vote, and clearly state the results of the vote (cf. 9323 - Meeting Conduct) The president shall have the same rights as other members of the Board, including the right to discuss and vote on all matters before the Board.

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The president shall perform other duties in accordance with law and Board policy including, but not limited to: 1. Signing all instruments, acts, orders, and resolutions necessary to comply with legal

requirements and carry out the will of the Board 2. Working with the Superintendent or designee to ensure that Board members have

necessary materials and information 3. Subject to Board approval, appointing and dissolving all committees (cf. 9130 - Board Committees) 4. In conjunction with the Superintendent or designee, representing the district as the

Board's spokesperson in communications with the media (cf. 1112 - Media Relations) 5. Leading the Board's advocacy efforts to build support within the local community and

at the state and national levels The president shall participate in the California School Boards Association's Board President's Workshop and other professional development opportunities to enhance his/her leadership skills. (cf. 9240 - Board Training) OPTION 1: When the president resigns or is absent, the clerk shall perform the president's duties. When both the president and clerk are absent, the Board shall choose a president pro tempore to perform the president's duties. OPTION 2: When the president resigns or is absent, the vice president shall perform the president's duties. When both the president and vice president are absent, the clerk shall perform the president's duties. (cf. 9123 - Clerk) Legal Reference: (see next page)

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Legal Reference:

EDUCATION CODE 35022 President of the board 35143 Annual organizational meetings; dates and notice GOVERNMENT CODE 54950-54963 Ralph M. Brown Act

Management Resources:

CSBA PUBLICATIONS Call to Order: A Blueprint for Great Board Meetings, 2015 Board Presidents' Handbook, revised 2002 CSBA Professional Governance Standards, 2000 WEB SITES CSBA: http://www.csba.org

Bylaw CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Board Bylaws BB 9220 GOVERNING BOARD ELECTIONS Board Member Qualifications Any person is eligible to be a member of the Governing Board, without further qualifications, if he/she is 18 years of age or older, a citizen of California, a resident of the school district, a registered voter, and not legally disqualified from holding civil office. Any person who has been convicted of a felony involving the giving, accepting, or offering of a bribe, embezzlement or theft of public funds, extortion, perjury, or conspiracy to commit any such crime, under California law or the law of another state, the United States of America, or another country, is not eligible to be a candidate for office or elected as a Board member except when he/she has been granted a pardon in accordance with law. (Education Code 35107; Elections Code 20) A district employee elected to the Board shall resign his/her employment before being sworn in or shall have his/her employment automatically terminated upon being sworn into office. (Education Code 35107) (cf. 9224 - Oath of Affirmation) (cf. 9270 - Conflict of Interest) The Board encourages all candidates to become knowledgeable about the role of board members. The Superintendent or designee shall provide all candidates with information that will enable them to understand the responsibilities and expectations of being a Board member, including information regarding available workshops, seminars, and/or training. The Superintendent or designee shall provide all candidates with the county election official's contact information and general information about school programs, district operations, and Board responsibilities. (cf. 9230 - Orientation) (cf. 9240 - Board Training) Consolidation of Elections To reduce costs associated with conducting elections, the Board may consolidate Board elections with the local municipal or statewide primary or general election in accordance with Elections Code 1302. In addition, if a regularly scheduled Board election held other than on a statewide election date results in a decrease in local voter turnout of 25 percent or more compared to the average local turnout for the previous four statewide general elections, the Board shall take action to consolidate Board elections with statewide elections. The district shall move its election to the next state statewide election date, unless the Board has adopted a plan by January 1, 2018 to consolidate Board elections not later than the November 8, 2022 statewide general election. (Elections Code 14051, 14052)

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In order to consolidate elections based on either circumstance described above, the Board shall adopt a resolution and submit it to the County Board of Supervisors for approval not later than 240 days prior to the date of the currently scheduled district election. (Elections Code 10404.5) Whenever a regularly scheduled Board election is changed due to consolidation of elections, the terms of office of incumbent Board members shall be extended to align with the next applicable election. (Elections Code 10404.5) (cf. 9110 - Terms of Office) Elections Process and Procedures OPTION 1: (Election by trustee area) The district is divided into trustee areas and each trustee area shall be represented by a Board member who resides in and is elected by voters residing within that trustee area. Trustee areas shall be balanced by population as required by state and federal law. Prior to March 1 following the year in which the results of each decennial federal census are released, the Board shall adjust the boundaries of the district's trustee areas based on population figures as validated by the Population Research Unit of the Department of Finance. (Education Code 5019.5) OPTION 2: (Election using "at-large" voting method) Board members may reside anywhere within the district's boundaries and shall be elected by all voters in the district. OPTION 3: (Election from trustee area/hybrid method) Each Board member shall reside within the trustee area that he/she represents but shall be elected by all voters in the district. To ensure ongoing compliance with the California Voting Rights Acts, the Board may review the district's Board election method to determine whether any modification is necessary due to changes in the district's population or any of its racial, color, or language minority group composition. The review shall be based on the Superintendent or designee's report to the Board after the release of each decennial federal census. If the Board determines that a change is necessary, it shall hold public hearings in accordance with Elections Code 10100 before adopting a resolution at an open meeting specifying the change(s), and shall, in accordance with Education Code 5019, obtain approval from the county committee on school district organization having jurisdiction over the district. (cf. 9320 - Meetings and Notices)

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Campaign Conduct All candidates, including current Board members running as incumbents, shall abide by local, county, state, and federal requirements regarding campaign donations, funding, and expenditures. A Board member shall not expend, and a candidate shall not accept, any public money for the purpose of seeking elective office. However, the district may establish a dedicated fund for those seeking election to the Board, provided that the funds are available to all candidates who are qualified pursuant to Education Code 35107 without regard to incumbency or political preference. (Government Code 85300) In order to help protect the public's trust in the electoral process as well as the public's confidence in the Board and district, the Board encourages all candidates to sign and adhere to the principles in the Code of Fair Campaign Practices pursuant to Elections Code 20440. (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 9005 - Governance Standards) Statement of Qualifications On the 125th day prior to the day fixed for the general district election, the Board secretary or his/her designee shall deliver a notice, bearing the secretary's signature and district seal, to the county elections official describing both of the following: (Elections Code 10509) 1. The elective offices of the district to be filled at the general election and which

offices, if any, are for the balance of an unexpired term 2. Whether the district or the candidate is to pay for the publication of a statement of

qualifications pursuant to Elections Code 13307 (cf. 9223 - Filling Vacancies) OPTION 1: Candidates for the Board may submit a candidate statement to the elections official for inclusion in the voter's pamphlet. Candidate statements shall be limited to no more than 200 words. (Elections Code 13307) OPTION 2: Candidates for the Board may submit a candidate statement to the elections official for inclusion in the voter's pamphlet. Candidate statements shall be limited to no more than 400 words. (Elections Code 13307) When the elections official allows for the electronic distribution of candidate statements, a candidate for the Board may, in addition to or instead of submitting a candidate statement for inclusion in the mailed voter's pamphlet, prepare and submit a candidate statement for electronic distribution. OPTION 1: In order to help defray the costs of campaigning for the Board, the district shall pay subsidize a portion of the cost of printing, handling, translating, mailing, and/or electronically distributing candidate statements filed pursuant to Elections Code 13307, at a rate determined semi-annually.

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OPTION 2: The district shall assume no part of the cost of printing, handling, translating, mailing, or electronically distributing candidate statements filed pursuant to Elections Code 13307. As a condition of having candidate statements included in the hard copy and/or electronic voter's pamphlet, the district may require candidates to pay their estimated pro rata share of these costs to the district in advance pursuant to Elections Code 13307. Tie Votes in Board Member Elections OPTION 1: Whenever a tie makes it impossible to determine which of two or more candidates has been elected to the Board, the Board shall immediately notify the candidates who received the tie votes of the time and place where the candidates or their representatives should appear before the Board. The Board at that time shall determine the winner by lot. (Education Code 5016) OPTION 2: Whenever a tie makes it impossible to determine which of two or more candidates has been elected to the Board, the Board shall schedule a runoff election in accordance with law. (Education Code 5016) OPTION 3: Before each election, the Board shall decide whether to resolve a potential tie by lot or by a runoff election. If the Board has decided to resolve a tie by lot, the Board shall, immediately after the election, notify the candidates who received the tie votes of the time and place where the candidates or their representatives should appear before the Board. The Board at that time shall determine the winner by lot. If the Board has decided to resolve a tie with a runoff election, the Board shall schedule the runoff election in accordance with law. (Education Code 5016) Legal Reference: (see next page)

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Legal Reference: EDUCATION CODE 1006 Qualifications for holding office, county board of education 5000-5033 Elections 5220-5231 Elections 5300-5304 General provisions (conduct of elections) 5320-5329 Order and call of elections 5340-5345 Consolidation of elections 5360-5363 Election notice 5380 Compensation (of election officer) 5390 Qualifications of voters 5420-5426 Cost of elections 5440-5442 Miscellaneous provisions 7054 Use of district property 35107 Eligibility; school district employees 35177 Campaign expenditures or contributions 35239 Compensation of governing board member of districts with less than 70 ADA ELECTIONS CODE 20 Public office eligibility 1302 Local elections, school district election 2201 Grounds for cancellation 4000-4008 Elections conducted wholly by mail 10010 District boundaries 10400-10418 Consolidation of elections 10509 Notice of election by secretary 10600-10604 School district elections 13307 Candidate's statement 13308 Candidate's statement contents 13309 Candidate's statement, indigence 14025-14032 California Voting Rights Act 14050-14057 California Voter Participation Rights Act 20440 Code of Fair Campaign Practices GOVERNMENT CODE 1021 Conviction of crime 1097 Illegal participation in public contract 12940 Nondiscrimination, Fair Employment and Housing Act 81000-91014 Political Reform Act PENAL CODE 68 Bribes 74 Acceptance of gratuity

Legal Reference continued: (see next page)

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Legal Reference: (continued) PENAL CODE (continued) 424 Embezzlement and falsification of accounts by public officers 661 Removal for neglect or violation of official duty CALIFORNIA CONSTITUTION Article 2, Section 2 Voters, qualifications Article 7, Section 7 Conflicting offices Article 7, Section 8 Disqualification from office UNITED STATES CODE, TITLE 52 10301-10508 Voting Rights Act COURT DECISIONS Rey v. Madera Unified School District, (2012) 203 Cal. App. 4th 1223 Randall v. Sorrell, (2006) 126 S.Ct. 2479 Sanchez v. City of Modesto, (2006) 145 Cal. App. 4th 660 Dusch v. Davis, (1967) 387 U.S. 112 ATTORNEY GENERAL OPINIONS 85 Ops.Cal.Atty.Gen. 49 (2002) 83 Ops.Cal.Atty.Gen. 181 (2000) 81 Ops.Cal.Atty.Gen. 94 (1998) 69 Ops.Cal.Atty.Gen. 290 (1986)

Management Resources:

CALIFORNIA SCHOOL BOARDS ASSOCIATION PUBLICATIONS Legal Alert on the Impact of Senate Bill No. 415 on School Board Elections, January 2017 WEB SITES CSBA: http://www.csba.org California Secretary of State's Office: http://www.sos.ca.gov Fair Political Practices Commission: http://www.fppc.ca.gov Institute for Local Self Government: http://www.ca-ilg.org

Bylaw CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Board Bylaws BB 9230 ORIENTATION The Governing Board recognizes the importance of providing all newly elected or appointed Board members with support and information to assist them in becoming effective members of the Board. Incoming Board members shall be provided an orientation designed to build their knowledge of the district and an understanding of the responsibilities of their position. Such orientation may include the provision of information, support, and/or training related to Board functions, policies, protocols, and standards of conduct. (cf. 9000 - Role of the Board) (cf. 9220 - Governing Board Elections) (cf. 9223 - Filling Vacancies) As early as possible following the election or appointment of Board members, one or more orientation sessions shall be held during open meeting(s) of the Board. The Board president and the Superintendent or designee shall develop an agenda for the meeting(s) and shall identify resources that may be useful for incoming Board members. (cf. 9121 - President) Upon their election or appointment, incoming Board members shall be provided a copy of the Brown Act and informed that, pursuant to Government Code 54952.1, they must conform to the Act's requirements as if they had already assumed office. Additional information for incoming Board members may include, but is not limited to, Board bylaws related to the limits of individual Board member authority, the conduct of Board meetings, and other Board operations; governance standards for ethical conduct; legal requirements related to conflict of interest and prohibited political activity; protocols for speaking with district staff, members of the public, and the media; and publications on effective governance practices. (cf. 1112 - Media Relations) (cf. 1160 - Political Processes) (cf. 9005 - Governance Standards) (cf. 9010 - Public Statements) (cf. 9011 - Disclosure of Confidential/Privileged Information) (cf. 9012 - Board Member Electronic Communications) (cf. 9200 - Limits of Board Member Authority) (cf. 9270 - Conflict of Interest) (cf. 9323 - Meeting Conduct) In addition, the Superintendent or designee shall provide incoming Board members with specific background information regarding the district, including, but not limited to, the district's vision and goals statements, local control and accountability plan and other comprehensive plans, student demographic data, student achievement data, district policy manual, district budget, and minutes of recent open Board meetings. (cf. 0000 - Vision) (cf. 0200 - Goals for the School District) (cf. 0400 - Comprehensive Plans) (cf. 0460 - Local Control and Accountability Plan)

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The Superintendent or designee may offer incoming Board members a tour of district schools and facilities, and may introduce them to district and school site administrators and other staff. Incoming members are encouraged, at district expense and with approval of the Board, to attend the California School Boards Association's Orientation for New Trustees, Institute for New and First-Term Board Members, and workshops and conferences relevant to the needs of the individual member, the Board as a whole, or the district. (cf. 9240 - Board Training) (cf. 9320 - Meetings and Notices) Legal Reference:

EDUCATION CODE 33360 Department of Education and statewide association of school district boards; annual workshops 33362-33363 Reimbursement of expenses; board member or member-elect GOVERNMENT CODE 54950-54963 The Ralph M. Brown Act, especially: 54952.1 Member of a legislative body 54952.2 Open meeting laws; posting agenda; board actions 54952.7 Copies of Brown Act to board members

Management Resources:

CSBA PUBLICATIONS Professional Governance Standards for School Boards The Brown Act: School Boards and Open Meeting Laws, rev. 2009 WEB SITES CSBA: http://www.csba.org

Bylaw CSBA MANUAL MAINTENANCE SERVICE adopted: July 2017

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Board Bylaws BB 9400 BOARD SELF-EVALUATION The Governing Board shall annually conduct a self-evaluation in order to demonstrate accountability to the community and ensure that district governance effectively supports student achievement and the attainment of the district's vision and goals. (cf. 0000 - Vision) (cf. 0200 - Goals for the School District) (cf. 2140 - Evaluation of the Superintendent) The evaluation may address any area of Board responsibility, including, but not limited to, Board performance in relation to vision setting, curriculum, personnel, finance, policy development, collective bargaining, community relations, and advocacy. The evaluation may also address objectives related to Board meeting operations, relationships among Board members, relationship with the Superintendent, understanding of Board and Superintendent roles and responsibilities, communication skills, or other governance or boardsmanship skills. (cf. 9000 - Role of the Board) (cf. 9005 - Governance Standards) The Board shall evaluate itself as a whole. Individual Board members are also expected to use the evaluation process as an opportunity to assess and set goals for their own personal performance. Each year, the Board, with assistance from the Superintendent, shall determine an evaluation method or instrument that measures key components of board responsibility and previously identified performance objectives. Visual and/or audio recordings of a Board meeting may only be used as an evaluation tool when consent is given by all Board members. Any discussion involving the Board's self-evaluation shall be conducted in open session. At the request of the Board, a facilitator may be used to assist with the evaluation process. The Board may invite the Superintendent or other individual(s) with pertinent information to provide input into the evaluation process. Following the evaluation, the Board shall set goals, define and/or refine protocols, and establish priorities and objectives for the following year's evaluation. The Board shall also develop strategies for strengthening Board performance based on identified areas of need, including, but not limited to, Board trainings such as those offered by the California School Boards Association. (cf. 9230 - Orientation) (cf. 9240 - Board Training) Legal Reference: (see next page)

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Legal Reference:

GOVERNMENT CODE 54950-54963 Brown Act; board self-evaluations not covered

Management Resources:

CSBA PUBLICATIONS Professional Governance Standards Defining Governance, Issue 3: Governance Practices, Governance Brief, April 2014 WEB SITES CSBA: http://www.csba.org CSBA Board Self-Evaluation: http://bse.csba.org

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Board Policy Community Relations BP 1312.3 UNIFORM COMPLAINT PROCEDURES The Governing Board recognizes that the district has the primary responsibility to ensure compliance with applicable state and federal laws and regulations governing educational programs. The Board encourages early resolution of complaints whenever possible. To resolve complaints which may require a more formal process, the Board adopts the uniform system of complaint processes specified in 5 CCR 4600-4670 and the accompanying administrative regulation. The district's uniform complaint procedures (UCP) shall be used to investigate and resolve the following complaints: 1. Any complaint alleging district violation of applicable state or federal law or regulations

governing adult education programs, after school education and safety programs, migrant education, career technical and technical education and training programs, child care and development programs, child nutrition programs, special education programs, consolidated categorical aid programs, and any other district-implemented program which is listed in Education Code 64000(a) (5 CCR 4610)

2. Programs and activities subject to UCP are:

Adult Education After School Education and Safety Agricultural Vocational Education American Indian Education Centers and Early Childhood Education Program Assessments Bilingual Education California Peer Assistance and Review Programs for teachers Career Technical Education; Career Technical; Technical Training (state program) Child Care and Development Child Nutrition Compensatory Education Consolidated Categorical Aid Course Periods without Educational Content (grades 9-12) Economic Impact Aid Education of Pupils in Foster Care, Pupils who are Homeless and former Juvenile Court Pupils now enrolled in a school district English Learner Program Every Student Succeeds Act/No Child Left Behind (Titles I-VII) Local Control Accountability Plans Migrant Education Physical Education Instructional Minutes (grades 1-6)

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Pupil Fees Reasonable Accommodations to a Lactating Pupil Regional Occupational Centers and Programs School Safety Plans Special Education State Preschool Tobacco Use Prevention Education

(cf. 3553 - Free and Reduced Price Meals) (cf. 3555 - Nutrition Program Compliance) (cf. 5141.4 - Child Abuse Prevention and Reporting) (cf. 5148 - Child Care and Development) (cf. 5148.2 - Before/After School Programs) (cf. 6159 - Individualized Education Program) (cf. 6171 - Title I Programs) (cf. 6174 - Education for English Language Learners) (cf. 6175 - Migrant Education Program) (cf. 6178 - Career Technical Education) (cf. 6178.1 - Work-Based Learning) (cf. 6178.2 - Regional Occupational Center/Program) (cf. 6200 - Adult Education)

3. Any complaint alleging the occurrence of unlawful discrimination (such as

discriminatory harassment, intimidation, or bullying) against any student, employee, or other person participating in district programs and activities, including, but not limited to, those programs or activities funded directly by or that receive or benefit from any state financial assistance, based on the person's actual or perceived characteristics of race or ethnicity, color, ancestry, nationality, national origin, ethnic group identification, age, religion, marital, pregnancy, or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information, or any other characteristic identified in Education Code 200 or 220, Government Code 11135, or Penal Code 422.55, or based on his/her association with a person or group with one or more of these actual or perceived characteristics (5 CCR 4610)

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) 3. Any complaint alleging district noncompliance with the requirement to provide

reasonable accommodation to a lactating student on school campus to express breast milk, breastfeed an infant child, or address other breastfeeding-related needs of the student (Education Code 222)

(cf. 5146 - Married/Pregnant/Parenting Students) 4. Any complaint alleging district noncompliance with the prohibition against requiring

students to pay fees, deposits, or other charges for participation in educational activities (5 CCR 4610)

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(cf. 3260 - Fees and Charges) (cf. 3320 - Claims and Actions Against the District) 5. Any complaint alleging district noncompliance with legal requirements related to the

implementation of the local control and accountability plan (Education Code 52075) (cf. 0460 - Local Control and Accountability Plan) 6. Any complaint, by or on behalf of any student who is a foster youth, alleging district

noncompliance with any legal requirement applicable to the student regarding placement decisions, the responsibilities of the district's educational liaison to the student, the award of credit for coursework satisfactorily completed in another school or district, school transfer, or the grant of an exemption from Board-imposed graduation requirements (Education Code 48853, 48853.5, 49069.5, 51225.1, 51225.2)

(cf. 6173.1 - Education for Foster Youth) 7. Any complaint, by or on behalf of a homeless student as defined in 42 USC 11434a,

alleging district noncompliance with any requirement applicable to the student regarding the award of credit for coursework satisfactorily completed in another school or district or the grant of an exemption from Board-imposed graduation requirements (Education Code 51225.1, 51225.2)

(cf. 6173 - Education for Homeless Children) 8. Any complaint alleging district noncompliance with the requirements of Education Code

51228.1 and 51228.2 that prohibit the assignment of a student to a course without educational content for more than one week in any semester or to a course the student has previously satisfactorily completed, without meeting specified conditions (Education Code 51228.3)

(cf. 6152 - Class Assignment) 9. Any complaint alleging district noncompliance with the physical education instructional

minutes requirement for students in elementary school (Education Code 51210, 51223) (cf. 6142.7 - Physical Education and Activity) 10. Any complaint alleging retaliation against a complainant or other participant in the

complaint process or anyone who has acted to uncover or report a violation subject to this policy

11. Any other complaint as specified in a district policy The Board recognizes that alternative dispute resolution (ADR) can, depending on the nature of the allegations, offer a process to reach a resolution to the complaint that is acceptable to all parties. ADR such as mediation may be offered to resolve complaints that involve more than one student and no adult. However, mediation shall not be offered or used to resolve any complaint

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involving sexual assault or where there is a reasonable risk that a party to the mediation would feel compelled to participate. The Superintendent or designee shall ensure that the use of ADR is consistent with state and federal laws and regulations. The district shall protect all complainants from retaliation. In investigating complaints, the confidentiality of the parties involved shall be protected as required by law. As appropriate for any complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the Superintendent or designee shall keep confidential the identity of the complainant and/or the subject of the complaint if he/she is different from the complainant, as long as the integrity of the complaint process is maintained. (cf. 4119.23/4219.23/4319.23 - Unauthorized Release of Confidential/Privileged Information) (cf. 5125 - Student Records) (cf. 9011 - Disclosure of Confidential/Privileged Information) When an allegation that is not subject to the UCP is included in a UCP complaint, the district shall refer the non-UCP allegation to the appropriate staff or agency and shall investigate and, if appropriate, resolve the UCP-related allegation(s) through the district's UCP. The Superintendent or designee shall provide training to district staff to ensure awareness and knowledge of current law and related requirements, including the steps and timelines specified in this policy and the accompanying administrative regulation. (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) The Superintendent or designee shall maintain records of all UCP complaints and the investigations of those complaints in accordance with applicable law and district policy. (cf. 3580 - District Records) Non-UCP Complaints The following complaints shall not be subject to the district's UCP but shall be referred to the specified agency: (5 CCR 4611) 1. Any complaint alleging child abuse or neglect shall be referred to the County Department

of Social Services, the County Protective Services Division, and the appropriate law enforcement agency.

2. Any complaint alleging health and safety violations by a child development program

shall, for licensed facilities, be referred to Department of Social Services and shall, for licensing-exempt facilities, be referred to the appropriate Child Development regional administrator.

3. Any complaint alleging employment discrimination shall be sent to the California

Department of Fair Employment and Housing and the compliance officer shall notify the complainant by first class mail of the transfer.

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4. Any complaint alleging fraud shall be referred to the California Department of Education. In addition, the district's Williams Uniform Complaint Procedures, AR 1312.4, shall be used to investigate and resolve any complaint related to sufficiency of textbooks or instructional materials, emergency or urgent facilities conditions that pose a threat to the health or safety of students or staff, or teacher vacancies and misassignments. (Education Code 35186) (cf. 1312.4 - Williams Uniform Complaint Procedures) Legal Reference:

EDUCATION CODE 200-262.4 Prohibition of discrimination 222 Reasonable accommodations; lactating students 8200-8498 Child care and development programs 8500-8538 Adult basic education 18100-18203 School libraries 32289 School safety plan, uniform complaint procedures 35186 Williams uniform complaint procedures 48853-48853.5 Foster youth 48985 Notices in language other than English 49010-49013 Student fees 49060-49079 Student records 49069.5 Rights of parents 49490-49590 Child nutrition programs 51210 Courses of study grades 1-6 51223 Physical education, elementary schools 51225.1-51225.2 Foster youth and homeless children; course credits; graduation requirements 51228.1-51228.3 Course periods without educational content 52060-52077 Local control and accountability plan, especially: 52075 Complaint for lack of compliance with local control and accountability plan requirements 52160-52178 Bilingual education programs 52300-52490 Career technical education 52500-52616.24 Adult schools 52800-52870 School-based program coordination 54400-54425 Compensatory education programs 54440-54445 Migrant education 54460-54529 Compensatory education programs 56000-56867 Special education programs 59000-59300 Special schools and centers 64000-64001 Consolidated application process GOVERNMENT CODE 11135 Nondiscrimination in programs or activities funded by state 12900-12996 Fair Employment and Housing Act PENAL CODE 422.55 Hate crime; definition 422.6 Interference with constitutional right or privilege CODE OF REGULATIONS, TITLE 5 3080 Application of section 4600-4687 Uniform complaint procedures 4900-4965 Nondiscrimination in elementary and secondary education programs UNITED STATES CODE, TITLE 20 1221 Application of laws

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1232g Family Educational Rights and Privacy Act 1681-1688 Title IX of the Education Amendments of 1972 6301-6577 Title I basic programs 6801-6871 Title III language instruction for limited English proficient and immigrant students 7101-7184 Safe and Drug-Free Schools and Communities Act 7201-7283g Title V promoting informed parental choice and innovative programs

Legal Reference continued: (see next page)

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Legal Reference: (continued)

UNITED STATES CODE, TITLE 20 (continued) 7301-7372 Title V rural and low-income school programs 12101-12213 Title II equal opportunity for individuals with disabilities UNITED STATES CODE, TITLE 29 794 Section 504 of Rehabilitation Act of 1973 UNITED STATES CODE, TITLE 42 2000d-2000e-17 Title VI and Title VII Civil Rights Act of 1964, as amended 2000h-2-2000h-6 Title IX of the Civil Rights Act of 1964 6101-6107 Age Discrimination Act of 1975 CODE OF FEDERAL REGULATIONS, TITLE 28 35.107 Nondiscrimination on basis of disability; complaints CODE OF FEDERAL REGULATIONS, TITLE 34 99.1-99.67 Family Educational Rights and Privacy Act 100.3 Prohibition of discrimination on basis of race, color or national origin 104.7 Designation of responsible employee for Section 504 106.8 Designation of responsible employee for Title IX 106.9 Notification of nondiscrimination on basis of sex 110.25 Notification of nondiscrimination on the basis of age

Management Resources:

U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS PUBLICATIONS Dear Colleague Letter: Title IX Coordinators, April 2015 Questions and Answers on Title IX and Sexual Violence, April 2014 Dear Colleague Letter: Bullying of Students with Disabilities, August 2013 Dear Colleague Letter: Sexual Violence, April 2011 Dear Colleague Letter: Harassment and Bullying, October 2010 Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties, January 2001 U.S. DEPARTMENT OF JUSTICE PUBLICATIONS Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons, 2002 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov Family Policy Compliance Office: http://familypolicy.ed.gov U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/ocr U.S. Department of Justice: http://www.justice.gov

9/16 10/17 Policy Revised: _____________

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Administrative Regulation Community Relations AR 1312.3(a) UNIFORM COMPLAINT PROCEDURES Except as the Governing Board may otherwise specifically provide in other district policies, these uniform complaint procedures (UCP) shall be used to investigate and resolve only the complaints specified in BP 1312.3. (cf. 1312.1 - Complaints Concerning District Employees) (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 1312.4 - Williams Uniform Complaint Procedures) (cf. 4030 - Nondiscrimination in Employment) Compliance Officers The district designates the individual(s) identified below as the employee(s) responsible for coordinating the district's response to complaints and for complying with state and federal civil rights laws. The individual(s) also serve as the compliance officer(s) specified in AR 5145.3 - Nondiscrimination/Harassment as the responsible employee to handle complaints regarding unlawful discrimination (such as discriminatory harassment, intimidation, or bullying). The individual(s) shall receive and coordinate the investigation of complaints and shall ensure district compliance with law. (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment)

Director of Secondary Education 1900 W. Olive Avenue Burbank, CA 91506 818-729-4451 johnparamo@burbankusd.org

The compliance officer who receives a complaint may assign another compliance officer to investigate and resolve the complaint. The compliance officer shall promptly notify the complainant and respondent, if applicable, if another compliance officer is assigned to the complaint. In no instance shall a compliance officer be assigned to a complaint in which he/she has a bias or conflict of interest that would prohibit him/her from fairly investigating or resolving the complaint. Any complaint against a compliance officer or that raises a concern about the compliance officer's ability to investigate the complaint fairly and without bias shall be filed with the Superintendent or designee who shall determine how the complaint will be investigated. The Superintendent or designee shall ensure that employees assigned to investigate and resolve complaints receive training and are knowledgeable about the laws and programs at issue in the complaints to which they are assigned. Training provided to such employees shall include current state and federal laws and regulations governing the program, applicable processes for

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investigating and resolving complaints, including those alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), applicable standards for reaching decisions on complaints, and appropriate corrective measures. Assigned employees may have access to legal counsel as determined by the Superintendent or designee. (cf. 4331 - Staff Development) (cf. 9124 - Attorney) The compliance officer or, if necessary, any appropriate administrator shall determine whether interim measures are necessary during and pending the result of an investigation. If interim measures are determined to be necessary, the compliance officer or the administrator shall consult with the Superintendent, the Superintendent's designee, or, if appropriate, the site principal to implement one or more interim measures. The interim measures shall remain in place until the compliance officer determines that they are no longer necessary or until the district issues its final written decision, whichever occurs first. Notifications The district's UCP policy and administrative regulation shall be posted in all district schools and offices, including staff lounges and student government meeting rooms. (Education Code 234.1) The Superintendent or designee shall annually provide written notification of the district's UCP, including information regarding unlawful student fees, local control and accountability plan (LCAP) requirements, and requirements related to the educational rights of foster youth and homeless students, to students, employees, parents/guardians, the district advisory committee, school advisory committees, appropriate private school officials or representatives, and other interested parties. (Education Code 262.3, 48853, 48853.5, 49013, 49069.5, 51225.1, 51225.2, 52075; 5 CCR 4622) (cf. 0420 - School Plans/Site Councils) (cf. 0460 - Local Control and Accountability Plan) (cf. 1220 - Citizen Advisory Committees) (cf. 3260 - Fees and Charges) (cf. 4112.9/4212.9/4312.9 - Employee Notifications) (cf. 5145.6 - Parental Notifications) (cf. 6173 - Education for Homeless Children) (cf. 6173.1 - Education for Foster Youth) The annual notification and complete contact information of the compliance officer(s) may be posted on the district web site and, if available, provided through district-supported social media. (cf. 1113 - District and School Web Sites) (cf. 1114 - District-Sponsored Social Media) The Superintendent or designee shall ensure that all students and parents/guardians, including students and parents/guardians with limited English proficiency, have access to the relevant information provided in the district's policy, regulation, forms, and notices concerning the UCP.

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If 15 percent or more of students enrolled in a particular district school speak a single primary language other than English, the district's policy, regulation, forms, and notices concerning the UCP shall be translated into that language, in accordance with Education Code 234.1 and 48985. In all other instances, the district shall ensure meaningful access to all relevant UCP information for parents/guardians with limited English proficiency. The notice shall: 1. Identify the person(s), position(s), or unit(s) responsible for receiving complaints 2. Advise the complainant of any civil law remedies that may be available to him/her under

state or federal antidiscrimination laws, if applicable 3. Advise the complainant of the appeal process, including, if applicable, the complainant's

right to take a complaint directly to the California Department of Education (CDE) or to pursue remedies before civil courts or other public agencies, such as the U.S. Department of Education's Office for Civil Rights (OCR) in cases involving unlawful discrimination (such as discriminatory harassment, intimidation, or bullying).

4. Include statements that:

a. The district has the primary responsibility to ensure compliance with applicable state and federal laws and regulations governing educational programs.

b. The complaint review shall be completed within 60 calendar days from the date of

receipt of the complaint unless the complainant agrees in writing to an extension of the timeline.

c. A complaint alleging retaliation or unlawful discrimination (such as

discriminatory harassment, intimidation, or bullying) must be filed not later than six months from the date it occurred, or six months from the date the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension.

d. Complaints should be filed in writing and signed by the complainant. If a

complainant is unable to put his/her complaint in writing, for example, due to conditions such as a disability or illiteracy, district staff shall assist him/her in the filing of the complaint.

e. If a complaint is not filed in writing but the district receives notice of any

allegation that is subject to the UCP, the district shall take affirmative steps to investigate and address the allegations, in a manner appropriate to the particular circumstances.

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If the allegation involves retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying) and the investigation reveals that discrimination has occurred, the district will take steps to prevent recurrence of discrimination and correct its discriminatory effects on the complainant, and on others, if appropriate.

f. A student enrolled in a public school shall not be required to pay a fee for his/her

participation in an educational activity that constitutes an integral fundamental part of the district's educational program, including curricular and extracurricular activities.

g. The Board is required to adopt and annually update the LCAP in a manner that

includes meaningful engagement of parents/guardians, students, and other stakeholders in the development and/or review of the LCAP.

h. A foster youth shall receive information about educational rights related to his/her

educational placement, enrollment in and checkout from school, as well as the responsibilities of the district liaison for foster youth to ensure and facilitate these requirements and to assist the student in ensuring proper transfer of his/her credits, records, and grades when he/she transfers between schools or between the district and another district.

i. A foster youth or homeless student who transfers into a district high school or

between district high schools shall be notified of the district's responsibility to:

(1) Accept any coursework or part of the coursework that the student has satisfactorily completed in another public school, juvenile court school, or a nonpublic, nonsectarian school or agency, and to issue full or partial credit for the coursework completed

(2) Not require the student to retake any course or a portion of a course which

he/she has satisfactorily completed in another public school, juvenile court school, or a nonpublic, nonsectarian school or agency

(3) If the student has completed his/her second year of high school before the

transfer, provide the student information about district-adopted coursework and Board-imposed graduation requirements from which he/she may be exempted pursuant to Education Code 51225.1

j. The complainant has a right to appeal the district's decision to the CDE by filing a

written appeal within 15 calendar days of receiving the district's decision. In any complaint alleging unlawful discrimination (such as discriminatory

harassment, intimidation, or bullying), the respondent also shall have the right to file an appeal with the CDE in the same manner as the complainant, if he/she is dissatisfied with the district's decision.

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k. The appeal to the CDE must include a copy of the complaint filed with the district

and a copy of the district's decision.

l. Copies of the district's UCP are available free of charge.

District Responsibilities All UCP-related complaints shall be investigated and resolved within 60 calendar days of the district's receipt of the complaint unless the complainant agrees in writing to an extension of the timeline. (5 CCR 4631) For complaints alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the district shall inform the respondent when the complainant agrees to an extension of the timeline for investigating and resolving the complaint. The compliance officer shall maintain a record of each complaint and subsequent related actions, including steps taken during the investigation and all information required for compliance with 5 CCR 4631 and 4633. All parties involved in the allegations shall be notified when a complaint is filed and when a decision or ruling is made. However, the compliance officer shall keep all complaints or allegations of retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying) confidential except when disclosure is necessary to carry out the investigation, take subsequent corrective action, conduct ongoing monitoring, or maintain the integrity of the process. (5 CCR 4630, 4964) Filing of Complaints The complaint shall be presented to the compliance officer who shall maintain a log of complaints received, providing each with a code number and a date stamp. All complaints shall be filed in writing and signed by the complainant. If a complainant is unable to put a complaint in writing due to conditions such as a disability or illiteracy, district staff shall assist him/her in the filing of the complaint. (5 CCR 4600) Complaints shall also be filed in accordance with the following rules, as applicable: 1. A complaint alleging district violation of applicable state or federal law or regulations

governing adult education programs, consolidated categorical aid programs, migrant education, career technical and technical education and training programs, child care and development programs, child nutrition programs, and special education programs may be filed by any individual, public agency, or organization. (5 CCR 4630)

2. Any complaint alleging noncompliance with law regarding the prohibition against

requiring students to pay student fees, deposits, and charges or any requirement related to the LCAP may be filed anonymously if the complaint provides evidence, or information leading to evidence, to support an allegation of noncompliance. A complaint about a

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violation of the prohibition against the charging of unlawful student fees may be filed with the principal of the school or with the Superintendent or designee. However, any such complaint shall be filed no later than one year from the date the alleged violation occurred. (Education Code 49013, 52075; 5 CCR 4630)

3. A complaint alleging unlawful discrimination (such as discriminatory harassment,

intimidation, or bullying) may be filed only by a person who alleges that he/she personally suffered the unlawful discrimination or by a person who believes that an individual or any specific class of individuals has been subjected to it. The complaint shall be initiated no later than six months from the date when the alleged unlawful discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension. (5 CCR 4630)

4. When a complaint alleging unlawful discrimination (such as discriminatory harassment,

intimidation, or bullying) is filed anonymously, the compliance officer shall pursue an investigation or other response as appropriate, depending on the specificity and reliability of the information provided and the seriousness of the allegation.

5. When the complainant of unlawful discrimination (such as discriminatory harassment,

intimidation, or bullying) or the alleged victim, when he/she is not the complainant, requests confidentiality, the compliance officer shall inform him/her that the request may limit the district's ability to investigate the conduct or take other necessary action. When honoring a request for confidentiality, the district shall nevertheless take all reasonable steps to investigate and resolve/respond to the complaint consistent with the request.

Mediation Within three business days after the compliance officer receives the complaint, he/she may informally discuss with all the parties the possibility of using mediation. Mediation shall be offered to resolve complaints that involve more than one student and no adult. However, mediation shall not be offered or used to resolve any complaint involving an allegation of sexual assault or where there is a reasonable risk that a party to the mediation would feel compelled to participate. If the parties agree to mediation, the compliance officer shall make all arrangements for this process. Before initiating the mediation of a complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the compliance officer shall ensure that all parties agree to make the mediator a party to relevant confidential information. The compliance officer shall also notify all parties of the right to end the informal process at any time. If the mediation process does not resolve the problem within the parameters of law, the compliance officer shall proceed with his/her investigation of the complaint.

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The use of mediation shall not extend the district's timelines for investigating and resolving the complaint unless the complainant agrees in writing to such an extension of time. If mediation is successful and the complaint is withdrawn, then the district shall take only the actions agreed to through the mediation. If mediation is unsuccessful, the district shall then continue with subsequent steps specified in this administrative regulation. Investigation of Complaint Within 10 business days after the compliance officer receives the complaint, the compliance officer shall begin an investigation into the complaint. Within one business day of initiating the investigation, the compliance officer shall provide the complainant and/or his/her representative with the opportunity to present the information contained in the complaint to the compliance officer and shall notify the complainant and/or his/her representative of the opportunity to present the compliance officer with any evidence, or information leading to evidence, to support the allegations in the complaint. Such evidence or information may be presented at any time during the investigation. In conducting the investigation, the compliance officer shall collect all available documents and review all available records, notes, or statements related to the complaint, including any additional evidence or information received from the parties during the course of the investigation. He/she shall individually interview all available witnesses with information pertinent to the complaint, and may visit any reasonably accessible location where the relevant actions are alleged to have taken place. At appropriate intervals, the compliance officer shall inform both parties of the status of the investigation. To investigate a complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the compliance officer shall interview the alleged victim(s), any alleged offenders, and other relevant witnesses privately, separately, and in a confidential manner. As necessary, additional staff or legal counsel may conduct or support the investigation. A complainant's refusal to provide the district's investigator with documents or other evidence related to the allegations in the complaint, failure or refusal to cooperate in the investigation, or engagement in any other obstruction of the investigation may result in the dismissal of the complaint because of a lack of evidence to support the allegation. Similarly, a respondent's refusal to provide the district’s investigator with documents or other evidence related to the allegations in the complaint, failure or refusal to cooperate in the investigation, or engagement in any other obstruction of the investigation may result in a finding, based on evidence collected, that a violation has occurred and in the imposition of a remedy in favor of the complainant. (5 CCR 4631) In accordance with law, the district shall provide the investigator with access to records and other information related to the allegation in the complaint and shall not in any way obstruct the investigation. Failure or refusal of the district to cooperate in the investigation may result in a finding based on evidence collected that a violation has occurred and in the imposition of a remedy in favor of the complainant. (5 CCR 4631)

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The compliance officer shall apply a "preponderance of the evidence" standard in determining the veracity of the factual allegations in a complaint. This standard is met if the allegation is more likely to be true than not. Report of Findings Unless extended by written agreement with the complainant, the compliance officer shall prepare and send to the complainant, and respondent if there is one, a written report, as described in the section "Final Written Decision" below, within 60 calendar days of the district's receipt of the complaint. (5 CCR 4631) The Board may consider the matter at its next regular Board meeting or at a special Board meeting convened in order to meet the 60-day time limit within which the complaint must be answered. The Board may decide not to hear the complaint, in which case the compliance officer's decision shall be final. If the Board hears the complaint, the compliance officer shall send the Board's decision to the complainant within 60 calendar days of the district's initial receipt of the complaint or within the time period that has been specified in a written agreement with the complainant. (5 CCR 4631) In resolving any complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, and bullying), the respondent also shall be sent the district's decision and, in the same manner as the complainant, may file a complaint with the Board if dissatisfied with the decision. Final Written Decision The district's decision on how it will resolve the complaint shall be in writing and shall be sent to the complainant and respondent. (5 CCR 4631) In consultation with district legal counsel, information about the relevant part of a decision may be communicated to a victim who is not the complainant and to other parties who may be involved in implementing the decision or are affected by the complaint, as long as the privacy of the parties is protected. In a complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, and bullying), notice of the district's decision to the alleged victim shall include information about any sanction to be imposed upon the respondent that relates directly to the alleged victim. If the complaint involves a limited-English-proficient student or parent/guardian and the student involved attends a school at which 15 percent or more of the students speak a single primary language other than English, then the decision shall also be translated into that language. In all other instances, the district shall ensure meaningful access to all relevant information for parents/guardians with limited English proficiency. For all complaints, the decision shall include: (5 CCR 4631)

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1. The findings of fact based on the evidence gathered. In reaching a factual determination, the following factors may be taken into account:

a. Statements made by any witnesses b. The relative credibility of the individuals involved

c. How the complaining individual reacted to the incident d. Any documentary or other evidence relating to the alleged conduct e. Past instances of similar conduct by any alleged offenders f. Past false allegations made by the complainant

2. The conclusion(s) of law 3. Disposition of the complaint 4. Rationale for such disposition For complaints of retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the disposition of the complaint shall include a determination for each allegation as to whether retaliation or unlawful discrimination has occurred.

The determination of whether a hostile environment exists may involve consideration of the following:

a. How the misconduct affected one or more students' education b. The type, frequency, and duration of the misconduct c. The relationship between the alleged victim(s) and offender(s) d. The number of persons engaged in the conduct and at whom the conduct was

directed e. The size of the school, location of the incidents, and context in which they

occurred f. Other incidents at the school involving different individuals

5. Corrective action(s), including any actions that have been taken or will be taken to

address the allegations in the complaint and including, with respect to a student fees complaint, a remedy that comports with Education Code 49013 and 5 CCR 4600

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For complaints of unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the decision may, as required by law, include:

a. The corrective actions imposed on the respondent b. Individual remedies offered or provided to the complainant or another person who

was the subject of the complaint, but this information should not be shared with the respondent.

c. Systemic measures the school has taken to eliminate a hostile environment and

prevent recurrence 6. Notice of the complainant's and respondent's right to appeal the district's decision to the

CDE within 15 calendar days, and procedures to be followed for initiating such an appeal The decision may also include follow-up procedures to prevent recurrence or retaliation and for reporting any subsequent problems. For complaints alleging unlawful discrimination based on state law (such as discriminatory harassment, intimidation, and bullying), the decision shall also include a notice to the complainant that: 1. He/she may pursue available civil law remedies outside of the district's complaint

procedures, including seeking assistance from mediation centers or public/private interest attorneys, 60 calendar days after the filing of an appeal with the CDE. (Education Code 262.3)

2. The 60 days moratorium does not apply to complaints seeking injunctive relief in state

courts or to discrimination complaints based on federal law. (Education Code 262.3) 3. Complaints alleging discrimination based on race, color, national origin, sex, gender,

disability, or age may also be filed with the U.S. Department of Education, Office for Civil Rights at www.ed.gov/ocr within 180 days of the alleged discrimination.

Corrective Actions When a complaint is found to have merit, the compliance officer shall adopt any appropriate corrective action permitted by law. Appropriate corrective actions that focus on the larger school or district environment may include, but are not limited to, actions to reinforce district policies; training for faculty, staff, and students; updates to school policies; or school climate surveys. For complaints involving retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), appropriate remedies that may be offered to the victim but not communicated to the respondent may include, but are not limited to, the following: 1. Counseling 2. Academic support

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3. Health services 4. Assignment of an escort to allow the victim to move safely about campus 5. Information regarding available resources and how to report similar incidents or

retaliation 6. Separation of the victim from any other individuals involved, provided the separation

does not penalize the victim 7. Restorative justice 8. Follow-up inquiries to ensure that the conduct has stopped and there has been no

retaliation 9. Determination of whether any past actions of the victim that resulted in discipline were

related to the treatment the victim received and described in the complaint For complaints involving retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), appropriate corrective actions that focus on a student offender may include, but are not limited to, the following: 1. Transfer from a class or school as permitted by law 2. Parent/guardian conference 3. Education regarding the impact of the conduct on others 4. Positive behavior support 5. Referral to a student success team 6. Denial of participation in extracurricular or co-curricular activities or other privileges as

permitted by law 7. Disciplinary action, such as suspension or expulsion, as permitted by law When an employee is found to have committed retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the district shall take appropriate disciplinary action, up to and including dismissal, in accordance with applicable law and collective bargaining agreement. The district may also consider training and other interventions for the larger school community to ensure that students, staff, and parents/guardians understand the types of behavior that

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constitute unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), that the district does not tolerate it, and how to report and respond to it. If a complaint alleging noncompliance with the laws regarding student fees, deposits, and other charges, physical education instructional minutes for students in elementary schools, or any requirement related to the LCAP is found to have merit, the district shall provide a remedy to all affected students and parents/guardians subject to procedures established by regulation of the State Board of Education. (Education Code 49013, 51223, 52075) For complaints alleging noncompliance with the laws regarding student fees, the district shall attempt in good faith, by engaging in reasonable efforts, to identify and fully reimburse all affected students and parents/guardians who paid the unlawful student fees within one year prior to the filing of the complaint. (Education Code 49013; 5 CCR 4600) If our district finds merit in a complaint regarding Pupil Fees, Local Control and Accountability Plans (LCAP), Education of Pupils in Foster Care, Pupils who are Homeless, and former Juvenile Court Pupils now enrolled in a school district, Reasonable Accommodations to a Lactating Pupil, Course Periods without Educational Content (grades nine through twelve), and Physical Education Instructional Minutes (grades one through eight), the public school or LEA shall provide a remedy. In the case of complaints regarding: Course Periods without Educational content, Reasonable Accommodations to a Lactating Pupil, and Education of Pupils in Foster Care, Pupils who are Homeless, and former Juvenile Court Pupils now enrolled in a school district, the remedy shall go to the affected pupil. In the case of complaints regarding: Pupil Fees, Physical Education Instructional Minutes and LCAP, the remedy shall to go all affected pupils and parents/guardians. Appeals to the California Department of Education Any complainant who is dissatisfied with the district's final written decision may file an appeal in writing with the CDE within 15 calendar days of receiving the district's decision. (Education Code 222, 48853, 48853.5, 49013, 49069.5, 51223, 51225.1, 51225.2, 51228.3, 52075; 5 CCR 4632) When a respondent in any complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, and bullying) is dissatisfied with the district's final written decision, he/she, in the same manner as the complainant, may file an appeal with the CDE. The complainant or respondent shall specify the basis for the appeal of the decision and whether the facts are incorrect and/or the law has been misapplied. The appeal shall be accompanied by a copy of the locally filed complaint and a copy of the district's decision. (5 CCR 4632) Upon notification by the CDE that the complainant or respondent has appealed the district's decision, the Superintendent or designee shall forward the following documents to the CDE: (5 CCR 4633) 1. A copy of the original complaint 2. A copy of the written decision

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3. A summary of the nature and extent of the investigation conducted by the district, if not

covered by the decision 4. A copy of the investigation file including, but not limited to, all notes, interviews, and

documents submitted by the parties and gathered by the investigator 5. A report of any action taken to resolve the complaint 6. A copy of the district's uniform complaint procedures 7. Other relevant information requested by the CDE (7/15 3/16) 9/16 10/17 Policy Revised: ___________________

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Williams Complaint Form E 1312.3 Burbank Unified School District

California Education Code (EC) § 35186 created a procedure for the filing of complaints concerning deficiencies related to instructional materials, conditions of facilities that are not maintained in a clean or safe manner or in good repair, and teacher vacancy or misassignment. The complaint and response are public documents as provided by statute. Complaints may be filed anonymously. However, if you wish to receive a response, you must provide the following contact information.

Response requested: Yes No

Name (optional): Mailing Address (Optional):

Phone Number Day (Optional): Evening number (Optional):

Issue of complaint (please check all that apply): 1. Textbooks and Instructional Materials

A pupil, including an English learner, does not have standards-aligned textbooks or instructional materials or state-adopted or district-adopted textbooks or other required instructional materials to use in class.

A pupil does not have access to textbooks or instructional materials to use at home or after school. This does not require two sets of textbooks or instructional materials for each pupil.

Textbooks or instructional materials are in poor or unusable condition, have missing pages, or are unreadable due to damage.

A pupil was provided photocopied sheets from only a portion of a textbook or instructional materials to address a shortage of textbooks or instructional materials.

2. Facility Conditions A condition poses an urgent or emergency threat to the health or safety of students or staff, including: gas

leaks, nonfunctioning heating, ventilation, fire sprinklers or air-conditioning systems, electrical power failure, major sewer line stoppage, major pest or vermin infestation, broken windows or exterior doors or gates that will not lock and that pose a security risk, abatement of hazardous materials previously undiscovered that pose an immediate threat to pupils or staff, structural damage creating a hazardous or uninhabitable condition, and any other emergency conditions the school district determines appropriate.

A school restroom has not been maintained or cleaned regularly, is not fully operational and has not been stocked at all times with toilet paper, soap, and paper towels or functional hand dryers.

The school has not kept all restrooms open during school hours when pupils are not in classes and has not kept a sufficient number of restrooms open during school hours when pupils are in classes.

3. Teacher Vacancy or Misassignment Teacher vacancy - A semester begins and a teacher vacancy exists. (A teacher vacancy is a position to

which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.)

Teacher misassignment - A teacher who lacks credentials or training to teach English learners is assigned to teach a class with more than 20 percent English learner pupils in the class.

Teacher misassignment - A teacher is assigned to teach a class for which the teacher lacks subject matter competency.

Date of Problem: Location of problem (school name, address, and room number or location):

Course or Grade Level and Teacher Name:

Describe specific nature of the complaint in detail. You may include as much text as necessary (please use other side):

Please file this complaint with the principal of the school or his/her designee in which the complaint occurred:

May 2017

Location: Title of office

Address: Street City Zip code

A complaint about problems beyond the authority of the principal shall be forwarded within 10 working days to the appropriate school district official for resolution.

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Burbank Unified School District

Instructional Services Department

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: John Paramo, Director, Secondary Education

PREPARED BY: John Paramo, Director, Secondary Education

SUBMITTED BY: Laura Erisman, Administrative Secretary

DATE: February 1, 2018

SUBJECT: Burbank Unified School District Local Control Funding Formula (LCFF) and

Local Control and Accountability Plan (LCAP)

Background:

In 2013, the Governor of California proposed full funding flexibility for local school districts called Local

Control Funding Formula (LCFF). Prior to LCFF, California schools were funded through the Revenue

Limit System. Revenue limits were created in response to a lawsuit over inequities in funding per pupil

based on the relative wealth of each school district. Under revenue limits each district had a base revenue

limit, which was a set dollar amount per pupil. A district’s revenue limit entitlement was its base revenue

limit multiplied by the number of students attending its schools. The number of students was measured by

the district’s average daily attendance (ADA). The revenue limit entitlement was funded by local property

taxes and state aid. A percentage of the property tax revenue generated by real property located within a

district was assigned to the district; state aid made up the difference between a district’s entitlement and its

property tax revenue. If a district’s property tax revenue exceeded its entitlement, it retained these “excess

taxes.” The sum of the entitlement and any excess taxes were a district’s revenue limit funds.

The big idea behind LCFF is that the state should set key priorities for all students, but that local decisions

are more likely to benefit kids than a state-determined “one size-fits-all” approach. LCFF requires school

district stakeholders to develop a Local Control and Accountability Plan (LCAP) to spend the supplemental

grant, concentration grant, and base grant funding. Supplemental grant funding and concentration grant can

be used for targeted programs for high need students or by running school-wide or district-wide programs

that can serve additional students as well. The LCAP shall be used to provide details regarding the actions

and expenditures to support pupil outcomes and overall performance pursuant to Education Codes 52060,

52066, 47605, 47605.5, and 47606.5. The LCAP must describe goals and specific actions to achieve those

goals for all pupils and each subgroup defined in Education Code section 52052. The district must adopt a

three-year plan and update it annually according to the data results.

The LCAP is intended to be a comprehensive planning tool. Each LCAP goal must be aligned to one or

more of the eight state priorities. The eight state priorities are as follows: Student Engagement, Other

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Student Outcomes, Parental Involvement, Access to a Broad Curriculum, Common Core State Standards,

Basic Services, School Climate, and Student Achievement. There are three sections to the LCAP and each

section contains guiding questions that must be addressed, as well. The three LCAP sections are Stakeholder

Engagement, Goals and Progress Indicators, and Actions, Services, and Expenditures.

District-Wide Goals 2017-2018:

1. Improve learning and achievement for targeted subgroups of students.

2. Improve learning and achievement for all students.

3. Continue to align all instruction and student learning to California State standards.

4. Continue to implement the BUSD Arts for All Plan

5. Expand programs to prepare students for college, post-secondary education, training, and/or the

workplace from preschool through adult education.

6. Develop and implement a comprehensive professional development plan for all employees.

7. Create a positive school climate by maintaining a safe environment and developing a sense of

belonging for all students and staff.

8. Provide all students access to technology in the classroom.

9. Develop new communication and collaborative strategies with parents, students, employees, and

the community.

Discussion/Issues:

The Burbank Unified School District will engage in the LCAP process with the community more

frequently in the 2017-2018 school year by hosting LCAP meetings before each Board meeting. The LCAP

sessions will start at 5:45 pm and end at 6:45 pm

On February 1, 2018, the LCAP committee completed a thorough review and analysis of Goal 5: Expand

programs to prepare students for college, post-secondary education, training and/or the workplace from

preschool through adult education. The analysis of Goal 5 included a budget audit, a review of metrics for

Goal 5 to ensure progress toward LCAP goal; and a review of action items in Goal 5 with

recommendations.

The LCAP committee will not meet again until February 15, 2018, at which time the committee will review

Goal 6: Develop and implement a comprehensive professional development plan for all employees.

Fiscal Impact:

The fiscal impact to the district will be determined as district goals and school site goals are drafted. The fiscal impact will not exceed the amount budgeted under LCFF or the supplemental grant funding BUSD receives.

Recommendation:

John Paramo, Director, Secondary Education, will provide an update on the Burbank Unified School

District’s Local Control and Accountability Plan (LCAP), as presented.

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Burbank Unified School District

Local Control and Accountability Plan (LCAP)

Review of LCAP Goal 5

February 1, 2018 146

Goal 5: Expand programs to prepare students for college, post secondary education, training and/or the workplace, from

preschool through adult education readiness

Current LCAP Support

Supplemental Grant Money

Base Grant Money

Review Handout

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Goal 5.1: Ensure 100% of BUSD students receive their diplomas or certificate of completion

2014-2015 2015-2016 2016-2017

Total

Students

1322 1341 1349

Graduates 1306 1308 1270

Non

Graduates

15 33 79

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Goal 5.2: Monitor the implementation of the comprehensive guidance plan

Review Handout

Provided

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Goal 5.3: Continue to promote a culture of academic success in order to decrease the number of D and F grades in secondary

schools and the number of 1 and 2 grades in elementary

D and F rates fall and spring

Term Percentage

Fall 2014 11.69%

Spring 2015 13.84%

Fall 2015 9.72%

Spring 2016 12.84%

Fall 2016 9.83%

Spring 2017 13.45%

Fall 2017 10.28%

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Goal 5.4: Increase the number of students who have completed a-g requirements for college eligibility

2013-2014 2014-2015 2015-2016

Burroughs High 43.8% 47.4% 41.5%

Burbank High 50% 47% 39.1%

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Goal 5.5: Increase student opportunities for achievement and success in Career Technical Education (CTE) classes/programs

Stakeholders viewed the Practical Arts / CTE program m

positively in 2017

◦ 72% of parents (up 13% from last year) agreed that the CTE program provided a sufficient variety course offerings

◦ 73% of parents (up 17% from last year) agreed that the CTE program provided strong preparation career in a relevant field

◦ 74% of parents (up 18% from last year) agreed or strongly agreed that the CTE program provided preparation for their child’s

post-secondary education

◦ 54% of students (up 26% from last year) felt that their CTE/Practical Arts courses were challenging 152

Goal 5.6: Continue to Partner with the City of Burbank, Burbank Chamber of Commerce, and local businesses to develop more academic/career readiness

classes with our community college partners

Created a Business Preparation class to prepare

students for internships

Partnered with the California Community

College Foundation and the Film Commission

for paid internships

Increase the number of business that would

work with students as interns to 11

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Goal 5: Budget

Maintain the (2 added) Certificated Counselors – one at both

comprehensive high schools ($242,726 Supplemental Grant)

Meet with students, review progress report grades, and refer to

appropriate interventions as needed

Conduct individual interviews with students to review courses,

schedules, graduation requirements, and college and career goals

Increase the number of English Learners who are re-designated.

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Goal 5: Budget

Maintain the (3 added) Certificated Counselors – one for each of the

three middle schools ($299,206 Supplemental Grant)

Provide parents and students with information about high school

graduation requirements and UC, a-g course requirements

Review progress grades and refer students to appropriate

interventions

Increase the number of English Learners who are re-designated

Reduce the number of students receiving Ds and/or Fs

Host transition events for parents and students regarding

articulation to middle and high school

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Goal 5:Budget

Continue to provide World Language courses at the middle school

level ($272,012 Base Grant)

Maintain Spanish 1 classes at each middle school

Provide students with one year completion to meet UC a-g

requirements related to World Language

Allow students to continue world language instruction upon

entering high school

Provide books, supplies and materials

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Goal 5:Budget

Professional development for secondary counselors

($5,000 Supplemental Grant)

Provide training to assist certificated counselors on how to best

meet the needs of students in the targeted subgroups.

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Goal 5:Budget

Continue to provide parent training and support to better

understand UC a-g requirements

( no cost to Supplemental or Base Grant)

Conduct middle school and high school academic planning

meetings

9th grade orientation

College planning parent night

Financial aid parent night

Included UC a-g requirements on District and school webpages

Include UC a-g requirements in student handbooks.

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Goal 5:Budget

Continue to provide CTE course offerings for high school students

($870,000 Base Grant)

Provide instruction for regional occupational classes at both

comprehensive high schools by certificated teachers

Fund ROP technician

Fund ROP counselor

Fund instructional materials and supplies

Field trips and conferences

Licenses and membership fees

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Facilities / Technology Board Items

Board of Education Meeting - February 1, 2018• Facilities Projects (Notice of Completion and

Change Orders & Award of Contract/ Amendments)

• Bond Technology Projects (Award of Contract)

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Facilities / Technology Board ItemsFacilities Projects Notice of Completions, Change Orders & Award of Contract

Board of Education Meeting - February 1, 2018

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Board of Education Meeting - February 1, 2018

3

Notice of CompletionLocation – Emerson ES, Roosevelt ES, Washington ESProject – Modular ClassroomsContractor – M. Wilson Co. – General Construction PackageRalph Waldo Emerson Elementary, $216,000 (Bond Fund)Theodore Roosevelt Elementary, $263,700 (Bond Fund)George Washington Elementary, $544,700 (Bond Fund)

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Board of Education Meeting - February 1, 2018

4

Notice of CompletionLocation – Stevenson ES, John Muir MSProject – Fencing Unit Price BidContractor – Pilgrim Fence Louis Stevenson Elementary School, After School Village, $5,305 (Growth Fund)John Muir Middle School, $24,047.20 (Bond Fund)

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Board of Education Meeting - February 1, 2018

5

Notice of CompletionLocation – Providencia ESProject – Master Clock and Fire AlarmContractor – Intercom Clock and Signal ServicesProvidencia Elementary School, $ 171,751.58 (Bond Fund)

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6

Changes For Approval

Location – Robert Louis Stevenson Elementary, After School Village Project – Building and Site ConcreteContractor – PMC Concrete.Reason – In order to keep on schedule for the completion of the Stevenson after School Village project, the District and Pinner Construction directed PMC Concrete to provide additional labor and materials at the Robert Louis Stevenson After School Village project while PMC Concrete was already mobilized on the Stevenson site.$3,633 (Growth Fund)/Ratification

Board of Education Meeting - January 18, 2018

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7

Location – Robert Louis Stevenson ElementaryProject – Fencing Unit Price BidContractor – Pilgrim FenceReason – Deductive change order to Pilgrim Fence is due to the undisbursement of an allowance of ($799.58) from the original allowance amount of $2,000.($799.58) (Bond Fund)

Changes For Approval

Board of Education Meeting - February 1, 2018

Location – Robert Louis Stevenson ElementaryProject – Modular ClassroomsContractor – Silver Creek IndustriesReason – Net Deductive change order to Silver Creek is due to the deletion of classrooms from Buildings No. 1 and No. 2. The full deduction was offset by flooring upgrades and window and door reconfigurations($135,341.74) (Bond Fund)

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8

Location – Bret Harte ElementaryProject – Modular ClassroomsContractor – Silver Creek IndustriesReason – Deductive change order to Silver Creek is due to the deletion of four classrooms.($489,092.16) (Bond Fund)

Changes For Approval

Board of Education Meeting - February 1, 2018

Location – Thomas Jefferson Elementary Project – Demolition and AbatementContractor – GGG DemolitionReason – Deductive change order to GGG Demolition is due to the undisbursement of an allowance of ($12,641) from the original allowance amount of $15,000.($12,641) (Bond Fund)

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9

Award of ContractLocation – Robert Louis Stevenson Elementary Schools Project – Fencing Unit Price BidContractor – Pilgrim FenceReason – Additional fencing was requested by the site in order to replace an older, deteriorated section of fencing to match the new perimeter fencing recently installed in order to occupy the site sooner.$10,780 (Bond Fund) Ratification Contract Date – 12/21/17-12/21/18Location – Walt Disney ElementaryProject – Asphalt Unit Price BidContractor – Universal AsphaltReason – Universal Asphalt was directed by District staff to install the asphalt as soon as possible to make the modular classroom available for use by students and faculty. $8,460 (Bond Fund) RatificationContract Date – 1/18/18-1/18/19

Board of Education Meeting - February 1, 2018

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10

Contract Extension

Location – District-wideProject – Annual Asphalt Unit Price Bid Contractor – Universal Asphalt(Various Funds)Contract Extension Date – 1/16/14-1/19/19

Board of Education Meeting - February 1, 2018

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Facilities / Technology Board ItemsBond Technology ProjectsAward of Contract

Board of Education Meeting – February 1, 2018

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Board of Education Meeting – February 1, 2018

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Bond Technology Projects - N/A this cycle

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QUESTIONS?

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BURBANK UNIFIED SCHOOL DISTRICT Human Resources Services

REPORT TO THE BOARD

TO: Members of the Board of Education FROM: Anita Schackmann, Director, Human Resources Services PREPARED BY: Cindy Quiterio, Senior Administrative Secretary SUBMITTED BY: Cindy Quiterio, Senior Administrative Secretary DATE: February 1, 2018 SUBJECT: Approval of the 2016 – 2019 Negotiated Successor to the Agreement between the

Burbank Unified School District and the Burbank Teachers Association (BTA), in Accordance with AB 1200 (Chapter 1213/Statutes 1992), AB 2756 (Chapter 52/Statutes 2004) GC 3547.5

______________________________________________________________________________ Background: The Burbank Teachers Association and the District have tentatively agreed to a 2016-2019 Successor to the Agreement. The Association and the District have agreed to the attached signed Articles. BTA has informed the District that the Association ratified this Tentative Agreement. Discussion/Issues: Anita Schackmann, Director, Human Resources Services, will discuss the Negotiated Successor to the Agreement between the Burbank Unified School District and the Burbank Teachers Association. In accordance with the AB 1200, the District has submitted a budget forecast to the Los Angeles County Office of Education to demonstrate that the negotiated Amendment to the Agreement does not negatively impact the District’s financial condition. The public will have an opportunity for input at a Public Hearing held prior to the Board of Education ratification vote. Pursuant to the public disclosure requirements of Government Code section 3547.5, the following is a summary of the signed Tentative Agreements and changes recommended to the previous Agreement and, where applicable, their additional costs to the District. Article 9: Hours of Employment

• Article 9.10.9 was established. The article allows Elementary, General Education teachers with combination classes three (3) days of daily rate pay or three sub days.

• Article 9.4.3.1(3) was amended and removed ambiguous language regarding the consideration of the type of facility in determining a .2 assignment.

Article 11: Class Size

• Article 11.3 was amended to establish a 24:1 average pupil-to-classroom teacher ratio for TK-3 classes by 2020 – 2021. Average pupil-to-classroom teacher ratio at each site may fluctuate higher than 21:1 prior to 2020 – 2021.

• Article 11.3.1 was established. If the ratio is over the 32.5:1 site average for grades 4 and 5, the site administrator or designee shall meet with the BTA site rep(s) to review class sizes.

• Article 11.5 was amended to reflect current class titles.

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• Article 11.8 – In addition to class enrollment and composition of SDC classes, size of the class now has an effect on the educational program for Special Day Classes (SDC).

Article 13: Leaves

• Article 13 – new language was added to incorporate Paid Parental Leave (Child Bonding Leave). Bargaining unit members may use up to twelve weeks of paid accumulated sick leave for parental leave for purposes of bonding with a child. Parental leave must be used within 12 months following the birth or placement of the child.

Article 30: Department Chairpersons at the Middle Schools and High Schools

• Article 30 was amended to include department chairpersons at the middle schools. Department chairpersons shall be elected and not appointed. Procedures for Department Chair elections and implementation were established. The article allows for two teachers to run together as Co-Chairs. The article adds language requiring the adoption of a job description for the Department Chairperson.

Article 35: Term of Agreement Article 35.1 Language regarding Conclusiveness of Agreement was updated to reflect the term of the Agreement from July 1, 2016 through June 30, 2019. Additionally, language was modified to reflect reopeners for 2017 – 2018 and 2018 – 2019. Exhibit A-1

• Modifies language to reflect a retention bonus of $10,000 per year for Speech and Language Pathologists commencing with the 2017 – 2018 school year. The retention bonus will replace the previously agreed SLP one-time hiring incentive bonus.

Memorandums of Understanding

• Induction Mentors 2016 - 2017 o The parties agreed to allow induction mentors to serve up to three induction mentees for

the 2016 – 2017 school year. The negotiated stipend for each mentee is $1,854 per year.

• Final Exam Schedule o The parties agreed to allow for a flexible second semester exam schedule at the high

schools for the 2016 – 2017 school year. A vote of the entire faculty at BHS and JBHA was held to allow for a flexible final exam schedule for the second semester.

• Combined Benefits 2015 Benefit Year o The parties agreed to allow the combination of benefit contributions for active unit

members whose spouse is also an employee of the District.

• BTA President Release Time for the 2017 - 2018 School Year o For the 2017 – 2018 school year, the parties agreed to release the BTA President for

periods 5 and 6 to attend to BTA business and issues. In addition, BTA agreed to reimburse one period at 20% of step 10, column 3 or the actual cost of the replacement for the one period, whichever is lower. The District agreed to continue to pay 100% of medical benefits.

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• Class Size 2017 - 2018 o The parties agreed that for the 2017-2018 school-year, the class size ratio by school site,

not by District average would be 30.5:1. All classes will be counted for the ratio, including Special Education, Physical Education, Electives, all General Education classes, and all other classes held during the regular school day.

Fiscal Impact: The financial implications to this Agreement are stated on the AB 1200. Recommendation: Anita Schackmann, Director, Human Resources Services, recommends that the Board of Education approve the negotiated 2016 – 2019 Successor to the current Agreement between the Burbank Unified School District and the Burbank Teachers Association in accordance with AB 1200 (Chapter 1213/Statutes 1992), AB 2756 (Chapter 52/Statutes 2004) GC 3547.5, as presented.

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Burbank Unified School District

K - 12 Instructional Calendar for 2017-2018

Fall Semester

Independence Day Holiday (All offices and schools closed July 4) .......................... Tuesday, July 4 District Staff Development ................................................................................................. August 7-9 Teacher Workdays ......................................................................................................... August 10, 11 Instruction Begins .................................................................................................. Monday August 14 Labor Day Holiday (All offices and schools closed) ....................................................... September 4 Back-to-School Night - Elementary Schools* ................................. August 30 or September 13 Back-to-School Night-Middle Schools** ................................................................ August 31 Back-to-School Night - High Schools** ................................................................ September 6 Veterans Day (All offices and schools closed) ......................................... Friday, November 10 Elementary Schools Only: Non-student attendance: Parent-Teacher Conference ......... November 13 Elementary Schools Only: Minimum Days: Parent-Teacher Conferences .............. November 13- 17 No School for Students- Work Status for CSEA/BTA pending negotiations ............... November 22 Thanksgiving Holidays (All offices and schools closed) ......................................... November 23, 24 Final Exam Schedule for Comprehensive High Schools .................................... December 19, 20, 21 Minimum Teaching Day for Middle Schools ................................................................. December 21 Semester Ends, Pupil Free Secondary/Shortened Day K-5 ............................................ December 22 Winter Recess .............................................................................................. December 25 -January 5 (All offices and schools closed December 25, 26, January 1, 2) Spring Semester

School Reopens I Instruction Begins ..................................................................... Monday, January 8 Martin Luther King Day (All offices and schools closed) ................................... Monday, January 15 Open House - Elementary Schools** ................................................................... March 14 or May 2 Open House - Middle Schools** .......................................................................................... March 13 Open House - High Schools** ................................................................................................ March 7 Lincoln Holiday (All offices and schools closed) .............................................. Monday, February 12 President's Day (All offices and schools closed) .............................................. Monday, February 19 Elementary Schools Only: Minimum Days: Parent-Teacher Conferences ..... February 26 - March 2 Spring Recess (All offices and schools closed March 22, 23***) ................................... March 19-23 School Reopens ..................................................................................................................... March 26 Memorial Day (All offices and schools closed) ....................................................... Monday, May 28 Final Exam Schedule for Comprehensive High Schools ............................................. May 22, 23, 24 Minimum Day K-12 Semester Ends ....................................................................... Thursday, May 24 Teacher Work Day & Check-out ................................................................................. Friday, May 25 i-- 'J/,!immer School Opens ................................................................................................ Monday, June 4� /J All schools have shortened days J°J ,� t�chool Night and Open�use 'f./, 0 �7*** In li�u of Admission Day '17�� IY/.ar,,f I, // o'fl

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Burbank Unified School District Instructional Services

REPORT TO THE BOARD TO: Members of the Board of Education FROM: Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment PREPARED BY: Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment SUBMITTED BY: Jenny Jones, Administrative Secretary DATE: February 1, 2018 SUBJECT: Second Reading and Approval of the Burbank Unified School District Gifted and

Talented Education Program (GATE) Master Plan Background: The Burbank Unified School District (BUSD) has maintained a program for Gifted and Talented students (GATE) with differing amounts of funding available over the years. In 2009 with the passage of Education Code 42605, LEAs were given temporary flexibility with some categorical programs (Tier III) in order to balance their budgets. GATE was one of the identified programs. AB 97 (Ch. 47, Statute of 2013) repealed the temporary code and instead redirected the funding for those categorical programs into the Local Control Funding Formula (LCFF) (Education Code 42238.01-42251). The result is that there no longer exists categorical funding for GATE and the requirements that were attached to the funding have also been eliminated. Therefore, each district is to determine if and how they will operate such a program. Burbank USD continues to operate the program, but has identified a need for a new comprehensive plan. The Process: The team began work on the GATE Master Plan in the 2015-2016 school year. It was presented to the Board of Education on June 2, 2016. Parts of the plan were accepted for immediate approval, including the assessment portion. However, the rest of the plan was sent back to committee for revision. A second team, which consisted of some of the former team members began work on the revisions. The first step was to take the plan back to the GATE Advisory Council. The members of the council reviewed each page of the plan and made comments and suggestions. Next, the second team incorporated the suggested changes and also reviewed the plan page by page. The subsequent draft was posted on the District web site for comment. The last suggestions were then incorporated into the latest draft. District Wide Goals for 2017-2018: 2.4 Finalize and implement a Gifted and Talented (GATE) Master Plan.

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Discussion and Issues: The changes in the GATE program at the state level that left the program design and implementation up to the individual LEAs necessitated a new GATE program master plan. In addition, the District wanted to improve access to the program for underrepresented populations and provide professional development for staff. The plan addresses what kind of professional development should be offered and how often it should occur. The BUSD GATE Program Master Plan contains eight sections: GATE Master Plan Program Design, Identification, Curriculum & Instruction, Social and Emotional Development, Professional Development, Parent and Family Involvement, Program Assessment, and Budget. The plan also includes the following indices: Standards at a Glance, Action Items at a Glance, Data Points, District GATE Calendar of Events and Activities, GATE Classroom Walk-Through Form, Program Components and Data Chart, GATE Identification Process Timeline, Novice to Expert Differentiation Continuum Model, GATE Program Nomination Form (HOPE), GATE Parent Appeal Form, Assessment Instrument Information, Additional Resources for Parents and Educators, Organizations, Networks, and Online Resources, Books and Print Resources, Glossary of Terms and Acronyms, Assessment/Identification Flow Chart, End of Year Surveys for Parents, Teachers, and Students. Fiscal Impact: No additional funds to maintain current levels of staffing. In order to add support as funds become available, the cost would be approximately $80,000 for each additional FTE. In addition, the plan calls for adding $5,000 to the GATE budget for materials and supplies. Recommendation: Sharon Cuseo, Assistant Superintendent, Curriculum and Assessment, recommends that the Board of Education approve the Burbank Unified School District Gifted and Talented Education Program Master Plan, as presented.

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Burbank Unified School District

GATE PROGRAM MASTER PLAN

Matt Hill, Superintendent

Board of Education

Steve Ferguson, President Dr. Roberta Reynolds, Vice President

Dr. Armond Aghakhanian, Clerk Charlene Tabet, Member Steve Frintner, Member

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Table of Contents Section Title Page Introduction, Vision, Mission and related District goals 2

Section 1 GATE Master Plan Program Design 3

Section 2 Identification 13

Section 3 Curriculum & Instruction 27

Section 4 Social and Emotional Development 36

Section 5 Professional Development 41

Section 6 Parent and Family Involvement 45

Section 7 Program Assessment 48

Section 8 Budget 50

Appendix A Standards at a Glance 52

Appendix B Action Items at a Glance 55

Appendix C Data Points 61

Appendix D District GATE Calendar of Events and Activities 63

Appendix E

Appendix F

GATE Classroom Walk-Through Form

Program Components and Data chart

65

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Appendix G GATE identification Process Timeline 67

Appendix H Novice to Expert Differentiation Continuum Model 68

Appendix I GATE Program Nomination Form (HOPE) 70

Appendix J GATE Parent Appeal Form 71

Appendix K Assessment Instrument Information (about the CogAT-7 and WISC-V) 73

Appendix L Additional Resources for Parents and Educators 75

Appendix M Organizations, Networks, and Online Resources 76

Appendix N Books and Print Resources 78

Appendix O Glossary of Terms and Acronyms 80

Appendix P Assessment / Identification Flow-Chart 83

Appendix Q End-of Year Surveys for Parents, Teachers, and Students 84

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INTRODUCTION The plan for the district Gifted and Talented Education (GATE) program has written statements of vision, mission, goals, and standards appropriate to the needs and abilities of intellectually gifted learners. However, over the past few years, the District has found several areas of the GATE program that need to be addressed to ensure that the program adequately serves all students who qualify as intellectually gifted (for supporting data see Appendix C). This means that the District must actively develop standards, protocols, and guidelines for identification and serving students that are current and research based; consider the needs of traditionally underserved student populations; and provide a high quality differentiated instructional program and support services that meet the academic, intellectual, and social/emotional needs of GATE Students.

VISION To provide a comprehensive high quality program that meets the intellectual, academic, and social/emotional needs of all intellectually gifted students in the Burbank Unified School District. MISSION It is the mission of the Burbank Unified School District’s Gifted and Talented Education Program, in partnership with parents, community, and staff, to provide a high quality educational program for gifted students in order to develop their knowledge, skills, abilities, and values. The district’s GATE program currently serves one category of gifted students: intellectually gifted—students with high potential in the areas of abstract thinking and reasoning ability as applied to school learning situations. RELATED LCAP AND DISTRICT-WIDE GOALS (2017/2018) 1. Improve student learning and achievement for targeted subgroups of students. 2. Improve student learning and achievement for all students. 3. Align all instruction and student learning to California State Standards. 5. Expand programs to prepare students for college, post-secondary education, training, and/or the workplace from pre-school through adult education. 6. Develop and implement a comprehensive professional development plan for all employees. 7. Create a positive school climate by maintaining a safe environment and developing a sense of belonging for all students and staff.

Special acknowledgement to the California Department of Education for use of the Gifted and Talented Education Resource Guide and the Davis Joint Unified School District Alternative Instructional Model (AIM) Master Plan from which the Burbank USD GATE Program Master Plan is adapted.

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Section 1: The Burbank Unified School District Program

Standard (1.1): The GATE Master Plan includes an intellectual component for gifted students with objectives that meet or exceed State academic standards. Rationale: Intellectually Gifted students are often capable of work beyond the academic content standards for their grade level. To ensure their continuous progress and intellectual growth, the academic objectives must include the grade level standards and allow for advanced and more complex differentiated study. Actionable Items: Item Description

The District goal is to:

Achievement Marker /Metrics

Responsibility Timeline

1.1.A: train teachers to evaluate and modify the content standards for appropriate depth and complexity, and – when appropriate – for acceleration at GATE teacher articulation meetings.

Agendas from GATE Articulation Meetings will reflect discussion of modified content standards that will be used to create the curriculum guides.

Site GATE Coordinators; District GATE Coordinator

Annually

1.1.B: implement the modifications of the content standards for the purposes listed in 1.1.A.

Classroom observations, lesson plans, trainings for administrators, curriculum guide

Classroom teacher Site GATE Coordinator Site Principal District Site Coordinator

Ongoing

1.1.C: indicate participation in the GATE program on both elementary and middle school report cards.

GATE Program Identifier noted on elementary middle school report cards

Assistant Superintendent, Instructional Services; Director, Elementary Education; Director Secondary Education

Completed

1.1.D: create a curriculum guide for grades K-12 that includes effective instructional practices and socio-emotional supports for GATE students. Site GATE Coordinators, will receive training on the guide.

Distribution and training of curriculum to every site will signal the completion of this task.

District GATE Coordinator, Site GATE Coordinators, GATE Teachers, Principals

In progress – estimated Completion date June, 2018. Updates and additions will occur regularly.

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1.1.E: facilitate teacher collaboration and design of interdisciplinary units of instruction.

Curriculum writing dates calendared, Units collated for Curriculum Guides

District Gate Coordinator Subcommittee for Curriculum Assistant Superintendent

Began fall of 2017, Continue annually

1.1.F: encourage the implementation of interdisciplinary units in the GATE classrooms.

Units Developed by the Curriculum Writing Team for the Curriculum Guides, professional development on implementation provided, follow up with administrators and teachers on implementation.

District Gate Coordinator Subcommittee for Curriculum Assistant Superintendent

Continue curriculum writing 2017-2018 school year; Implementation of units 2018-2019 school year

1.1.G: explore different models, including acceleration, of GATE program design and delivery.

Report on various models. District Gate Coordinator Subcommittee of Visiting Team Assistant Superintendent

All of 2017-18 School year

Standard (1.2): The District has processes in place that encourage participation in the District GATE program by underrepresented groups. Participation shall not be limited by problems of logistics, such as scheduling, attendance at a specific school site, or lack of translation services. Rationale: Any school district program, to be fair, must ensure that eligible students are able to participate. All sites must provide access to services for GATE to all eligible students. Key Elements: Testing and qualification for the GATE Program is addressed in Section 2 (IDENTIFICATION). That section discusses qualifying scores for students identified as Intellectually Gifted -- students with high potential in the areas of abstract thinking and reasoning ability as applied to school learning situations. Actionable Items:

Item Description The District goal is to:

Achievement Marker / Metrics

Responsibility Timeline

1.2.A: implement a GATE identification process that will more equitably identify students from underserved groups.

Noted in reports made to GAC and Board of Education: positive change in the number and proportion of identified English Learner, Lower SES, Special Education, Hispanic, and Foster Youth students identified for participation in

District GATE Coordinator

Complete Approved June, 2016

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the GATE program for the next school year

1.2.B: work towards a proportional representation in the GATE program of the District’s demographics. Special “Search and Serve” efforts are placed on the analysis of student records such as test scores, to locate at-risk students and students new to the district to be screened for placement in the GATE Program. Students demonstrating evidence of giftedness are not excluded from testing or placement in the program based on specific factors such as: socioeconomic, ELD, or special education status.

Site and District staff will actively seek out traditionally underrepresented students to nominate for assessment and participation in the GATE program

District GATE Coordinator; Site GATE Coordinators; Site Teachers and Support Staff

Begin 2017, Annually

1.2.C: implement sound methods to increase students’ success in the GATE program, given the known achievement gap of underrepresented students in the nation, in California, and in Burbank.

Information provided to administrators and teachers on promoting under-served students’ success in the program. Annual professional development offerings

1.2.D: Provide high school students with the opportunity to be assessed for GATE and receive social/emotional supports, including understanding giftedness as it relates to academic planning and personal growth.

Memo to staff regarding the referral process; list of referrals; and, report of results, including number of students qualified.

Standard (1.3): There will be an active and involved Advisory Committee (comprised of parents and staff) that will have detailed knowledge and awareness of all aspects of the GATE program, and have the ability to make recommendations about the program to the Board of Education, District staff and the GATE community.

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Rationale: It is vital to have a dedicated committee which can devote concentrated time to the issues and problems of the GATE program and its students. This committee will be able to pool ideas and expertise to strengthen the program, provide sources for materials and collectively find solutions to any problems that surface. Including parents/guardians and community members gives a broader perspective and additional support to decisions and necessary actions.

Key Elements: 1. Parents / guardians are invited to attend the GATE Advisory Committee meetings.

2. The district’s GATE Advisory Committee meets monthly from September to May. Each school site is

expected to send at least one parent/guardian and one staff member to represent the school site. All parents/guardians, teachers and school site staff are welcome to attend meetings. All attendees have an equal voice.

3. The GATE Parent and Staff Advisory Committee may occasionally form a subcommittee to

investigate specific topics such as identification, placement of GATE students, program writing and differentiation in the regular classroom.

4. It is the responsibility of the Site GATE Coordinator to ensure he/she has reviewed the agenda and

minutes of each GATE Advisory Committee meeting, and has an active awareness of what topics and issues were covered at the meeting.

5. It is the responsibility of the District GATE Coordinator to ensure that the minutes and agenda of each

meeting are posted on the District’s website and sent out to all administrators and site GATE coordinators.

6. Once site GATE Coordinators receive these minutes, it is their responsibility to disseminate this information to the parents of their GATE students, as well as the GATE teachers at their school sites, and the administrators and counselors at their school site.

7. It is the responsibility of the District Coordinator to develop the agendas for the GATE Advisory Committee.

Actionable Items: Item Description

The District goal is to:

Achievement Marker Responsibility Timeline

1.3.A: create site based User Groups for parents and GATE teaching staff –in order to distribute GATE Advisory Council Meeting agenda and minutes.

All elementary and middle school user groups created

Site GATE Coordinators

New groups will be established every fall.

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1.3.B: hold monthly GATE Advisory Council (GAC) Meetings.

Agenda and minutes posted on website within one week of meeting

District GATE Coordinator

One week subsequent to each GAC meeting

1.3.C:

select a site-based parent representative, who will serve as a liaison to the GATEAC.

Parent representative selected and name sent to District GATE Coordinator

Site GATE Coordinators

October, each year (one week prior to second monthly GAC meeting

Standard (1.4): The GATE program will provide classroom groupings, determined by the site administrator, and structures appropriate for gifted education and available to all intellectually gifted learners. Rationale: Services to gifted students can be provided in a variety of settings, but some are more effective than others. The most effective provide differentiation, flexible grouping, continuous progress, intellectual peer interaction, and continuity. Key Elements:

1. The BUSD GATE Program is designed with a variety of options, including: cluster grouping for intellectually gifted students in grades 4-5 and self-contained classes for intellectually gifted students in grades 4-8.

2. Cluster grouping should occur in regular classrooms for students who are intellectually gifted. It is the

expectation of the District to provide differentiated instruction, including cluster grouping and flexible grouping, as needed, for GATE identified students in each school. Clusters should be strategically formed taking into account both the student’s academic and social/emotional needs.

3. Concurrent enrollment may occur in accelerated classes among elementary/middle school, middle school/high school, and high school/college.

4. Early college entrance may be an option for some gifted students.

5. Dual enrollment in District schools may be an option for some gifted students.

6. Support and training of K-3 teachers to differentiate instruction for potentially intellectually gifted primary students and to utilize cluster and flexible grouping and cross-age mentoring will be provided.

7. Professional development on the characteristics and needs of gifted students and in techniques for

differentiating curriculum will be provided.

Standard (1.5): The GATE program is articulated with the general education programs, is comprehensive, structured and sequenced between and across grade levels.

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Rationale: The District has the responsibility to educate all students and to facilitate their mastery of the state content standards at the highest level of their ability.

The GATE program provides appropriate educational experiences that provide for continuous intellectual and academic growth.

The configuration of the self-contained program (in middle school) and the cluster grouping of students (in elementary school) facilitates GATE teacher collaboration. Key Elements:

1. GATE students needing above-grade level math may be served in the regular classroom or move one or more grade levels ahead. This may result in concurrent enrollment at a different school site or placement within a leveled group at their elementary school site.

2. In all other academic subject areas, elementary students needing acceleration will be served by differentiation, including increased depth and complexity.

3. Intellectually Gifted students may be advanced beyond the level of the curriculum for their age group.

Providing continuity of learning experiences within the GATE program and with the general education program from grade-to-grade from elementary through high school ensures appropriate learning experiences and educational progress for GATE students. It also prevents using their time to relearn previously mastered concepts and skills.

Standard (1.6): There is access to the GATE program for Twice Exceptional Students. Rationale: Twice-exceptional students have characteristics that are often misunderstood or misinterpreted. While they may be capable of high levels of abstract and critical thinking, an underlying disability can mask their giftedness making it difficult to identify and serve. The disability may come in many forms: learning disabilities, such as problems with attention, judgment, or social-emotional regulation; physical restriction; or perceptual deficits, including deafness or visual impairment. from CAG White Papers Key Elements:

1. The District will train parents, educators, administrators and counselors in, the characteristics of and appropriate interventions for giftedness and disabilities both at home and school.

2. Class schedules that allow these students to be placed in supportive, healthy environments with teachers who will attend to all of the student’s special needs will be developed.

3. Assistive technologies that allow the students to express their ideas will be utilized.

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4. Collaboration and coordination between the District and Site GATE Coordinators, resource specialists and other case workers; including counselors, occupational therapists, and special education staff will occur to be sure that the student’s giftedness is supported.

5. Articulation between elementary and middle schools, and middle and high schools will include discussions about each twice exceptional student to ensure smooth transition and the continuance of strategies that work.

6. Regional expertise will be provided by experts in the field when a school has little experience with the twice-exceptional student.

7. The District will support further research to determine how to most effectively support students who are underperforming, but have no obvious discrepancies that identify them as special education students, based on current assessments.

8. Special needs of GATE identified English Learners will also be taken into consideration and addressed

in scheduling and planning.

Actionable Items: Item Description

The District goal is to:

Achievement Marker Responsibility Timeline

1.6.A:

host a regional expert on Twice Exceptional Students to discuss the needs of students with Administrators and with parents at the GAC meeting at least once every other year.

Meeting held ; Surveys Completed

District GATE Program Coordinator

End of First Semester, every other year

1.6.B:

conduct articulation meetings between elementary / MS GATE Teachers; and MS GATE Teachers and HS Honors Teachers.

Meeting held; Surveys Completed

District GATE Program Coordinator

Annually

1.6.C:

research best practices on how to effectively support underperforming GATE students.

Report prepared; shared with GAC and Board of Education as part of EOY GATE Report

Assistant Supt., Instruction District GATE Program Coordinator

Report to stakeholders & sites by June, 2018

Standard (1.7): A District GATE Coordinator is designated and responsible for advising and coordinating all aspects of the program. Rationale: Research has found that a Coordinator must be designated to ensure that the district GATE program plan is implemented and that the agreed upon services are delivered. Research further shows that in districts in which the total time of at least one person is devoted to gifted education, far more students are adequately served.

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Intellectually Gifted students have more than just atypical academic needs. Intensity, perfectionism, and feelings of difference need to be explored with counselors; and when necessary, addressed with consultants. Key Elements:

1. The District GATE Coordinator plans the overall structure of the district’s gifted program in consultation with the GATE Advisory Committee, District Staff, and School Site Administrators. Implemented actions shall be conducted and assessed as to their effectiveness.

2. The District GATE Coordinator is responsible for overseeing the assessment of students referred to for identification. He/she ensures that school sites establish and maintain profiles of identified students. The District GATE Coordinator is responsible for maintaining a database of all identified gifted students.

3. The District GATE Coordinator oversees the completion of all administrative paperwork inherent in the program, such as evaluating data, sending information to parents, and completing funding proposals under the supervision of the Superintendent, or designee.

4. The District GATE Coordinator arranges articulation meetings of GATE teachers at least once a year.

5. The District GATE Coordinator conducts parent meetings in gifted education to disseminate

information about the district program and to address issues of concern to parents of gifted students. The District GATE Coordinator also encourages parents’ active participation in the district program and communicates with parents by phone and e-mail.

6. The District GATE Coordinator serves on district committees with general education responsibilities

to provide support for intellectually gifted learners.

7. The District GATE Coordinator may attend and/or participate in IEP, 504 Plan, and Student Study Team (SST) meetings for identified “Twice-Exceptional” gifted students being served in the District GATE program.

8. The District GATE Coordinator facilitates meetings between GATE teachers and general education

program teachers to plan appropriate instruction for intellectually gifted students in the regular classroom and to develop plans for offering differentiated instruction for intellectually gifted students in the regular classroom at each site.

9. The District GATE Coordinator is responsible for organizing and planning GATE teacher and

administrator professional development activities throughout the school year and (if appropriate) in the summer.

10. The District GATE Coordinator is responsible for organizing, planning, and overseeing any district-

wide GATE events, such as “pull-outs” and “pop-ups” during the school year.

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11. The District GATE Coordinator is responsible for maintaining the GATE section of the District website.

12. The District GATE coordinator are expected to maintain expertise by staying current on readings in

the field, as well as by attending classes and conferences related to the field of gifted education.

13. It is the District GATE Coordinator’s responsibility to develop methods to effectively support students from underrepresented groups and their parents/guardians so that fully informed choices are made regarding available GATE participation options.

14. The District’s GATE Coordinator will seek assistance from the EL Coordinator for assistance with

meetings, testing, and/or mailings to meet the needs of non-English speaking families.

15. The District GATE Coordinator will seek assistance from Special Education when necessary.

16. The District GATE Coordinator will maintain a library, open to parents/guardians and staff, with research related to GATE education, including meeting the social and emotional needs of gifted students.

Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

1.7.A: prepare an annual Master GATE Calendar for each school year.

Calendar Completed District GATE Coordinator

End of August, Annually

1.7.B:

schedule all GATE PD and training activities for each school year.

PD Calendar completed and uploaded on web-site

District GATE Coordinator

End of August, Annually

1.7.C: evaluate the District GATE Program. Coordinator on an annual basis.

Evaluation completed District GATE Coordinator’s Supervisor

End of April, Annually

1.7.D:

prepare, plan, and offer annual District GATE events.

Events held, surveys completed & results shared

Site and District GATE Coordinators

By May, Annually

1.7.E:

host an Annual GATE Conference. Event held; Surveys completed

District GATE Program Coordinator

October, Annually

1.7.F: conduct two separate District GATE orientation meetings for elementary and secondary parents (translation provided in Armenian and Spanish).

Events held District GATE Program Coordinator; Asst Supt.

End of August each year

1.7.G: establish a District GATE Library at the District office.

Area dedicated to GATE print materials

District GATE Coordinator

Completed

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Standard (1.8): Each comprehensive school site will have a Site GATE Coordinator, who is designated and responsible for advising and coordinating all aspects of the program at his/her school site. Key Elements:

1. At elementary schools, the Site GATE Coordinator is the Curriculum Specialist. 2. At middle schools, the Site GATE Coordinator may be the principal, but can also be an assistant principal

or teacher, as designated by the principal. 3. At high schools, the Site GATE Coordinator can be either the Assistant Principal of Instruction (API) or

the Assistant Principal of Guidance (APG), as designated by the principal. 4. At the school site level, the Site GATE Coordinator is responsible for coordinating all site based events

and activities for GATE students and parents. 5. It is the school Site GATE Coordinator’s responsibility to serve as the GATE testing coordinator for

his/her school. 6. It is the school Site GATE Coordinator’s responsibility to be aware of all GATE programs and student

placement practices at the school site. The Site GATE Coordinator should be able to explain these to parents who want to know more about site specific GATE programs, activities, and events.

7. The school Site Gate Coordinator will ensure that all site GATE parents receive the minutes and information from the GAC meetings.

8. The school Site GATE Coordinator will support all District events. 9. The school Site GATE Coordinator is responsible for being aware of all current information and

communicating regularly with parents. 10. The school Site GATE Coordinator is responsible for maintaining a site specific email list. 11. The Site GATE Coordinator is required to attend a minimum of four hours of GATE Professional

development every other year. 12. The Site GATE coordinators are expected to maintain expertise by staying current on readings in the

field, as well as by attending classes and conferences related to the field of gifted education. Both District and Site GATE Coordinators will be responsible for:

1. communicating at District and site GATE orientation meetings the district’s GATE options for parent/guardian participation.

2. providing information to parents/guardians regularly through conferences, meetings, phone/email

contact, and the District website.

Standard (1.9): Each grade span (elementary, middle school, high school) will receive additional coordinator support to ensure that all aspects of the GATE Master Plan are implemented.

Item Description

The District goal is to:

Achievement Marker/Metrics

Responsibility Timeline

1.9.A: provide more site coordinator support at all levels as funding becomes available.

Review budget annually. Assistant Superintendent

TBD

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SECTION 2: IDENTIFICATION

Standard (2.1): The nomination/referral process for assessment to enter the GATE program is ongoing and includes students in grades 3-12. Students in grades 9-12 will be identified in order to support them with resources for academic success and social emotional health. Rationale: In order to ensure equal access to GATE services, the nomination and referral process must be an ongoing, integral part of the program; students in grades 4-12 are eligible for consideration for the gifted program and/or services. Once a student is admitted to the GATE program, he/she remains identified as Intellectually Gifted throughout his/her enrollment in the District. Key Elements:

1. Student nomination forms are accepted at any time in the BUSD Instructional Services Department. See Appendix H for the GATE Program Nomination Form.

2. The District’s Search and Serve Process screens for potential GATE students in grades 4- 12. It includes a universal screening of 3rd graders. For students in grades 4 – 12, this is done via outreach to parents, community, teachers, administrators, and support personnel. This outreach is accomplished via staff professional development and in-service trainings; information packets provided to teachers; articles in school newsletters, as well through the District web site; District electronic communications (email); and, parent meetings sponsored by the District and individual school sites.

Actionable Items: Item Description

The District goal is to:

Achievement Marker/Metrics

Responsibility Timeline

2.1.A: distribute HOPE Nomination forms to school sites.

School administrators have received the forms and distributed to staff

District GATE Program Coordinator; Site GATE Coordinators

November, Annually

2.1.B:

conduct a 3-12th Grade GATE Parent Program and Identification

Meeting scheduled, publicized and held for

District GATE Program

December, Annually

BUSD’s GATE identification procedures are equitable, comprehensive, and reflect the District’s definition of intellectual giftedness and that relationship to current state criteria. It is the goal of the District to expand efforts to locate students who may be “intellectually gifted.” Once identified, these students should be provided stimulating and differentiated educational experiences. The student population of the BUSD GATE Program should proportionately represent the student population of the District with regard to gender, race, ethnicity, and current efforts are focusing on increasing the numbers of students from underrepresented groups.

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Orientation meeting for interested parents before the assessment window begins.

all elementary and secondary schools.

Coordinator; Site GATE Coordinators

2.1.C: send letters home to parents re: explanation of the GATE nominating process (grade 4-12).

All letters have been sent home to parents of nominated students

Site GATE Coordinators

December, Annually

2.1.D:

return all GATE Assessment Nomination forms (4-12) to District GATE Coordinator.

All forms have been received by Coordinator

Site GATE Coordinators

By the end of the second week in December, continue annually

2.1.E:

meet at least twice each year with the ELD and Special Education Coordinators, Title I Coordinators and Intervention Specialists to address the extent to which English Learner, Special Education and Socioeconomically disadvantaged students are being serviced in the GATE program.

Meetings held District GATE Program Coordinator; ELD Program Coordinator; Special Ed. Program Coordinator, Title 1 Coordinator, Intervention Specialist

Annually

2.1.F: establish a GATE Identification Committee consisting of both Site and District staff for appeals.

Committee members shared at GAC meetings, first agenda & minutes

Assistant Superintendent, District GATE Coordinator

Annually

2.1.G: develop a pre-identification observation tool.

Copy of Tool presented at GAC meetings and staff meetings

District GATE Coordinator

Shared Annually

2.1.H: consider the practice of clustering potential GATE students in grades TK – 3.

Report on the research, including recommendations

Assistant Superintendent, District GATE Coordinator, GAC subcommittee

Research during 2017-2018 School year

2.1.I: develop uniform criteria for the placement of “space available” students.

Copy of criteria presented at GAC meetings and staff meetings

Assistant Superintendent, District GATE Coordinator

Develop by December, 2018

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Standard (2.2): All children are eligible for the assessment process regardless of socioeconomic, linguistic or cultural background, and/or disabilities. Rationale: Intellectually Gifted students exist among all of the diverse populations in a district. Intellectually Gifted students, including those representing populations that are often underrepresented in GATE programs, frequently are not recognized by traditional referral processes. Key Elements:

1. BUSD provides an equal opportunity for all students to be considered for the GATE program.

2. The search focuses on students who are believed to possess extraordinary potential or performance in the area of Intellectual Ability.

3. An active identification process is conducted by the District’s GATE Coordinator. It involves

teachers, counselors, psychologists, principals, parents, and students. This process is a critical step in the identification of gifted students because it is the only way many traditionally underrepresented students will be nominated as prospective GATE participants. The importance of site advocacy (in the search process) cannot be stressed enough. Clearly, if students are not nominated to be assessed for the GATE program, they may never have an opportunity to receive educational services commensurate with their abilities. Even though parents/guardians are able to refer children, many students need an opportunity for others to help identify those who should be nominated.

4. All students in grades 4-12 who are recommended for re-assessment (or first time assessment) by their

parent(s), teacher(s), administrator(s), or counselor(s) shall be initially re-screened using the Cognitive Abilities Test- Form 7 (CogAT-7) assessment instrument.

5. Any student who scores within 2 percentage points of the District’s CogAT-7 Criteria for admission to

the GATE program will be automatically nominated for re-assessment the following year. Standard (2.3): The District establishes and implements research based assessment tools for searching for gifted students. All data are used to ensure equal access to program services. Participation in the program is based on the criteria of identification and is not dependent on the perception of a single individual. Rationale: Equity can only be ensured when a variety of methods are used to seek out potentially gifted students. Key Element: To be identified as Intellectually Gifted, a student must attain a qualifying score on a District authorized test of abstract thinking and mental reasoning. To screen for Intellectual Giftedness, BUSD, in the past, has used the Pearson OLSAT- 7 assessment tool. In the 2016-2017 school year, the District changed its initial assessment instrument from the OLSAT-7 to the CogAT-7.

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General Information about the CogAt-7: The Cognitive Abilities Test (CogAT) is a multiple choice test published by Riverside Publishing. It is used to measure cognitive development among children. The CogAT-7 is often used to identify gifted children for admissions into gifted and talented programs across the United States. It was first published in 1968. The most current version of the CogAT, the CogAT Form 7, was published in 2011. The CogAT-7 has three independent batteries: Verbal, Quantitative, and Nonverbal. These batteries measure the student’s learned reasoning abilities in the three areas most closely related to success in school. Users can administer one, two, or all three batteries, depending on their needs and the needs of their students. • Each battery has subtests that make use of three different test formats. Measuring with multiple formats rather than the same format on all items increases both the fairness and the validity of the scores students obtain. • Educators who administer all three batteries of CogAT obtain an ability profile for each student. This code summarizes the pattern and level of the student’s scores on the three batteries. The ability profile code is explained and linked to specific instructional suggestions in the Interactive Profile Interpretation System at: www.CogAT.com .

GATE Identification Process Components 1. GATE Identification Search & Serve Process -completed prior to March 1 of each school year Before the testing occurs in Grade 3:

• An informational letter is sent to all 3rd Grade parents and guardians to explain the universal screening process and invite them to a pre-screening District informational meeting.

• IEP and 504 accommodation information is gathered and processed prior to administering the testing. Necessary modifications are arranged for students whose IEP’s or 504 plans require them for testing.

• District Coordinator will review all standardized assessment data to look for potential students to consider for screening.

2. Screening of 3rd Grade Students:

• Certificated classroom teachers, administrators, or counselors are trained to administer the CogAT7 screener to ALL 3rd grade students at each site under standardized testing conditions during the month of January.

• In order to account for any risk-factors, students scoring in the 80th percentile or higher overall on the screener will be invited to take the full CogAT7 assessment.

3. Criteria for Immediate Qualification

• The full CogAT7 assessment is made up of three sections, called batteries: the Verbal Battery, the Quantitative Battery, and the Nonverbal Battery. Students must pass 2 of the subtests with a score in the 90th percentile or higher.

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4. Criteria for Student Rescreening • Students not qualifying immediately (via the CogAT-7) are reviewed by the

GATE Identification Committee based on:

A. CogAT-7 score on 2 subtests of no less than 88% or

B. Risk factors as identified in the Master Plan (socioeconomic status, language, health, designated special education, etc.), or

C. A student in a sub-group that suggests s/he might have a lower than accurate CogAT-7 test score because of the student’s cultural background (examples: lower socioeconomic status, lower parent education level, English Learner status)

D. A teacher, parent, or administrator can file an appeal or nomination on behalf of a student, requesting that the GATE Identification Committee consider additional information in qualifying the students. Other information that can be used in consideration for inclusion in the program includes the HOPE nomination scale, overall composite score on the CogAT, scores from other identification tools for giftedness, student interview, and/or information from an alternative test, such as, the Wechsler Intelligence Scale for Children, Version V (WISC-V) or the Wechsler Non Verbal Scale of Ability (WNV).

5. Rescreening Qualifying Process and Criteria

• All students in grades 4-12 who do not qualify for the program in 3rd grade can be nominated yearly by parents, teachers, administrators, and or counselors.

• The District GATE Coordinator will maintain a list of recommended students to be rescreened based on all the data related to identification. This data includes the HOPE nomination scale, previous scores on the CogAT, scores from other identification tools for giftedness, student interview, and/or information from an alternative test, such as, the Wechsler Intelligence Scale for Children, Version V (WISC-V) or the Wechsler Non Verbal Scale of Ability (WNV).

• Students will be rescreened using the same process as the 3rd grade testing. Students will be given the screener portion first followed by the full assessment if the student scores in the 80th percentile or higher.

• Screening tools will be available in the student’s primary language if the primary language is English, Armenian or Spanish. Other languages will be accommodated to the fullest extent possible.

• The GATE Identification Committee will determine if additional assessment is necessary, and what form of assessment will be used based on the student’s nomination/appeal form. The WISC-V can be used for identification.

• A student will be eligible for program participation: (1) if he/she achieves a Full-Scale Intelligence Quotient (FSIQ) score of 125 or higher, or (2) if he/she achieves a score of 130 on one or more of the five WISC-V subscales.

• In order to meet program eligibility requirements using the WNV, a student must achieve a Full Scale score of 125.

6. Program Placement

• Options: GATE classrooms at the middle school (as determined by district requirements),

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will be filled in 6th through 8th grades. • Parents/guardians of GATE identified students shall submit an Intent Form to request

placement in GATE classes once the student is identified, which keeps them opted into the program each year thereafter.

• Students whose parents/guardians request placement in GATE classes are offered admission to the program if they meet the scoring criteria as stated in key element 7, Qualifying Scores for Intellectual Ability.

• At the middle school level, parents may accept participation in all or part of the GATE classes offered. Even if parents accept partial placement (ie. only in English and Science), the student is still considered to be enrolled in the GATE program.

• The GATE Coordinator will inform school principals of identified students prior to April 1st of the current school year.

• Placement notification for the following year will be sent to parents by April 15th of the current school year.

• The district will provide an informational meeting between April 15th and May 1st for parents of newly identified students.

• Parental commitment to the program for the following year (in writing) is required by May 15th of the current school year.

• Individualized counseling will be offered to parents/guardians of students new to the district and with identified risk factors (see p.17), including special education, to ensure the parent/guardian makes an informed decision about their student’s placement.

7. Qualifying Scores for “Intellectual Ability”

A. An intellectually gifted student with no risk factors:

• CogAT-7 Test data indicating that on a test of intellectual reasoning, the student has attained a minimum total score of 90% on at-least two of the assessment’s subtests.

B. An intellectually gifted student with one risk factor: • CogAT-7 Test data indicating that on a test of intellectual reasoning, the student has

attained a minimum total score of 88% on at-least two of the assessment’s subtests. • Verification of risks factor that are present. • HOPE Nomination Scale is commensurate with a profile of a gifted student.

C. An intellectually gifted student with two or more risk factors*:

• CogAT-7 test data indicating that on a test of cognitive abilities, the student has attained a minimum total score of 86% on at-least two of the assessment’s subtests.

• Verification of risk factors that are present. • HOPE Nomination Scale is commensurate with a profile of a gifted student.

• Students who are within 2 percentile points of qualifying will qualify if they have an

overall composite score in the 90th percentile or above or an overall profile in the 8th or 9th stanine.

• Borderline cases who do not qualify using the above tiebreaker will be referred to the GATE Identification Committee for a final decision on placement using all available information. This information may include the HOPE nomination scale, previous scores on the CogAT, scores from other identification tools for giftedness, student

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interview, and/or information from an alternative test, such as, the Wechsler Intelligence Scale for Children, Version V (WISC-V) or the Wechsler Non Verbal Scale of Ability (WNV).

D. If during the course of the IEP process, a student in any grade is assessed with the WISC V or

WNV with a full scale score of 125 or higher, or a score of 130 or higher on any of the WISC-V’s five subscales, he/she should be referred to the District GATE Coordinator.

E. Students in grades K-12 will automatically qualify as Intellectually Gifted, if they score 130 or higher on the WISC-V or WNV. The information will be provide to the school site, and the student will be automatically placed in the GATE program in grade 4. However, the student will not have to be tested again.

8. *Risk Factors Defined

The following seven risk factors may impact a student’s potential or performance on tests of school ability and/or achievement. The presence of these variables will be documented by a review of school records or a statement from the administrator, teacher, or parent. Appropriate consideration is given to students who are impacted by these factors:

• Economic: parent unemployed; low /single parent income; participation in free-reduced lunch programs

• Environmental: lack of preschool/kindergarten experience; poor attendance due to concerns with home responsibilities; and/or transiency and study time; unsettled family life

• Health: designated instructional services for ongoing (or current significant) health issues for students on 504 plans.

• Special Education: designated instructional services for students on active IEP plans. • Language/Cultural: lack of proficiency or verbal fluency in English; or designated EL

student. • Social/Emotional: emotional adjustment factors resulting from personal or family trauma

including chronic illness, death, family separation, extended absence of a parent, remarriage, and/or frequent moves.

• Foster and/or homeless student designation.

CATEGORY

Test of Cognitive Abilities TOTAL SCORE

An Intellectually Gifted Student with NO Risk Factors

At Least 90%

Overall score on 2 or more sub-tests

An Intellectually Gifted Student With One RISK FACTOR

At Least 88%

Overall score on 2 or more sub-tests An Intellectually Gifted Student with Two or more RISK FACTORS

At Least 86%

Overall score on 2 or more sub-tests

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*All risk factors will be verified by GATE Identification Committee.

Actionable Items: Item Description

The District goal is to:

Achievement Marker Responsibility Timeline

2.3A: inform all principals, support staff, and teachers about the nomination process, assessment, and appeals process.

Information has been shared at principals’ meetings, AP and CS meetings, and with staff at faculty meetings. Assessment process chart is posted on BUSD website

Asst. Supt., Instructional Services; District GATE Coordinator ; Site Principals

Completed Will review annually

2.3.B: administer the Screening tool of the CoGat-7 for all students in grade 3 and other nominated students in grades 4-12.

All 3rd graders and all nominated 4-12th graders are assessed using the CoGAT-7 instrument

Site GATE Coordinators; District GATE Coordinator

January, Annually

2.3.C: inform parents as to status of students, based on CoGAT-7 scores.

Admittance and non-admittance letters sent home to parents; parents of students who scored in 88th and 89th percentile notified of alternate assessment opportunity

Site GATE Coordinator District GATE Coordinator; Assistant Supt. Instructional Services.

April, Annually

2.3.D:

provide an opportunity for eligible (students new to the district or students who were not assessed during the regular school year) students to be assessed or re-assessed during the summer.

Parents of all qualifying students informed of identification process.

School Site Staff District GATE Coordinator; Student Services

Summer, Annually

Standard (2.4): The GATE Coordinator actively searches for referrals among underrepresented populations. Referrals are sought from classroom teachers, principals, counselors and parents using the HOPE Nomination Scale. Rationale: To ensure that students are observed from different perspectives, all individuals who interact with students must have the opportunity to refer them for consideration. Students whose intellectual giftedness may be masked by factors such as language or cultural barriers or poverty must especially be sought out. Key Elements:

1. The District will provide information about the GATE program and the identification process to parents / families of traditionally underrepresented populations.

2. Student nomination forms for grades 3-12 may be accepted at any time at the student’s school. All nominations will be forwarded to and archived by the District GATE Coordinator.

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3. The formal search and nomination of potential candidates in grades 4th-12th begins in October.

4. Students in grades TK – 3 prior to identification who exhibit extreme exceptionality will be referred to

the Student Study Team (SST), which includes the District GATE Coordinator to develop a plan to meet his or her needs.

5. Students in grades 7-12 who are placed in an alternative setting will be referred to the SST team, which

includes the District GATE Coordinator, to develop a plan to meet his or her needs.

*The Student Study Team (SST) is a team of stakeholders that meet to address the needs of a particular student. The team includes a school administrator, teacher, parent, student, school psychologist, and other personnel as needed.

Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

2.4.A: provide Spanish and Armenian translations of all GATE Identification information and forms that are sent home. Every effort will be made to provide translation into other languages, when necessary.

No District GATE forms or information sent to parents / families without written translation; no site forms are sent home without translation when 15% or more of students speak either Spanish or Armenian

District GATE Coordinator; Site GATE Coordinators, District ELD Coordinator ; Site EL Coordinators

Annually

2.4.B: begin outreach to underserved populations at Title 1 Schools.

District GATE Coordinator has met with each Title 1 Principal and addressed that school’s plan for ensuring all families (especially those from traditionally underserved populations) are provided with every opportunity to learn about the GATE program

District GATE Coordinator; Site Principals

First semester, Annually

2.4.C: grow GATE identification of ELs to at least 2% and students receiving SPED services to at least 4%.

Our goal is to grow identification of ELs to at least 2% and students receiving SPED services to at least 4%.

District GATE Coordinator Site GATE Coordinators Classroom teachers

Each year until they are proportionally represented

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2.4.D:

present GATE program information to parents at Title 1 DAC, Special Education DAC, and DELAC meetings.

Information about the GATE program is agendized and presented (and included in the minutes of) Fall and Spring DAC and DELAC Meetings

Assistant Supt., Instructional Services., District GATE Coordinator; ELD Coordinator

Annually

Standard (2.5): Students may be nominated for GATE testing more than once throughout their tenure in the District, but may be tested only once per calendar year. Rationale: No nomination or identification process is 100% accurate. In order to eliminate the possibility of bias and to guarantee the opportunity to be evaluated more than one time, it is necessary to accept referrals for a student more than once. Key Elements:

1. Students may not retake any specific mental reasoning or school ability test administered by GATE staff more than once during a 12 month period.

2. For purposes of admittance to the GATE program, the WISC-V or the WNV may be taken

only once every three years. 3. Burbank Unified School District will not accept outside/private testing reports unless those

reports show that the assessment given was the CogAT-7 exam, and that assessment was administered by staff at a previous school district.

4. Assessments completed by outside (private) practitioners are not accepted in lieu of the District

GATE Identification Process, but may be reviewed by the GATE Identification Committee. Standard (2.6): Training in the identification of potential GATE students is appropriate for administrators, teachers, support personnel, and parents. Rationale: Interaction with students varies by the role an individual plays in the educational system. An administrator or counselor, for example, interacts with students from a different perspective than a classroom teacher. In order to ensure that students are evaluated from various perspectives, it is necessary to provide training for individuals in a variety of positions within the school and district.

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Item Description The District goal is to:

Achievement Marker Responsibility Timeline

2.6.A:

train staff in the identification of potential GATE students.

All staff responsible for identification referrals are trained. Sign in logs

District GATE Coordinator

Annually

Standard (2.7): The District maintains data on nominees and includes this information when considering reassessing students who have been referred more than once. Rationale: Data from previous referral(s) provide useful information for the GATE Identification Committee to evaluate a student who has been previously referred.

Ongoing Implementation:

1. In November and December, data about 3rd grade students’ risk factors as well as those factors highlighting the potential for a gifted identification, should be gathered by the Site GATE Coordinators. This information will then be forwarded to the District GATE Coordinator for the GATE Identification Committee use in the identification process.

2. Information gathered during this process in 3rd grade will be included in the evaluation of students

who test again. Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

2.7.A:

review site and district data on potential GATE students with risk-factors.

District GATE Coordinator has received names and descriptions of risk factors

Site GATE Coordinators

November, Annually

Standard (2.8): Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process. Rationale: Information regarding the status of a nominated student should be provided to parents and all who interact with that student in the school setting so that appropriate plans can be made in a timely manner. Teachers and parents who may have questions or desire more information are entitled to know the procedure to obtain that information. Key Elements:

1. If a student doesn’t meet the CogAT7 qualification criteria, the appeals process is as follows: a. A parent, teacher, or site coordinator must fill out an appeal form and submit it to the District

GATE Coordinator.

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b. District GATE Coordinator gathers all available data on the student in question. This may include interviews and/or observations of students.

c. Within 60 days of the submission of an appeal form, the GATE Identification committee will convene and meet with the student’s parents/guardians to determine if the student is eligible to be re-assessed with the WISC V or the WNV.

d. The WISC V or the WNV will be administered by a school psychologist. If a student scores a full scale score of 125 or higher, or 130 or higher on a single index on the WISC, they qualify for the GATE program.

e. If the student does not meet this criteria, the student may be nominated to take the CogAT7 the following year.

f. The appeal process resulting in a rescreening using the WISC may only be done once in their tenure as BUSD students.

2. Test results are forwarded to the school sites, and it is the responsibility of the school’s Site GATE Coordinator to meet with teachers, so that staff may use data for student placement and services for the upcoming year.

3. Once all of the testing and Search and Serve processes are completed, letters are mailed to parents explaining the results of student testing.

4. A district meeting will be convened for all parents of newly identified students to educate them about

gifted children and the BUSD GATE program. The District GATE Coordinator will reach out to parents who did not attend the meeting so that all families are informed about the nature and impact of a gifted identification.

5. All parent appeals shall be reviewed by the GATE Identification Committee and processes completed before placement of any student is determined.

Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

2.8.A:

inform teachers, counselors, and administrators of the appeals process and alternate assessment instrument.

District GATE Coordinators has shared this information at separate meetings, and the information is clearly posted in the GATE section of the BUSD website

District GATE Coordinator

Annually

2.8.B:

inform parents of the appeals process and alternate assessment instrument.

GATE Parent Program Information night events held for parents in grades 3-12

District GATE Coordinator

Annually

2.8.C:

inform parents of GATE assessment results from the

Letters mailed home to parents

District GATE Coordinator

Annually, February

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CoGAT-7 instrument.

2.8.D:

review parent appeals and notify parents of appeal status.

Letter mailed home to parents who have appealed

District GATE Coordinator

Annually, March

Standard (2.9): Transfer students are considered for identification and placement in a timely manner. Rationale: The educational program for transfer students must continue with as little disruption as possible. Key Elements:

1. Students transferring into Burbank Unified School District schools, (who were previously identified as GATE students in another school district, and whose parents wish for them to gain admission to the BUSD GATE program) are requested to submit their GATE identification records from their previous school district. If the qualification meets BUSD’s criteria (90% in two of the CogAt-7 subtests –or a 125 full-scale score on the WISC-V or WNV- or a score of 130 on any single subscale of the WISC-V.), students are placed in GATE classes immediately. Classroom teachers should be advised as to the student’s GATE status in a timely manner.

2. The registration form for transfer students will include a section, so that parents can identify if their children were previously identified as GATE in another school district.

3. Transfer students who have been identified as GATE eligible in another district but whose scores are

not commensurate with BUSD requirements may be re-evaluated to determine if they qualify in BUSD. This ensures equity of access for all students.

4. When they registered to enroll in school, transfer students (in grades 3-12) who have not already

qualified through BUSD identification criteria, will be offered the CogAT-7 Screener during the summer to determine if they may be eligible to take the full test, to qualify for the GATE program. If students miss the summer new enrollee testing, or transfer in the middle of a semester, students will be tested during the normal testing window. Parents will be offered the chance to opt-out of this process.

Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

2.9.A:

review student records of incoming transfer students referred to District GATE Coordinator by Student Services Department and school sites.

All incoming transfer students (3-12) have been checked for GATE status in previous district by District GATE Coordinator

Safety and Student Services Director District GATE Coordinator

Ongoing

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Standard (2.10): Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year-to-year. If a GATE student attends an alternative school setting, the District Coordinator will work with the school site staff to ensure appropriate services. Rationale: While GATE students may not always perform to expectations, they are still identified as GATE. They are entitled to an objective evaluation of participation and of GATE services to meet their needs which is best provided through the Student Study Team (SST) process. Key Elements:

1. Intellectually gifted students are identified for the duration of their attendance in BUSD

A GATE student’s parent or guardian may request program removal, but the identification as a GATE student is maintained. On the rare occasion a parent or guardian asks for the information to be expunged from the student’s records, the GATE identification will be removed.

2. Should an intellectually gifted student choose to leave the GATE program, he or she is encouraged to

participate in an exit interview with his/her family and the GATE Coordinator to resolve any questions or concerns and to facilitate the most beneficial future placement.

3. Further, students may not be removed from GATE programming until an SST has been held that

includes both parents and the District GATE Coordinator. Clear goals should be made to increase student success within the program before any change is made.

4. Identified students in an alternative setting such as CDS are still eligible for GATE services and

programming. Should a student be placed at one of these sites, a plan should be developed to meet the intellectual and social emotional needs of the student.

Standard (2.11): Upon parent request, the District will provide identification information that the parent may take to a new school or district. Rationale: It is important for a child to receive GATE services as soon as possible upon moving to a new school or district. When parents/guardians deliver the GATE information from the prior district, the evaluation/assessment process can begin immediately. Key Elements:

1. Students transferring out of BUSD to another district may receive copies of GATE identification information, as well as grades and attendance records upon request by the parent/guardian or receiving school.

2. The Site GATE Coordinator will provide a letter and accompanying materials if requested by the parent/guardian or the receiving school.

3. The Site GATE Coordinator will follow up with communication to the school to which the student is

transferring, if possible.

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SECTION 3: CURRICULUM AND INSTRUCTION

Burbank Unified School District will provide a comprehensive continuum of services and program options responsive to the needs, interests, and abilities of intellectually gifted students, based on philosophical, theoretical, and empirical support. Rationale: Intellectually Gifted students require complexity, depth, and acceleration in their learning. They characteristically delve deeper into the curriculum and seek more complex understanding than their peers. Intellectually Gifted students commonly have comprehension and vocabulary levels far beyond their grade level peers. Their educational needs require that modification and differentiation of the curriculum be in place so that intellectually gifted students’ needs, interests, and abilities can be addressed and their continuous progress can be ensured. In order to meet the needs of gifted learners, teachers utilize a variety of appropriate instructional models that include, but are not limited to: large and small group instruction, homogenous/heterogeneous grouping, teacher/student-directed learning, and multiple opportunities for independent study. Appropriate resources and technology support the delivery of this curriculum. Standard (3.1): Differentiated curriculum is in place that responds to the needs, abilities, and interests of intellectually gifted students. Curriculum should facilitate the ability of each student to meet and exceed the core curriculum standards. Differentiation is valuing and planning for diversity in students. It is designed to address content as well as students learning and affective needs (Tomlinson, ASCD 2014). Key Principles of Differentiation:

1. ENVIRONMENT-Offer each student a caring, secure, challenging, and supportive learning

environment. 2. CURRICULUM-Provide a meaning-rich curriculum that is designed to engage learners and

built around clearly articulated goals known to both teachers and students. 3. ASSESSMENT-Use persistent, varied, and differentiated formative assessments to ensure that

teacher and students alike are aware of student status relative to the specified learning goals, and that teacher and student alike know what next steps are most likely to propel a given learner forward.

4. INSTRUCTION-Plan instruction based on formative assessment information to attend to whole-class, small-group, and individual differences in readiness, interest, and approach to learning.

5. CLASSROOM LEADERSHIP&MANAGEMENT-Work with students to create and implement classroom management routines that allow both predictability and flexibility (Tomlinson & Murphy; 2015).

This differentiation, which for intellectually gifted students may focus on depth, complexity, appropriate pacing, and novelty, is but one part of the whole picture. The curriculum must also provide for the balanced development of critical, abstract and creative thinking, high-level problem solving, advanced levels of research and curricular

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content, and products which are both appropriate and authentic, so that each individual within the program is able to match his/her potential. Differentiation is an integral part of the California Standard for the Teaching Profession. Available at http://www.btsa.ca.gov/resources-files/Final-Continuum-of-Teaching-Practice.pdf. Of the six standards for the teaching profession the following are particularly germane to differentiation:

• All of Standard 1 –Engaging and Supporting All Students in Learning • Standard 2.4-Creating a Rigorous Learning Environment with High Expectation and Appropriate

Support for All Students • Standard 3.6- Addressing the Need of Students with Special Needs to Provide Equitable Access to the

Content (advanced learners are specifically named) • All of Standard 4-Planning and Designing Learning Experiences for All Students • Standard 5.4- Using Assessment Data to Establish Learning Goals and to Plan, Differentiate, and Modify

Instruction *See Appendix G for “Novice-to-Expert Continuum for Teacher Development.”

Differentiating and individualizing the curriculum provides equity for learners who may have the content mastered when the year begins. The resulting differentiated assignments reinforce the needs, interests, and abilities of the intellectually gifted, while helping them develop ethical standards, healthy self- concepts, sensitivity, responsiveness to others, and contributions to society. Through differentiation, learners will be challenged to think both deeply and complexly to increase depth of knowledge and thinking skills. Key Elements:

1. Elementary students identified intellectually gifted are entitled to differentiated curriculum. Differentiated program offerings may include enrichment in the regular classroom, ability grouping for reading and/or math, writing individual learning plans, and acceleration techniques such as compacting, pretesting, etc.

2. It is the school site principal’s responsibility to ensure that his/her GATE teachers have participated annually in professional development activities that address the needs of their GATE students.

3. It is the school site principal’s responsibility to verify that GATE students are benefiting from an instructional program that addresses their unique academic and intellectual needs. The school site principal assesses the quality of his/her GATE program via observation and by discussing program elements with the classroom teachers who provide GATE instruction.

4. It is the school site principal’s responsibility to facilitate coaching opportunities if he/she

determines that a GATE teacher needs more support to implement the GATE instructional program in his/her class.

5. Articulation meetings involving all GATE teachers from sites with self-contained programs are provided on a regular, on-going basis. GATE teachers meet at their sites to plan between grade levels.

6. When staffing both clustered and self-contained GATE classes, site administrators will take into

consideration not only Master Schedules, but also the ability and interest of staff to effectively teach gifted students, based on prior training and experience.

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7. The Instructional Service Department maintains a library of research and materials related to teaching strategies for intellectually gifted learners and materials related to character building and ethics.

8. Teachers of GATE students in self-contained and clustered classrooms from all grade levels have

opportunities to meet together to support each other and discuss teaching and learning strategies.

9. GATE students have multiple opportunities to use higher level thinking and creative problem solving across the curriculum.

10. Interdisciplinary units are an integral part of the regular curriculum for gifted learners.

11. GATE students use learning resources that may be advanced but are commensurate with

their reading comprehension and interest levels.

12. Time management, study skills, and growth mindset strategies are an integral and continuous part of the regular curriculum for gifted learners.

13. Each school year, there will be at least one all-day pull out academic enrichment activity event for

students in grades 4-8.

14. District staff, working with high school site staff and the GATE Master Planning Committee, will continue to explore the possibility of alternative learning options/ opportunities for high school students.

Actionable Items:

Item Description The District goal is to:

Achievement Marker /Metrics

Responsibility Timeline

3.1.A provide training at least every other year on the GATE program for Principals and Assistant Principals with responsibility for the program implementation.

Calendar of Professional Development, Agendas, Minutes

Assistant Superintendent District GATE Coordinator

Every other year

3.1.B:

provide all GATE teachers and site administrators with the rubric that illustrates the continuum of quality regarding the five key elements of instructional differentiation for students.

Master list of GATE teachers and administrators who have received rubric

District GATE Program Coordinator; Site Principals

Annually

3.1.C:

require each elementary and middle school to provide a description of how students are placed in GATE classes and

Descriptions posted in the GATE area of the BUSD web site.

Site Principals (for providing content);

Annually

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how instructional differentiation is provided to GATE students to the District GATE Coordinator.

District GATE Coordinator (for posting content)

3.1.D:

require Principal observations of GATE classes using the GATE Walk-Through instrument; and feedback meetings with GATE teachers.

Evidence (dates) that each principal has observed and met with each GATE teacher to discuss how differentiation is occurring in the classroom; District GATE Coordinator will summarize findings

Site Principals At the end of each semester, Annually

3.1.E:

provide District-wide grade leveled pull- out events for GATE students.

All pull-out events are scheduled and placed on the District’s GATE calendar

District GATE Coordinator

Annually

3.1.F:

facilitate meetings with Assistant Superintendent and District GATE Coordinator and representatives (teachers and administrators) from both comprehensive High Schools.

Meeting scheduled, agenda created and held. Report provided to GAC by Assistant superintendent, Instructional Services

Assistant Superintendent, Instructional Services

Every other year.

3.1.G:

inform parents and staff of the sequence of math courses offered in middle school and high school.

Updated course sequence information is posted in the GATE area of the BUSD web site

District GATE Coordinator

Annually

3.1.H:

provide parents of GATE students with detailed information about the instructional and curricular programs at their school.

GATE Orientation meetings held (and curriculum / instructional programs addressed) for elementary and middle school parents

District GATE Coordinator

Annually

3.1.I: decrease the number of underachieving GATE students receiving D’s, F’s, or 1’s by at least 1% overall.

Currently, 10% of all identified students are receiving at least one D, F, or 1. A review of grades each semester or Trimester should indicate a 1% decline in this statistic.

District GATE Coordinator Classroom Teachers Support Staff

Annually

3.1.J: explore models in CA high schools that successfully incorporate student created learning plans.

Report on research, including recommendations

Assistant Superintendent, District GATE Coordinator, GAC subcommittee

Research During 2017-2018 school year

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Key Elements of the Curriculum by Content Area Once a child is identified, the following service options are available to parents:

1. Elementary students: Identified intellectually gifted students placed in the GATE program will receive differentiation via cluster grouping, flexible grouping, and/or individualized plans.

Language Arts-

• Multiple strategies for assessing students’ readiness at the beginning of each school year will be employed. Teachers will plan lessons, activities, and teaching strategies that are commensurate with the students’ abilities and interests.

• Lists of reading materials; especially those dealing with ethical issues, complex themes,

social and personal issues, philosophical inquiry, and advanced sources for building complexity across the curriculum, are updated regularly by district and site coordinators and teachers and made available to all teachers.

• Academic and discipline specific vocabulary is used to expand and deepen student

vocabulary. • Students have ample opportunity to choose processes and products that help them pursue

personal interests and strengths. • Students participate in activities and projects to develop analytical thinking and

application of skills and ideas. These may include but are not limited to use of Depth and Complexity Icons, work employing Webb’s Depth of Knowledge levels 3 and 4, independent study projects, and Socratic seminars.

Writing - • Students’ work will be assessed using varied assessment strategies. These should include

but are not limited to formative assessments, performance tasks, and rubrics. • Students will engage in novel, relevant, purposeful writing in order to meet or exceed

standards in all areas of writing. Students will explore various genres, perspectives, audiences, and formats with increased depth and complexity. Teachers will mentor each student according to his/her needs and interests.

• Students in grades 6-12 will have opportunities to enroll in classes such as:

o Journalism o Honors English o Language and Literature, AP o GATE English / Language Arts

Speaking -

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• Students in grades 4-12 will have multiple opportunities to develop oral presentation skills via debate, presenting reports of information, presenting speeches, reciting poetry, and participating in plays.

• Students in grades 6-12 will have opportunities to enroll in classes or clubs such as: o Musical Theatre o Drama o Broadcast Journalism o Mock Trial o Debate

Reading - • Students in grades 4-5 will have opportunities to participate in advanced

reading/literature via leveled “Power Hour” groups, as well as leveled reading material, and independent study.

• Students in grades 6-12 may enroll in designated GATE, Honors, and Advanced Placement courses such as:

Middle School Classes: English Language Arts, GATE High School Classes: English Language Arts, Honors; Literature and Language, AP Math –Elementary School Students

• Grades 4-5- Multiple options are available to all identified GATE students and are determined by each individual site/teacher:

o Enrichment and acceleration will be provided within each classroom and cluster or flexible grouping utilizing flexible grouping and/or leveled classes.

o Students learn at their readiness levels by regrouping by grade level within a student’s own school grade level in small and whole group settings, accelerated instruction in GATE classrooms, or placement in a

higher grade level for math. o Students may learn at an appropriate pace through placement in a higher

grade level at another school within the district (such as elementary students taking math at the middle school or Burbank School for Independent Study.)

o Students may seek concurrent enrollment at an institution of higher learning in math.

o Students have the opportunity to participate in District and County Math Field Day events.

2. Middle School Students: a. Identified intellectually gifted students placed in the GATE program will be served in self-

contained GATE classes at Jordan Starr Middle School, Luther Burbank Middle School, or John Muir Middle School

Self-contained GATE classes include: • GATE English, Social Studies, and Science 6 • GATE English, Social Studies, and Science 7

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• GATE English, Social Studies, and Science 8

3. High school students: • Identified intellectually gifted students may participate in English Honors and/or

Advanced Placement and/or Honors classes available in mathematics, science, English, social studies, music, foreign language, and art. A GATE student may be concurrently enrolled in post-secondary programs, such as: the Accelerated College Entrance Program at California State University, Los Angeles; and, dual enrollment in community college courses at our District high schools, The District plans to continue to offer services to high school GATE students, to ensure that their academic and social-emotional needs are being met. Acceleration in mathematics or foreign language may result in students being concurrently enrolled at the high school or, occasionally, in college.

Mathematics -

• Grades 6-12 - As students continue into middle school and high school, they enter those classes for which they qualify, including:

o Accelerated Math 6B or 6C o Algebra I o Geometry o Algebra II/Trigonometry o Pre-Calculus o AP Calculus – both AB and BC o AP Statistics o Mathematics courses offered through institutes of higher education

Social Science -

• Grades 4-12 GATE students are taught using a number of instructional strategies and

activities: o Students are encouraged to acquire the information at their own

accelerated pace. o Students have access to expository sources commensurate with

their readability and comprehension levels. o Students go into depth in their studies by looking at the same

information from different points of view, by examining the underlying ethical principles of an issue, by looking for patterns and trends, by discovering and pondering unanswered questions, by stating the rules that apply to concepts, by looking at details, and by learning to use language appropriate to each study.

o Students study the complexity of issues by understanding how different disciplines view the same event, by defining relationships between and over time, and by multiple and/or opposing viewpoints.

o Students may study overarching themes (e.g. power, change) as they apply to social studies and interdisciplinary units.

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o Study of the social sciences stresses the use of higher order thinking skills, including applying knowledge, analyzing information, synthesizing ideas, and evaluating outcomes using criteria; students also use creative thinking skills as well (such as redesigning and substituting).

o With the guidance of the classroom teacher student activities include multiple opportunities to pursue independent interests pursuant to their studies, including personal research.

o Students may be grouped according to interest and ability, within or across classes at the same grade level, in pairs or small groups.

• Secondary level offerings continue opportunities to be placed in honors and/or Advanced Placement classes, as well as concurrent higher education.

o AP European History o AP Psychology o AP World History o AP U.S. History o AP Government o AP Economics

Science -

• Grades 4-12 GATE students are taught using a number of instructional strategies and activities to differentiate the content standards:

o The State content standards are used as the foundation; students

will acquire additional information through a variety of research techniques.

o With the guidance of the classroom teacher students do independent research on topics of interest within a unit to motivate and deepen their understanding of the content.

o Students, working in small groups or independently, use scientific method to perform experiments through a process that includes the application of observational and analytical skills.

o Students, working in small groups or independently, develop their own experiments using the scientific method; this process allows them to apply the scientific method, to learn how to design experiments, and to understand how to record data and make and verify predictions.

o Students, working in small groups or independently, develop models or include technology as visual representations of concepts and processes.

o Students discuss in class or in small groups the connections among events and their relationships to each other.

o Students examine in class or in small groups the ethical principles of an issue by looking at the details, discussing the possible effects,

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defining the different viewpoints, pondering unanswered questions, and predicting future impact.

o Activities may include, but are not limited to, independent and group research, debate, independent and group experiments, computer simulations, and ethical studies.

• Grades 6-12 GATE students will have opportunities to be placed in: o Sciences 6-8, GATE o Biology, Honors o AP Biology o Chemistry, Honors o AP Chemistry o AP Computer Science o AP Physics

Other Alternatives Independent Learning Academy

Independent Learning Academy teachers work individually with students to provide a personalized approach to each student’s needs and learning style. Teachers provide assessments that accommodate a variety of learning preferences. The classroom environment is designed to engage students, foster discussion, and take advantage of the numerous possibilities that technology has to offer in the teaching and learning process.

Career Tech Ed • Exploratory Engineering (8th Grade) • Intro To Engineering (9-12th ); Engineering Academy • Business Academy (9-12th ) • Animation(9-12th ) • Armenian(9-12th ) • Speech(9-12th ) • Child Development(9-12th ) • Computer Assisted Design (CAD)(9-12th ) • Medical Careers Academy

In addition, BUSD staff will work with students to develop hybrid models of programs in order to meet the diverse needs of each student.

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SECTION 4: SOCIAL AND EMOTIONAL DEVELOPMENT

Burbank Unified School District supports the social and emotional development of intellectually gifted learners to increase responsibility, develop self-awareness, engender ethical behavior and assist other issues of affective development. Rationale: Often the affective needs of intellectually gifted students are overlooked while educators and parents/guardians concentrate on their academic needs. Because gifted learners often respond to social and emotional factors in their lives differently than do their age mates (just as they respond differently to academic factors), educators and parents/guardians need to recognize and appropriately attend to those needs assuring balanced and simultaneous growth of cognitive and affective abilities.

Standard (4.1): Teachers, parents, administrators, psychologists/counselors, and students are provided with information and training regarding the characteristics of gifted learners and their related social and emotional development, and academic needs. Teachers incorporate learning techniques to support students’ social emotional health in their classrooms. Rationale: Teacher training and parent education do not typically offer specialized training needed to equip educators to recognize the characteristics of the gifted and to provide them support. Teachers, meeting with students on a daily basis, are in a position to be most effective in supporting healthy social and emotional behaviors. It is important that the district create teacher resources related to affective development in areas such as interpersonal skills, self-esteem, moral and ethical judgment and behavior, impulse control, and empathy. Counseling services by teachers, principals, and psychologists/counselors need to be an ongoing process.

Key Elements: 1. The GATE Program provides resources for all educators and parents/guardians including lists of

affective traits of gifted students, guidelines for choosing appropriate classroom materials, and a list of available community resources to support the social and emotional needs of gifted students.

2. Teachers attend conferences for the gifted and/or district workshops to further their formal

education regarding the education of gifted students, and develop an understanding of their social/emotional needs.

3. Site GATE coordinators will compile GATE core literature lists that emphasize the use of

literature to support healthy social-emotional development of students.

4. Site GATE and Intervention staff use metacognitive strategies in the classroom which may include but are not limited to class meetings, conflict resolution, such as Second Step, reflective assessment, problem-solving lessons, and growth mindset strategies.

5. Workshops conducted by the GATE coordinator and GATE teaching staff provide information to

parents about the special social-emotional needs of gifted learners. 6. Appropriate GATE experts provide training regarding the social and emotional needs (emotional

intensity; stress; stress management) of gifted students for all staff and support personnel

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7. Students will be encouraged to attend meetings to discuss and learn about their own social-

emotional development and various personal/social skill strategies. Opportunities will be made for students to engage in this process during the school day.

8. School site administrators are encouraged to explore possible alternative activities during

unstructured time (i.e. lunch, recess) for GATE students who are considered to be introverts. Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

4.1.A: share resources and information about the social and emotional traits and characteristics of GATE students regularly with GATE teachers, parents and family members.

Local or regional expert(s) on social/ emotional characteristics of GATE students, or qualified BUSD staff, lead parent sessions at annual GATE conference and at bi-monthly GAC meetings

District GATE Coordinator

(twice during the year for GAC meetings) October 15, 2016 GATE Conference

4.1.B: make available a core literature list of material that emphasize the use of literature to support healthy social-emotional development of students.

Core literature list posted in area of BUSD GATE web site.

District GATE Coordinator

December 15, 2016

4.1.C: encourage GATE teachers and administers to further their education on social and emotional needs of GATE students via outside relevant conferences and workshops.

All elementary and secondary GATE teachers and administrators are provided with relevant information regarding at least 2 outside events that are relevant to their school or classroom programs

District GATE Coordinator

Ongoing

4.1.D:

provide GATE students with opportunities to learn about their unique social /emotional needs.

There will be at least one workshop per-year, where all GATE students (grades 4-8) will be invited to learn more about their social and emotional needs

District GATE Coordinator

Annually

4.1.E: inform Advanced Placement and Honors students about how to self- monitor for anxiety and stress, and to provide resources for them to access.

Meeting Notices/Flyers, Agenda, Minutes

District GATE Coordinator, Site GATE Coordinators

Begin Spring 2018, Annually

4.1.F: begin discussions with school site administrators to

Each elementary and middle school site administrator will

Site Principals;

Begin Spring 2018

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examine alternative recess options for introverted GATE students.

share (with the District GATE Coordinator) what options they have considered. District GATE coordinator will present site reports to GAC in November, 2016

District GATE Coordinator

Standard (4.2): Guidance and counseling services appropriate to the social and emotional needs of gifted students are provided by trained personnel. Teachers and guidance personnel are trained to collaborate in implementing intervention strategies for all intellectually gifted students. Ongoing counseling services are offered and documented, as appropriate. Rationale: Intellectually gifted learner’s advanced intellectual development can make it more difficult to diagnose at-risk behaviors. Teachers are trained in content and pedagogy. There are limits to what can be expected of teachers regarding the guidance and counseling of students. Studies and experience demonstrate that gifted learners are at higher risk for suicide, depression, stress, underachievement, perfectionism, and substance abuse than their age peers. Early intervention is crucial. To be most effective, teachers and counselors must collaborate with one another.

Key Elements: 1. As funding becomes available, counseling groups for students exhibiting specific-needs are scheduled as needed

by school counselors and psychologists for GATE students, and are made available to other sites as requested. 2. Referral services to community resources are made when appropriate. 3. Teachers and support personnel are included in all plans for student support. 4. Records are established and kept to track service and progress. 5. Referral procedures are established at individual school sites. 6. Intervention plans meet social and emotional needs through a variety of strategies including behavior contracts,

flexible scheduling, school-based services with the support of the GATE coordinator and referral to outside counseling services.

7. The GATE Master Plan provides for access to a designated GATE expert with specialized training in GATE education and the student’s social-emotional needs.

Actionable Items:

Item Description The District Goal is to:

Achievement Marker Responsibility Timeline

4.2.A: train counselors in the unique social and emotional needs of GATE students, and inform them of referral options.

One secondary counselor meeting scheduled to focus on how they can work with intervention specialists and identify GATE students who may need further assistance

Director, Secondary Education; Secondary Counselors;

Spring, 2018; Every other year

4.2.B: train Intervention Specialists in the unique social and emotional needs of GATE students, and inform them of

One elementary and one secondary Intervention Specialists’ scheduled to

Director, Safety and

Spring, 2018; Every other year

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referral options.

focus on how they can work with intervention specialists and identify GATE students who may need further assistance

Student Services Elementary and Secondary Intervention Specialists

4.2.C:

identify a GATE Social and Emotional Expert to access for support and guidance by teachers, support staff, and parents.

District GATE Coordinator has access information to expert who can be available for consultation

District GATE Coordinator

Spring, 2018

4.2.D: decrease the number of GATE students receiving Us or Ns by at least 2% overall.

Currently, 16% of all identified students are receiving at least one U or N. A review of marks each semester or Trimester should indicate a 2% decline in this statistic.

District GATE Coordinator Classroom Teachers Support Staff

Annually

Standard (4.3): Intellectually gifted students are provided awareness opportunities of career and college options and guidance consistent with their unique strengths. Rationale: One of the goals of gifted education is to assist students in becoming autonomous learners, which includes becoming good decision makers. Gifted learners are frequently multi-talented, which can make career decision-making difficult. Key Elements:

1. Internships are available through the Career Technology Education Program.

2. As they become available, the District will also provide job shadowing opportunities.

3. Gifted students are encouraged to participate in college information nights provided by the district, which includes scholarship information.

4. National/regional/state talent search material is advertised and provided through the GATE Program

(PSAT, SCAT testing, ACT, Johns Hopkins).

5. Concurrent enrollment through the Glendale Community College (GCC) and Los Angeles Valley college (LAVC) is available.

6. Provide GATE students with information on unique characteristics and challenges of GATE students in

college and career, including emotional intensity; stress; stress management.

7. Students are provided access to technological applications in goal setting for students such as “Thrively”

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and “Get Focused, Stay Focused.”

Actionable Items: Item Description

The District Goal is to:

Achievement Marker Responsibility Timeline

4.3.A: inform High School GATE students about access to the Career Technology Education Program, the Work Based Learning Program, as well as information about dual enrollment in GCC or LAVC.

Counselors have met with HS 9th and 10th grade GATE students and shared this information with them

High School Counselors

Annually

4.3.B: invite GATE students to participate in College information night events.

College Information night Information sent home to parents

High School Counselors

Annually

4.3.C:

provide GATE students’ parents with access to information about early college entrance programs and talent searches offered through programs such as Educational Testing Services (ETS) and Johns Hopkins University.

Information shared at GAC meetings and provided via GATE parent distribution list

District GATE Coordinator

Ongoing

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SECTION 5: PROFESSIONAL DEVELOPMENT

Rationale: College and university programs preparing general education teachers, administrators, school counselors, and other school personnel seldom include significant learning opportunities about gifted students. Unless districts provide professional development opportunities, school personnel are unlikely to have the knowledge or skills to develop appropriate educational experiences for intellectually gifted learners. Without such knowledge, research finds that teachers, administrators, and counselors often have a tentative attitude toward gifted learners, fail to appropriately modify their curriculum or instruction, and generally under challenge the atypical needs of GATE students. As a result, given their potential intellectually gifted learners have the highest percentage of underachievement of any group of students. However, research also shows that when the needs of the gifted students are considered and the educational program is designed to meet these needs, these students make significant gains in achievement. For many GATE students their sense of competence and well-being is restored. It is not only gifted students who gain; in fact, it has been found that successful gifted programs improve the climate and quality of the educational experience for the school as a whole. (Adapted from Davis Joint Union School District) Standard (5.1): The professional development opportunities are correlated with the California Standards for the Teaching Profession (CSTP’s) as well as the California Association of the Gifted (CAG) recommended standards for GATE programs. The focus each year is based on a teacher and program needs assessment and an analysis of the evaluations turned in at workshops. In-service is provided by those who specialize in the area of gifted education. Rationale: There is a body of knowledge and skill that teachers need to be effective with gifted learners. A needs assessment of the teachers and other school personnel who work with gifted learners will give the direction needed for the planning of professional development opportunities in regard to these identified issues. Full staff development opportunities on many of these areas of understanding will create support for the GATE program in the district. Key Elements:

1. There is a district-wide expectation for differentiation in all classrooms.

2. District-wide training in differentiation is ongoing.

3. District workshops on differentiating the curriculum are provided by District and other personnel for all teachers on an annual basis.

4. All BUSD teachers are encouraged to attend District, local, and regional “gifted” conferences, as well as participate in District GATE in-services.

The Burbank Unified School District provides professional development opportunities related to gifted education to administrators, teachers, and staff to support and improve educational opportunities for gifted students.

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5. All GATE teachers are expected to participate in annual professional development experiences that are specific to the instruction and engagement of Intellectually Gifted students.

6. Teacher coaching and professional development is supported by designated GATE funds.

7. BUSD provides the following in-service options using Professional Development days, collaboration time, and/or release time for teachers:

• a knowledge-based foundation in the theoretical, historical, and research-based constructs central to understanding individual differences and their manifestation in policies that also emphasize key issues and societal and economic factors that impact the development of intellectual talent

• an understanding of how gifted learners are different from other learners in respect to characteristics, atypical developmental trajectories, interpersonal/personal development, and idiosyncratic ways of learning

• an understanding of how added differences for gifted students result from cultural background,

poverty, and learning problems that sometimes accompany giftedness

• an understanding of how to use instructional strategies and instructional planning to emphasize pedagogical approaches that have been found effective with gifted learners, including those from diverse backgrounds. This includes the importance of using appropriate management strategies including assistive technology to respond to the exceptional student learning needs

• learning environments for the intellectually gifted that include contexts for learning personal,

social, and intellectual skills

• learning environments for the intellectually gifted that develop oral and written language and communication skills at appropriate levels of advancement, using appropriate technologies

• a focus on materials necessary to differentiate curriculum appropriately for gifted learners, which includes learning plans, units, and scope and sequence documents that use different domains and students differences

• a clear explanation of the knowledge and skills essential for both identification of gifted

learners, including the use of multiple measures for finding underrepresented populations, as well as the knowledge and skills needed to assess learning in programs

• a focus on the professional and ethical practices for relating to students and other individual stakeholders in gifted education, in ways which challenge teachers to strive for continuous improvement through professional development and reflection on practice

• an emphasis on collaboration and provisions of time with colleagues to develop programs for

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these gifted students and with families, school personnel, and interested community groups

8. Teachers are provided with information about opportunities to attend classes on the topics of Differentiation in the Regular Classroom, Social and Emotional Needs of Gifted Students, and Identifying and Serving the Diverse Gifted Student.

9. A resource library (electronic and print) of current research and materials on teaching, parenting, and

being a gifted child is available in the District Instructional Services Department.

10. District professional growth hours for salary schedule advancement and requisite continuing education to meet certain credential requirements be made available via GATE professional development training (via appropriate credentialing and university course completion requirements).

11. Teachers of GATE classes participate in on-going staff development, at least four hours every other year. The District will maintain a database of participants and offerings.

12. Discussion of relevant journal articles; evaluation of what is working and what is not working; problem-

solving shared concerns; and, some issues of concern about gifted students and what may help, are topics covered at in-service meetings.

13. Information, support, and materials are shared with regular classroom teachers trying to meet the needs

of the gifted students in their classes.

14. Evidence that information learned at district professional development trainings is applied to practice in the classroom. To this end, the District has a standard non-evaluative GATE observational “Walk-Through” instrument (See Appendix E), to provide supportive feedback to the site and district coordinators and teachers.

Actionable Items:

Item Description The District goal is to:

Achievement Marker Responsibility Timeline

5.1.A: require professional development for all teachers in academic strategies, and/or content matter, to meet the needs of GATE students.

Calendar of Professional Development, Agendas, Minutes

Assistant Superintendent, District GATE Coordinator, Site Administrators

Every other year

5.1.B:

require a full-day professional development session for all new GATE teachers.

Training executed; participants surveyed; survey results shared with GATE Master Planning Committee and GAC.

District GATE Program Coordinator

Annually

5.1.C:

require a training for HS Honors and AP teachers.

Training executed; participants surveyed; survey results shared with GATE Master Planning Committee and GAC.

District GATE Program Coordinator

Annually

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5.1.D:

facilitate the articulation and coordination of programs between GATE teachers at a site.

Each school’s GATE teachers have formally met and addressed the cross-grade needs and challenges of their students and programs

Site Principals; Site GATE Coordinators

Annually

5.1.E:

facilitate the articulation and coordination of programs between sites to develop continuity across the district.

GATE teachers from different schools will have been provided with two hours of cross-school (same grade level) collaboration time

District GATE Coordinator

Every other year

Standard (5.2): An experienced and knowledgeable coordinator is in place. Administrators, counselors, and support staff are provided opportunities for professional development related to their roles and responsibilities. Rationale: Teachers of intellectually gifted students should have access to high quality research based professional development and time to work collaboratively with colleagues to plan and prepare instruction.

Key Elements:

1. Teachers who teach in GATE classrooms are expected to be committed to on-going education and training about the cognitive, social, and emotional needs of gifted students.

Actionable Items: Item Description

The District Goal is to:

Achievement Marker Responsibility Timeline

5.2.A: work with site administrators to incorporate site professional development into their site plans.

Records of plans and professional development

Site Administrators District & Site GATE Coordinators

Annually

5.2.B: provide at least four hours of professional development for administrators every other year.

Records of plans and professional development

Assistant Superintendent, District GATE Coordinator Site GATE Coordinator

Every other year

5.2.C: provide long term subs responsible for GATE classrooms with professional development.

Records of trainings District GATE Coordinator

Begin Fall 2017, continue as a practice

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SECTION 6: PARENT, FAMILY, AND COMMUNITY INVOLVEMENT

Parents and family members of students in the GATE program are kept apprised of all aspects of the program, at the District and site levels, and are actively encouraged to participate in the program’s oversight and governance. Rationale: Parent involvement is a critical aspect of the GATE program’s effectiveness. Effective programs have GATE parents involved in the on-going planning and evaluation of the GATE program and ask them to assist with business and community outreach. Standard (6.1): Parents are well informed through regular means of communication on all aspects of the GATE program. Standard (6.2): Parents are encouraged to participate at both the site and District level. The GATE Program/Master Plan, identification criteria, and placement procedures and annual review are available on the district website. Key Elements: The District will:

1. maintain information on the district’s website about procedures, schedule of deadlines, test dates, orientation dates, meeting dates and general information regarding the GATE program.

2. provide information about third grade testing and the District GATE informational meeting that will occur before testing to parents of all third graders.

3. will assist teachers in maintaining communication with parents regarding Curriculum and activities that

meet the needs of the GATE students by utilizing the District GATE Coordinator and Site GATE Coordinators.

4. provide parent meetings about educational opportunities on topics relevant to the GATE program including

testing, talent search programs, social/emotional development of intellectually gifted children, working with the teachers, etc.

5. at regular intervals, formally evaluate or conduct surveys of students, teachers, and parents/guardians, and

use the disaggregated data for the evaluation and modification of the GATE program.

6. accumulate and display student work to share students’ growth and achievement.

7. encourage specific talents through a variety of competitions and exhibits.

8. use community members as practitioners, artists in residence, and other experts to extend resources and enrich the differentiated curriculum.

9. encourage members of civic organizations to be advocates for the gifted program.

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10. update and disseminate a GATE program guide regarding GATE program options, guidelines, and frequently asked questions. This will also be available on the district website.

11. encourage parents to participate in Site GATE meetings and District GATE PAC meetings.

12. encourage school sites to provide monthly GATE meetings for the parents to communicate with the Site

GATE Coordinator and/or the Principal.

13. provide translations as required.

Actionable Items: Item Description

The District Goal is to:

Achievement Marker Responsibility Timeline

6.1.A:

update information in the GATE area of the District web site.

All posted information is current, relevant, and easily accessible to the viewer

District GATE Coordinator

Ongoing

6.1.B:

hold monthly GATE Advisory Committee Meetings.

Meetings scheduled, information sent home to parents, and to staff, and meetings held; minutes published on District web site (in GATE area)

District GATE Coordinator

Ongoing

6.1.C: host an annual GATE conference

Copies of flyers, calendars and conference agendas

District GATE Coordinator

Annual

6.1 D increase awareness of opportunities, such as competitions and activities, and exhibits.

Copies of flyers and calendars District GATE Coordinator Site GATE Coordinator

Ongoing

6.1.E:

require site GATE Orientations be held at every elementary and middle school.

Events scheduled, information sent home to parents, and events held

Site GATE Coordinators

End of September, 2016

6.1.F:

prepare a GATE FAQ sheet.

Document drafted and published on District web site

District GATE Coordinator

Fall, 2017

6.1.G:

present monthly parent education on relevant and current topics in GATE education at GATE Advisory Meetings.

Monthly relevant topics presented at GATE Advisory Committee Meetings

District GATE Coordinator

Monthly

6.1.H: include parent education activities and sessions at

Parent Education sessions held at annual GATE Conference

District GATE Coordinator

October, Annually

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annual GATE Conference.

6.1.I:

administer an Annual GATE Survey.

Survey GATE students, parents, and staff on the quality and value of GATE programs

Assistant Supt.; District GATE Coordinator

End of May, Annually

6.1.J: provide regular communication to parents, including non- English speakers, from District and school sites regarding parent involvement opportunities.

Copies of information provided to parents and translations

District GATE Coordinator

Begin Fall, 2017, continue as a practice

6.1.K: develop systems that enable the school sites to begin the school year with an accurate and comprehensive email list of GATE parents.

Description of the process, a dedicated place in aeries for the email addresses

Assistant Supt.; District GATE Coordinator

Spring, 2018

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SECTION 7: PROGRAM ASSESSMENT

The District (annually) assesses the progress and quality of the GATE program, and provides the results of all assessments to parents, staff, and the Board of Education. The program assessment shall include the five components of the GATE Master Plan: identification, curriculum, social emotional needs, professional development, parent and family involvement. Rationale: It is only through comprehensive review and analysis that those who are charged with implementing and supervising this program will develop a thorough understanding of its strengths and weaknesses, and know where improvement is needed. Standard (7.1): The district provides ongoing student and GATE program assessment that is consistent with the program’s philosophy, goals, and standards. All components of the BUSD program are periodically reviewed by individuals who are knowledgeable about gifted learners and who have competence in the evaluation process. The assessment report for all educational services involving gifted students includes both commendations/strengths and recommendations/weaknesses of the program and is accompanied by a plan for improvement and renewal over time. The district allocates time, financial support, and personnel to conduct regular and systematic formative and summative program assessment. Key Elements:

1. An annual review is conducted (by the GATE AC) of GATE program curriculum content, process, and products.

2. It is the site administrator’s responsibility to supervise all GATE teachers, and ensure that GATE students

receive a differentiated instructional program in the classroom.

3. Program components are periodically reviewed under the direction of the District GATE Coordinator and district and Site Administrators.

These include:

• a comprehensive look at assessment data, such as SBAC, grades, benchmark assessments. • surveys of all stakeholders on the program’s quality and value. • classroom visits using Classroom Visit Tool, see appendix E. • focus-groups and interview panels of students, parents, and teachers. • reviewing master plan annually to ensure it remains relevant and aligned with best practices in

gifted Learning and teaching. • review of data for year to year comparison based on Program Assessment Chart in Appendix

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Actionable Items: Item Description

The District goal is to:

Achievement Marker Responsibility Timeline

7.1.A: collect data on the five areas of the Gate Master Plan on an annual basis and review progress towards goals.

Report to the Board District GATE Coordinator, GATEAC

Annually

7.1.B:

review of all relevant assessment data to ascertain academic progress of GATE students.

Reports made to GAC and Board of Education on the academic achievement of GATE students during the school year

Assistant Supt. Instructional Services; District GATE Coordinator

Annually

7.1.C:

support principals in the use of the Classroom Visit Tool to guide and support teachers in the area of differentiated instruction.

Principals have been trained on how to use the CVT to support teachers; CVT has been shared with all GATE teachers and have an awareness that it will be used for coaching and support

Assistant Supt. Instructional Services; District GATE Coordinator; Site Principals

Every other year

7.1.D:

interview focus groups on their experience with the GATE program.

Interviews held with (1) elementary students, (2) secondary students (3) GATE parents, and (4) GATE teachers. Results shared with GAC and BOE annually.

Assistant Supt. Instructional Services; District GATE Coordinator;

Every other year

7.1.E:

provide biannual (twice-a-year) progress reports to the GATE Advisory Committee from the District GATE Coordinator.

District GATE Coordinator reports out on the status of the GATE program (PD, student activities, student academic performance, identification statistics, parent involvement, Program Components and Data chart) to GATEAC. Report uploaded to the District web-site

District GATE Coordinator

Twice a year, annually

7.1.F:

provide an annual (end-of-the-year) report from the Assistant Superintendent to the Board of Education regarding the progress in achieving and/or maintaining the goals of this GATE Master Plan.

Formal end-of-year Report (including survey results) on the status and activities included in the GATE Master Plan presented to the BOE

Assistant Superintendent, Instructional Services

Annually

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SECTION 8: BUDGET

The District budget for the GATE program supports and provides for all components of the program and the related standards. Rationale: Appropriate funding for the GATE program is required to ensure that intellectually gifted students receive the support they need in order to maximize their abilities. The GATE budget, prepared with input from the administration, GATE Advisory Committee, teachers, and Board of Education, is created so that there is correspondence between expenditures and items in the GATE plan in order to provide both accountability and integrity in the program. It is the goal of the District to provide services in GATE classes, and to support all teachers with professional development, so that they can effectively differentiate in all classrooms. It is also the goal of the District to support teachers with professional development so that they can provide a challenging and appropriate curriculum for each type of gifted student in the general education classroom. Standard (8.1): The District GATE budget is directly related to the GATE program objectives with appropriate allocations. GATE funds are used to address: Professional development, direct student services, district-level coordination, supplemental materials and supplies, communication with parents and families, District sponsored pull-out events, and GATE student identification. A budget allocation for district GATE coordination by a single, full-time funded position reflects the scope and complexities of the district’s size and GATE plan, although if funding is not available, a half time position would be a reasonable start. A budget allocation for additional support at each grade span (elementary, middle school, high school) would cost approximately $80,000 per teacher. As funds become available, this could be allocated one teacher at a time with a goal of one teacher each for high school, middle school and elementary. Key Elements:

1. Funds are set aside for: • district-level coordination, including the cost of the (1.0 /or .5FTE) GATE Coordinator

($123,500/$61,750 annually). • testing supplies and materials, scoring, and rescreening ($20K annually) • the annual preparation and implementation of the District sponsored GATE Pull-out programs

($10K annually). • the annual planning and implementation of professional development activities for staff ($10K

annually). • The purchase of materials and books for the District GATE library ($5K annually). • (.2FTE) site based GATE coordinators at each middle school (60K annually) as funding permits. • 3 FTE site based GATE coordinators at each grade span (elementary, middle school, high school

- $240, 000) as funding permits

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Actionable Items: Item Description

The District goal is to:

Achievement Marker Responsibility Timeline

8.1.A:

present a GATE professional development funding plan to Board of Education, as part of LCAP Goals.

LCAP presented for Board of Education Approval

Assistant Superintendent, Instructional Services

June, annually

8.1.B:

maintain the District GATE Coordinator position and increase to 1.0 FTE as funds become available.

Action item in LCAP brought to Board of Education for approval.

LCAP Committee

Annually

8.1.C:

maintain funding designated for GATE assessment.

Action item in LCAP brought to Board of Education for approval.

Assistant Supt. Instructional Services

Annually

8.1.D:

maintain District GATE enrichment programs, such as: family education, pull outs and pop –ups.

Action item in LCAP brought to Board of Education for approval.

Assistant Supt. Instructional Services

Annually

8.1.E:

maintain and increase funding for GATE professional development as funds are available

Action item in LCAP brought to Board of Education for approval.

Assistant Supt. Instructional Services

Annually

8.1.F:

fund Middle School GATE Coordinators with .2 FTE as funding becomes available.

Action item in LCAP brought to Board of Education for approval.

Assistant Supt. Instructional Services

Annually

8.1:G fund materials and supplies for the District GATE library.

Develop Action Item in LCAP for Board approval

Assistant Superintendent Instructional Services

Annually

8.1.H: increase funding for site coordinator support as funding becomes available.

Increased staffing at each grade span (elementary, middle and high school)

Assistant Superintendent

TBD

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Appendix A

Standards at a Glance

Standard (1.1): The GATE Master Plan includes an intellectual component for gifted students with objectives that meet or exceed State academic standards. Standard (1.2): Participation in the District GATE program is not limited by problems of logistics, such as scheduling or attendance at a specific school site. Standard (1.3): There will be an active and involved Advisory Committee (comprised of parents and staff) that will have detailed knowledge and awareness of all aspects of the GATE program, and have the ability to make recommendations about the program to District staff and the GATE community. Standard (1.4): The GATE program will provide classroom groupings, determined by the site administrator, and structures appropriate for gifted education and available to all intellectually gifted learners. Standard (1.5): The GATE program is articulated with the general education programs, is comprehensive, structured and sequenced between and across grade levels. Standard (1.6): There is continuity within the GATE program and with the general education program. Standard (1.7): There is access to the GATE program for Twice Exceptional Students. Standard (1.8): A District GATE Coordinator is designated and responsible for advising and coordinating all aspects of the program. Standard (1.9): Each comprehensive school site will have a Site GATE Coordinator, who is designated and responsible for advising and coordinating all aspects of the program at his/her school site. Standard (1.10): Each grade span (elementary, middle school, high school) will receive additional coordinator support to ensure that all aspects of the GATE Master Plan are implemented. Standard (2.1): The nomination/referral process for assessment to enter the GATE program is ongoing and includes students in grades 3-12. Students in grades 9-12 will be identified in order to support them with resources for academic success and social emotional health. Standard (2.2): All children are eligible for the assessment process regardless of socioeconomic, linguistic or cultural background, and/or disabilities. Standard (2.3): The District establishes and implements research based assessment tools for searching for gifted students. All data are used to ensure equal access to program services.

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Standard (2.4): The GATE Coordinator actively searches for referrals among underrepresented populations. Referrals are sought from classroom teachers, principals, counselors and parents using the HOPE Nomination Scale. Standard (2.5): Students may be nominated for GATE testing more than once throughout their tenure in the District, but may be tested only once per calendar year. Standard (2.6): Training in the identification of potential GATE students is appropriate for administrators, teachers, support personnel, and parents. Standard (2.7): The District maintains data on nominees and includes this information when considering reassessing students who have been referred more than once. Standard (2.8): Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process. Standard (2.9): Transfer students are considered for identification and placement in a timely manner. Standard (2.10): Participation in the program is based on the criteria of identification and is not dependent on the perception of a single individual. Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year-to-year. Standard (2.11): Upon parent request, the District will provide identification information that the parent may take to a new school or district. Standard (3.1): Differentiated curriculum is in place that responds to the needs, abilities, and interests of intellectually gifted students. Curriculum should facilitate the ability of each student to meet and exceed the core curriculum standards. Standard (4.1): Teachers, parents, administrators, psychologists/counselors, and students are provided with information and training regarding the characteristics of gifted learners and their related social and emotional development, and academic needs. Teachers incorporate affective learning techniques to support students’ social emotional health in their classrooms. Standard (4.2): Guidance and counseling services appropriate to the social and emotional needs of gifted students are provided by trained personnel. Teachers and guidance personnel are trained to collaborate in implementing intervention strategies for all intellectually gifted students. Ongoing counseling services are offered and documented, as appropriate. Standard (4.3): Intellectually gifted students are provided awareness opportunities of career and college options and guidance consistent with their unique strengths. Standard (5.1): The professional development opportunities are correlated with the California Standards for the Teaching Profession (CSTP’s) as well as the California Association of the Gifted (CAG) [see reference in Appendix H] recommended standards for GATE programs. The focus each year is based on a teacher and program

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needs assessment and an analysis of the evaluations turned in at workshops. In-service is provided by those who specialize in the area of gifted education. Standard (5.2): An experienced and knowledgeable coordinator is in place. Administrators, counselors, and support staff are provided opportunities for professional development related to their roles and responsibilities. Standard (6.1): Parents are well informed through regular means of communication on all aspects of the GATE program. Standard (6.2): Parents are encouraged to participate at both the site and District level. Standard (7.1): The district provides ongoing student and GATE program assessment that is consistent with the program’s philosophy, goals, and standards. All components of the BUSD program are periodically reviewed by individuals who are knowledgeable about gifted learners and who have competence in the evaluation process. Standard (8.1): The District GATE budget is directly related to the GATE program objectives with appropriate allocations. GATE funds are used to address: Professional development, direct student services, district-level coordination, supplemental materials and supplies, communication with parents and families, District sponsored pull-out events, and GATE student identification.

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Appendix B

Action Items at a Glance The District Goal is to: 1.1.A: train teachers to evaluate and modify the content standards for appropriate depth and complexity,

and – when necessary – for acceleration at GATE teacher articulation meetings.

1.1.B: implement the modifications of the content standards for the purposes listed in 1.1.A.

1.1.C: indicate participation in the GATE program on both elementary and middle school report cards.

1.1.D: create a comprehensive curriculum guide for grades K-3, 3-5, and 6-12 that includes effective instructional practices and socio-emotional supports for intellectually gifted students. It will be distributed to sites and Site GATE Coordinators, who will receive training on its use and implementation.

1.1.E: facilitate teacher collaboration and design of interdisciplinary units of instruction.

1.1.F: encourage the implementation of interdisciplinary units in the GATE classrooms.

1.1.G: explore different models, including acceleration, of GATE program design and delivery.

1.2.A: implement a GATE identification process for identification that will more equitably identify students from underserved groups.

1.2.B: test students for GATE identification in grades 4-12, as well as make-up testing. The site GATE Coordinator, school psychologist, administrator, and/or teacher as necessary will administer the test during the school day.

1.2.C: work towards a proportional representation in the GATE program of the District’s demographics. Special “Search and Serve” efforts are placed on the analysis of student records such as test scores, to locate at-risk students and students new to the district to be screened for placement in the GATE Program. Students demonstrating evidence of giftedness are not excluded from testing or placement in the program based on specific factors such as: socioeconomic status, ELD status, or special education status.

1.2.D: implement sound methods to increase students’ success in the GATE program, given the known achievement gap of underrepresented students in the nation, in California, and in Burbank.

1.2.E: translate GATE forms into Spanish, Armenian and other languages as required.

1.2.F: provide high school students with the opportunity to be assessed for GATE in order to be monitored more closely for social emotional well-being, and to be provided with information on giftedness and academic planning.

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1.3.A: create site based User Groups for Parents and GATE Teaching staff –in order to distribute GATE Advisory Council Meeting agenda and minutes.

1.3.C:

select a site-based parent representative, who will serve as a liaison to the GATE PAC.

1.7.A:

host a regional expert on Twice Exceptional Students to discuss the needs of students with Administrators and with parents at the GAC meeting at least once every other year.

1.7.B:

conduct articulation meetings between elementary / MS GATE Teachers; and MS GATE Teachers and HS Honors Teachers.

1.7.C:

research best practices on how to effectively support underperforming GATE students.

1.8.A: prepare an annual Master GATE Calendar for each school year.

1.8.B:

schedule all GATE PD and training activities for each school year.

1.8.C: evaluate the District GATE Program Coordinator on an annual basis.

1.8.D:

prepare, plan, and offer annual District GATE events.

1.8.E:

host an Annual GATE Conference.

1.10.A: conduct two separate District GATE orientation meetings for elementary and secondary parents (translation provided in Armenian and Spanish).

1.10.B: establish a District GATE Library at the District office.

2.1.A: distribute HOPE Nomination forms sent to school sites.

2.1.B:

conduct a 3-12th Grade GATE Parent Program and Identification Orientation meeting for interested parents before the assessment window begins.

2.1.C: send letters home to parents re: explanation of the GATE nominating process (grade 4-12).

2.1.D:

return all GATE Assessment Nomination forms (4-12) to District GATE Coordinator.

2.1.E:

meet at least twice each year with the ELD and Special Education Coordinators, Title I Coordinators and Intervention Specialists to address the extent to which English Learner, Special Education and Socioeconomically disadvantaged students are being serviced in the GATE program.

2.1.F: establish a GATE Identification Committee consisting of both site and District staff for appeals.

2.1.G: develop a pre-identification observation tool.

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2.1.H: consider the practice of clustering potential GATE students in grades TK – 3.

2.1.I: develop uniform criteria for the placement of “space available” students.

2.3A: inform all Principals, Support Staff, and Teachers about the new nomination process, new assessment, and new appeals process.

2.3.B: administer the Screening tool of the CoGat-7 for all students in grade 3 and other nominated students in grades 4-12.

2.3.C: inform parents as to status of students, based on CoGAT-7 scores.

2.3.D:

provide an opportunity for eligible (students new to the district or students who were not assessed during the regular school year) students to be assessed or re-assessed during the summer.

2.4.A: provide Spanish and Armenian translations of all GATE Identification information and forms that are sent home. Every effort will be made to provide translation into other languages, when necessary.

2.4.B: begin outreach to underserved populations at Title 1 Schools.

2.4.C: grow identification of ELs to at least 2% and students receiving SPED services to at least 4%.

2.4.D: present GATE program information to parents at Title 1 DAC, Special Education DAC, and DELAC meetings.

2.7.A:

review site and district data on potential GATE students with risk-factors.

2.8.A:

inform teachers, counselors, and administrators of the appeals process and alternate assessment instrument.

2.8.B:

inform parents of the appeals process and alternate assessment instrument.

2.8.C:

inform parents of GATE assessment results from the CoGAT-7 instrument.

2.8.D:

review parent appeals and notify parents of appeal status.

2.9.A:

review student records of incoming transfer students referred to District GATE Coordinator by Student Services Department and school sites.

3.1.A provide training at least every other year on the GATE program for Principals and Assistant Principals with responsibility for the program implementation.

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3.1.B:

provide all GATE teachers and site administrators with the rubric that illustrates the continuum of quality regarding the five key elements of instructional differentiation for students.

3.1.C:

require each elementary and middle school to provide a description of how students are placed in GATE classes and how instructional differentiation is provided to GATE students to the District GATE Coordinator.

3.1.D:

require Principal observations of GATE classes using the GATE Walk-Through instrument; and feedback meetings with GATE teachers.

3.1.E:

provide District-wide grade leveled pull- out events for GATE students.

3.1.F:

facilitate meetings with Assistant Superintendent, District GATE Coordinator and representatives (teachers and administrators) from both comprehensive High Schools.

3.1.G:

inform parents and staff of the sequence of math courses offered in middle school and high school.

3.1.H:

provide parents of GATE students with detailed information about the instructional and curriculum programs at their school.

3.1.I: decrease the number of underachieving GATE students receiving D’s, F’s, or 1’s by at least 1% overall.

3.1.J: explore models in CA high schools that successfully incorporate student created learning plans.

4.1.A: share resources and information about the social and emotional traits and characteristics of GATE students regularly with GATE teachers, parents and family members.

4.1.B: make available a core literature list of material that emphasize the use of literature to support healthy social-emotional development of students.

4.1.C: encourage GATE teachers and administers to further their education on social and emotional needs of GATE students via outside relevant conferences and workshops.

4.1.D:

provide GATE students with opportunities to learn about their unique social /emotional needs.

4.1.E: inform Advanced Placement and Honors students about how to self- monitor for anxiety and stress, and to provide resources for them to access.

4.1.F: begin discussions with school site administrators to examine alternative recess options for introverted GATE students.

4.2.A: train counselors in the unique social and emotional needs of GATE students, and to inform them of referral options.

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4.2.B: train Intervention Specialists in the unique social and emotional needs of GATE students, and to

inform them of referral options.

4.2.C:

identify a GATE Social and Emotional Expert to access for support and guidance by teachers, support staff, and parents.

4.2.D: decrease the number of GATE students receiving Us or Ns by at least 2% overall.

4.3.A: inform High School GATE students about access to the Career Technology Education Program, the Work Based Learning Program, as well as information about dual enrollment in GCC or LAVC.

4.3.B: invite GATE students to participate in College information night events.

4.3.C:

provide GATE students’ parents with access to information about early college entrance programs and talent searches offered through programs such as Educational Testing Services (ETS) and Johns Hopkins University.

5.1.A: require professional development for all teachers in academic strategies, and/or content matter, to meet the needs of GATE students.

5.1.B:

require a full-day professional development session for all new GATE teachers.

5.1.C:

require a training for HS Honors and AP teachers.

5.1.D:

facilitate the articulation and coordination of programs between GATE teachers at a site.

5.1.E:

facilitate the articulation and coordination of programs between sites to develop continuity across the district.

5.2.A: work with site administrators to incorporate site professional development into their site plans.

5.2.B: provide at least four hours of professional development for administrators every other year.

5.2.C: provide long term subs responsible for GATE classrooms with professional development.

6.1.A:

update information in the GATE area of the District web site.

6.1.B:

hold monthly GATE Advisory Committee Meetings.

6.1 D increase awareness of opportunities, such as competitions and activities, and exhibits.

6.1.E:

require site GATE Orientations be held at every elementary and middle school.

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6.1.F:

prepare a GATE FAQ sheet.

6.1.G: present monthly parent education on relevant and current topics in GATE education at GATE Advisory Meetings.

6.1.H: include parent education activities and sessions at annual GATE Conference.

6.1.I:

administer an Annual GATE Survey.

6.1.J: provide regular communication to parents, including non- English speakers, from District and school sites regarding parent involvement opportunities.

7.1.A: collect data on the five areas of the Gate Master Plan on an annual basis.

7.1.B:

review of all relevant assessment data to ascertain academic progress of GATE students.

7.1.C:

support principals in the use of the Classroom Visit Tool to guide and support teachers in the area of differentiated instruction.

7.1.D: interview focus groups on their experience with the GATE program.

7.1.E:

provide biannual (twice-a-year) progress reports to the GATE Advisory Committee from the District GATE Coordinator.

7.1.F:

provide an annual (end-of-the-year) report (from the Assistant Superintendent, Instructional Services) to the Board of Education regarding the progress in achieving and/or maintaining the goals of this GATE Master Plan.

8.1.A:

present a GATE professional development funding plan to Board of Education, as part of LCAP Goals.

8.1.B:

maintain the District GATE Coordinator position.

8.1.C:

maintain funding maintained for GATE assessment.

8.1.D:

maintain District GATE enrichment programs, such as: family education, pull outs and pop –ups.

8.1.E:

maintain and increase as funds are available funding for GATE professional development program.

8.1.F:

fund Middle School GATE Coordinators with .2 FTE as funding becomes available.

8.1:G fund materials and supplies for the District GATE library.

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Appendix C

District Data 2015-2016

Percentage of Whole

District Data 2016-2017

Percentage of Whole

Total Student 3-12 11678 11836 Total Student 3-12 Identified 1576 13% 1565 13.00% Total EL 1354 11.60% 1108 9.36% Total EL Identified 9 0.57% 14 0.90%

-11.03% -8.46% Total 504 286 2.40% 295 2.49% Total 504 Identified 47 2.98% 54 3.45% 0.58% 0.96% Total RSP 1021 8.70% 894 7.55% Total RSP Identified 22 1.39% 21 1.34% -7.31% -6.21% Total Reclassified 2322 19.90% 2269 19.17% Total Reclassified Identified 167 11% 194 12.39% -8.90% -6.78% Total SDC 400 3.40% 311 2.63% Total SDC Identified 2 0.13% 5 0.29%

-3.27% -2.34% Total DHH 26 0.22% 16 0.14% Total DHH Identified 3 0.20% 2 0.12% -0.02% -0.02%

Third Grade Only Total Student 3 992 1028 Total Student 3 Identified 91 9.17% 112 10.89% Total EL 167 16.83% 165 16.05% Total EL Identified 4 4.39% 7 6.25% -11.99% -9.80% Total 504 18 1.81% 20 1.95% Total 504 Identified 2 2.20% 5 4.45% 0.39% 2.50% Total RSP 50 5.04% 61 5.93% Total RSP Identified 3 3.29% 1 0.89% -1.53% -5.04% Total Reclassified 69 6.96% 66 6.42% Total Reclassified Identified 6 6.59% 11 9.82% -0.37% 3.40%

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District Totals

2015-2016

Elementary District Totals

2016-2017

Elementary Disney 7 125 6% Disney 13 135 10% Edison 15 185 8% Edison 23 179 13% Emerson 38 212 18% Emerson 24 204 12% Jefferson 57 259 22% Jefferson 52 251 20% McKinley 10 128 8% McKinley 16 138 12% Miller 18 259 7% Miller 30 254 12% Providencia 3 129 2% Providencia 13 135 10% Roosevelt 53 223 24% Roosevelt 42 206 20% Stevenson 24 191 13% Stevenson 32 215 15% Washington 6 165 4% Washington 6 130 5% TOTALS 259 2122 12% TOTALS 283 2076 14%

3rd Grade Only District Totals

2015-2016 District Totals

2016-2017 Schools Identified Total % Schools Identified Total % Bret Harte 11 114 10% Bret Harte 16 101 16% Disney 2 53 4% Disney 8 70 11% Edison 6 86 7% Edison 11 85 13% Emerson 27 115 23% Emerson 6 86 7% Jefferson 17 115 15% Jefferson 21 119 18% McKinley 4 68 6% McKinley 8 65 12% Miller 4 115 3% Miller 12 116 12% Providencia 2 68 3% Providencia 8 62 13% Roosevelt 24 103 22% Roosevelt 12 100 12% Stevenson 11 88 13% Stevenson 14 118 12% Washington 2 67 3% Washington 2 54 4% TOTALS 110 992 11% TOTALS 118 976 12%

Total SDC 17 1.70% 34 3.30% Total SDC Identified 0 0.00% 0 0.00% -1.70% -3.30% Total DHH 0 0.00% 2 0.19% Total DHH Identified 0 0.00% 0 0.00%

0.00% -0.19%

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APPENDIX D: District Calendar of GATE Events and Activities

July Order CogAT Assessments for Spring August

Summer Professional Development for Teachers as funding permits Elementary GATE Parent Orientation Middle School GATE Parent Orientation

September GATE Advisory Council Meeting #1 (District Office Board GATE Master Planning Committee Meeting Re: Implementation of the GMP

October

Fall Professional Development for Teachers as funding permits GATE Advisory Council Meeting #2 GATE 101: Mandatory Training and Orientation for new GATE Teachers Grade 5 GATE Pull-Out Event Letters sent home re: Explanation of GATE nomination process for students in grades 4-12 Annual District GATE Conference Mandatory PD/Training for all HS Honors and AP GATE Master Planning Committee Meeting

November

GATE Advisory Council Meeting #3 Grade 6 GATE Pull-Out Event Letters sent home to all 3rd Grade parents re: the GATE testing process HOPE Nomination forms sent to school sites Barnes & Noble Fall Readings Event Parent Training on characteristics of GATE students

December

GATE Master Planning Committee Meeting Elementary GATE Teacher Training: Optimizing Math Lessons for Advanced Elementary School Students GATE Advisory Council Meeting #4 3rd Grade Parent GATE testing/ Program Information Night Notices about the parent nomination process (for students in grades 4-11) are sent for publication in principals’ newsletters. Information about nominating students is sent for publicatio on the BUSD website.

January GATE Testing Window GATE Advisory Council Meeting #5 GATE Training: Topic TBD Grades 4-11 nomination forms are due to the school administrator or the District GATE Coordinator prior by the end of the first school week in January. GATE Training: “Advanced GATE Seminar “ for all GATE teachers who have taken “GATE 101” 01/19/17 (Thursday): Grade 7 GATE Pull-Out Event (Location TBD) 8:00 -3:00PM 01/26/17 (Thursday): GATE Master Planning Committee Meeting (District Office

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3rd Floor Conference Room) 3:30 – 5:00 PM

February GATE Advisory Council Meeting #6 GATE Training Seminar: Topics TBD Open To all Teachers. Grade 8 GATE Pull-Out Event GATE Master Planning Committee

March GATE Advisory Council Meeting #7 Grade 4 GATE Pull-Out Event GATE Master Planning Committee Meeting

April GATE Advisory Council Meeting #8 Barnes & Noble Fall Readings Letters sent home to parents whose students did and did not gain admittance to the GATE program via the CogAt-7 Assessment GATE Training: Topics TBD Open to all Teachers Meeting for Parents of Newly identified GATE Students GATE Master Planning Committee Meeting

May GATE Advisory Council Meeting #9- Final Report Given to Advisory Council.

June Annual Report Given to Board of Education

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APPENDIX E: GATE CLASSROOM WALK-THROUGH FORM

GATE PROGRAM—CLASSROOM VISITS The purpose of this form is to provide feedback & support for instructional practices for Gifted Learners. This form is to not to be used for individual teacher evaluations. School: District/Site Coordinator: Month: District/Site Administrator:

Characteristics of Effective Instruction for Gifted

Learners: Examples Evidence of

Practice

1. Addresses broad-based, issues, themes, or problems.

• Refers to themes or big ideas • Relates learning to real-world situations • Asks students to solve real-world problems connected to content • Puts learning into relevant context for students

2. Integrates more than one discipline.

• Refers to how content is related to other disciplines • Uses other disciplines as context for learning • Uses other disciplines to help students make connections or see

relevance

3. Gives choices to encourage independent thinking and

learning.

• Uses tiered assignments • May base choices on learning preferences or interests • Uses menus • Uses choice boards • Independent Study

4. Focuses on products that are innovative and novel.

• Encourages mixed-media • Encourages arts integration • Encourages project-based learning • Encourages alternatives to pencil and paper

5. Engage students in complex and abstract learning experiences

that focus on higher order thinking skills.

• Uses Depth and Complexity icons, Content Imperatives, Bloom’s Taxonomy, Webb’s Depth of Knowledge and or William’s Taxonomy to plan and/or build upon lessons

6. Has students engage in meaningful discussion around

complex topics.

• Encourages peer-to-peer discussion • Encourages academic argument/debate • Encourage creative problem solving • Encourages discussion of issues from multiple perspectives

7. Classroom practices build concepts of “Growth Mindset.”

• Encourages student-teacher partnership • Class functions as a team • Community building evident • General environment is supportive

Summary/Comments: Visit showed evidence of a(n)__Well Developed___Adequately Developed__Less Developed GATE curriculum.

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APPENDIX F:

IDENTIFICATION CURRICULUM SOCI0-EMOTIONAL

NEEDS

PROFESSIONAL DEVELOPMENT

PARENT/COMMUNITY INVOLVEMENT

% Male Surveys Surveys Attendance #s # attending GAC Meetings

% Female Classroom Walkthrough Data

Focus Groups # of Schools Represented

# attending Informational Meetings

% By School Student Grades Counselor Contact Data

#s of Staff Represented

# attending Pop-Ups

% SPED Student Citizenship

Intervention Screen Data

# of Staff Attending Outside Conferences

# of schools represented at events

% EL Student Test Data

# attending GATE Conference

% SED

# of Nominations Made By School

PROGRAM COMPONENTS AND DATA ASSESSED

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APPENDIX G: GATE IDENTIFICATION PROCESS TIMELINE

AUGUST

• School Begins • Parents of Identified Students attend district and school GATE meeting.

SEPTEMBER-DECEMBER

• Letters of explanation and teacher nomination forms are mailed to all 4th -11th grade teachers, counselors, parents, and administrators. Teachers in grades 3-8 are given HOPE Nomination Scale and begin to note any students who may be intellectually gifted.

• Parent meetings detailing the GATE identification process and what GATE is will be held in December. • Site GATE Coordinators Collect Nomination Forms and sends them to the District GATE Coordinator.

JANUARY

• GATE testing occurs for all students in 3rd grade and nominated students grades 3-8. APRIL

• Administrators, teachers, and parents are notified of GATE results. • An informational meeting will be held for all parents of newly identified students. • Appeals process begins

MAY

• All decisions about GATE identification are finalized for the next school year.

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APPENDIX H: NOVICE TO EXPERT DIFFERENTIATION CONTINUUM MODEL

Novice-to-Expert Continuum For Teacher Development in Differentiation From Leading For Differentiation, Tomlinson & Murphy 2015 Element Less Developed

Well Developed

Environment Flat affect with students evident Fixed mindset evident Few teacher-student connection evident

Student-awareness evident Belief in the capacity of wider range of students evident Connections with students evident

General emotional support for students evident Growth mindset evident Community-building evident

Student-teacher partnership evident Growth mindset evident Class functions as a team

Curriculum Fact/skill based Low goal clarity Coverage-driven

Some emphasis on understanding Some use of articulated goals Some planning relevance

Understandings included Generally clear vision of what students should know, understand, and be able to do General attention to relevance

Understanding-focused Clear vision to teacher and students of what students should know, understand, and be able to do Planned for high relevance and for “teaching up” using depth, complexity, and acceleration

Assessment Of learning Low alignment with what you want students to know, understand, and be able to do Fact/Skill-based

For learning Better alignment with what you want students to know, understand, and be able to do More emphasis on understanding

For learning Tight alignment with what you want students to know, understand, and be able to do Understandings often in the foreground

For and as learning Authentic Focused feedback and differentiated assessment

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Instruction One size fits all, with little or no differentiation Some alignment with state goals evident Little student collaboration or movement

Choice as differentiation/reactive differentiation General alignment with what you want students to know, understand, and be able to do Some use of groups, often random or “ability”-based

Interest/learning profile emphasized Clear alignment with what you want students to know, understand, and be able to do, with understanding emphasized Some attention to flexible grouping and respectful tasks

Readiness emphasized Clear alignment with what you want students to know, understand, and be able to do, with consistent emphasis on meaning making Consistent flexible grouping and respectful tasks

Classroom Leadership and Management

Compliance focused Rule-Oriented Focused on managing kids

Philosophy Guided Learning-Oriented Student voice and responsibility prioritized Focused on leading kids and managing routines

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APPENDIX I: HOPE NOMINATION SCALE

Student Name/ID #: ___________________________ Grade: _____ Date: ____________

Date: Date of Birth: Age: Sex: __Male ___Female __ELL ___SPED

When rating students on each item below please think about the student compared to other children similar in age, experience, and/or environment. Use the following scale to indicate how frequently you observe the traits and behaviors listed in items 1 – 11.

6 = always 5 = almost always 4 = often 3 = sometimes 2 = rarely 1 = never Please provide additional information concerning this child’s potential:

Please provide additional information concerning this child’s potential: Please note any circumstances which may hinder this child’s potential:

6 5 4 3 2 1 1. Performs or shows potential for performing at remarkably high levels. 2. Is sensitive to larger or deeper issues of human concern. 3. Is self-aware. 4. Shows compassion for others. 5. Is a leader within his/her group of peers. 6. Is eager to explore new concepts. 7. Exhibits intellectual intensity. 8. Effectively interacts with adults or older students. 9. Uses alternative processes. 10. Thinks “outside the box.” 11. Has intense interests. 12. Please indicate all content areas where the student shows talent.

Math Reading Creative Writing Social Studies Science Foreign Language Arts Other

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APPENDIX J: GATE PARENT APPEAL FORM

In order for your child to be considered for alternate identification, please fill out the following information. This information along with test scores, grades, student interview, and HOPE Nomination scales will be used by the Identification Committee to assess the need for further evaluation/assessment.

Name of Child Date of Birth School Grade

Name of Parent

Address:____________________________________________________ Zip Code:___________________ Telephone (Home):______________________ (Cell):________________________(Work):________________ What are your main reasons for referring your child for possible GATE identification? Share your insights about his/her talents, abilities and learning needs. (Please Note: Teachers are expected to challenge every student according to his/her abilities. Therefore, a desire to have your child challenged is not a reason for GATE referral.)

How does your child perform in activities that involve higher level thinking skills, independent projects, problem solving methods, and competitions?

What additional information about your child would you like us to know? You may want to tell about an interest, award, and/or activity or you may want to share a special concern.

Indicate language(s) spoken at home __________ Any other language(s) spoken by your child___________

CHARACTERISTIC BEHAVIOR SCALE

Study each behavioral trait listed below. Rank each observed behavior according to the frequency of occurrence as follows:

a. Consistent (i.e., always, regularly, day in and day out) b. Frequent (i.e., often, usually, ordinarily) c. Seldom (i.e., rarely, hardly ever, now and then) d. Never or Not Observed

Indicate your choice by circling the appropriate letter. Please do not omit any item.

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DESCRIPTION OF BEHAVIORAL CHARACTERISTICS FREQUENCY 1. Relishes situations which require complex problem solving. a b c d 2. Uses flexible approach to solution of problems. a b c d 3. Understands complicated concepts and relationships. a b c d 4. Possesses an unusual amount of general information for his/her age. a b c d 5. Has an advanced vocabulary for his/her age or grade level. a b c d 6. Uses imaginative figures of speech such as puns and analogies. a b c d 7. Exhibits seemingly new or original ideas. a b c d 8. Influences the activities of others. a b c d 9. Has a sense of humor. a b c d 10. Shows an understanding of concepts beyond his/her age level. a b c d 11. Demonstrates keen and insightful observations. a b c d 12. Self-disciplined. a b c d 13. Is able to articulate ideas fluently. a b c d 14. Maintains many hobbies/interests/activities. a b c d 15. Demonstrates imaginative thinking ability. a b c d 16. Possesses high degree of common sense. a b c d 17. Shows strong sense of right and wrong. a b c d 18. Works on projects and/or problems without adult supervision. a b c d 19. Remembers facts accurately without special effort. a b c d 20. Excellent and avid reader. a b c d 21. Combines ideas/materials in unique ways. a b c d 22. Does things his/her own way. a b c d 23. Organizes/coordinates the activities of peers. a b c d 24. Eager to try new activities. a b c d 25. Probes beyond “how” and “what” to the “why” in his/her questioning a b c d 26. Self-confident. a b c d 27. Creates products of unusual character or quality. a b c d

Pick three of the characteristics and give short examples of specific behaviors or incidents.

Number

Revised 08/2016 Adapted From Fremont School District

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APPENDIX K: ASSESSMENT INSTRUMENT INFORMATION

CogAT 7: Providing a Comprehensive View of Student Abilities The Cognitive Abilities Test™ (CogAT®) Form 7 is a multiple choice test published by Riverside Publishing. It is used to measure cognitive development among children. The CogAT-7 is often used to identify gifted children for admissions into gifted and talented programs across the United States. It was first published in 1968. The most current version of the CogAT, the CogAT Form 7, was published in 2011. The CogAT-7 has three independent batteries: Verbal, Quantitative, and Nonverbal. These batteries measure the student’s learned reasoning abilities in the three areas most closely related to success in school. Users can administer one, two, or all three batteries, depending on their needs and the needs of their students. Each battery has subtests that make use of three different test formats. Measuring with multiple formats rather than the same format on all items increases both the fairness and the validity of the scores students obtain. It is important to note that the CogAT-7 is used with non-English speaking students due to its highly nonverbal format. In fact, the assessment changed from its previous version (Form-6) in order to accommodate English Language Learner (ELL) students. On Form 7, only one of the three tests on the Verbal Battery (Sentence Completion) and none of the items on the three Quantitative tests require comprehension of oral language-resulting in a more meaningful assessment of every student's reasoning ability. Third, items used on the new primary-level tests were selected from a larger pool of items that were specifically designed to be fair to EL children. Finally, the total testing time is slightly less compared to previous editions. For more information on the CogAT-7’s accessibility for English Learners, please go to: https://secure.riversidepublishing.com/products/cogAT7/ell.html The CogAT-7 reflects the most current industry research in the measurement of cognitive abilities and learning styles. Lead author Dr. David F. Lohman, an internationally recognized abilities assessment researcher and winner of the National Association of Gifted Children's Paper of the Decade award, has built on the strengths of the assessment by introducing a variety of enhancements, including new item types, a reduced language load, an expanded instructor support package, multiple administration modes, and more. For further information, please go to: http://www.hmhco.com/hmh-assessments/ability/cogat-7#overview-content2 WISC-V: Measuring a Child’s Intellectual Ability The Wechsler Intelligence Scale for Children- Fifth Edition (WISC-V) is an is an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. This assessment, which is considered to be a reliable and valid measure of intelligence, is administered by a professional (school psychologist or licensed psychologist) and can take up to an hour or more to complete. For more information about the WISC-V please refer to: http://www.pearsonclinical.com/psychology/products/100000771/wechsler-intelligence-scale-for-childrensupsupfifth-edition--wisc-v.html WNV: for Linguistically and Culturally Diverse Groups Much like the WISC-V, the Non-Verbal Measures (WNV) is an individually administered test. It is considered to be a reliable and valid measurement of non-verbal intelligence. The WNV was specifically created for individuals from diverse linguistic groups, individuals with limited language skills, individuals who are deaf and hard of hearing,

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individuals with language disorders, and the identification of gifted children from linguistically and culturally diverse populations. Like the WISC-V, the WNV is administered by a professional (school psychologist or licensed psychologist). The subtests can take up to 45 minutes to complete. For more information about the WISC-V please refer to: http://www.pearsonclinical.com/psychology/products/100000313/wechsler-nonverbal-scale-of-ability-wnv.html

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APPENDIX L: Additional Resources for Parents and Educators

California Association for the Gifted: Position Paper on Twice Exceptional Students http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/position16twicee.pdf National Association for the Gifted-CEC Teacher Preparation Standards in Gifted & Talented Education http://www.nagc.org/sites/default/files/standards/NAGC-%20CEC%20CAEP%20standards%20%282013%20final%29.pdf National Association for the Gifted: Advanced Standards in Gifted & Talented Education http://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/advanced-standards National Association for the Gifted: Advanced Standards in Gifted Education Teacher Preparation http://www.nagc.org/sites/default/files/standards/Advanced%20Standards%20in%20GT%20%282013%29.pdf CA State Board of Education Recommended Standards for Programs for Gifted & Talented Students http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/Docs/gate05standards(1).pdf California Association for the Gifted: Position Paper – Teacher Qualifications http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/position10tq.pdf California Association for the Gifted: Position Paper – High School Programs for Gifted Students http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/position18hs.pdf California Association for the Gifted: GATE Recommended Standards for Programs for Gifted and Talented Students http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/gate05standards(1).pdf Traits and Characteristics of Facilitators (https://www.sde.idaho.gov/academic/gifted-talented/files/manuals/Best-Practices-for-Gifted-and-Talented-Programs-Idaho.pdf)

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APPENDIX M: ORGANIZATIONS, NETWORKS, AND ONLINE RESOURCES

Council for Exceptional Children (CEC/ITAG) 1110 North Glebe Road, Suite 300 Arlington, VA 22201 Phone: 703-620-3660 Fax: 703-264-9494 www.cec.sped.org/

National Association for Gifted Children (NAGC) 1707 L. St., NW, Suite 550 Washington D.C., 20036 Phone: 202-785-4268 Fax: 202-785-4248 www.nagc.org

The National Research Center on the Gifted & Talented University of Connecticut 2131 Hillside Road, Unit 3007 Storrs, CT 06269-3007 Phone: 860-486-4676 Fax: 860-486-2900 www.gifted.uconn.edu/nrcgt.html

World Council for Gifted and Talented Phone: 626-584-9751 370 S. Carmelo Avenue Pasadena, CA 91107

Gifted Child Today P. O. Box 8813 Waco, TX 76714-8813 Phone: 800-998-2208 Fax: 800-240-0333 www.prufrock.com

Educational Leadership Association for Supervision & Curriculum Development 1703 N. Beauregard Street Alexandria, VA 22311-1714 Phone: 800-933-2723 www.ascd.org

California Association For the Gifted http://www.cagifted.org PO Box 395 Lincoln, CA 95648 Phone: 916-209-3242 Fax: 916-988-5999 www.cagifted.org cagoffice@aol.com

Roeper Review P. O. Box 329 Phone: 248-203-7321 Bloomington Hills, MN 48303-0329 www.roeperreview.org/

Greater Los Angeles Gifted Association http://www.giftedchildrenla.org

Indiana Association For The Gifted Parent Guide to High Ability Education & Advocacy http://www.iag-online.org/resources/IAG-Parent-Guide-12-11.pdf

Supporting the Emotional Needs of the Gifted SENG www.SENGifted.org

Center for Talented Youth - Johns Hopkins Summer Programs & On line classes http://cty.jhu.edu/

Association for the Education of Gifted Underachieving Students www.aegus1.org/

The Association for the Gifted (TAG) www.cectag.org

Hoagies’ Gifted Education Page www.hoagiesgifted.org

Center For Gifted Studies and Talent Development, Ball State University http://cms.bsu.edu/Academics/ CentersandInstitutes/GiftedStudies.aspx

National Research Center on the Gifted and Talented www.gifted.uconn.edu/NRCGT/html

Neag Center for Gifted Education and Talent Development, University of Connecticut www.gifted.uconn.edu

Johns Hopkins Center for Talented Youth (CTY) www.cty.jhu.edu

Duke University Talent Identification Program (TIP) www.tip.duke.edu

Stanford University’s Education Program for Gifted Youth (EPGY) www.epgy.stanford.edu

Northwestern’s Center for Talent Development (CTD) www.ctd.northwestern.edu

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Center for Gifted Education at the College of William & Mary www.cfge.wm.edu

Purdue University’s Gifted Education Resource Institute (GERI) www.geri.soe.purdue.edu

University of Iowa Center for Gifted Education and Talent Development www.education.uiowa.edu/belinblank

The Davidson Institute for Talent Development www.davidsongifted.org

Guide to OnLineSchools http://www.guidetoonlineschools.com

Center for Talent Development Northwestern University (K-12) OnLine classes http://www.ctd.northwestern.edu/program_type/online-programs

Gifted Education Press www.giftedpress.com

Prufrock Press www.prufrock.com

Critical Thinking Press www.criticalthinking.com

Great Potential Press www.giftedbooks.com

Free Spirit Publishing www.freespirit.com

Pieces of Learning www.piecesoflearning.com

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APPENDIX N: BOOKS AND PRINT RESOURCES

Parenting A Parent’s Guide to Gifted Children Webb, J., Gore, J., Amend, E., and DeVries, A. (2007) Scottsdale, AZ: Great Potential Press Growing up Gifted (6th ed.) Clark, B. (2002) Upper Saddle River, NJ: Merrill Prentice Hall Parenting Gifted Children Delisle, J. R. (2006) Waco, Texas: Prufrock Press Inc. Helping Gifted Children Soar Strip, C., and Hirsch, G. (2000) Scottsdale, AZ: Great Potential Press On High Ability Education Genius Denied Davidson, B. and Davidson, J. (2004) New York, NY: Simon and Schuster A Nation Deceived: How Schools Hold Back America’s Brightest Students Vol. 1 & 2 Colangelo, N., Assouline, S. G., and Gross, U. M. (2004) Iowa City, IA: The University of Iowa Light Up Your Child’s Mind Renzulli, J. and Reis, S. (2009) New York, NY: Little, Brown and Company You Know Your Child is Gifted When…A Beginner’s Guide to Life on the Bright Side Galbraith, Judy (2000) Minneapolis, MN: Free Spirit Publishing Why Smart Kids Worry Edwards, Allison (2013) Naperville, IL: Sourcebooks, Inc. Underachievement Becoming an Achiever , Coil, C. (1994) Dayton, OH: Pieces of Learning Encouraging Achievement , Coil, C. (1999) Dayton, OH: Pieces of Learning

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Why Bright Kids Get Poor Grades: And What You Can Do About It Rimm, S. (1995) New York, New York: Three Rivers Press Strategies for Differentiation & Acceleration Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 Heacox, D. (2002) Minneapolis, MN: Free Spirit Publishing Re-forming Gifted Education Rogers, K. (2002) Columbus, OH: Great Potential Press How to Differentiate Instruction in Mixed Ability Classroom (2nd ed.) Tomlinson, C. A. (2001) Alexandria, VA: ASCD Teaching Gifted Kids in the Regular Classroom Winebrenner, S. (2001) Minneapolis, MN: Free Spirit Publishing Acceleration For Gifted Learners K-5 Smutney, J. F., Walker, S. Y., and Meckstroth, E. A. (2007) Thousand Oaks, CA: Corwin Press Differentiation for Gifted Learners: Going Beyond the Basics Heacox,Diane, Cash, Richard M. (2014) Minneapolis, MN: Free Spirit Publishing Leading for Differentiation: Growing Teachers Who Grow Kids Tomlinson, C. A., Murphy, Michael(2015) Alexandria, VA: ASCD

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APPENDIX O: GLOSSARY OF TERMS AND ACRONYMS

Acceleration refers to adjusting pace and/or content to allow for students to work at a level appropriate for their readiness. Authentic assessments are ones in which an assessment is a natural extension of the learning process itself. It is not a separate piece. Project-based learning would employ authentic assessment. CogAT-7 The Cognitive Abilities Test™ (CogAT®) Form 7 is a multiple choice test published by Riverside Publishing. It is used to measure cognitive development among children. The CogAT-7 is often used to identify gifted children for admissions into gifted and talented programs across the United States. Complexity includes making relationships, connecting other concepts, and layering. It is a why/how approach that connects and bridges to other disciplines to enhance the meaning of a unit of study. Differentiation refers to “a sequence of common sense decisions made by a teacher with a student first orientation.” It is the practice of “teaching up” to challenge and support all students to achieve at high levels. Differentiation is valuing and planning for diversity in students. It is designed to address content as well as students learning and affective needs (Tomlinson, ASCD 2014). Depth refers to approaching or studying something from the concrete to the abstract, from the known to the unknown. Requires students to examine topics by determining the facts, concepts, generalization, principles and theories related to them. Necessitates uncovering more details and new knowledge related to a topic of study. Encourages students to adopt perspectives and to see patterns in connections. Fixed Mindset refers to the idea that success comes from being smart, genetics, and environment. It is the belief that students are smart or they aren’t; that more effort will not necessarily lead to high levels of success. Flexible Grouping is a type of strategic grouping practice that focuses on the specific needs of students. Students are grouped together for a short time for specific purposes that addresses a specific needs. Flexible grouping allows students to move in and out of many different groups. GATE Gifted and Talented Education. This is the acronym most commonly associated with, and referred to, when addressing the District’s intellectually gifted program. It is important to note that BUSD’s program is for intellectually gifted students only. GATE Advisory Council This group is made up of parents, teachers, administrators, and occasionally students. Its function is to disseminate information, ideas, etc. to and from the school sites. Topics discussed range from site feedback to parent education.

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GATE Identification Committee This committee is made up of administrators and teachers. Its function is to make decisions on GATE identification issues, including appeals. This committee will be the final decision-making step in the identification process. GATE Master Planning Committee This committee is made up of teachers, administrators, and parents. Its function is to create, review, and adapt the GATE Master Plan to best meet the needs of all of our stakeholders. Growth Mindset refers to the idea, based in research on brain-plasticity; that learning and success come from effort. It is the idea that “intelligence” can be grown. It is the idea that all students given the right supports can achieve at high levels. Intellectually Gifted refers to students with high potential in the areas of abstract thinking and reasoning ability as applied to school learning situations. Novelty refers to the idea that instructional strategies should offer pieces to students that are unique, unusual, and interesting in order to increase engagement. Pacing refers to the time necessary to deliver instruction. Pace may be sped up or slowed down depending on student needs. Readiness refers to the level at which students are “ready” to learn. It supplants the idea of ability. Ability is static and fixed. Readiness changes topic to topic, subject to subject. Readiness is a sum total of all the knowledge, skills, and understanding students come to a learning situation with. Readiness can vary greatly from student to student. Relevance refers to the ability for learners to see a connection between their learning and their lives. If learning is relevant to student’s lives, research shows that student engagement and motivation is increased. Respectful Tasks are tasks given to students that address important skills and knowledge particular students need. They are tasks which move students forward from wherever they are and are worthy of their time. Student Study Team is a team of stakeholders that meet to address the needs of a particular student. The team includes a school administrator, teacher, parent, student, school psychologist, and other personnel as needed. Teaching-Up refers to the practice of planning instruction to the top tier of students in a classroom and scaffolding for other students to reach the high expectations set for them. Teaching-up should include higher levels of depth and complexity, as well as acceleration. Twice Exceptional (2E) refers to students who are intellectually gifted, but also have an underlying disability. These students have characteristics that are often misunderstood or misinterpreted. While they may be capable of high levels of abstract and critical thinking, an underlying disability can mask their giftedness making it difficult to identify and

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serve. The disability may come in many forms: learning disabilities, such as problems with attention, judgment, or social-emotional regulation; physical restriction; or perceptual deficits, WISC-V The Wechsler Intelligence Scale for Children- Fifth Edition is an is an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. WNV The Wechsler Non-Verbal Scale of Ability, like the WISC-V, the WNV is an individually administered test. It is considered to be a reliable and valid measurement of non-verbal intelligence. The WNV was specifically created for individuals from diverse linguistic groups, individuals with limited language skills, individuals who are deaf and hard of hearing, individuals with language disorders, and the identification of gifted children from linguistically and culturally diverse populations.

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APPENDIX P: ASSESMENT / IDENTIFICATION FLOW CHART

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APPENDIX Q:

END OF YEAR SURVEYS FOR STUDENTS, PARENTS, AND STAFF

Elementary GATE Student Survey:

ITEM QUESTION / PROMPT RESPONSE OPTIONS 1 The name of my school is: • Disney

• Edison • Emerson • Harte • Jefferson • McKinley • Miller • Providencia • Roosevelt • Stevenson • Washington

2 I am currently • In fourth grade • In fifth grade

3

Are you aware that you are in your school's GATE program?

• Yes • No • I'm not sure

4 Do you like being in the GATE program?

• No, I don't like being in the GATE program • I'm not sure if I like being in the GATE program • Sometimes I like being in the GATE program • I really like being in the GATE program • I love being in the GATE program Optional: If you'd like to do so, please explain why you like or don't like being in the GATE program at your school:

5 Please check all the words that describe how you feel about the work you do in your GATE class at school:

• Challenging • Easy • Routine • Exciting • Hands-on • Just Right • Frustrating • Fun • Interesting • Motivating • Boring • Unnecessary

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• Collaborative Optional: If there are any descriptor words you think apply (that were not mentioned above) please write them here:

6 To what extent do you feel that your GATE class challenged you to think deeply about topics this year?

• Not at All • Somewhat • Adequately • Very Much • I’m not sure Optional – if you would like to explain further, please do so here:

7 In your GATE class this year, how often do you feel you got to work at your own pace?

• Never • Sometimes • Often • Always • I’m not sure

Optional – if you would like to explain further, please do so here:

8 In your GATE class this year, how often did not get to choose what you worked on?

• Never • Sometimes • Often • Always • I’m not sure

Optional – if you would like to explain further, please do so here:

9 In your GATE class this year, how often did you get to learn things that were completely new to you?

• Never • Sometimes • Often • I’m not sure

Optional – if you would like to explain further, please do so here:

10 In your GATE class this year, how often did you get work that you though was “just right” for you; even though it might have been different from what other students in your class were working on?

• Never • Sometimes • Often • I’m not sure

Optional – if you would like to explain further, please do so here:

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11 This year at your school, how often were you able to participate in projects, labs, performances, or other GATE events?

• Never • Sometimes • Often • I’m not sure

Optional: if you would like to explain further, please do so here:

12 In your GATE class this year, to what extent did you feel motivated and excited to learn about a topic?

• Not at All • Sometimes • Often • I’m not sure

Optional – if you would like to explain further, please do so here:

13 In your GATE class this year, to what extent do you feel you got to learn things that might interest you, in terms of a future career?

• Not at All • Sometimes • Often • I’m not sure

Optional – if you would like to explain further, please do so here:

14 Please check-off all the GATE events that you attended this year.

• District Pull-Out events at the Burbank Adult School

• District Barnes & Noble (Fall or Spring) Reading events

• Special events or activities at my school (during the school day) that were just for GATE students

• Evening or weekend activities at my school that were just for GATE students

• After-school activities or events that were just for GATE students

• Lunchtime activities at my school that were just for GATE students

15 What was your favorite thing about your experience in the GATE program this year?

• District Pull-Out events at the Burbank Adult School

• District Barnes & Noble (Fall or Spring) Reading events

• Special events or activities at my school that were just for GATE students, that were held on the weekend or in the evening

• A special classroom project, performance, or GATE activity

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• GATE activities that were held after school or during lunch time

Optional – if you would like to explain further, please do so here:

Middle School GATE Student Survey ITEM QUESTION/PROMPT RESPONSE OPTIONS

1 The name of my school is • David Starr Jordan Middle School • Luther Burbank Middle School • John Muir Middle School

2 I am currently • In 6th grade • In 7th grade • In 8th grade

3 Are you aware that you are in your school’s GATE program?

• Yes • No • I’m not sure

4 Do you like being in the GATE program? • No, I don’t like being in the GATE program

• I’m not sure if I like being in the GATE program

• Sometimes I like being in the GATE program

• I really like being in the GATE program • I love being in the GATE program

Optional: If you’d like to do so, please explain why you like or don’t like being in the GATE program at your school:

5 Please check all the words that describe how you feel about the work you did in your GATE classes at school this year:

• Challenging • Easy • Routine • Exciting • Hands-on • Just Right • Frustrating • Fun • Interesting • Motivating • Boring • Unnecessary • Collaborative

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Optional: If there are any descriptor words you think apply (that were not mentioned above) please write them here:

6 To what extent do you feel that your GATE classes challenged you to think deeply about topics this year?

• Not at All • Somewhat • Adequately • Very Much • I’m not sure

Optional: If you would like to explain further, please do so here:

7 In your GATE classes this year, how often do you feel you got to work at your own pace?

• Never • Sometimes • Often • Always • I’m not sure

Optional: If you would like to explain further, please do so here:

8 In your GATE classes this year, how often did you get to choose what you worked on?

• Never • Sometimes • Often • Always • I’m not sure

Optional: If you would like to explain further, please do so here:

9 In your GATE classes this year, how often did you get to learn things that were completely new to you?

• Never • Sometimes • Often • I’m not sure

Optional: If you would like to explain further, please do so here:

10 In your GATE classes this year, how often did you get to do work that you thought was “just right” for you; even though it might have been different from what other students in your class were working on?

• Never • Sometimes • Often • I’m not sure

Optional: If you would like to explain further, please do so here:

11 At school this year, how often were you able to participate in projects, labs, performances, or other GATE events?

• Never • Sometimes • Often

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• I’m not sure Optional: If you would like to explain further, please do so here:

12 In your GATE classes this year, to what extent did you feel motivated and excited to learn about a topic?

• Not at All • Sometimes • Often • I’m not sure

Optional: If you would like to explain further, Please do so here:

13 In your GATE classes this year, to what extent do you feel you go to learn about things that might interest you in terms of a future career?

• Not at All • Sometimes • Often • I’m not sure

Optional: If you would like to explain further, please do so here:

14 Please check-off all the GATE events that you attended this year

• District Pull-Out events at the Burbank Adult School

• District Barnes & Noble (Fall or Spring) Reading events

• Special events or activities at my school (during the school day) that were just for GATE students

• Evening or weekend activities at my school that were just for GATE students

• After-school activities or events that were just for GATE students

• Lunchtime activities at my school that were just for GATE students

15 What was your favorite thing about your experience in the middle school GATE program this year?

• District Pull-Out events at the Burbank Adult School

• District Barnes & Noble (Fall or Spring) Reading events

• Special events or activities at my school that were just for GATE students, that were held on the weekend or in the evening

• A special classroom project, performance, or GATE activity

• GATE activities that were held after school or during lunch time

Optional – if you would like to explain further, please do so here:

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Elementary GATE Parent Survey:

1 My child attends _______Elementary School • Bret Harte • Walt Disney • Thomas Edison • Ralph Waldo Emerson • Thomas Jefferson • William McKinley • Joaquin Miller • Providencia • Theodore Roosevelt • Robert Louis Stevenson • George Washington

2 Please note the extent to which you felt the staff at your child’s school provided an awareness of the school’s GATE program, at the school’s beginning of the year GATE orientation event:

• Not at all • Minimally • Somewhat • Very much • I was not aware that there was a GATE

orientation event at my school, at the beginning of the school year

Please use this space if you’d like to comment further on this question:

3 Please note the extent to which District Staff provided you with valuable information about the District’s GATE program, at the District GATE orientation, at the beginning of the school year (at the Burbank Adult School)

• Not at all • Minimally • Somewhat • Very much • I was aware of the District GATE

orientation, but did not attend • I was unaware of the District GATE

orientation Optional: Please use this space if you’d Like to comment further on this question.

4 Please note the extent to which the District’s annual GATE conference (that took place at Stevenson Elementary School in October) helped you understand more about the social, emotional, and academic attributes of GATE students:

• Not at all • Minimally • Somewhat • Very much • I was not able to attend the District GATE

conference in October Optional: Please use this space if you’d like to comment further on this question:

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5 Please note the extent to which your child’s school provided a good understanding of how students are placed into fourth and fifth grade GATE classes:

• Not at all • Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

6 Please note the extent of your satisfaction with how GATE students are placed in your child’s school:

• Not at all satisfied • Minimally satisfied • Somewhat satisfied • Very satisfied

Please use this space if you’d like to comment further on this question:

7 To the best of your ability, please note the extent to which you feel that this year’s GATE pull-out events (Shakespeare and Technology Day) were valuable to your child:

• Not at all • Minimally • Somewhat • Very much • My child did not attend this event

Please use this space if you’d like to comment further on this question:

8 Please note the extent to which you, AS A PARENT, would like to see GATE pull-out programs next year:

• Not at all • Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

9 To the best of your ability, please note the extent to which you feel that the enrichment programs for GATE students at your school site have been valuable and interesting to your child:

• Not at all • Minimally • Somewhat • Very much • I did not know of any enrichment programs

offered at my school for GATE students this year

Please use this space if you’d like to comment further on this question:

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10 Please note the extent to which you felt that the evening GATE events offered to your child (ie: Board Game Night, Barnes and Noble Readings, Christine Fonseca’s presentation, etc.) were valuable and interesting to your child:

• Not at all • Minimally • Somewhat • Very much • I was not aware of any of these events this

year

Please use this space if you’d like to comment further on this question:

11 Please note the extent to which you feel that the communication about GATE programs from the DISTRICT office has kept you well-informed:

• Not at all or I did not receive any information about GATE programs or activities from the District office this year

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

12 Please note the extent to which you feel that the

communication about GATE programs from your child’s SCHOOL SITE has been sufficient and has kept you well-informed:

• Not at all or I did not receive any information about GATE programs or activities from my school:

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

13 Please note the extent to which your school

site’s GATE PAC (Parent Advisory Council) representatives has kept you informed on the GATE PAC’s activities and events:

• Not at all or I did not receive any information this year, from my school site’s GATE PAC representative

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

14 Please note the extent to which you feel there

have been valuable presentations (for parents) at your child’s school site on topics related to the GATE program at the school:

• Not at all or I was unaware of any presentations for GATE parents, at my child’s school this year

• Minimally • Somewhat

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• Very much Please use this space if you’d like to comment further on this question:

15 To the best of your ability, please note the extent to which your child felt good about his/her overall experience in the GATE program at his/her school this year:

• Not at all • Minimally • Somewhat • Very much • I’m not sure, I can’t tell how my child felt

about the GATE program at his/her school Please use this space if you’d like to comment further on this question:

16 Please note the extent to which you felt good about your child’s overall experience in the GATE program at school this year:

• Not at all • Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

17 Please note the extent to which you found the information at the monthly GATE PAC meetings to be valuable:

• Not at all • Minimally • Somewhat • Very much • I cannot comment, as I did not attend any of

these meetings this year Please use this space if you’d like to comment further on this question:

18 Please use this space for any additional comments you would like to make about the elementary GATE program in the District or at your school:

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Middle School GATE Parent Survey: 1 My child attends ________Middle School: • David Starr Jordan Middle School

• Luther Burbank Middle School • John Muir Middle School

2 Please note the extent to which you felt the staff at your child’s school provided an awareness of the school’s GATE program, at the school’s beginning of the year GATE orientation event:

• Not at all • Minimally • Somewhat • Very much • I was not aware that there was a GATE orientation

event at my school, at the beginning of the school year

Please use this space if you’d like to comment further on this question:

3 Please note the extent to which District Staff provided you with valuable information about the District’s GATE program, at the District GATE orientation, at the beginning of the school year (at the Burbank Adult School):

• Not at all • Minimally • Somewhat • Very much • I was aware of the District GATE orientation, but

did not attend • I was unaware of the District GATE orientation

Optional: Please use this space if you’d like to comment further on this question.

4 Please note the extent to which the District’s annual GATE conference (that took place at Stevenson Elementary School in October) helped you understand more about the social, emotional, and academic attributes of GATE students:

• Not at all • Minimally • Somewhat • Very much • I was not able to attend the District GATE

conference in October

Optional: Please use this space if you’d like to comment further on this question:

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5 Please note the extent to which your child’s school provided a good understanding of how students are placed into GATE classes:

• Not at all • Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

6 Please note the extent of your satisfaction with how GATE students are placed in your child’s school:

• Not at all satisfied • Minimally satisfied • Somewhat satisfied • Very satisfied

Please use this space if you’d like to comment further on this question:

7 To the best of your ability, please note the extent to which you feel that this year’s GATE Technology pull-out events were valuable to your child:

• Not at all • Minimally • Somewhat • Very much • My child did not attend this event

Please use this space if you’d like to comment further on this question:

8 Please note the extent to which you, AS A PARENT, would like to see GATE pull-out programs next year:

• Not at all • Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

9 To the best of your ability, please note the extent to which you feel that the enrichment programs for GATE students at your school site have been valuable and interesting to your child:

• Not at all • Minimally • Somewhat • Very much • I did not know of any enrichment programs offered

at my school for GATE students this year Please use this space if you’d like to comment further on this question:

10 Please note the extent to which you felt that the evening GATE events offered to your child (ie: Board Game Night, Barnes and Noble Readings, Christine Fonseca’s presentation, etc.) were valuable and interesting to your child:

• Not at all • Minimally • Somewhat • Very much • I was not aware of any of these events this year

Please use this space if you’d like to

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comment further on this question:

11 Please note the extent to which you feel that the communication about GATE programs from the DISTRICT office has kept you well-informed:

• Not at all or I did not receive any information about GATE programs or activities from the District office this year

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

12 Please note the extent to which you feel that the

communication about GATE programs from your child’s SCHOOL SITE has been sufficient and has kept you well-informed:

• Not at all or I did not receive any information about GATE programs or activities from my school:

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

13 Please note the extent to which your school

site’s GATE PAC (Parent Advisory Council) representatives has kept you informed on the GATE PAC’s activities and events:

• Not at all or I did not receive any information this year, from my school site’s GATE PAC representative

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

14 Please note the extent to which you feel there

have been valuable presentations (for parents) at your child’s school site on topics related to the GATE program at the school:

• Not at all or I was unaware of any presentations for GATE parents, at my child’s school this year

• Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

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15 To the best of your ability, please note the extent to which your child felt good about his/her overall experience in the GATE program at his/her school this year:

• Not at all • Minimally • Somewhat • Very much • I’m not sure, I can’t tell how my child felt about the

GATE program at his/her school

Please use this space if you’d like to Comment further on this question:

16 Please note the extent to which you felt good about your child’s overall experience in the GATE program at school this year:

• Not at all • Minimally • Somewhat • Very much

Please use this space if you’d like to comment further on this question:

17 Please note the extent to which you found the information at the monthly GATE PAC meetings to be valuable:

• Not at all • Minimally • Somewhat • Very much • I cannot comment, as I did not attend any of these

meetings this year Please use this space if you’d like to comment further on this question:

18 Please use this space for any additional comments you would like to make about the elementary GATE program in the District or at your school:

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Elementary School GATE Teachers Survey: 1 How did you get selected to teach a GATE

class this year? • My principal asked me if I wanted to • I volunteered to teach a GATE class • My school rotates the annual selection of GATE

teacher and it was my turn this year • I’m not exactly sure how I was selected

Optional – Please use this space if you’d like to comment further on this question:

2 In the past two years. How much training/professional development have you received in teaching GATE students? Check all that apply:

• None • A few (1-3) district or county sponsored workshops • A few (1-3) district, county, regional, or state

conferences • Several (4+) district, county, regional, or state

conferences • College or university coursework related to GATE

instruction • Participation in a certificate program

Optional – Please use this space if you’d like to comment further on this question:

3 To what extent have you been able to implement ideas and/or strategies you learned at District (GATE) professional development trainings or workshops this year:

• Not at all • A little • Somewhat • A good amount • Very much • N/A: I was not able to attend any of these trainings

or workshops this year Optional – Please use this space if you’d like to comment further on this question:

4 At the site level (from your principal and curriculum specialists), how much support did you feel you received this year, in terms of being able to effectively teach your GATE students:

• None at all • A little • Some • A good amount of support • A high amount of support • I’m not sure

Optional – Please use this space if you’d like to comment further on this question:

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5 At the District level (from Assistant Superintendents, Directors, Coordinators, and TOSA’s) how much support did you feel you received this year, in terms of being able to effectively teach your GATE students:

• None at all • A little • Some • A good amount of support • A high amount of support • I’m not sure

Optional – Please use this space if you’d like to comment further on this question:

6 How often do you feel you were able to provide lessons that met the needs of your GATE students, in terms of the content depth and complexity:

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

7 How often did you increase the amount of work for the GATE students in you class this year:

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

8 To what extent were you able to provide social/emotional support for GATE students in your class this year? (i.e. ideas for organization, friendship building, stress management, mindfulness techniques):

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

9 To what extent were you able to pre-assess your GATE students’ knowledge on specific topics or content this year:

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

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Middle School GATE Teachers Survey: 1 How did you get selected to teach a GATE

class this year: • My principal asked me if I wanted to • I volunteered to teach a GATE class • My school rotates the annual selection of GATE

teacher and it was my turn this year • I’m not exactly sure how I was selected • I teach GATE sections every year

Optional – Please use this space if you’d like to comment further on this question:

2 In the past two years. How much training/professional development have you received in teaching GATE students? Check all that apply:

• None • A few (1-3) district or county sponsored

workshops • A few (1-3) district, county, regional, or state

conferences • Several (4+) district, county, regional, or state

conferences • College or university coursework related to

GATE instruction • Participation in a certificate program

Optional – Please use this space if you’d like to comment further on this question:

3 To what extent have you been able to implement ideas and/or strategies you learned at District (GATE) professional development trainings or workshops this year:

• Not at all • A little • Somewhat • A good amount • Very much • N/A: I was not able to attend any of these

trainings or workshops this year Optional – Please use this space if you’d like to comment further on this question:

4 At the site level (from your administrator) , how much support did you feel you received this year, in terms of being able to effectively teach your GATE classes:

• None at all • A little • Some • A good amount of support • A high amount of support • I’m not sure

Optional – Please use this space if you’d like to comment further on this question:

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5 At the District level (from District office staff: Assistant Superintendents, Directors, Coordinators, and TOSA’s) how much support did you feel you received this year, in terms of being able to effectively teach your GATE students:

• None at all • A little • Some • A good amount of support • A high amount of support • I’m not sure

Optional – Please use this space if you’d like to comment further on this question:

6 How often were able to increase the depth and complexity of your instructional program, for students in your GATE classes this year:

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

7 How often did you increase the amount of work for the GATE students in you class this year:

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

8 To what extent were you able to provide social/emotional support for GATE students in your class this year? (i.e. ideas for organization, friendship building, stress management, mindfulness techniques):

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

9 To what extent were you able to pre-assess your GATE students’ knowledge on specific topics or content this year:

• Not at all • Seldom • Frequently • Often

Optional – Please use this space if you’d like to comment further on this question:

10 What kids of opportunities did you offer students in your GATE classes this year:

• Ability to work at a faster pace • Choices of projects or activities • Opportunities for self-selected learning • Opportunities to use outside resources • Reciprocal Teaching • Student-led Discussions • Problem-based Learning

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• Socratic Seminars • Differentiated Assessments • Independent Learning Options • Opportunities to test students on materials that

they already know Optional – Please use this space if you’d like to comment further on this question:

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Burbank Unified School District Office of the Superintendent

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Matt Hill, Superintendent

PREPARED BY: Kimberley A. Clark, Executive Assistant to the Superintendent

SUBMITTED BY: Kimberley A. Clark, Executive Assistant to the Superintendent

DATE: February 1, 2018

SUBJECT: Second Reading and Approval of Proposed Revision of Selected Board Policies and Administrative Regulations

Background:

The Board of Education began the process of comprehensive review and revision of the entire Board Policies and Administrative Regulation Manual, contracting with the California School Boards Association (CSBA) – Governance and Management Using Technology (GAMUT), beginning in December 2005. CSBA – GAMUT provided consultation and facilitated the policy revision process. The District’s continuing agreement with CSBA – GAMUT provides for suggested policy periodically throughout each calendar year. The updates presented at this time are the May 2017 Board Policies sent to the District by CSBA. These policies have been reviewed by a subcommittee consisting of two members of the Board of Education and appropriate administrative staff. Changes appear in red on the PDF version; text to be added is underlined and/or highlighted and text to be deleted is shown as struck through. These policies were presented to the Board of Education on January 18 for a first reading and no additional changes were identified by the Board at that time, however, staff has made additional changes to BP/AR 1312.3: Uniform Complaint Procedures, as the California Department of Education (CDE) has introduced changes related to Federal Program Monitoring (FPM) Review. These additional changes appear in red type highlighted in yellow. A copy of the accompanying Exhibit has also been added for reference.

Discussion/Issues: Copies of revised policies and administrative regulations will not be duplicated for general distribution. Copies may be obtained by contacting the Superintendent’s Office at (818) 729-4422 or via e-mail at: KimberleyClark@burbankusd.org

Fiscal Impact: None

Recommendation: Matt Hill, Superintendent, will facilitate the Board’s second reading and approval of the proposed revision of selected Board Policies and Administrative Regulations from the California School Boards Association (CSBA) – Governance and Management Using Technology (GAMUT), as presented.

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Community Relations BP 1312.3 UNIFORM COMPLAINT PROCEDURES The Governing Board recognizes that the district has the primary responsibility to ensure compliance with applicable state and federal laws and regulations governing educational programs. The Board encourages early resolution of complaints whenever possible. To resolve complaints which may require a more formal process, the Board adopts the uniform system of complaint processes specified in 5 CCR 4600-4670 and the accompanying administrative regulation. The district's uniform complaint procedures (UCP) shall be used to investigate and resolve the following complaints: 1. Any complaint alleging district violation of applicable state or federal law or

regulations governing adult education programs, after school education and safety programs, migrant education, career technical and technical education and training programs, child care and development programs, child nutrition programs, special education programs, consolidated categorical aid programs, and any other district-implemented program which is listed in Education Code 64000(a) (5 CCR 4610)

2. Programs and activities subject to UCP are: Adult Education After School Education and Safety Agricultural Vocational Education American Indian Education Centers and Early Childhood Education Program Assessments Bilingual Education California Peer Assistance and Review Programs for teachers Career Technical Education; Career Technical; Technical Training (state program) Child Care and Development Child Nutrition Compensatory Education Consolidated Categorical Aid Course Periods without Educational Content (grades 9-12) Economic Impact Aid Education of Pupils in Foster Care, Pupils who are Homeless and former Juvenile Court Pupils now enrolled in a school district English Learner Program Every Student Succeeds Act/No Child Left Behind (Titles I-VII) Local Control Accountability Plans Migrant Education Physical Education Instructional Minutes (grades 1-6) Pupil Fees Reasonable Accommodations to a Lactating Pupil Regional Occupational Centers and Programs School Safety Plans

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Special Education State Preschool Tobacco Use Prevention Education (cf. 3553 - Free and Reduced Price Meals) (cf. 3555 - Nutrition Program Compliance) (cf. 5141.4 - Child Abuse Prevention and Reporting) (cf. 5148 - Child Care and Development) (cf. 5148.2 - Before/After School Programs) (cf. 6159 - Individualized Education Program) (cf. 6171 - Title I Programs) (cf. 6174 - Education for English Learners) (cf. 6175 - Migrant Education Program) (cf. 6178 - Career Technical Education) (cf. 6178.1 - Work-Based Learning) (cf. 6178.2 - Regional Occupational Center/Program) (cf. 6200 - Adult Education)

23. Any complaint alleging the occurrence of unlawful discrimination (such as

discriminatory harassment, intimidation, or bullying) against any student, employee, or other person participating in district programs and activities, including, but not limited to, those programs or activities funded directly by or that receive or benefit from any state financial assistance, based on the person's actual or perceived characteristics of race or ethnicity, color, ancestry, nationality, national origin, ethnic group identification, age, religion, marital, pregnancy, or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information, or any other characteristic identified in Education Code 200 or 220, Government Code 11135, or Penal Code 422.55, or based on his/her association with a person or group with one or more of these actual or perceived characteristics (5 CCR 4610)

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) 43. Any complaint alleging district noncompliance with the requirement to provide

reasonable accommodation to a lactating student on school campus to express breast milk, breastfeed an infant child, or address other breastfeeding-related needs of the student (Education Code 222)

(cf. 5146 - Married/Pregnant/Parenting Students) 54. Any complaint alleging district noncompliance with the prohibition against requiring

students to pay fees, deposits, or other charges for participation in educational activities (5 CCR 4610)

(cf. 3260 - Fees and Charges) (cf. 3320 - Claims and Actions Against the District) 65. Any complaint alleging district noncompliance with legal requirements related to the

implementation of the local control and accountability plan (Education Code 52075) 410

(cf. 0460 - Local Control and Accountability Plan) 76. Any complaint, by or on behalf of any student who is a foster youth, alleging district

noncompliance with any legal requirement applicable to the student regarding placement decisions, the responsibilities of the district's educational liaison to the student, the award of credit for coursework satisfactorily completed in another school or district, school transfer, or the grant of an exemption from Board-imposed graduation requirements (Education Code 48853, 48853.5, 49069.5, 51225.1, 51225.2)

(cf. 6173.1 - Education for Foster Youth) 87. Any complaint, by or on behalf of a homeless student as defined in 42 USC 11434a,

alleging district noncompliance with any requirement applicable to the student regarding the award of credit for coursework satisfactorily completed in another school or district or the grant of an exemption from Board-imposed graduation requirements (Education Code 51225.1, 51225.2)

(cf. 6173 - Education for Homeless Children) 98. Any complaint, by or on behalf of a former juvenile court school student who

transfers into the district after his/her second year of high school, alleging district noncompliance with any requirement applicable to the student regarding the award of credit for coursework satisfactorily completed in the juvenile court school or the grant of an exemption from Board-imposed graduation requirements (Education Code 51225.1, 51225.2)

(cf. 6173.3 - Education for Juvenile Court School Students) 109. Any complaint alleging district noncompliance with the requirements of Education

Code 51228.1 and 51228.2 that prohibit the assignment of a student to a course without educational content for more than one week in any semester or to a course the student has previously satisfactorily completed, without meeting specified conditions (Education Code 51228.3)

(cf. 6152 - Class Assignment) 110. Any complaint alleging district noncompliance with the physical education

instructional minutes requirement for students in elementary school (Education Code 51210, 51223)

(cf. 6142.7 - Physical Education and Activity) 121. Any complaint alleging retaliation against a complainant or other participant in the

complaint process or anyone who has acted to uncover or report a violation subject to this policy

132. Any other complaint as specified in a district policy

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The Board recognizes that alternative dispute resolution (ADR) can, depending on the nature of the allegations, offer a process to reach a resolution to the complaint that is acceptable to all parties. ADR such as mediation may be offered to resolve complaints that involve more than one student and no adult. However, mediation shall not be offered or used to resolve any complaint involving sexual assault or where there is a reasonable risk that a party to the mediation would feel compelled to participate. The Superintendent or designee shall ensure that the use of ADR is consistent with state and federal laws and regulations. The district shall protect all complainants from retaliation. In investigating complaints, the confidentiality of the parties involved shall be protected as required by law. For any complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the Superintendent or designee shall keep the identity of the complainant, and/or the subject of the complaint if he/she is different from the complainant, confidential when appropriate and as long as the integrity of the complaint process is maintained. (cf. 4119.23/4219.23/4319.23 - Unauthorized Release of Confidential/Privileged Information) (cf. 5125 - Student Records) (cf. 9011 - Disclosure of Confidential/Privileged Information) When an allegation that is not subject to the UCP is included in a UCP complaint, the district shall refer the non-UCP allegation to the appropriate staff or agency and shall investigate and, if appropriate, resolve the UCP-related allegation(s) through the district's UCP. The Superintendent or designee shall provide training to district staff to ensure awareness and knowledge of current law and related requirements, including the steps and timelines specified in this policy and the accompanying administrative regulation. (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) The Superintendent or designee shall maintain records of all UCP complaints and the investigations of those complaints in accordance with applicable law and district policy. (cf. 3580 - District Records) Non-UCP Complaints The following complaints shall not be subject to the district's UCP but shall be referred to the specified agency: (5 CCR 4611) 1. Any complaint alleging child abuse or neglect shall be referred to the County

Department of Social Services, the County Protective Services Division, and the appropriate law enforcement agency.

2. Any complaint alleging health and safety violations by a child development program

shall, for licensed facilities, be referred to Department of Social Services and shall, 412

for licensing-exempt facilities, be referred to the appropriate Child Development regional administrator.

3. Any complaint alleging employment discrimination shall be sent to the California

Department of Fair Employment and Housing and the compliance officer shall notify the complainant by first class mail of the transfer.

4. Any complaint alleging fraud shall be referred to the California Department of

Education. In addition, the district's Williams Uniform Complaint Procedures, AR 1312.4, shall be used to investigate and resolve any complaint related to sufficiency of textbooks or instructional materials, emergency or urgent facilities conditions that pose a threat to the health or safety of students or staff, or teacher vacancies and misassignments. (Education Code 35186) (cf. 1312.4 - Williams Uniform Complaint Procedures) Legal Reference:

EDUCATION CODE 200-262.4 Prohibition of discrimination 222 Reasonable accommodations; lactating students 8200-8498 Child care and development programs 8500-8538 Adult basic education 18100-18203 School libraries 32289 School safety plan, uniform complaint procedures 35186 Williams uniform complaint procedures 48853-48853.5 Foster youth 48985 Notices in language other than English 49010-49013 Student fees 49060-49079 Student records 49069.5 Rights of parents 49490-49590 Child nutrition programs 51210 Courses of study grades 1-6 51223 Physical education, elementary schools 51225.1-51225.2 Foster youth, homeless children, and former juvenile court school students; course credits; graduation requirements 51228.1-51228.3 Course periods without educational content 52060-52077 Local control and accountability plan, especially: 52075 Complaint for lack of compliance with local control and accountability plan requirements 52160-52178 Bilingual education programs 52300-52490 Career technical education 52500-52616.24 Adult schools 54400-54425 Compensatory education programs 54440-54445 Migrant education 54460-54529 Compensatory education programs 56000-56867 Special education programs 59000-59300 Special schools and centers 64000-64001 Consolidated application process

Legal Reference continued: (see next page) GOVERNMENT CODE 11135 Nondiscrimination in programs or activities funded by state 12900-12996 Fair Employment and Housing Act PENAL CODE

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422.55 Hate crime; definition 422.6 Interference with constitutional right or privilege CODE OF REGULATIONS, TITLE 2 11023 Harassment and discrimination prevention and correction CODE OF REGULATIONS, TITLE 5 3080 Application of section 4600-4687 Uniform complaint procedures 4900-4965 Nondiscrimination in elementary and secondary education programs UNITED STATES CODE, TITLE 20 1221 Application of laws 1232g Family Educational Rights and Privacy Act 1681-1688 Title IX of the Education Amendments of 1972 6301-6577 Title I basic programs 6801-7014 Title III language instruction for limited English proficient and immigrant students 7101-7184 Safe and Drug-Free Schools and Communities Act 7201-7283g Title V promoting informed parental choice and innovative programs 7301-7372 Title V rural and low-income school programs 12101-12213 Title II equal opportunity for individuals with disabilities UNITED STATES CODE, TITLE 29 794 Section 504 of Rehabilitation Act of 1973 UNITED STATES CODE, TITLE 42 2000d-2000e-17 Title VI and Title VII Civil Rights Act of 1964, as amended 2000h-2-2000h-6 Title IX of the Civil Rights Act of 1964 6101-6107 Age Discrimination Act of 1975 CODE OF FEDERAL REGULATIONS, TITLE 28 35.107 Nondiscrimination on basis of disability; complaints CODE OF FEDERAL REGULATIONS, TITLE 34 99.1-99.67 Family Educational Rights and Privacy Act 100.3 Prohibition of discrimination on basis of race, color or national origin 104.7 Designation of responsible employee for Section 504 CODE OF FEDERAL REGULATIONS, TITLE 34 106.8 Designation of responsible employee for Title IX 106.9 Notification of nondiscrimination on basis of sex 110.25 Notification of nondiscrimination on the basis of age

Management Resources: (see next page)

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Management Resources: U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS PUBLICATIONS Dear Colleague Letter: Title IX Coordinators, April 2015 Questions and Answers on Title IX and Sexual Violence, April 2014 Dear Colleague Letter: Bullying of Students with Disabilities, August 2013 Dear Colleague Letter: Sexual Violence, April 2011 Dear Colleague Letter: Harassment and Bullying, October 2010 Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties, January 2001 U.S. DEPARTMENT OF JUSTICE PUBLICATIONS Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons, 2002 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov Family Policy Compliance Office: http://familypolicy.ed.gov U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/ocr U.S. Department of Justice: http://www.justice.gov

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017 Policy Revised: February 2018

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Community Relations AR 1312.3 UNIFORM COMPLAINT PROCEDURES Except as the Governing Board may otherwise specifically provide in other district policies, these uniform complaint procedures (UCP) shall be used to investigate and resolve only the complaints specified in BP 1312.3. (cf. 1312.1 - Complaints Concerning District Employees) (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 1312.4 - Williams Uniform Complaint Procedures) (cf. 4030 - Nondiscrimination in Employment) Compliance Officers The district designates the individual(s) identified below as the employee(s) responsible for coordinating the district's response to complaints and for complying with state and federal civil rights laws. The individual(s) also serve as the compliance officer(s) specified in AR 5145.3 - Nondiscrimination/Harassment as the responsible employee(s) to handle complaints regarding unlawful discrimination (such as discriminatory harassment, intimidation, or bullying). The individual(s) shall receive and coordinate the investigation of complaints and shall ensure district compliance with law. (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment)

Director of Secondary Education (title or position) 1900 W. Olive Avenue, Burbank, CA 91506 (address) (818) 729-4422 (telephone number) johnparamo@burbankusd.org (email)

The compliance officer who receives a complaint may assign another compliance officer to investigate and resolve the complaint. The compliance officer shall promptly notify the complainant and respondent, if applicable, if another compliance officer is assigned to the complaint. In no instance shall a compliance officer be assigned to a complaint in which he/she has a bias or conflict of interest that would prohibit him/her from fairly investigating or resolving the complaint. Any complaint against a compliance officer or that raises a concern about the compliance officer's ability to investigate the complaint fairly and without bias shall be filed with the Superintendent or designee who shall determine how the complaint will be investigated. The Superintendent or designee shall ensure that employees assigned to investigate and resolve complaints receive training and are knowledgeable about the laws and programs at

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issue in the complaints to which they are assigned. Training provided to such employees shall cover current state and federal laws and regulations governing the program, applicable processes for investigating and resolving complaints, including those alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), applicable standards for reaching decisions on complaints, and appropriate corrective measures. Assigned employees may have access to legal counsel as determined by the Superintendent or designee. (cf. 4331 - Staff Development) (cf. 9124 - Attorney) The compliance officer or, if necessary, any appropriate administrator shall determine whether interim measures are necessary during and pending the result of an investigation. If interim measures are determined to be necessary, the compliance officer or the administrator shall consult with the Superintendent, the Superintendent's designee, or, if appropriate, the site principal to implement one or more interim measures. The interim measures shall remain in place until the compliance officer determines that they are no longer necessary or until the district issues its final written decision, whichever occurs first. Notifications The district's UCP policy and administrative regulation shall be posted in all district schools and offices, including staff lounges and student government meeting rooms. (Education Code 234.1) The Superintendent or designee shall annually provide written notification of the district's UCP, including information regarding unlawful student fees, local control and accountability plan (LCAP) requirements, and requirements related to the educational rights of foster youth, homeless students, and former juvenile court school students to students, employees, parents/guardians, the district advisory committee, school advisory committees, appropriate private school officials or representatives, and other interested parties. (Education Code 262.3, 48853, 48853.5, 49013, 49069.5, 51225.1, 51225.2, 52075; 5 CCR 4622) (cf. 0420 - School Plans/Site Councils) (cf. 0460 - Local Control and Accountability Plan) (cf. 1220 - Citizen Advisory Committees) (cf. 3260 - Fees and Charges) (cf. 4112.9/4212.9/4312.9 - Employee Notifications) (cf. 5145.6 - Parental Notifications) (cf. 6173 - Education for Homeless Children) (cf. 6173.1 - Education for Foster Youth) (cf. 6173.3 - Education for Juvenile Court School Students) The annual notification, complete contact information of the compliance officer(s), and information related to Title IX as required pursuant to Education Code 221.61 shall be posted on the district web site and may be provided through district-supported social media, if available. (cf. 1113 - District and School Web Sites) (cf. 1114 - District-Sponsored Social Media)

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The Superintendent or designee shall ensure that all students and parents/guardians, including students and parents/guardians with limited English proficiency, have access to the relevant information provided in the district's policy, regulation, forms, and notices concerning the UCP. If 15 percent or more of students enrolled in a particular district school speak a single primary language other than English, the district's policy, regulation, forms, and notices concerning the UCP shall be translated into that language, in accordance with Education Code 234.1 and 48985. In all other instances, the district shall ensure meaningful access to all relevant UCP information for parents/guardians with limited English proficiency. The notice shall: 1. Identify the person(s), position(s), or unit(s) responsible for receiving complaints 2. Advise the complainant of any civil law remedies that may be available to him/her

under state or federal antidiscrimination laws, if applicable 3. Advise the complainant of the appeal process, including, if applicable, the

complainant's right to take a complaint directly to the California Department of Education (CDE) or to pursue remedies before civil courts or other public agencies, such as the U.S. Department of Education's Office for Civil Rights (OCR) in cases involving unlawful discrimination (such as discriminatory harassment, intimidation, or bullying).

4. Include statements that:

a. The district has the primary responsibility to ensure compliance with applicable state and federal laws and regulations governing educational programs.

b. The complaint review shall be completed within 60 calendar days from the

date of receipt of the complaint unless the complainant agrees in writing to an extension of the timeline.

c. A complaint alleging retaliation or unlawful discrimination (such as

discriminatory harassment, intimidation, or bullying) must be filed not later than six months from the date it occurred, or six months from the date the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension.

d. Complaints should be filed in writing and signed by the complainant. If a

complainant is unable to put his/her complaint in writing, for example, due to conditions such as a disability or illiteracy, district staff shall assist him/her in the filing of the complaint.

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e. If a complaint is not filed in writing but the district receives notice of any allegation that is subject to the UCP, the district shall take affirmative steps to investigate and address the allegations, in a manner appropriate to the particular circumstances.

If the allegation involves retaliation or unlawful discrimination (such as

discriminatory harassment, intimidation, or bullying) and the investigation confirms that discrimination has occurred, the district will take steps to prevent recurrence of discrimination and correct its discriminatory effects on the complainant, and on others, if appropriate.

f. A student enrolled in a public school shall not be required to pay a fee for

his/her participation in an educational activity that constitutes an integral fundamental part of the district's educational program, including curricular and extracurricular activities.

g. The Board is required to adopt and annually update the LCAP in a manner

that includes meaningful engagement of parents/guardians, students, and other stakeholders in the development and/or review of the LCAP.

h. A foster youth shall receive information about educational rights related to

his/her educational placement, enrollment in and checkout from school, as well as the responsibilities of the district liaison for foster youth to ensure and facilitate these requirements and to assist the student in ensuring proper transfer of his/her credits, records, and grades when he/she transfers between schools or between the district and another district.

i. A foster youth, homeless student, or former juvenile court school student who

transfers into a district high school or between district high schools as applicable shall be notified of the district's responsibility to:

(1) Accept any coursework or part of the coursework that the student has

satisfactorily completed in another public school, juvenile court school, or a nonpublic, nonsectarian school or agency, and to issue full or partial credit for the coursework completed

(2) Not require the student to retake any course or a portion of a course

which he/she has satisfactorily completed in another public school, juvenile court school, or a nonpublic, nonsectarian school or agency

(3) If the student has completed his/her second year of high school before

the transfer, provide the student information about district-adopted coursework and Board-imposed graduation requirements from which he/she may be exempted pursuant to Education Code 51225.1

j. The complainant has a right to appeal the district's decision to the CDE by

filing a written appeal within 15 calendar days of receiving the district's decision.

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In any complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the respondent also shall have the right to file an appeal with the CDE in the same manner as the complainant, if he/she is dissatisfied with the district's decision.

k. The appeal to the CDE must include a copy of the complaint filed with the

district and a copy of the district's decision.

l. Copies of the district's UCP are available free of charge. District Responsibilities All UCP-related complaints shall be investigated and resolved within 60 calendar days of the district's receipt of the complaint unless the complainant agrees in writing to an extension of the timeline. (5 CCR 4631) For complaints alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the district shall inform the respondent when the complainant agrees to an extension of the timeline for investigating and resolving the complaint. The compliance officer shall maintain a record of each complaint and subsequent related actions, including steps taken during the investigation and all information required for compliance with 5 CCR 4631 and 4633. All parties involved in the allegations shall be notified when a complaint is filed and when a decision or ruling is made. However, the compliance officer shall keep all complaints or allegations of retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying) confidential except when disclosure is necessary to carry out the investigation, take subsequent corrective action, conduct ongoing monitoring, or maintain the integrity of the process. (5 CCR 4630, 4964) Filing of Complaints The complaint shall be presented to the compliance officer who shall maintain a log of complaints received, providing each with a code number and a date stamp. All complaints shall be filed in writing and signed by the complainant. If a complainant is unable to put a complaint in writing due to conditions such as a disability or illiteracy, district staff shall assist him/her in the filing of the complaint. (5 CCR 4600) Complaints shall also be filed in accordance with the following rules, as applicable: 1. A complaint alleging district violation of applicable state or federal law or regulations

governing adult education programs, consolidated categorical aid programs, migrant education, career technical and technical education and training programs, child care and development programs, child nutrition programs, and special education programs may be filed by any individual, public agency, or organization. (5 CCR 4630)

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2. Any complaint alleging noncompliance with law regarding the prohibition against requiring students to pay student fees, deposits, and charges or any requirement related to the LCAP may be filed anonymously if the complaint provides evidence, or information leading to evidence, to support an allegation of noncompliance. A complaint about a violation of the prohibition against the charging of unlawful student fees may be filed with the principal of the school or with the Superintendent or designee. However, any such complaint shall be filed no later than one year from the date the alleged violation occurred. (Education Code 49013, 52075; 5 CCR 4630)

3. A complaint alleging unlawful discrimination (such as discriminatory harassment,

intimidation, or bullying) may be filed only by a person who alleges that he/she personally suffered the unlawful discrimination or by a person who believes that an individual or any specific class of individuals has been subjected to it. The complaint shall be initiated no later than six months from the date when the alleged unlawful discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension. (5 CCR 4630)

4. When a complaint alleging unlawful discrimination (such as discriminatory

harassment, intimidation, or bullying) is filed anonymously, the compliance officer shall pursue an investigation or other response as appropriate, depending on the specificity and reliability of the information provided and the seriousness of the allegation.

5. When the complainant of unlawful discrimination (such as discriminatory

harassment, intimidation, or bullying) or the alleged victim, when he/she is not the complainant, requests confidentiality, the compliance officer shall inform him/her that the request may limit the district's ability to investigate the conduct or take other necessary action. When honoring a request for confidentiality, the district shall nevertheless take all reasonable steps to investigate and resolve/respond to the complaint consistent with the request.

Mediation Within three business days after the compliance officer receives the complaint, he/she may informally discuss with all the parties the possibility of using mediation. Mediation shall be offered to resolve complaints that involve more than one student and no adult. However, mediation shall not be offered or used to resolve any complaint involving an allegation of sexual assault or where there is a reasonable risk that a party to the mediation would feel compelled to participate. If the parties agree to mediation, the compliance officer shall make all arrangements for this process. Before initiating the mediation of a complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the compliance officer shall ensure that all parties agree to make the mediator a party to relevant confidential information. The compliance officer shall also notify all parties of the right to end the informal process at any time.

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If the mediation process does not resolve the problem within the parameters of law, the compliance officer shall proceed with his/her investigation of the complaint. The use of mediation shall not extend the district's timelines for investigating and resolving the complaint unless the complainant agrees in writing to such an extension of time. If mediation is successful and the complaint is withdrawn, then the district shall take only the actions agreed to through the mediation. If mediation is unsuccessful, the district shall then continue with subsequent steps specified in this administrative regulation. Investigation of Complaint Within 10 business days after the compliance officer receives the complaint, the compliance officer shall begin an investigation into the complaint. Within one business day of initiating the investigation, the compliance officer shall provide the complainant and/or his/her representative with the opportunity to present the information contained in the complaint to the compliance officer and shall notify the complainant and/or his/her representative of the opportunity to present the compliance officer with any evidence, or information leading to evidence, to support the allegations in the complaint. Such evidence or information may be presented at any time during the investigation. In conducting the investigation, the compliance officer shall collect all available documents and review all available records, notes, or statements related to the complaint, including any additional evidence or information received from the parties during the course of the investigation. He/she shall individually interview all available witnesses with information pertinent to the complaint, and may visit any reasonably accessible location where the relevant actions are alleged to have taken place. At appropriate intervals, the compliance officer shall inform both parties of the status of the investigation. To investigate a complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the compliance officer shall interview the alleged victim(s), any alleged offenders, and other relevant witnesses privately, separately, and in a confidential manner. As necessary, additional staff or legal counsel may conduct or support the investigation. A complainant's refusal to provide the district's investigator with documents or other evidence related to the allegations in the complaint, failure or refusal to cooperate in the investigation, or engagement in any other obstruction of the investigation may result in the dismissal of the complaint because of a lack of evidence to support the allegation. Similarly, a respondent's refusal to provide the district's investigator with documents or other evidence related to the allegations in the complaint, failure or refusal to cooperate in the investigation, or engagement in any other obstruction of the investigation may result in a finding, based on evidence collected, that a violation has occurred and in the imposition of a remedy in favor of the complainant. (5 CCR 4631) In accordance with law, the district shall provide the investigator with access to records and other information related to the allegation in the complaint and shall not in any way obstruct the investigation. Failure or refusal of the district to cooperate in the investigation may result

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in a finding based on evidence collected that a violation has occurred and in the imposition of a remedy in favor of the complainant. (5 CCR 4631) The compliance officer shall apply a "preponderance of the evidence" standard in determining the veracity of the factual allegations in a complaint. This standard is met if the allegation is more likely to be true than not. Report of Findings OPTION 1: Unless extended by written agreement with the complainant, the compliance officer shall prepare and send to the complainant, and respondent if there is one, a written report, as described in the section "Final Written Decision" below, within 60 calendar days of the district's receipt of the complaint. (5 CCR 4631) OPTION 2: Unless extended by written agreement with the complainant, a final decision shall be sent to the complainant within 60 calendar days of the district's receipt of the complaint. Within 30 calendar days of receiving the complaint, the compliance officer shall prepare and send to the complainant a written report, as described in the section "Final Written Decision" below. If the complainant is dissatisfied with the compliance officer's decision, he/she may, within five business days, file his/her complaint in writing with the Board. The Board may consider the matter at its next regular Board meeting or at a special Board meeting convened in order to meet the 60-day time limit within which the complaint must be answered. When required by law, the matter shall be considered in closed session. The Board may decide not to hear the complaint, in which case the compliance officer's decision shall be final. If the Board hears the complaint, the compliance officer shall send the Board's decision to the complainant within 60 calendar days of the district's initial receipt of the complaint or within the time period that has been specified in a written agreement with the complainant. (5 CCR 4631) In resolving any complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, and bullying), the respondent also shall be sent the district's decision and, in the same manner as the complainant, may file a complaint with the Board if dissatisfied with the decision. Final Written Decision The district's decision on how it will resolve the complaint shall be in writing and shall be sent to the complainant and respondent. (5 CCR 4631) In consultation with district legal counsel, information about the relevant part of a decision may be communicated to a victim who is not the complainant and to other parties who may be involved in implementing the decision or are affected by the complaint, as long as the

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privacy of the parties is protected. In a complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, and bullying), notice of the district's decision to the alleged victim shall include information about any sanction to be imposed upon the respondent that relates directly to the alleged victim. If the complaint involves a limited-English-proficient student or parent/guardian and the student involved attends a school at which 15 percent or more of the students speak a single primary language other than English, then the decision shall also be translated into that language. In all other instances, the district shall ensure meaningful access to all relevant information for parents/guardians with limited English proficiency. For all complaints, the decision shall include: (5 CCR 4631) 1. The findings of fact based on the evidence gathered. In reaching a factual

determination, the following factors may be taken into account:

a. Statements made by any witnesses b. The relative credibility of the individuals involved

c. How the complaining individual reacted to the incident d. Any documentary or other evidence relating to the alleged conduct

e. Past instances of similar conduct by any alleged offenders f. Past false allegations made by the complainant

2. The conclusion(s) of law 3. Disposition of the complaint 4. Rationale for such disposition

For complaints of retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the disposition of the complaint shall include a determination for each allegation as to whether retaliation or unlawful discrimination has occurred. The determination of whether a hostile environment exists may involve consideration of the following:

a. How the misconduct affected one or more students' education b. The type, frequency, and duration of the misconduct c. The relationship between the alleged victim(s) and offender(s) 424

d. The number of persons engaged in the conduct and at whom the conduct was directed

e. The size of the school, location of the incidents, and context in which they

occurred f. Other incidents at the school involving different individuals

5. Corrective action(s), including any actions that have been taken or will be taken to

address the allegations in the complaint and including, with respect to a student fees complaint, a remedy that comports with Education Code 49013 and 5 CCR 4600

For complaints of unlawful discrimination (such as discriminatory harassment,

intimidation, or bullying), the decision may, as required by law, include:

a. The corrective actions imposed on the respondent

b. Individual remedies offered or provided to the complainant or another person who was the subject of the complaint, but this information should not be shared with the respondent.

c. Systemic measures the school has taken to eliminate a hostile environment

and prevent recurrence 6. Notice of the complainant's and respondent's right to appeal the district's decision to

the CDE within 15 calendar days, and procedures to be followed for initiating such an appeal

The decision may also include follow-up procedures to prevent recurrence or retaliation and for reporting any subsequent problems. For complaints alleging unlawful discrimination based on state law (such as discriminatory harassment, intimidation, and bullying), the decision shall also include a notice to the complainant that: 1. He/she may pursue available civil law remedies outside of the district's complaint

procedures, including seeking assistance from mediation centers or public/private interest attorneys, 60 calendar days after the filing of an appeal with the CDE. (Education Code 262.3)

2. The 60-day moratorium does not apply to complaints seeking injunctive relief in state

courts or to discrimination complaints based on federal law. (Education Code 262.3) 3. Complaints alleging discrimination based on race, color, national origin, sex, gender,

disability, or age may also be filed with the U.S. Department of Education, Office for Civil Rights at www.ed.gov/ocr within 180 days of the alleged discrimination.

Corrective Actions

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When a complaint is found to have merit, the compliance officer shall adopt any appropriate corrective action permitted by law. Appropriate corrective actions that focus on the larger school or district environment may include, but are not limited to, actions to reinforce district policies; training for faculty, staff, and students; updates to school policies; or school climate surveys. For complaints involving retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), appropriate remedies that may be offered to the victim but not communicated to the respondent may include, but are not limited to, the following: 1. Counseling 2. Academic support 3. Health services 4. Assignment of an escort to allow the victim to move safely about campus 5. Information regarding available resources and how to report similar incidents or

retaliation 6. Separation of the victim from any other individuals involved, provided the separation

does not penalize the victim 7. Restorative justice 8. Follow-up inquiries to ensure that the conduct has stopped and there has been no

retaliation 9. Determination of whether any past actions of the victim that resulted in discipline

were related to the treatment the victim received and described in the complaint For complaints involving retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), appropriate corrective actions that focus on a student offender may include, but are not limited to, the following: 1. Transfer from a class or school as permitted by law 2. Parent/guardian conference 3. Education regarding the impact of the conduct on others 4. Positive behavior support 5. Referral to a student success team 6. Denial of participation in extracurricular or co-curricular activities or other privileges

as permitted by law

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7. Disciplinary action, such as suspension or expulsion, as permitted by law When an employee is found to have committed retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the district shall take appropriate disciplinary action, up to and including dismissal, in accordance with applicable law and collective bargaining agreement. The district may also consider training and other interventions for the larger school community to ensure that students, staff, and parents/guardians understand the types of behavior that constitute unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), that the district does not tolerate it, and how to report and respond to it. If a complaint alleging noncompliance with the laws regarding student fees, deposits, and other charges, physical education instructional minutes for students in elementary schools, or any requirement related to the LCAP is found to have merit, the district shall provide a remedy to all affected students and parents/guardians subject to procedures established by regulation of the State Board of Education. (Education Code 49013, 51223, 52075) For complaints alleging noncompliance with the laws regarding student fees, the district shall attempt in good faith, by engaging in reasonable efforts, to identify and fully reimburse all affected students and parents/guardians who paid the unlawful student fees within one year prior to the filing of the complaint. (Education Code 49013; 5 CCR 4600) If our district finds merit in a complaint regarding Pupil Fees, Local Control and Accountability Plans (LCAP), Education of Pupils in Foster Care, Pupils who are Homeless, and former Juvenile Court Pupils now enrolled in a school district, Reasonable Accommodations to a Lactating Pupil, Course Periods without Educational Content (grades nine through twelve), and Physical Education Instructional Minutes (grades one through eight), the public school or LEA shall provide a remedy. In the case of complaints regarding: Course Periods without Educational content, Reasonable Accommodations to a Lactating Pupil, and Education of Pupils in Foster Care, Pupils who are Homeless, and former Juvenile Court Pupils now enrolled in a school district, the remedy shall go to the affected pupil. In the case of complaints regarding: Pupil Fees, Physical Education Instructional Minutes and LCAP, the remedy shall to go all affected pupils and parents/guardians. Appeals to the California Department of Education Any complainant who is dissatisfied with the district's final written decision may file an appeal in writing with the CDE within 15 calendar days of receiving the district's decision. (Education Code 222, 48853, 48853.5, 49013, 49069.5, 51223, 51225.1, 51225.2, 51228.3, 52075; 5 CCR 4632) When a respondent in any complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, and bullying) is dissatisfied with the district's final written decision, he/she, in the same manner as the complainant, may file an appeal with the CDE. 427

The complainant or respondent shall specify the basis for the appeal of the decision and whether the facts are incorrect and/or the law has been misapplied. The appeal shall be accompanied by a copy of the locally filed complaint and a copy of the district's decision. (5 CCR 4632) Upon notification by the CDE that the complainant or respondent has appealed the district's decision, the Superintendent or designee shall forward the following documents to the CDE: (5 CCR 4633) 1. A copy of the original complaint 2. A copy of the written decision 3. A summary of the nature and extent of the investigation conducted by the district, if

not covered by the decision 4. A copy of the investigation file including, but not limited to, all notes, interviews, and

documents submitted by the parties and gathered by the investigator 5. A report of any action taken to resolve the complaint 6. A copy of the district's uniform complaint procedures 7. Other relevant information requested by the CDE Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017 Policy Revised: February 2018 428

Community Relations BP 1340(a) ACCESS TO DISTRICT RECORDS The Governing Board recognizes the right of citizens to have access to public records of the district. The Board intends the district to provide any person reasonable access to the public records of the schools and district during normal business hours and within the requirements of law. Public access shall not be given to records listed as exempt from public disclosure in the California Public Records Act and other state or federal law. (cf. 3553 - Free and Reduced Price Meals) (cf. 3580 - District Records) (cf. 4112.5/4212.5/4312.5 - Criminal Record Check) (cf. 4112.6/4212.6/4312.6 - Personnel Files) (cf. 4119.23/4219.23/4319.23 - Unauthorized Release of Confidential/Privileged Information) (cf. 5020 - Parent Rights and Responsibilities) (cf. 5125 - Student Records) (cf. 5125.1 - Release of Directory Information) (cf. 6162.5 - Student Assessment) (cf. 9011 - Disclosure of Confidential/Privileged Information) (cf. 9321 - Closed Session Purposes and Agendas) In response to a public records request, the Superintendent or designee shall make reasonable efforts to locate the requested records, including, but not limited to, any electronic communication substantively related to the records, such as email, text messages, instant messages, and other electronic communications, regardless of whether they are transmitted through a district-provided device or account or through an employee's or Board member's personal device or account. (cf. 4040 - Employee Use of Technology) (cf. 9012 - Board Member Electronic Communications) The district may charge for copies of public records or other materials requested by individuals or groups. The charge shall be based on actual costs of duplication, as determined by the Superintendent or designee and as specified in administrative regulation. In order to help maintain the security of district records, members of the public granted access shall examine records in the presence of a district staff member. Legal Reference: (see next page)

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Legal Reference: EDUCATION CODE 35145 Public meetings 35170 Authority to secure copyrights 35250 Duty to keep certain records and reports 41020 Requirement for annual audit 42103 Publication of proposed budget; hearing 44031 Personnel file contents and inspections 44839 Medical certificates; periodic medical examination 49060-49079 Student records 49091.10 Parental review of curriculum and instruction GOVERNMENT CODE 3547 Proposals relating to representation 6250-6270 California Public Records Act 6275-6276.48 Other exemptions from disclosure 53262 Employment contracts 54957.2 Minute book record of closed sessions 54957.5 Agendas and other writings distributed for discussion or consideration 81008 Political Reform Act, public records; inspection and reproduction CALIFORNIA CONSTITUTION Article 1, Section 3 Right of access to governmental information CODE OF REGULATIONS, TITLE 5 430-438 Individual student records COURT DECISIONS City of San Jose v. Superior Court (2017) 2 Cal.5th 608 Los Angeles County Board of Supervisors v. Superior Court (2016) 2 Cal.5th 282 International Federation of Professional and Technical Engineers v. The Superior Court of Alameda County, (2007) 42 Cal.4th 319 Los Angeles Times v. Alameda Corridor Transportation Authority, (2001) 88 Cal.App.4th 1381 Kleitman v. Superior Court, (1999) 74 Cal.App. 4th 324 Fairley v. Superior Court, (1998) 66 Cal.App. 4th 1414 North County Parents Organization for Children with Special Needs v. Department of Education, (1994) 23 Cal.App. 4th 144 ATTORNEY GENERAL OPINIONS 71 Ops.Cal.Atty.Gen. 235 (1988) 64 Ops.Cal.Atty.Gen. 186 (1981)

Management Resources:

CSBA PUBLICATIONS Legal Alert: Tips for Governing Boards in Response to Public Records Act Ruling on Electronic Communications, March 2017 ATTORNEY GENERAL PUBLICATIONS Summary of the California Public Records Act, 2004 LEAGUE OF CALIFORNIA CITIES PUBLICATIONS The People's Business: A Guide to the California Public Records Act, 2008 WEB SITES CSBA: http://www.csba.org California Attorney General's Office: https://oag.ca.gov Institute for Local Government: http://www.cacities.org State Bar of California: http://www.calbar.ca.gov

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

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Administration BP 2121 SUPERINTENDENT'S CONTRACT The Governing Board believes that the Superintendent's employment contract should outline the framework through which the Board and Superintendent are to work together to achieve district goals and objectives. When approving the Superintendent's employment contract, the Board shall consider the need for stability in district administration and shall ensure the best use of district resources. (cf. 0200 - Goals for the School District) (cf. 2120 - Superintendent Recruitment and Selection) (cf. 4312.1 - Contracts) (cf. 9000 - Role of the Board) The contract shall be reviewed by the district's legal counsel and may include the following: 1. Term of the contract, which shall be for no more than four years pursuant to

Education Code 35031 2. Length of the work year and hours of work 3. Salary, health and welfare benefits, and other compensation for the position (cf. 4154/4254/4354 - Health and Welfare Benefits) 4. Reimbursement of work-related expenses, including mileage reimbursement,

consistent with Board policies, regulations, and guidelines applicable to other professional administrative staff

(cf. 3350 - Travel Expenses)

The contract may also address payment for professional dues and activities, the district's provision of cell phones or other technological devices, and the Superintendent's use of his/her personal vehicle.

(cf. 4040 - Employee Use of Technology) 5. Vacation, illness and injury leave, and personal leaves (cf. 4161/4261/4361 - Leaves) (cf. 4161.1/4361.1 - Personal Illness/Injury Leave) (cf. 4161.2/4261.2/4361.2 - Personal Leaves) (cf. 4161.5/4261.5/4361.5 - Military Leave) (cf. 4161.8/4261.8/4361.8 - Family Care and Medical Leave) 6. General duties and responsibilities of the position (cf. 2110 - Superintendent Responsibilities and Duties)

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7. Criteria, process, and procedure for annual evaluation of the Superintendent (cf. 2140 - Evaluation of the Superintendent) 8. A statement that any subsequent increase in the Superintendent's salary shall be at the

sole discretion of the Board 9. A statement that there shall be no automatic renewal or extension of the contract,

although the Board can enter into a new contract with the Superintendent prior to the expiration of the existing contract

10. Timeline for providing written notice to the Superintendent if the Board does not

wish to enter into a new contract, which shall be at least 45 calendar days in advance of the expiration of the term of the contract pursuant to Education Code 35031, and the responsibility of the Superintendent to remind the Board in writing and in a timely manner of the requirement to give notice

(cf. 4112.9/4212.9/4312.9 - Employee Notifications) 11. Conditions and process for termination of the contract, including the maximum cash

settlement that the Superintendent may receive if the contract is terminated prior to its expiration date

12. Matters related to liability and indemnification against demands, claims, suits,

actions, and legal proceedings brought against the Superintendent in his/her official capacity in the performance of duties related to his/her employment

The Board may deliberate about terms of the contract in closed session at a regular meeting. However, discussions regarding the salary, salary schedule, or other compensation may occur in the closed session of a regular meeting only between the Board and its designated representative(s), as permitted under Government Code 54957.6 (the "labor exception"), for the purpose of reviewing the Board's position and/or instructing the designated representative(s) prior to or during bona fide negotiations with the current or prospective Superintendent. Such deliberations shall not be held during a special meeting. (Government Code 54956, 54957, 54957.6) The Board may consult with district legal counsel prior to holding a closed session with the designated representative(s) to discuss compensation to be paid to the current or prospective Superintendent. (cf. 9320 - Meetings and Notices) (cf. 9321 - Closed Session Purposes and Agendas) (cf. 9321.1 - Closed Session Actions and Reports) Terms of the contract shall remain confidential until the ratification process commences. (cf. 9011 - Disclosure of Confidential/Privileged Information) The Board shall take final action on the Superintendent's contract during an open session of a regularly scheduled Board meeting, and that action shall be reflected in the Board's minutes.

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At that meeting, prior to taking action, the Board shall orally report a summary of the recommendation for the final action on the Superintendent's salary or compensation in the form of fringe benefits. (Government Code 3511.1, 53262, 54953) Copies of the contract and other public records created or received in the process of developing the recommendation related to the Superintendent's salary, benefits, and other compensation shall be available to the public upon request. (Government Code 53262, 54953, 54957.6) (cf. 1340 - Access to District Records) (cf. 3580 - District Records) Termination of Contract Prior to the expiration of the contract, the Board may terminate the Superintendent's employment contract in accordance with law and applicable contract provisions. (cf. 4117.5/4217.5/4317.5 - Termination Agreements) In such an event, any cash settlement that the Superintendent may receive upon termination of the contract shall not exceed his/her monthly salary multiplied by the number of months left on the contract or, if the unexpired term of the contract is more than 18 months and the contract was executed prior to January 1, 2016, no greater than the Superintendent's monthly salary multiplied by 18. For any contract executed on or after January 1, 2016, any cash settlement shall not exceed the Superintendent's monthly salary multiplied by 12. (Government Code 53260) The cash settlement shall not include any noncash items other than health benefits, which may be continued for the same duration of time as covered in the settlement or until the Superintendent finds other employment, whichever occurs first. (Government Code 53260, 53261) However, when the termination of the Superintendent's contract is based upon the Board's belief and subsequent confirmation through an independent audit that the Superintendent has engaged in fraud, misappropriation of funds, or other illegal fiscal practices, no cash or noncash settlement of any amount shall be provided. (Government Code 53260) In addition, if the Superintendent is convicted of a crime involving an abuse of his/her office or position, he/she shall reimburse the district for payments he/she receives as paid leave salary pending investigation or as cash settlement upon his/her termination, and for any funds expended by the district in his/her defense against a crime involving his/her office or position. (Government Code 53243-53243.4, 53260) Legal Reference: (see next page)

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Legal Reference:

EDUCATION CODE 35031 Term of employment 41325-41329.3 Conditions of emergency apportionment GOVERNMENT CODE 3511.1-3511.2 Local agency executives 6250-6270 California Public Records Act 53243-53243.4 Abuse of office 53260-53264 Employment contracts 54953 Oral summary of recommended salary and benefits of superintendent 54954 Time and place of regular meetings 54956 Special meetings 54957 Closed session personnel matters 54957.1 Closed session, public report of action taken 54957.6 Closed sessions regarding employee matters UNITED STATES CODE, TITLE 26 105 Self-insured medical reimbursement plan; definition of highly compensated individual UNITED STATES CODE, TITLE 42 300gg-16 Group health plan; nondiscrimination in favor of highly compensated individuals CODE OF FEDERAL REGULATIONS 1.105-11 Self-insured medical reimbursement plan COURT DECISIONS San Diego Union v. City Council, (1983) 146 Cal.App.3d 947 ATTORNEY GENERAL OPINIONS 57 Ops. Cal. Atty. Gen. 209 (1974)

Management Resources:

CSBA PUBLICATIONS Superintendent Contract Template, 2015 ATTORNEY GENERAL PUBLICATIONS The Brown Act: Open Meetings for Local Legislative Bodies, 2003 WEB SITES CSBA: http://www.csba.org Association of California School Administrators: http://www.acsa.org California Office of the Attorney General: https://oag.ca.gov

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

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Business and Noninstructional Operations BP 3551 FOOD SERVICE OPERATIONS/CAFETERIA FUND The Governing Board intends that school food services shall be a self-supporting, nonprofit program. To ensure program quality and increase cost effectiveness, the Superintendent or designee shall centralize and direct the purchasing of foods and supplies, the planning of menus, and the auditing of all food service accounts for the district. (cf. 3100 - Budget) (cf. 3300 - Expenditures and Purchases) (cf. 3311 - Bids) (cf. 3550 - Food Service/Child Nutrition Program) (cf. 3552 - Summer Meal Program) (cf. 5030 - Student Wellness) The Superintendent or designee shall ensure that all food service personnel possess the required qualifications and receive ongoing professional development related to the effective management and implementation of the district's food service program in accordance with law. (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) At least once each year, food service administrators, other appropriate personnel who conduct or oversee administrative procedures, and other food service personnel shall receive training provided by the California Department of Education (CDE) or other professional individuals or organizations. (42 USC 1776) Meal Sales Meals may be sold to students, district employees, Board members, and employees or members of the fund or association maintaining the cafeteria. (Education Code 38082) In addition, meals may be sold to nonstudents, including parents/guardians, volunteers, students' siblings, or other individuals, who are on campus for a legitimate purpose. Any meals served to nonstudents shall not be subsidized by federal or state reimbursements, food service revenues, or U.S. Department of Agriculture (USDA) foods. Meal prices, as recommended by the Superintendent or designee and approved by the Board, shall be based on the costs of providing food services and consistent with Education Code 38084 and 42 USC 1760. Students who are enrolled in the free or reduced-price meal program shall receive meals free of charge or at a reduced price in accordance with law, Board policy, and administrative regulation. Such students shall not be overtly identified or treated differently from other students. (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 3553 - Free and Reduced Price Meals) (cf. 5145.3 - Nondiscrimination/Harassment

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The Superintendent or designee shall establish strategies and procedures for the collection of meal payments, including delinquent meal payments, and shall clearly communicate these procedures and related district policies to students and parents/guardians. The procedures adopted by the Superintendent or designee shall conform with 2 CFR 200.426 and any applicable CDE guidance, and shall not overtly identify students with unrecovered or delinquent debt or treat them differently than other students. Cafeteria Fund The Superintendent or designee shall establish a cafeteria fund independent of the district's general fund. OPTION 1: The wages, salaries, and benefits of food service employees shall be paid from the district's general fund. At any time, the Board may order reimbursement from the district's cafeteria fund for these payments in amounts prescribed by the Board and not exceeding the costs actually incurred. (Education Code 38103) OPTION 2: The wages, salaries, and benefits of food service employees shall be paid from the cafeteria fund. (Education Code 38103) The Superintendent or designee shall ensure that state and federal funds provided through school meal programs are allocated only for purposes related to the operation or improvement of food services and reasonable and necessary indirect program costs as allowed by law. (cf. 3230 - Federal Grant Funds) (cf. 3400 - Management of District Assets/Accounts) (cf. 3460 - Financial Reports and Accountability) Contracts with Outside Services With Board approval, the district may enter into a contract for food service consulting services or management services in one or more district schools. (Education Code 45103.5; 42 USC 1758; 7 CFR 210.16) (cf. 3312 - Contracts) (cf. 3600 - Consultants) Procurement of Foods To the maximum extent practicable, foods purchased for use in school meals by the district or by any entity purchasing food on its behalf shall be domestic commodities or products. Domestic commodity or product means an agricultural commodity that is produced in the United States and a food product that is processed in the United States substantially using agricultural commodities that are produced in the United States. (42 USC 1760; 7 CFR 210.21) A nondomestic food product may be purchased for use in the district's food service program only as a last resort when the product is not produced or manufactured in the United States in

436

sufficient and reasonable quantities of a satisfactory quality, or when competitive bids reveal the costs of a United States product are significantly higher than the nondomestic product. In such cases, the Superintendent or designee shall retain documentation justifying the exception. Program Monitoring and Evaluation The Superintendent or designee shall present to the Board, at least annually, financial reports regarding revenues and expenditures related to the food service program. The Superintendent or designee shall provide all necessary documentation required for the Administrative Review conducted by the CDE to ensure compliance of the district's food service program with federal requirements related to maintenance of the nonprofit school food service account, meal charges, paid lunch equity, revenue from nonprogram goods, indirect costs, and USDA foods. (cf. 3555 - Nutrition Program Compliance) Legal Reference:

EDUCATION CODE 38080-38086 Cafeteria, establishment and use 38090-38095 Cafeterias, funds and accounts 38100-38103 Cafeterias, allocation of charges 42646 Alternate payroll procedure 45103.5 Contracts for management consulting services; restrictions 49490-49493 School breakfast and lunch programs 49500-49505 School meals 49554 Contract for services 49550-49562 Meals for needy students HEALTH AND SAFETY CODE 113700-114437 California Retail Food Code CODE OF REGULATIONS, TITLE 5 15550-15565 School lunch and breakfast programs UNITED STATES CODE, TITLE 42 1751-1769j School lunch programs 1771-1791 Child nutrition, including: 1773 School breakfast program CODE OF FEDERAL REGULATIONS, TITLE 2 200.56 Indirect costs, definition 200.400-200.475 Cost principles 200 Appendix VII Indirect cost proposals CODE OF FEDERAL REGULATIONS, TITLE 7 210.1-210.31 National School Lunch Program 220.1-220.21 National School Breakfast Program 250.1-250.70 USDA foods

Management Resources:

CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS California School Accounting Manual Food Distribution Program Administrative Manual Unpaid Meal Charges: Local Meal Charge Policies, Clarification on Collection of Delinquent Meal

Management Resources continued: (see next page)

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Management Resources: (continued)

Payments, and Excess Student Account Balances, Management Bulletin, SNP-03-2017, April 2017 Clarification for the Use of Alternate Meals in the National School Lunch and School Breakfast Programs, Bad Debt Policies, and the Handling of Unpaid Meal Charges, Management Bulletin USDA-SNP-06-2015, May 2015 Cafeteria Funds--Allowable Uses, Management Bulletin NSD-SNP-07-2013, May 2013 Paid Lunch Equity Requirement, Management Bulletin USDA-SNP-16-2012, October 2012 Storage and Inventory Management of United States Department of Agriculture (USDA) Donated Foods, Management Bulletin USDA-FDP-02-2010, August 2010 Adult and Sibling Meals in the National School Lunch and School Breakfast Programs, Management Bulletin 00-111, July 2000 U.S. DEPARTMENT OF AGRICULTURE PUBLICATIONS FAQs About School Meals Unpaid Meal Charges: Guidance and Q&A, SP 23-2017, March 2017 Indirect Costs: Guidance for State Agencies and School Food Authorities SP 60-2016, September 2016 Overcoming the Unpaid Meal Challenge: Proven Strategies from Our Nation's Schools, September 2016 Unpaid Meal Charges: Local Meal Charge Policies, SP 46-2016, July 2016 Compliance with and Enforcement of the Buy American Provision in the National School Lunch Program, SP 24-2016, February 2016 Discretionary Elimination of Reduced Price Charges in the School Meal Programs, SP 17-2014, January 2014 WEB SITES California Department of Education, Nutrition Services Division: http://www.cde.ca.gov/ls/nu California School Nutrition Association: http://www.calsna.org U.S. Department of Agriculture, Food and Nutrition Service: http://www.fns.usda.gov/cnd

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

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Business and Noninstructional Operations AR 3551 FOOD SERVICE OPERATIONS/CAFETERIA FUND Payments for Meals With the exception of students who are eligible to receive meals at no cost, students may pay on a per-meal basis or may submit payments in advance. The Superintendent or designee shall maintain a system for accurately recording payments received and tracking meals provided to each student. (cf. 3550 - Food Service/Child Nutrition Program) (cf. 3552 - Summer Meal Program) (cf. 3553 - Free and Reduced Price Meals) (cf. 3555 - Nutrition Program Compliance) No Lunch Shaming All students will be offered the same meal components, regardless if a student does not have the funds to pay for the meal, and credit will be extended. At the beginning of the school year, and whenever a student enrolls during the school year, parents/guardians shall be notified of the district's meal payment policies and be encouraged to prepay for meals whenever possible. The Superintendent or designee shall communicate the district's meal payment policies through multiple methods, including, but not limited to: 1. Explaining the meal charge policy within registration materials provided to

parents/guardians at the start of the school year 2. Including the policy in print versions of student handbooks, if provided to

parents/guardians annually 3. Providing the policy whenever parents/guardians are notified regarding the

application process for free and reduced-price meals, such as in the distribution of applications at the start of the school year

4. Posting the policy on the district's web site 5. Establishing a system to notifyNotifying parents/guardians when a student's meal

payment account has a low or negative balance (cf. 1113 - District and School Web Sites) (cf. 5145.6 - Parental Notifications) In any school that uses a system of meal tickets or other similar medium of exchange rather than an electronic point-of-sale system, the Superintendent or designee shall develop a process for providing replacement tickets to any student who reports his/her tickets as lost or stolen. However, whenever any student reports an excessive number of lost or stolen tickets,

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the Superintendent or designee shall notify the parent/guardian and may provide an alternative method of tracking meal usage for that student. In order to avoid potential misuse of a student's food service account by someone other than the student in whose name the account has been established, the Superintendent or designee shall verify a student's identity when setting up the account and when charging any meal to the account. The Superintendent or designee shall investigate any claim that a bill does not belong to a student or is inaccurate and, shall not require a student to pay a bill that appears to be the result of identity theft, and shall open a new account with a new account number for a student who appears to be the subject of identity theft. The Superintendent or designee can place a notation on a student’s account, per request, to prompt the cashier to request the student present proof of their student identification card to verify identity. (cf. 1340 - Access to District Records) (cf. 3580 - District Records) Any payments made to a student's food service account shall, if not used within the school year, be carried over into the next school year or be refunded to the student's parents/guardians upon request. Unpaid and Delinquent Meal Charges Students and their parents/guardians shall be notified whenever their account has a low or negative balance. Whenever a student's account has an unpaid balance of $50 or more, parents/guardians shall be notified in writing, by certified mail, that full payment is due within seven school days from the date of the notice. In cases of repeated nonpayment by a student, the Superintendent or designee may contact parents/guardians to discuss the reasons for the nonpayment. The Superintendent or designee may evaluate individual circumstances to determine if the student's parents/guardians need assistance completing an application for free or reduced-price meals or need referral to social services. The Superintendent or designee may enter into a repayment plan with a student's parents/guardians for payment of the student's unpaid meal charge balance over a period of time. As necessary, the repayment plan may allow the unrecovered or delinquent debt to carry over into the next fiscal year. The district's efforts to collect debt shall be consistent with district policies and procedures, California Department of Education (CDE) guidance, and 2 CFR 200.426. The district shall not spend more than the actual debt owed in efforts to recover unpaid meal charges. The Superintendent or designee shall maintain records of the efforts made to collect unpaid meal charges and, if applicable, financial documentation showing when the unpaid meal balance has become an operating loss. Reimbursement Claims

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The Superintendent or designee shall maintain records of the number of meals served each day by school site and by category of free, reduced-price, and full-price meals. The Superintendent or designee shall submit reimbursement claims for school meals to the CDE using the online Child Nutrition Information and Payment System. Cafeteria Fund All proceeds from food sales and other services offered by the cafeteria shall be deposited in the cafeteria fund as provided by law. The income and expenditures of any cafeteria revolving account established by the Governing Board shall be recorded as income and expenditures of the cafeteria fund. (Education Code 38090, 38091) (cf. 3100 - Budget) (cf. 3300 - Expenditures and Purchases) The cafeteria fund shall be used only for those expenditures authorized by the Board as necessary for the operation of school cafeterias in accordance with Education Code 38100-38103, 2 CFR Part 200 Appendix VII, and the California School Accounting Manual. Any charges to, or transfers from, a food service program shall be dated and accompanied by a written explanation of the expenditure's purpose and basis. (Education Code 38101) (cf. 3110 - Transfer of Funds) Indirect costs charged to the food service program shall be based on either the district's prior year indirect cost rate or the statewide average approved indirect cost rate for the second prior fiscal year, whichever is less. (Education Code 38101) Net cash resources in the nonprofit school food service shall not exceed three months average expenditures. (2 CFR 220.14) U.S. Department of Agriculture Foods The Superintendent or designee shall ensure that foods received through the U.S. Department of Agriculture (USDA) are handled, stored, and distributed in facilities which: (7 CFR 250.14) 1. Are sanitary and free from rodent, bird, insect, and other animal infestation 2. Safeguard foods against theft, spoilage, and other loss 3. Maintain foods at proper storage temperatures 4. Store foods off the floor in a manner to allow for adequate ventilation 5. Take other protective measures as may be necessary 441

The Superintendent or designee shall maintain inventories of USDA foods in accordance with 7 CFR 250.59 and CDE procedures, and shall ensure that foods are used before their expiration dates. USDA donated foods shall be used in school lunches as far as practicable. USDA foods also may be used in other nonprofit food service activities, including, but not limited to, school breakfasts or other meals, a la carte foods sold to students, meals served to adults directly involved in the operation and administration of the food service and to other school staff, and training in nutrition, health, food service, or general home economics instruction for students, provided that any revenues from such activities accrue to the district's nonprofit food service account. (7 CFR 250.59) Contracts with Outside Services The term of any contract for food service management or consulting services shall not exceed one year. Any renewal of the contract or further requests for proposals to provide such services shall be considered on a year-to-year basis. (Education Code 45103.5; 7 CFR 210.16) Any contract for management of the food service operation shall be approved by CDE and comply with the conditions in Education Code 49554 and 7 CFR 210.16 as applicable. The district shall retain control of the quality, extent, and general nature of its food services, including prices to be charged to students for meals, and shall monitor the food service operation through periodic on-site visits. The district shall not enter into a contract with a food service company to provide a la carte food services only, unless the company agrees to offer free, reduced-price, and full-price reimbursable meals to all eligible students. (Education Code 49554; 42 USC 1758; 7 CFR 210.16) Any contract for consulting services shall not result in the supervision of food service classified staff by the management consultant, nor shall it result in the elimination of any food service classified staff or position or have any adverse effect on the wages, benefits, or other terms and conditions of employment of classified food service staff or positions. All persons providing consulting services shall be subject to applicable employment conditions related to health and safety as listed in Education Code 45103.5. (Education Code 45103.5) (cf. 3312 - Contracts) (cf. 3515.6 - Criminal Background Checks for Contractors) (cf. 3600 - Consultants) (cf. 4112.4/4212.4/4312.4 - Health Examinations) (cf. 4212 - Appointments and Conditions of Employment) Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017

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Business and Noninstructional Operations AR 3580(a) DISTRICT RECORDS Classification of Records Records means all records, maps, books, papers, and documents of a school district required by law to be prepared or retained as necessary or convenient to the discharge of official duty. (5 CCR 16020) (cf. 1340 - Access to District Records) Before January 1, the Superintendent or designee shall review the prior year's records and shall classify them as either a Class 1 (Permanent), Class 2 (Optional), or Class 3 (Disposable) record. (5 CCR 16022) Records of continuing nature (active and useful for administrative, legal, fiscal, or other purposes over a period of years) shall not be classified until such usefulness has ceased. (5 CCR 16022) An inventory of equipment shall be a continuing record and shall not be classified until the inventory is superseded or until the equipment is removed from district ownership. (5 CCR 16022) (cf. 3440 - Inventories) A student's cumulative record is a continuing record until the student ceases to be enrolled in the district. (5 CCR 16022) (cf. 5125 - Student Records) When an electronic or photographed copy of a Class 1 (Permanent) record has been made, the copy may be classified as Class 1 (Permanent) and the original classified as either Class 2 (Optional) or Class 3 (Disposable). However, no original record that is basic to any required audit may be destroyed prior to the second July 1st succeeding the completion of the audit. (Education Code 35254) Class 1 - Permanent Records The original of each of the following records, or one exact copy of it when the original is required by law to be filed with another agency, is a Class 1 (Permanent) record and shall be retained indefinitely unless microfilmed in accordance with 5 CCR 16022: (5 CCR 16023) 1. Annual Reports

a. Official budget b. Financial reports of all funds, including cafeteria and student body funds

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c. Audit of all funds

d. Average daily attendance, including Period 1 and Period 2 reports

e. Other major annual reports, including:

(1) Those containing information relating to property, activities, financial condition, or transactions

(2) Those declared by Governing Board minutes to be permanent

(cf. 3100 - Budget) (cf. 3452 - Student Activity Funds) (cf. 3460 - Financial Reports and Accountability) (cf. 3551 - Food Service Operations/Cafeteria Fund) 2. Official Actions

a. Minutes of the Board or Board committees, including the text of rules, regulations, policies, or resolutions included by reference only

b. The call for and the result of any elections called, conducted, or canvassed by

the Board

c. Records transmitted by another agency pertaining to its action with respect to district reorganization

(cf. 7214 - General Obligation Bonds) (cf. 9324 - Minutes and Recordings) 3. Personnel Records

Class 1 (Permanent) records include all detailed records relating to employment; assignment; amounts and dates of service rendered; termination or dismissal of an employee in any position; sick leave record; rate of compensation, salaries, or wages paid; and deductions or withholdings made and the person or agency to whom such amounts were paid. In lieu of the detailed records, a complete proven summary payroll record for each employee containing the same data may be classified as a Class 1 (Permanent) record and the detailed records may then be classified as Class 3 (Disposable) records. Information of a derogatory nature as defined in Education Code 44031 shall be retained as a Class 1 (Permanent) record only when the time for filing a grievance has passed or the document has been sustained by the grievance process.

(cf. 4112.5/4212.5/4312.5 - Criminal Record Check) (cf. 4112.6/4212.6/4312.6 - Personnel Files) 4. Student Records 444

The records of enrollment and scholarship for each student required by 5 CCR 432 and all records pertaining to any accident or injury involving a minor for which a claim for damages had been filed as required by law shall be classified as Class 1 (Permanent) records. These include any related policy of liability insurance, except that these records cease to be Class 1 (Permanent) records one year after the claim has been settled or the statute of limitations has expired.

(cf. 5111.1 - District Residency) (cf. 5141 - Health Care and Emergencies) (cf. 5143 - Insurance) 5. Property Records

Class 1 (Permanent) records include all detailed records relating to land, buildings, and equipment. In lieu of detailed records, a complete property ledger may be classified as a Class 1 (Permanent) record. The detailed records may then be classified as Class 3 (Disposable) records if the property ledger includes all fixed assets; an equipment inventory; and, for each piece of property, the date of acquisition, name of previous owner, a legal description, amount paid, and comparable data if the unit is disposed of.

(cf. 3280 - Sale or Lease of District-Owned Real Property) Class 2 - Optional Records Any records considered temporarily worth keeping, but which are not Class 1 records, may be classified as Class 2 (Optional) records and shall be retained until reclassified as Class 3 (Disposable) records. If, by agreement of the Board and Superintendent or designee, classification of the prior year records has not been made before January 1 as specified in 5 CCR 16022, all records of the prior year may be classified as Class 2 (Optional) records pending further review and classification within one year. (5 CCR 16024) Class 3 - Disposable Records All records not classified as Class 1 (Permanent) or as Class 2 (Optional) records shall be classified as Class 3 (Disposable) records. These include, but are not limited to, detailed records basic to audit, including those relating to attendance, average daily attendance, or business or financial transactions; detailed records used in preparing another report; teachers' registers if all information required by 5 CCR 432 is retained in other records or if the General Records pages are removed from the register and classified as Class 1 (Permanent) records; and periodic reports, including daily, weekly, and monthly reports, bulletins, and instructions. (5 CCR 16025) All Class 3 (Disposable) records shall be destroyed during the third school year after the school year in which the records originated. In addition, Class 3 (Disposable) records shall not be destroyed until after the third school year following the completion of any legally required audit or the retention period required by any agency other than the State of California, whichever is later. A continuing record shall not be destroyed until the fourth year after it has been classified as a Class 3 (Disposable) record. (5 CCR 16026, 16027)

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(cf. 5113.2 - Work Permits) Electronically Stored Information All electronically stored information related to the conduct of district business, including information created, saved, sent, or received on a district employee's or Board member's personal account or device, shall be saved as an electronic file to a district-provided account or device and retained in accordance with the section "Classification of Records" above. Such information includes, but is not limited to, email, text messages, instant messages, computer files, and other electronic communications related to district business. In addition, when appropriate, the information may be printed and physically filed in a way that allows it to be easily retrieved when needed. (cf. 9012 - Board Member Electronic Communications) Employees shall be required to regularly purge their email accounts and district-issued computers, cell phones, and other communication devices of personal electronically stored information and other information unrelated to district business. The Superintendent or designee may check for appropriate use of any district-owned equipment at any time. (cf. 4040 - Employee Use of Technology) Any person to whom a district-owned computer, cell phone, or other electronic communication device is provided shall be notified about the district's electronic information management system and, as necessary, provided training on the effective use of the device. Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017

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All Personnel BP 4127 4227 TEMPORARY ATHLETIC TEAM COACHES 4327 The Governing Board desires to employ highly qualified coaches for the district's sports and interscholastic athletic programs in order to enhance the knowledge, skills, motivation, and safety of student athletes. (cf. 6142.7 - Physical Education and Activity) (cf. 6145.2 - Athletic Competition) The Superintendent or designee may hire a certificated or noncertificated employee, other than a substitute employee, to supervise or instruct interscholastic athletic activities as a temporary employee in a limited assignment capacity. (5 CCR 5590) (cf. 4121 - Temporary/Substitute Personnel) When hiring a person to fill a position as a temporary athletic team coach, the position shall first be made available to qualified certificated teachers currently employed by the district. (Education Code 44919) All coaches shall be subject to Board policies, administrative regulations, and California Interscholastic Federation bylaws and codes of ethical conduct. (cf. 4118 - Dismissal/Suspension/Disciplinary Action) (cf. 4218 - Dismissal/Suspension/Disciplinary Action) (cf. 5131.1 - Bus Conduct) (cf. 5131.63 - Steroids) (cf. 5141.1 - Child Abuse Prevention and Reporting) Noncertificated coaches shall have no authority to assign grades to students. (5 CCR 5591) (cf. 5121 - Grades/Evaluation of Student Achievement) Qualifications and Training The Superintendent or designee shall establish qualification criteria for all athletic coaches in accordance with law and district standards. These criteria shall ensure that coaches possess an appropriate level of competence, knowledge, and skill. Any noncertificated employee or volunteer who works with students in a district-sponsored interscholastic athletic program shall, prior to beginning his/her duties, submit to the Superintendent or designee either an Activity Supervisor Clearance Certificate issued by the Commission on Teacher Credentialing or a Department of Justice and Federal Bureau of Investigation criminal background clearance. (Education Code 49024) (cf. 1240 - Volunteer Assistance) (cf. 4112.5/4212.5/4312.5 - Criminal Record Check)

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Following the selection of a temporary athletic team coach, the Superintendent or designee shall certify to the Board, at the next regular Board meeting or within 30 days, whichever is sooner, that the coach meets the qualifications and competencies required by 5 CCR 5593. By April 1 of each year, the Board shall certify to the State Board of Education that the provisions of 5 CCR 5593 have been met. (5 CCR 5594) In addition, the Superintendent or designee shall regularly report to the Board regarding the extent to which the district's coaches have completed the trainings required by law, including those required pursuant to Education Code 33479.6 and 49032, and by district policy. Legal Reference:

EDUCATION CODE 35179-35179.7 Interscholastic athletics 33479-33479.9 The Eric Parades Sudden Cardiac Arrest Prevention Act 44010 Sex offense 44011 Controlled substance offense 44332-44332.5 Temporary certificates 44424 Conviction of a crime 44808 Liability when students are not on school property 44916 Written statement indicating employment status 44919 Classification of temporary employees 45125.01 Interagency agreements for criminal record information 45347 Instructional aides subject to requirements for classified staff 45349 Use of volunteers to supervise or instruct students 49024 Activity Supervisor Clearance Certificate 49030-49034 Performance-enhancing substances 49406 Examination for tuberculosis CODE OF REGULATIONS, TITLE 5 5531 Supervision of extracurricular activities 5590-5596 Duties of temporary athletic team coaches COURT DECISIONS Neily v. Manhattan Beach Unified School District, (2011) 192 Cal. App. 4th 187 Kavanaugh v. West Sonoma County Union High School District, (2003) 29 Cal. 4th 911 CTA v. Rialto Unified School District, (1997) 14 Cal. 4th 627San Jose Teachers Association, CTA, NEA v. Barozzi, (1991) 230 Cal.App.3d 1376

Management Resources:

CSBA PUBLICATIONS Steroids and Students: What Boards Need to Know, Policy Brief, July 2005 CALIFORNIA INTERSCHOLASTIC FEDERATION PUBLICATIONS California Interscholastic Federation Constitution and Bylaws Pursuing Victory with Honor, 1999 COMMISSION ON TEACHER CREDENTIALING CODED CORRESPONDENCE 10-11 Information on Assembly Bill 346 Concerning the Activity Supervisor Clearance Certificate (ASCC), July 20, 2010 WEB SITES CSBA: http://ww.csba.org California Athletic Trainers' Association: http://www.ca-at.org California Department of Education: http://www.cde.ca.gov California Interscholastic Federation: http://www.cifstate.org Commission on Teacher Credentialing: http://www.ctc.ca.gov National Athletic Trainers' Association: http://www.nata.org

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

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All Personnel AR 4127(a) 4227 TEMPORARY ATHLETIC TEAM COACHES 4327 Qualifications Minimum qualifications for temporary athletic team coaches shall include, but are not necessarily limited to, competencies in the following areas: (5 CCR 5593) 1. Care and prevention of athletic injuries, basic sports injury first aid, and emergency

procedures, as evidenced by one or more of the following:

a. Completion of a college-level course in the care and prevention of athletic injuries and possession of a valid cardiopulmonary resuscitation (CPR) card

b. A valid sports injury certificate or first aid card, and a valid CPR card c. A valid Emergency Medical Technician (EMT) I or II card d. A valid trainer's certification issued by the National or California Athletic

Trainers' Association (NATA/CATA) e. Possession of both valid CPR and first aid cards and practical experience

under the supervision of an athletic coach or trainer or experience assisting in team athletic training and conditioning

2. Coaching theory and techniques in the sport or game being coached, as evidenced by

one or more of the following:

a. Completion of a college course in coaching theory and techniques b. Completion of inservice programs arranged by a school district or county

office of education

c. Prior service as a student coach or assistant athletic coach in the sport or game being coached

d. Prior coaching in community youth athletic programs in the sport being

coached

e. Prior participation in organized competitive athletics at the high school level or above in the sport being coached

3. Knowledge of the rules and regulations pertaining to the sport or game being

coached, the league rules, and, at the high school level, regulations of the California Interscholastic Federation (CIF)

4. Knowledge of child or adolescent psychology, as appropriate, as it relates to sport

participation, as evidenced by one or more of the following:

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a. Completion of a college-level course in child psychology for elementary school positions and adolescent or sports psychology for secondary school positions

b. Completion of a seminar or workshop on human growth and development of

youth c. Prior active involvement with youth in school or community sports program

The Superintendent or designee may waive competency requirements for persons enrolled in appropriate training courses leading to acquisition of the competency, provided such persons serve under the direct supervision of a fully qualified coach until the competencies are met. (5 CCR 5593) Volunteers who supervise or direct an athletic program shall meet the qualification criteria specified in 5 CCR 5593 required for temporary athletic team coaches employed by the district. Any volunteer who does not meet such criteria shall serve only under the supervision of a fully qualified coach and shall not be given charge of an athletic program. (cf. 1240 - Volunteer Assistance) Additional Qualifications of Noncertificated Personnel and Volunteers In addition to the qualifications listed above, any noncertificated employee or volunteer assigned as a temporary athletic team coach shall: (5 CCR 5592) 1. Be free from tuberculosis and any other contagious disease that would prohibit

certificated teachers from teaching, as verified by a written statement, renewable every four years, from a licensed physician or other person approved by the district

(cf. 4112.4/4212.4/4312.4 - Health Examinations) 2. Not have been convicted of any offense referred to in Education Code 44010, 44011,

or 44424, or any offense involving moral turpitude or evidencing unfitness to associate with children

Any noncertificated employee or volunteer assigned as a temporary athletic team coach shall obtain an Activity Supervisor Clearance Certificate or a criminal background check in accordance with Board policy. (Education Code 49024) (cf. 1240 - Volunteer Assistance) Training Each employee or volunteer high school athletic team coach shall complete, at his/her expense, a coaching education program that meets the standards developed by the CIF and includes, but is not limited to, training in regard to sport psychology, sport pedagogy, sport physiology, sport management, statewide and school regulations, and CPR and first aid, including the signs, symptoms, and appropriate response to concussions. A high school coach who has completed the education program in another California school district shall be deemed to have met the requirement for this district. An individual who has not completed

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the education program may be assigned as a coach for no longer than one season of interscholastic competition. (Education Code 35179.1, 49032) In addition, prior to coaching an athletic activity and every two years thereafter, athletic coaches shall complete an approved training course on the nature and warning signs of sudden cardiac arrest. (Education Code 33479.2, 33479.6, 33479.7) Code of Ethical Conduct Employees providing supervisory or instructional services in interscholastic athletic programs and activities shall: (5 CCR 5596) 1. Show respect for players, officials, and other coaches 2. Respect the integrity and judgment of game officials 3. Establish and model fair play, sportsmanship, and proper conduct 4. Establish player safety and welfare as the highest priority 5. Provide proper supervision of students at all times 6. Use discretion when providing constructive criticism and when reprimanding players 7. Maintain consistency in requiring all players to adhere to the established rules and

standards of the game 8. Properly instruct players in the safe use of equipment 9. Avoid exerting undue influence on a student's decision to enroll in an athletic

program at any public or private postsecondary educational institution 10. Avoid exerting undue influence on students to take lighter academic course(s) in

order to be eligible to participate in athletics 11. Avoid suggesting, providing, or encouraging any athlete to use nonprescription drugs,

anabolic steroids, or any substance to increase physical development or performance that is not approved by the U.S. Food and Drug Administration, U.S. Surgeon General, or the American Medical Association

(cf. 5131.63 - Steroids) 12. Avoid recruitment of athletes from other schools 13. Follow the rules of behavior and the procedures for crowd control as established by

the district and the league in which the district participates Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017

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Administrative and Supervisory Personnel BP 4312.1 CONTRACTS The Governing Board recognizes the importance of employing qualified and competent individuals to manage district programs and to assist the Superintendent in coordinating efforts to achieve district goals and objectives. To that end, the Board may fill certificated administrative and supervisory positions and classified senior management positions on a contract basis. (cf. 0000 - Vision) (cf. 2121 - Superintendent's Contract) (cf. 4111/4211/4311 - Recruitment and Selection) (cf. 4300 - Administrative and Supervisory Personnel) (cf. 4313.2 - Demotion/Reassignment) (cf. 4314 - Transfers) The Board may offer a continuing contract of up to four years to any deputy, associate, or assistant superintendent; any certificated employee holding a position requiring a supervision or administration credential; or any senior manager of the classified service. (Education Code 35031, 44929.20) Prior to entering into any such contract, the Board and Superintendent shall consider the financial impact of the contract on the district. The proposed contract shall also be reviewed by legal counsel to ensure that all legally required provisions are included in the contract and to address any potentially adverse obligations for the district. (cf. 3460 - Financial Reports and Accountability) The Board may deliberate in the closed session of a regular meeting about the terms of an employment contract for a deputy, associate, or assistant superintendent; other certificated employee holding a position requiring a supervision or administration credential; or a senior manager of the classified service. Discussions regarding salary, salary schedule, or other compensation may occur in the closed session of a regular meeting only between the Board and its designated representative(s), as permitted under Government Code 54957.6 (the "labor exception") for the purpose of reviewing the Board's position and/or instructing the designated representative(s) prior to or during bona fide negotiations with the employee. Such deliberations shall not be held during a special meeting. (Government Code 54956, 54957, 54957.6) (cf. 9320 - Meetings and Notices) (cf. 9321 - Closed Session Purposes and Agendas) (cf. 9321.1 - Closed Session Actions and Reports) The Board shall take final action on an employment contract during an open session of a regularly scheduled Board meeting, and that action shall be reflected in the Board's minutes. At that meeting, prior to taking action, the Board shall orally report a summary of the recommendation for the final action on salary or compensation in the form of fringe benefits. (Government Code 3511.1, 53262, 54953)

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Copies of any contract and other public records created or received in the process of developing the recommendation related to the salary, benefits, and other compensation shall be available to the public upon request. (Government Code 53262, 54953) (cf. 1340 - Access to District Records) (cf. 9322 - Agenda/Meeting Materials) (cf. 9324 - Minutes and Recordings) Extension of Contract/Reemployment A contract shall be extended only by Board action and subsequent to a satisfactory evaluation of the employee's performance. No employment contract shall include a provision for automatic renewal of the contract. (cf. 4315 - Evaluation/Supervision) During the term of the contract and with the consent of the employee involved, the Board may reelect or reemploy the employee starting on the next succeeding first day of July and based on terms and conditions mutually agreed upon by the Board and the employee. (Education Code 35031) If the Board decides not to reelect or reemploy a deputy, associate, or assistant superintendent or a senior manager of the classified service upon the expiration of his/her term, it shall notify the employee in writing 45 calendar days prior to the expiration of the term of the contract. (Education Code 35031) (cf. 4112.9/4212.9/4312.9 - Employee Notifications) Termination of Contract The Board may terminate an employment contract prior to its expiration date in accordance with the conditions and process specified in the contract. Every employment contract shall include a provision specifying the legal maximum cash settlement that the employee may receive in the event that the contract is terminated prior to its expiration date. (Government Code 3511.2, 53260) (cf. 4117.5/4217.5/4317.5 - Termination Agreements) In addition, all employment contracts shall include a provision that, if the employee is convicted of a crime involving an abuse of his/her office or position, he/she shall fully reimburse the district for payments he/she receives as paid leave salary pending investigation or as cash settlement upon his/her termination and for any funds expended by the district in his/her criminal legal defense. (Government Code 53243-53243.4, 53260) Legal Reference: (see next page)

453

Legal Reference: EDUCATION CODE 35030 Title of deputy, associate or assistant superintendent for certain positions 35031 Term of employment 44842 Automatic declining of employment 44843 Notice of employment to county superintendent 44929.20 Continuing contract 44951 Continuation in position unless notified GOVERNMENT CODE 3511.1-3511.2 Local agency executives 53260-53264 Employment contracts 54953 Oral summary of recommended salary and benefits of district executive 54954 Time and place of regular meetings 54956 Brown Act - Open meeting laws; special meetings 54957 Closed session, personnel matters ATTORNEY GENERAL OPINIONS 57 Ops.Cal.Atty.Gen. 209 (1974)

Management Resources:

ATTORNEY GENERAL PUBLICATIONS The Brown Act: Open Meetings for Local Legislative Bodies, 2003 WEB SITES CSBA: http://www.csba.org Association of California School Administrators: http://www.acsa.org California Office of the Attorney General: https://oag.ca.gov

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

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Students AR 5145.3(a) NONDISCRIMINATION/HARASSMENT The district designates the individual(s) identified below as the employee(s) responsible for coordinating the district's efforts to comply with applicable state and federal civil rights laws, including Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, and the Age Discrimination Act of 1975, and to answer inquiries regarding the district's nondiscrimination policies. The individual(s) shall also serve as the compliance officer(s) specified in AR 1312.3 - Uniform Complaint Procedures as the responsible employee to handle complaints alleging unlawful discrimination targeting a student, including discriminatory harassment, intimidation, or bullying, based on the student's actual or perceived race, color, ancestry, national origin, nationality, ethnicity, ethnic group identification, age, religion, marital or parental status, pregnancy, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or any other legally protected status or association with a person or group with one or more of these actual or perceived characteristics. The coordinator/compliance officer(s) may be contacted at: (Education Code 234.1; 5 CCR 4621)

Director of Secondary Education (title or position) 1900 W. Olive Avenue, Burbank, CA 91506 (address) (818) 729-4451 (telephone number) johnparamo@burbankusd.org (email)

(cf. 1312.1 - Complaints Concerning District Employees) (cf. 1312.3 - Uniform Complaint Procedures) Measures to Prevent Discrimination To prevent unlawful discrimination, including discriminatory harassment, intimidation, retaliation, and bullying, of students at district schools or in school activities and to ensure equal access of all students to the educational program, the Superintendent or designee shall implement the following measures: 1. Publicize the district's nondiscrimination policy and related complaint procedures,

including the coordinator/compliance officer's contact information, to students, parents/guardians, employees, volunteers, and the general public by posting them on the district's web site and other prominent locations and providing easy access to them through district-supported social media, when available.

2. Post in a prominent and conspicuous location on the district and school web sites

information regarding Title IX prohibitions against discrimination based on a student's sex, gender, gender identity, pregnancy, and parental status, including the following: (Education Code 221.61)

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a. The name and contact information of the district's Title IX coordinator,

including the phone number and email address b. The rights of students and the public and the responsibilities of the district

under Title IX, including a list of rights as specified in Education Code 221.8 and web links to information about those rights and responsibilities located on the web sites of the Office for Equal Opportunity and the U.S. Department of Education's Office for Civil Rights (OCR)

c. A description of how to file a complaint of noncompliance with Title IX in

accordance with AR 1312.3 - Uniform Complaint Procedures, which shall include:

(1) An explanation of the statute of limitations within which a complaint

must be filed after an alleged incident of discrimination has occurred and how a complaint may be filed beyond the statute of limitations

(2) An explanation of how the complaint will be investigated and how the

complainant may further pursue the complaint, including web links to this information on the OCR's web site

(3) A web link to the OCR complaints form and the contact information

for the office, including the phone number and email address for the office

(cf. 1113 - District and School Web Sites) (cf. 1114 - District-Sponsored Social Media) 3. Provide to students a handbook that contains age-appropriate information that clearly

describes the district's nondiscrimination policy, procedures for filing a complaint, and resources available to students who feel that they have been the victim of any such behavior. (Education Code 234.1)

4. Annually notify all students and parents/guardians of the district's nondiscrimination

policy, including its responsibility to provide a safe, nondiscriminatory school environment for all students, including transgender and gender-nonconforming students. The notice shall inform students and parents/guardians that they may request to meet with the compliance officer to determine how best to accommodate or resolve concerns that may arise from the district's implementation of its nondiscrimination policies. The notice shall also inform all students and parents/guardians that, to the extent possible, the district will address any individual student's interests and concerns in private.

(cf. 5145.6 - Parental Notifications) 5. The Superintendent or designee shall ensure that students and parents/guardians,

including those with limited English proficiency, are notified of how to access the relevant information provided in the district's nondiscrimination policy and related complaint procedures, notices, and forms in a language they can understand.

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If 15 percent or more of students enrolled in a particular district school speak a single

primary language other than English, the district's policy, regulation, forms, and notices concerning nondiscrimination shall be translated into that language in accordance with Education Code 234.1 and 48985. In all other instances, the district shall ensure meaningful access to all relevant information for parents/guardians with limited English proficiency.

6. Provide to students, employees, volunteers, and parents/guardians age-appropriate

training and information regarding the district's nondiscrimination policy; what constitutes prohibited discrimination, including discriminatory harassment, intimidation, retaliation, or bullying; how and to whom a report of an incident should be made; and how to guard against segregating or stereotyping students when providing instruction, guidance, supervision, or other services to them. Such training and information shall include details of guidelines the district may use to provide a discrimination-free environment for all district students, including transgender and gender-nonconforming students.

(cf. 1240 - Volunteer Assistance) (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) 7. At the beginning of each school year, inform school employees that any employee

who witnesses any act of unlawful discrimination, including discriminatory harassment, intimidation, or bullying, against a student is required to intervene if it is safe to do so. (Education Code 234.1)

8. At the beginning of each school year, inform each principal or designee of the

district's responsibility to provide appropriate assistance or resources to protect students' privacy rights and ensure their safety from threatened or potentially discriminatory behavior.

Enforcement of District Policy The Superintendent or designee shall take appropriate actions to reinforce BP 5145.3 - Nondiscrimination/Harassment. As needed, these actions may include any of the following: 1. Removing vulgar or offending graffiti (cf. 5131.5 - Vandalism and Graffiti) 2. Providing training to students, staff, and parents/guardians about how to recognize

unlawful discrimination, how to report it or file a complaint, and how to respond 3. Disseminating and/or summarizing the district's policy and regulation regarding

unlawful discrimination 4. Consistent with the laws regarding the confidentiality of student and personnel

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records, communicating the school's response to students, parents/guardians, and the community

(cf. 4112.6/4212.6/4312.6 - Personnel Files) (cf. 4119.23/4219.23/4319.23 - Unauthorized Release of Confidential/Privileged Information) (cf. 5125 - Student Records) 5. Taking appropriate disciplinary action against students, employees, and anyone

determined to have engaged in wrongdoing in violation of district policy, including any student who is found to have filed a complaint of discrimination that he/she knew was not true

(cf. 4118 - Suspension/Disciplinary Action) (cf. 4218 - Dismissal/Suspension/Disciplinary Action) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) (cf. 6159.4 - Behavioral Interventions for Special Education Students) Process for Initiating and Responding to Complaints Any student who feels that he/she has been subjected to unlawful discrimination described above or in district policy is strongly encouraged to immediately contact the compliance officer, principal, or any other staff member. In addition, any student who observes any such incident is strongly encouraged to report the incident to the compliance officer or principal, whether or not the alleged victim files a complaint. Any school employee who observes an incident of unlawful discrimination, including discriminatory harassment, intimidation, retaliation, or bullying, or to whom such an incident is reported shall report the incident to the compliance officer or principal within a school day, whether or not the alleged victim files a complaint. Any school employee who witnesses an incident of unlawful discrimination, including discriminatory harassment, intimidation, retaliation, or bullying, shall immediately intervene to stop the incident when it is safe to do so. (Education Code 234.1) When a verbal report of unlawful discrimination, including discriminatory harassment, intimidation, retaliation, or bullying, is made to or received by the principal or compliance officer, he/she shall make a note of the report and encourage the student or parent/guardian to file the complaint in writing, pursuant to the provisions in AR 1312.3 - Uniform Complaint Procedures. Once notified verbally or in writing, the principal or compliance officer shall begin the investigation and shall implement immediate measures necessary to stop the discrimination and ensure that all students have access to the educational program and a safe school environment. Any interim measures adopted to address unlawful discrimination shall, to the extent possible, not disadvantage the complainant or a student who is the victim of the alleged unlawful discrimination. Any report or complaint alleging unlawful discrimination by the principal, compliance officer, or any other person to whom a report would ordinarily be made or complaint filed shall instead be made to or filed with the Superintendent or designee who shall determine how the complaint will be investigated.

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(cf. 5141.4 - Child Abuse Prevention and Reporting) Transgender and Gender-Nonconforming Students Gender identity of a student means the student's gender-related identity, appearance, or behavior as determined from the student's internal sense of his/her gender, whether or not that gender-related identity, appearance, or behavior is different from that traditionally associated with the student's physiology or assigned sex at birth. Gender expression means a student's gender-related appearance and behavior, whether stereotypically associated with the student's assigned sex at birth. (Education Code 210.7) Gender transition refers to the process in which a student changes from living and identifying as the sex assigned to the student at birth to living and identifying as the sex that corresponds to the student's gender identity. Gender-nonconforming student means a student whose gender expression differs from stereotypical expectations. Transgender student means a student whose gender identity is different from the gender he/she was assigned at birth. Regardless of whether they are sexual in nature, acts of verbal, nonverbal, or physical aggression, intimidation, or hostility that are based on sex, gender identity, or gender expression, or that have the purpose or effect of producing a negative impact on the student's academic performance or of creating an intimidating, hostile, or offensive educational environment are prohibited. Examples of the types of conduct which are prohibited in the district and which may constitute gender-based harassment include, but are not limited to: 1. Refusing to address a student by a name and the pronouns consistent with his/her

gender identity 2. Disciplining or disparaging a student or excluding him/her from participating in

activities for behavior or appearance that is consistent with his/her gender identity or that does not conform to stereotypical notions of masculinity or femininity, as applicable

3. Blocking a student's entry to the bathroom that corresponds to his/her gender identity 4. Taunting a student because he/she participates in an athletic activity more typically

favored by a student of the other sex 5. Revealing a student's transgender status to individuals who do not have a legitimate

need for the information, without the student's consent 6. Use of gender-specific slurs 7. Physical assault of a student motivated by hostility toward him/her because of his/her

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gender, gender identity, or gender expression The district's uniform complaint procedures (AR 1312.3) shall be used to report and resolve complaints alleging discrimination against transgender and gender-nonconforming students. Examples of bases for complaints include, but are not limited to, the above list, as well as improper rejection by the district of a student's asserted gender identity, denial of access to facilities that correspond with a student's gender identity, improper disclosure of a student's transgender status, discriminatory enforcement of a dress code, and other instances of gender-based harassment. To ensure that transgender and gender-nonconforming students are afforded the same rights, benefits, and protections provided to all students by law and Board policy, the district shall address each situation on a case-by-case basis, in accordance with the following guidelines: 1. Right to privacy: A student's transgender or gender-nonconforming status is his/her

private information and the district shall only disclose the information to others with the student's prior written consent, except when the disclosure is otherwise required by law or when the district has compelling evidence that disclosure is necessary to preserve the student's physical or mental well-being. In any case, the district shall only allow disclosure of a student's personally identifiable information to employees with a legitimate educational interest as determined by the district pursuant to 34 CFR 99.31. Any district employee to whom a student's transgender or gender-nonconforming status is disclosed shall keep the student's information confidential. When disclosure of a student's gender identity is made to a district employee by a student, the employee shall seek the student's permission to notify the compliance officer. If the student refuses to give permission, the employee shall keep the student's information confidential, unless he/she is required to disclose or report the student's information pursuant to this administrative regulation, and shall inform the student that honoring the student's request may limit the district's ability to meet the student's needs related to his/her status as a transgender or gender-nonconforming student. If the student permits the employee to notify the compliance officer, the employee shall do so within three school days.

As appropriate given the student's need for support, the compliance officer may

discuss with the student any need to disclose the student's transgender or gender-nonconformity status or gender identity or gender expression to his/her parents/guardians and/or others, including other students, teacher(s), or other adults on campus. The district shall offer support services, such as counseling, to students who wish to inform their parents/guardians of their status and desire assistance in doing so.

(cf. 1340 - Access to District Records) (cf. 3580 - District Records) 2. Determining a Student's Gender Identity: The compliance officer shall accept the

student's assertion of his/her gender identity and begin to treat the student consistent with his/her gender identity unless district personnel present a credible and supportable basis for believing that the student's assertion is for an improper purpose.

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3. Addressing a Student's Transition Needs: The compliance officer shall arrange a

meeting with the student and, if appropriate, his/her parents/guardians to identify and develop strategies for ensuring that the student's access to education programs and activities is maintained. The meeting shall discuss the transgender or gender-nonconforming student's rights and how those rights may affect and be affected by the rights of other students and shall address specific subjects related to the student's access to facilities and to academic or educational support programs, services, or activities, including, but not limited to, sports and other competitive endeavors. In addition, the compliance officer shall identify specific school site employee(s) to whom the student may report any problem related to his/her status as a transgender or gender-nonconforming individual, so that prompt action could be taken to address it. Alternatively, if appropriate and desired by the student, the school may form a support team for the student that will meet periodically to assess whether the arrangements for the student are meeting his/her educational needs and providing equal access to programs and activities, educate appropriate staff about the student's transition, and serve as a resource to the student to better protect the student from gender-based discrimination.

4. Accessibility to Sex-Segregated Facilities, Programs, and Activities: When the

district maintains sex-segregated facilities, such as restrooms and locker rooms, or offers sex-segregated programs and activities, such as physical education classes, intermural sports, and interscholastic athletic programs, students shall be permitted to access facilities and participate in programs and activities consistent with their gender identity. To address any student's privacy concerns in using sex-segregated facilities, the district shall offer available options such as a gender-neutral or single-use restroom or changing area, a bathroom stall with a door, an area in the locker room separated by a curtain or screen, access to a staff member's office, or use of the locker room before or after the other students. However, the district shall not require a student to utilize these options because he/she is transgender or gender-nonconforming. In addition, a student shall be permitted to participate in accordance with his/her gender identity in other circumstances where students are separated by gender, such as for class discussions, yearbook pictures, and field trips. A student's right to participate in a sex-segregated activity in accordance with his/her gender identity shall not render invalid or inapplicable any other eligibility rule established for participation in the activity.

(cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6145.2 - Athletic Competition) (cf. 6153 - School-Sponsored Trips) (cf. 7110 - Facilities Master Plan) 5. Student Records: A student's legal name or gender as entered on the mandatory

student record required pursuant to 5 CCR 432 shall only be changed pursuant to a court order. However, at the written request of a student or, if appropriate, his/her parents/guardians, the district shall use the student's preferred name and pronouns consistent with his/her gender identity on all other district-related documents. Such preferred name may be added to the student's record and official documents as permitted by law.

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(cf. 5125 - Student Records) (cf. 5125.1 - Release of Directory Information) 6. Names and Pronouns: If a student so chooses, district personnel shall be required to

address the student by a name and the pronouns consistent with his/her gender identity, without the necessity of a court order or a change to his/her official district record. However, inadvertent slips or honest mistakes by district personnel in the use of the student's name and/or consistent pronouns will, in general, not constitute a violation of this administrative regulation or the accompanying district policy.

7. Uniforms/Dress Code: A student has the right to dress in a manner consistent with

his/her gender identity, subject to any dress code adopted on a school site. (cf. 5132 - Dress Code) Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017

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Instruction BP 6142.93(a) SCIENCE INSTRUCTION The Governing Board believes that science education should focus on giving students an understanding of the biological and physical aspects of science, key scientific concepts, and methods of scientific inquiry and investigation. Students should become familiar with the natural world and the interrelationship of science, mathematics, technology, and engineering. As part of science instruction, students should learn how to apply scientific knowledge and reasoning. (cf. 0440 - District Technology Plan) (cf. 5145.8 - Refusal to Harm or Destroy Animals) (cf. 6142.92 - Mathematics Instruction) (cf. 6143 - Courses of Study) (cf. 6146.1 - High School Graduation Requirements) Philosophical and religious theories that are based, at least in part, on faith and are not subject to scientific test and refutation shall not be discussed during science instruction. (cf. 6141.2 - Recognition of Religious Beliefs and Customs) The district's academic standards for science instruction shall meet or exceed the California Next Generation Science Standards (CA-NGSS). The Superintendent or designee shall ensure that curricula used in district schools are aligned with these standards and the state curriculum framework. (cf. 6011 - Academic Standards) (cf. 6141 - Curriculum Development and Evaluation) (cf. 6161.1 - Selection and Evaluation of Instructional Materials) The Superintendent or designee shall ensure that students have access to and are enrolled in a broad course of study including science courses. (cf. 0460 - Local Control and Accountability Plan) The Superintendent or designee shall provide certificated staff with opportunities to participate in professional development activities designed to enhance their knowledge of district-adopted academic standards, instructional strategies for teaching science, and changes in scientific theories. (cf. 4131 - Staff Development) (cf. 4331 - Staff Development) The Superintendent or designee shall develop and implement appropriate safety measures for science laboratory classes, including, but not limited to, staff and student safety training, use of eye safety devices, hearing protection, first aid procedures, regular equipment maintenance, safe use of heat sources, safe use and disposal of hazardous chemicals, proper ventilation, prevention of exposure to bloodborne pathogens from sharp instruments, fire prevention and control, an emergency response plan, and evacuation procedures.

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Parents/guardians shall be informed of the types of science laboratory activities that will be conducted and encouraged to sign consent forms for their child's participation. (cf. 3514.1 - Hazardous Substances) (cf. 4119.42/4219.42/4319.42 - Exposure Control Plan for Bloodborne Pathogens) (cf. 4157/4257/4357- Employee Safety) (cf. 5142 - Safety) The Superintendent or designee shall regularly report to the Board regarding the implementation and effectiveness of the science curriculum at each grade level. At a minimum, each report shall address the extent to which the program is aligned with the CA-NGSS, any applicable student assessment results, and feedback from students, parents/guardians, and staff regarding the program. (cf. 0500 - Accountability) (cf. 6162.51 - State Academic Achievement Tests) Legal Reference:

EDUCATION CODE 8774 Residential outdoor science program 32030-32034 Eye safety 32255-32255.6 Student's right to refrain from harmful or destructive use of animals 33475-33475.5 Model curriculum on stem cell science 49340-49341 Hazardous substances education 51210 Areas of study, grades 1 through 6 51210.3 Elementary science coach 51220 Areas of study, grades 7 through 12 51225.3 High school graduation 52060-52077 Local control and accountability plan 60640-60649 California Assessment of Student Performance and Progress CODE OF REGULATION, TITLE 5 14030 Science laboratories, design specifications CODE OF REGULATIONS, TITLE 8 5191 Occupational exposure to hazardous chemicals in laboratories; chemical hygiene plan

Management Resources:

CSBA PUBLICATIONS Supporting Implementation of the California Next Generation Science Standards (CA-NGSS), Governance Brief, November 2016 CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Science Framework for California Public Schools: Kindergarten Through Grade Twelve, 2016 Next Generation Science Standards Systems Implementation Plan for California, 2014 California Next Generation Science Standards, 2013 Science Safety Handbook for California Public Schools, 2012 WEB SITES CSBA: http://www.csba.org California Alliance for Next Generation Science Standards: http://cdefoundation.org/stem/ca4ngss California Department of Education: http://www.cde.ca.gov California Science Teachers Association: http://www.cascience.org U.S. Department of Education, STEM Education: http://www.ed.gov/stem

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Instruction BP 6145 EXTRACURRICULAR AND COCURRICULAR ACTIVITIES The Governing Board recognizes that extracurricular and cocurricular activities enrich the educational and social development of students and enhance students' feelings of connectedness with the schools. The district shall encourage and support student participation in extracurricular and cocurricular activities without compromising the integrity and purpose of the educational program. (cf. 1330 - Use of School Facilities) (cf. 5137 - Positive School Climate) (cf. 6145.2 - Athletic Competition) (cf. 5148.2 - Before/After School Programs) Prerequisites for student participation in extracurricular and cocurricular activities shall be limited to those that have been demonstrated to be essential to the success of the activity. No extracurricular or cocurricular program or activity shall be provided or conducted separately on the basis of any actual or perceived characteristic listed as a prohibited category of discrimination in state or federal law, nor shall any student's participation in an extracurricular or cocurricular activity be required or refused on those bases. (5 CCR 4925) (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) (cf. 6145.5 - Student Organizations and Equal Access) Each student with a disability shall have an equal opportunity to participate with his or her non-disabled peers in extracurricular and cocurricular activities. The district shall provide such supplementary aids and services, assistive technology, and related services to afford that student an equal opportunity to participate in those nonacademic and extracurricular activities to the maximum extent appropriate. The individualized education program for each individual shall include a statement of the program supports that will be provided to enable the student to participate in extracurricular and cocurricular activities. Before a principal of any school approves a field trip or grade-level outing, the principal shall ensure that students with disabilities at that grade level (including those in intensive services and multi-grade level classes) have been invited to participate and that the IEP team has addressed the need for supplementary aids and services, assistive technology, and related services. Any complaint alleging unlawful discrimination in the district's extracurricular or cocurricular programs or activities shall be filed in accordance with BP/AR 1312.3 - Uniform Complaint Procedures. (cf. 1312.3 - Uniform Complaint Procedures) Unless specifically authorized by law, no student shall be charged a fee for his/her participation in educational activities, including extracurricular and cocurricular activities and materials or equipment related to such activities. (Education Code 49010, 49011)

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Extra or cocurricular activities shall be supervised by certificated district employees whenever they are conducted under the name of the district or auspices of the district, a district school, or any class or organization thereof. Certificated district employees shall supervise all social activities of students, wherever held, if conducted under the name or auspices of the district, a district school, or any class, club or organization thereof. (cf. 3260 - Fees and Charges) (cf. 3452 - Student Activity Funds) Eligibility Requirements To be eligible to participate in extracurricular and cocurricular activities, students in grades 7-12 must demonstrate satisfactory educational progress in the previous grading period, including, but not limited to: (Education Code 35160.5) 1. Maintenance of a minimum of 2.0 grade point average on a 4.0 scale in all enrolled

classes 2. Maintenance of minimum progress toward meeting high school graduation

requirements (cf. 5121 - Grades/Evaluation of Student Achievement) (cf. 6146.1 - High School Graduation Requirements) The Superintendent or designee may grant ineligible students a probationary period not to exceed one semester. Students granted probationary eligibility must meet the required standards by the end of the probationary period in order to remain eligible for participation. (Education Code 35160.5) Any decision regarding the eligibility of a homeless student, foster youth, or child of an active duty military family for extracurricular or cocurricular activities shall be made by the Superintendent or designee in accordance with Education Code 48850 and 49701. (cf. 6173 - Education for Homeless Children) (cf. 6173.1 - Education for Foster Youth) (cf. 6173.2 - Education of Children of Military Families) The Superintendent or designee may revoke a student's eligibility for participation in extracurricular and cocurricular activities when the student's poor citizenship is serious enough to warrant loss of this privilege. Student Conduct at Extracurricular/Cocurricular Events When attending or participating in extracurricular and cocurricular activities on or off campus, district students are subject to district policies and regulations relating to student conduct. Students who violate district policies and regulations may be subject to discipline including, but not limited to, suspension, expulsion, transfer to alternative programs, or denial of participation in extracurricular or cocurricular activities in accordance with Board

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policy and administrative regulation. When appropriate, the Superintendent or designee shall notify local law enforcement. (cf. 5131 - Conduct) (cf. 5131.1 - Bus Conduct) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities)) Annual Policy Review The Board shall annually review this policy and implementing regulations. (Education Code 35160.5) Legal Reference:

EDUCATION CODE 35145 Public meetings 35160.5 District policy rules and regulations; requirements; matters subject to regulation 35179 Interscholastic athletics; associations or consortia 35181 Students' responsibilities 48850 Participation of homeless students and foster youth in extracurricular activities and interscholastic sports 48930-48938 Student organizations 49010-49013 Student fees 49024 Activity Supervisor Clearance Certificate 49700-49704 Education of children of military families CALIFORNIA CONSTITUTION Article 9, Section 5 Common school system CODE OF REGULATIONS, TITLE 5 350 Fees not permitted 4900-4965 Nondiscrimination in elementary and secondary education programs receiving state financial assistance 5531 Supervision of extracurricular activities of pupils UNITED STATES CODE, TITLE 42 2000h-2-2000h-6 Title IX, 1972 Education Act Amendments COURT DECISIONS Hartzell v. Connell, (1984) 35 Cal. 3d 899

Management Resources: CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Pupil Fees, Deposits, and Other Charges, Fiscal Management Advisory 12-02, April 24, 2013 CALIFORNIA TASK FORCE REPORT TO THE LEGISLATURE Compact on Educational Opportunity for Military Children: Preliminary Final Report, March 2009 COMMISSION ON TEACHER CREDENTIALING PUBLICATIONS Information on Assembly Bill 346 Concerning the Activity Supervisor Clearance Certificate (ASCC), Coded Correspondence 10-11, July 20, 2010 WEB SITES CSBA: http://www.csba.org California Association of Directors of Activities: http://www.cadal.org California Department of Education: http://www.cde.ca.gov California Interscholastic Federation: http://www.cifstate.org Commission on Teacher Credentialing: http://www.ctc.ca.gov

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Instruction BP 6145.2 ATHLETIC COMPETITION The Governing Board recognizes that the district's athletic program constitutes an integral component of the educational program and helps to build a positive school climate. The athletic program also promotes the physical, social, and emotional well-being and character development of participating students. The district's athletic program shall be designed to meet students' interests and abilities and shall be varied in scope to attract wide participation. (cf. 3541.1 - Transportation for School-Related Trips) (cf. 5030 - Student Wellness) (cf. 5137 - Positive School Climate) (cf. 6142.7 - Physical Education and Activity) (cf. 7110 - Facilities Master Plan) All athletic teams shall be supervised by qualified coaches to ensure that student athletes receive appropriate instruction and guidance related to safety, health, sports skills, and sportsmanship. Athletic events shall be officiated by qualified personnel. (cf. 4127/4227/4327 - Temporary Athletic Team Coaches) The Board encourages business and community support for district athletic programs, subject to applicable district policies and regulations governing advertisements and donations. (cf. 1260 - Educational Foundation) (cf. 1321 - Solicitation of Funds from and by Students) (cf. 1325 - Advertising and Promotion) (cf. 1700 - Relations Between Private Industry and the Schools) (cf. 3290 - Gifts, Grants and Bequests) Nondiscrimination and Equivalent Opportunities in the Athletic Program The district's athletic program shall be free from discrimination and discriminatory practices prohibited by state and federal law, including, but not limited to, the use of any racially derogatory or discriminatory school or athletic team name, mascot, or nickname. The Superintendent or designee shall ensure that equivalent athletic opportunities are provided for males and females, and that students are permitted to participate in athletic activities consistent with their gender identity. (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) Any complaint regarding the district's athletic program shall be filed in accordance with the district's uniform complaint procedures. (cf. 1312.3 - Uniform Complaint Procedures)

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California Interscholastic Federation Any district school that participates in the California Interscholastic Federation (CIF) shall conduct its athletic activities in accordance with CIF bylaws and rules and any applicable district policy and regulation. The Superintendent or designee shall have responsibility for the district's interscholastic athletic program, while the principal or designee at each participating school shall be responsible for site-level decisions, as appropriate. The Board shall annually designate a representative to the local CIF league from each school that participates in CIF sports. The Superintendent or designee shall recommend a candidate for the position who demonstrates an understanding of the district's goals for student learning and interscholastic activities, knowledge of the athletic programs, awareness of the implications of league decisions for the school and the district, and interpersonal communication and leadership skills. The designated representative(s) shall vote on issues that impact interscholastic athletics at the league and section levels, perform any other duties required by the CIF league, and report regularly to the Board on league, section, and statewide issues related to athletic programs. (cf. 0500 - Accountability) Student Eligibility Eligibility requirements for student participation in the district's interscholastic athletic program, including requirements pertaining to academic achievement, shall be the same as those set by the district for participation in extracurricular and cocurricular activities. (cf. 3530 - Risk Management/Insurance) (cf. 5111.1 - District Residency) (cf. 5121 - Grades/Evaluation of Student Achievement) (cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6146.1 - High School Graduation Requirements) (cf. 6173 - Education for Homeless Children) (cf. 6173.1 - Education for Foster Youth) (cf. 6173.2 - Education of Children of Military Families) In addition, the Superintendent or designee shall ensure that students participating in interscholastic athletics governed by CIF satisfy CIF eligibility requirements. Students shall not be charged a fee to participate in an athletic program, including, but not limited to, a fee to cover the cost of uniforms, locks, lockers, or athletic equipment. (cf. 3260 - Fees and Charges) (cf. 5143 - Insurance) Sportsmanship The Board values the quality and integrity of the athletic program and the character development of student athletes. Student athletes, coaches, parents/guardians, spectators, and others are expected to demonstrate good sportsmanship, ethical conduct, and fair play during all athletic competitions. They shall also abide by the core principles of trustworthiness,

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respect, responsibility, fairness, caring, and good citizenship, and the Code of Ethics adopted by CIF. Students and staff shall be subject to disciplinary action for improper conduct. (cf. 3515.2 - Disruptions) (cf. 4118 - Suspension/Disciplinary Action) (cf. 4218 - Dismissal/Suspension/Disciplinary Action) (cf. 5131 - Conduct) (cf. 5131.1 - Bus Conduct) (cf. 5131.4 - Student Disturbances) (cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Individuals with Disabilities)) Health and Safety The Board desires to give student health and safety the highest consideration in planning and conducting athletic activities. Students shall have a medical clearance before participating in interscholastic athletic programs. Care shall be taken to ensure that all athletic trainings and competitions are conducted in a manner that will not overtax the physical capabilities of the participants. When appropriate, protective equipment shall be used to prevent or minimize injuries. (cf. 5131.61 - Drug Testing) (cf. 5131.63 - Steroids) (cf. 5141.3 - Health Examinations) (cf. 5141.6 - School Health Services) (cf. 5141.7 - Sun Safety) (cf. 5143 - Insurance) Coaches and appropriate district employees shall take every possible precaution to ensure that athletic equipment is kept in safe and serviceable condition. The Superintendent or designee shall ensure that all athletic equipment is cleaned and inspected for safety before the beginning of each school year. (cf. 5142 - Safety) In the event of an injury or a perceived imminent risk to a student's health, such as a concussion or passing out, fainting, or other sign of sudden cardiac arrest, during or immediately after an athletic activity, the coach or any other district employee who is present shall remove the student athlete from the activity, observe universal precautions in handling blood or other bodily fluid, and/or seek medical treatment for the student as appropriate. (cf. 4119.42/4219.42/4319.42 - Exposure Control Plan for Bloodborne Pathogens) (cf. 4119.43/4219.43/4319.43 - Universal Precautions) (cf. 5141 - Health Care and Emergencies) (cf. 5141.21 - Administering Medication and Monitoring Health Conditions) (cf. 5141.22 - Infectious Diseases) Whenever an injury is suffered by a student, the Superintendent or designee shall notify the student's parent/guardian of the date, time, and extent of any injury suffered by the student and any actions taken to treat the student.

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Legal Reference: EDUCATION CODE 200-262.4 Prohibition of discrimination 17578 Cleaning and sterilizing of football equipment 17580-17581 Football equipment 32220-32224 Insurance for athletic teams, especially: 32221.5 Required insurance for athletic activities 33353-33353.5 California Interscholastic Federation; implementation of policies, insurance program 33354 California Department of Education authority over interscholastic athletics 33479-33479.9 The Eric Parades Sudden Cardiac Arrest Prevention Act 35160.5 District policies; rules and regulations 35179 Interscholastic athletics 35179.1 California High School Coaching Education and Training Program 35179.5 Interscholastic athletics; limitation on full-contact practices 48850 Interscholastic athletics; students in foster care and homeless students 48900 Grounds for suspension and expulsion 48930-48938 Student organizations 49010-49013 Student fees 49020-49023 Athletic programs; legislative intent, equal opportunity 49030-49034 Performance-enhancing substances 49458 Health examinations, interscholastic athletic program 49475 Health and safety, concussions and head injuries 49700-49701 Education of children of military families 51242 Exemption from physical education for high school students in interscholastic athletic program PENAL CODE 245.6 Hazing CODE OF REGULATIONS, TITLE 5 4900-4965 Nondiscrimination in elementary and secondary education programs, especially: 4920-4922 Nondiscrimination in intramural, interscholastic, and club activities 5531 Supervision of extracurricular activities of students 5590-5596 Employment of noncertificated coaches UNITED STATES CODE, TITLE 20 1681-1688 Discrimination based on sex or blindness, Title IX CODE OF FEDERAL REGULATIONS, TITLE 34 106.31 Nondiscrimination on the basis of sex in education programs or activities 106.33 Comparable facilities 106.41 Nondiscrimination in athletic programs COURT DECISIONS Mansourian v. Regents of University of California, (2010) 602 F. 3d 957 McCormick v. School District of Mamaroneck, (2004) 370 F.3d 275 Kahn v. East Side Union High School District, (2003) 31 Cal. 4th 990 Hartzell v. Connell, (1984) 35 Cal. 3d 899

Management Resources:

CSBA PUBLICATIONS Updated Legal Guidance: Protecting Transgender and Gender Nonconforming Students Against Discrimination, March 2017

Management Resources continued: (see next page)

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Management Resources: (continued) CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Pupil Fees, Deposits, and Other Charges, Fiscal Management Advisory 12-02, April 24, 2013 CALIFORNIA INTERSCHOLASTIC FEDERATION PUBLICATIONS California Interscholastic Federation Constitution and Bylaws A Guide to Equity in Athletics Guidelines for Gender Identity Participation Keep Their Heart in the Game: A Sudden Cardiac Arrest Information Sheet for Athletes and Parents/Guardians Pursuing Victory with Honor, 1999 CENTERS FOR DISEASE CONTROL AND PREVENTION PUBLICATIONS Heads Up: Concussion in High School Sports, Tool Kit, June 2010 Heads Up: Concussion in Youth Sports, Tool Kit, July 2007 Acute Concussion Evaluation (ACE) Care Plan, 2006 U.S. DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS PUBLICATIONS Withdrawal of Dear Colleague Letter on Transgender Students, Dear Colleague Letter, February 22, 2017 Intercollegiate Athletics Policy Clarification: The Three-Part Test - Part Three, Dear Colleague Letter, April 20, 2010 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov California Interscholastic Federation: http://www.cifstate.org Centers for Disease Control and Prevention, Concussion Resources: http://www.cdc.gov/concussion National Federation of State High School Associations: http://www.nfhs.org National Operating Committee on Standards for Athletic Equipment: http://www.nocsae.org U.S. Anti-Doping Agency: http://www.usada.org U.S. Department of Education, Office for Civil Rights: http://www2.ed.gov/ocr

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Instruction AR 6145.2(a) ATHLETIC COMPETITION Nondiscrimination and Equivalent Opportunities in the Athletic Program No student shall be excluded from participation in, be denied the benefits of, be denied equivalent opportunity in, or otherwise be discriminated against in interscholastic, intramural, or club athletics on the basis of actual or perceived sex, sexual orientation, gender, gender identity, gender expression, ethnic group identification, race, ancestry, national origin, religion, color, mental or physical disability, or any other basis specified in law. (Education Code 220, 221.5, 230; 5 CCR 4920; 34 CFR 106.41) (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) The Superintendent or designee may provide single-sex teams when selection for the teams is based on competitive skills. (5 CCR 4921; 34 CFR 106.41) Each student shall be allowed to participate in any single-sex athletic program or activity consistent with his/her gender identity and for which he/she is otherwise eligible to participate, irrespective of the gender listed on the student's records. (Education Code 221.5) (cf. 5125 - Student Records) When a school provides only one team in a particular sport for members of one sex, but provides no team in the same sport for members of the other sex, and athletic opportunities in the total program for that sex have been previously limited, members of the excluded sex shall be allowed to try out and compete with the team. The same standards for eligibility shall be applied to every student trying out for the team, regardless of sex, sexual orientation, gender, gender identity, gender expression, or other protected group status. (5 CCR 4921; 34 CFR 106.41) The Superintendent or designee shall ensure that equivalent opportunities are available to both sexes in athletic programs by considering, among other factors: (5 CCR 4922; 34 CFR 106.41) 1. Whether the offered selection of sports and levels of competition effectively

accommodate the interests and abilities of both sexes

The athletic program may be found to effectively accommodate the interests and abilities of both sexes using any one of the following tests: (Education Code 230)

a. Whether the interscholastic-level participation opportunities for male and

female students are provided in numbers substantially proportionate to their respective enrollments

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b. Where the members of one sex have been and are underrepresented among interscholastic athletes, whether the district can show a history and a continuing practice of program expansion that is demonstrably responsive to the developing interests and abilities of the members of that sex

c. Where the members of one sex are underrepresented among interscholastic

athletes and the district cannot show a history and continuing practice of program expansion as required in item #1b above, whether the district can demonstrate that the interests and abilities of the members of that sex have been fully and effectively accommodated by the present program

2. The provision and maintenance of equipment and supplies 3. Scheduling of games and practice times, selection of the season for a sport, and

location of the games and practices 4. Travel and per diem allowances 5. Opportunities to receive coaching and academic tutoring 6. Assignment and compensation of coaches and tutors 7. Provision of locker rooms, practice facilities, and competitive facilities 8. Provision of medical and training facilities and services 9. Provision of housing and dining facilities and services 10. Publicity 11. Provision of necessary funds Each school that offers competitive athletics shall, at the end of the school year, post on its school web site, or on the district web site if the school does not have a web site, the following information: (Education Code 221.9) 1. The total enrollment of the school, classified by gender 2. The number of students enrolled at the school who participate in competitive

athletics, classified by gender 3. The number of boys' and girls' teams, classified by sport and by competition level (cf. 1113 - District and School Web Sites) The data reported for items #1-3 above shall reflect the total number of players on a team roster on the official first day of competition. The materials used to compile this information shall be retained by the school for at least three years after the information is posted on the web site. (Education Code 221.9)

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(cf. 3580 - District Records) Concussions and Head Injuries The Superintendent or designee shall annually distribute to student athletes and their parents/guardians an information sheet on concussions and head injuries. The student and parent/guardian shall sign and return the information sheet before the student's initiating practice or competition. (Education Code 49475) (cf. 5145.6 - Parental Notifications) The Superintendent or designee shall provide training to coaches and/or athletic trainers regarding concussion symptoms, prevention, and appropriate response. (Education Code 35179.1, 49032) (cf. 4127/4227/4327 - Temporary Athletic Team Coaches) If a student athlete is suspected of sustaining a concussion or head injury in an athletic activity, he/she shall be immediately removed from the activity for the remainder of the day. The student shall not be permitted to return to the activity until he/she is evaluated by a licensed health care provider trained in the management of concussions and receives the health care provider's written clearance to return to the activity. If the health care provider determines that the athlete sustained a concussion or a head injury, the athlete shall also complete a graduated return-to-play protocol of no less than seven days in duration under the supervision of a licensed health care provider. (Education Code 49475) A middle school or high school football team shall not hold a full-contact practice during the off-season and shall not conduct more than two full-contact practices per week during the preseason and regular season (from 30 days before the commencement of the regular season until the completion of the final interscholastic football game of that season). In addition, the full-contact portion of a practice shall not exceed 90 minutes in any single day. For these purposes, full-contact practice means a practice where drills or live action is conducted that involves collisions at game speed, where players execute tackles and other activity that is typical of an actual tackle football game. (Education Code 35179.5) Sudden Cardiac Arrest The Superintendent or designee shall distribute the California Interscholastic Federation (CIF) information sheet on sudden cardiac arrest to all student athletes who will be participating in a CIF-governed athletic activity and to their parents/guardians. The student and parent/guardian shall sign and return the information sheet prior to the student's participation in the athletic activity. If an athletic activity is not covered by the CIF, the student and his/her parent/guardian shall, prior to participating in the athletic activity, sign and return an acknowledgement that they have received and reviewed the sudden cardiac arrest information posted on the California Department of Education's web site. (Education Code 33479.2, 33479.3) The Superintendent or designee shall provide training to coaches and/or athletic trainers regarding the nature and warning signs of sudden cardiac arrest. (Education Code 33479.6, 33479.7, 35179.1, 49032)

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If a student athlete passes out or faints, or is known to have passed out or fainted, while participating in or immediately following his/her participation in an athletic activity, the student shall be removed from participation at that time. If a student exhibits any other symptoms of sudden cardiac arrest, including seizures during exercise, unexplained shortness of breath, chest pains, dizziness, racing heart rate, or extreme fatigue, he/she may be removed from participation by a coach or other employee who observes these symptoms. If any such symptoms are observed, notification shall be given to the student's parent/guardian so that the parent/guardian can determine the treatment, if any, the student should seek. A student who has been removed from participation shall not be permitted to return until he/she is evaluated and given written clearance to return to participation by a health care provider. (Education Code 33479.2, 33479.5) Additional Parental Notifications Before a student participates in interscholastic athletic activities, the Superintendent or designee shall, in addition to providing his/her parents/guardians with information on the signs and symptoms of concussions and sudden cardiac arrest as described above, send a notice to the student's parents/guardians which: 1. Contains information about the procedures for filing a discrimination complaint that

arises out of an interscholastic athletic activity, including the name of the district's Title IX Coordinator

(cf. 1312.3 - Uniform Complaint Procedures) 2. Includes a copy of students' Title IX rights pursuant to Education Code 221.8 3. Explains that there is an element of risk associated with all athletic competitions and

that the district cannot guarantee that students will not be injured, despite a commitment to every participant's health and welfare

(cf. 3530 - Risk Management/Insurance) 4. Provides information about insurance protection pursuant to Education Code 32221.5 (cf. 5143 - Insurance) 5. Requests parental permission for the student to participate in the program and, if

appropriate, be transported by the district to and from competitions (cf. 3541.1 - Transportation for School-Related Trips) 6. States the district's expectation that students adhere strictly to all safety rules,

regulations, and instructions, as well as rules and guidelines related to conduct and sportsmanship

(cf. 5144 - Discipline) (cf. 5144.1 - Suspension and Expulsion/Due Process)

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7. Includes a copy of the local California Interscholastic Federation (CIF) league rules 8. Includes information about the CIF bylaw and district policy requiring any student

athlete and his/her parent/guardian to sign a statement that the student will not use steroids, unless prescribed by a licensed health care practitioner, or prohibited dietary supplements that include substances banned by the U.S. Anti-Doping Agency

(cf. 5131.63 - Steroids) Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017

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Instruction BP 6178.1 WORK-BASED LEARNING The Governing Board desires to facilitate work-based learning opportunities which link classroom learning with real-world experiences. The district's work-based learning program shall be designed to teach students the skills, attitudes, and knowledge necessary for successful employment and to reinforce mastery of both academic and career technical education (CTE) standards. (cf. 6000 - Concepts and Roles) (cf. 6011 - Academic Standards) (cf. 6143 - Courses of Study) (cf. 6178 - Career Technical Education) (cf. 6178.2 - Regional Occupational Center/Program) The district's work-based learning program may offer opportunities for paid and/or unpaid work experiences, including, but not limited to: 1. Work experience education as defined in Education Code 51764 2. Cooperative CTE or community classrooms as defined in Education Code 52372.1 3. Job shadowing experience as defined in Education Code 51769 4. Student internships 5. Apprenticeships 6. Service learning 7. Employment in social/civic or school-based enterprises 8. Technology-based or other simulated work experiences (cf. 6142.4 - Service Learning/Community Service Classes) The Superintendent or designee may provide students employment opportunities with public and private employers in areas within or outside the district, including in any contiguous state. (Education Code 51768) The Board may elect to pay wages to students participating in a work-based learning program, but shall not make payments to or for private employers except for students with disabilities who are participating in work experience education programs funded by the state for such students. (Education Code 51768) Any district plan for work-based learning shall be submitted to the Board for approval. When required, the plan shall be submitted to the California Department of Education or other state agency or official.

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The Superintendent or designee shall involve local businesses or business organizations in planning and implementing work-based learning opportunities that support the district's vision and goals for student learning and local workforce development efforts. He/she also may work with postsecondary institutions, community organizations, and others to identify opportunities for work-based learning. (cf. 0000 - Vision) (cf. 0200 - Goals for the School District) (cf. 1220 - Citizen Advisory Committees) (cf. 1700 - Relations Between Private Industry and the Schools) (cf. 6020 - Parent Involvement) When required by law, the Superintendent or designee shall develop a written training agreement with the employer that describes the conditions and requirements to be met by all parties and shall develop an individual training plan for each student which outlines the objectives or competencies that the student is expected to accomplish at the work site. (5 CCR 10070-10071, 10087, 10108) To ensure appropriate guidance and supervision of participating students and maximize the educational benefit from placement in any work-based learning program, district staff shall coordinate with the workplace supervisors or mentors. A minor student shall be allowed employment through a paid work-based learning program only if he/she has been issued a work permit, in accordance with law, Board policy, and administrative regulation. (Education Code 49113, 49160) (cf. 5113.2 - Work Permits) All laws or rules applicable to minors in employment relationships shall be applicable to students enrolled in work-based learning programs. (Education Code 51763) The Superintendent or designee shall ensure that any student participating in a work-based learning program off school grounds is covered under the employer's or district's insurance, as applicable, in the event the student is injured. (cf. 3530 - Risk Management/Insurance) (cf. 5143 - Insurance) The Superintendent or designee shall ensure that any teacher-coordinator of a work-based learning program possesses the appropriate credential issued by the Commission on Teacher Credentialing. (5 CCR 10075, 10080, 10100) (cf. 4112.2 - Certification) The Superintendent or designee shall maintain records related to each student's participation in the district's work-based learning program, including, but not limited to, the student's individualized training plan, employment hours and job site, work permit if applicable, the employer's report of student's attendance and job performance, the teacher-coordinator's consultations and observations, and reports of the student's grade and credits earned.

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(cf. 5125 - Student Records) The Superintendent or designee shall periodically report to the Board regarding program implementation and effectiveness, including, but not limited to, rates of student participation in work-based learning programs and assessment results of participating students. (cf. 0500 - Accountability) Legal Reference:

EDUCATION CODE 35208 Liability insurance 46144 Minimum school day for work experience program 46147 Exception for minimum day; students in last semester or quarter of grade 12 46300 Method of computing ADA 48402 Enrollment in continuation education, minors not regularly employed 49110-49119 Permits to work 49160 Permits to work, duties of employer 51760-51769.5 Work-based learning 52300-52499.66 Career technical education 54690-54697 Partnership academies 56026 Students with exceptional needs 52372.1 Community classrooms and cooperative career technical education programs LABOR CODE 1285-1312 Employment of minors 1391-1394 Working hours for minors 3070-3099.5 Apprenticeship 3200-6002 Workers' compensation and insurance CODE OF REGULATIONS, TITLE 5 1635 Credit for work experience education 10070-10075 Work experience education 10080-10090 Community classrooms 10100-10111 Cooperative career technical education programs UNITED STATES CODE, TITLE 20 2301-2414 Carl D. Perkins Career and Technical Education Act of 2006 CODE OF FEDERAL REGULATIONS, TITLE 29 570.35a Work experience programs

Management Resources:

CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Work Experience Education Guide California Career Technical Education Model Curriculum Standards, 2013 Multiple Pathways to Student Success: Envisioning the New California High School, 2010 2008-2012 California State Plan for Career Technical Education, 2008 Career Technical Education Framework for California Public Schools: Grades Seven Through Twelve, 2007 CALIFORNIA DEPARTMENT OF INDUSTRIAL RELATIONS PUBLICATIONS Child Labor Laws, 2013 WEST ED PUBLICATIONS Work-Based Learning in California: Opportunities and Models for Expansion, 2009 WEB SITES CSBA: http://www.csba.org California Association of Work Experience Educators: http://www.cawee.org California Department of Education, Work Experience Education: http://www.cde.ca.gov/ci/ct/we California Department of Industrial Relations: http://www.dir.ca.gov Linked Learning Alliance: http://www.linkedlearning.org WestEd: http://www.wested.org

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Instruction AR 6178.1 WORK-BASED LEARNING Work Experience Education The district's work experience education (WEE) program shall consist of one or more of the following types of unpaid and paid on-the-job experiences: (5 CCR 10071) 1. Exploratory WEE which provides students with a combination of related classroom

instruction in WEE and unpaid opportunities to observe and sample systematically a variety of conditions of work for the purpose of ascertaining their interest and suitability for the occupation they are exploring

The length of exploratory WEE assignments may vary depending on the aptitude of the student, the occupation being explored, the facilities of the work station, and the job classification. A student may not participate in an exploratory WEE assignment if he/she receives pay for like work at the same work station or similar job outside of the WEE program.

2. General WEE which has as its purpose the application of basic skills of reading,

writing, and computation and which provides students an opportunity to acquire general and specific occupational skills through a combination of supervised paid employment in any occupational field and related classroom instruction in WEE

3. Career technical WEE which reinforces and extends career learning opportunities for

students through a combination of related classroom instruction in WEE and supervised paid or unpaid employment in the occupation for which their career technical course in school prepares them

(cf. 6011 - Academic Standards) (cf. 6143 - Courses of Study) (cf. 6178 - Career Technical Education) The student-teacher ratio in any WEE program shall not exceed 125 students per full-time equivalent certificated teacher coordinator. (Education Code 46300) The minimum day for students enrolled in a WEE program shall be four periods totaling at least 180 minutes in duration, unless the school or student meets one of the conditions specified in Education Code 46144 or 46147. (Education Code 46144, 46147) (cf. 6112 - School Day) (cf. 6184 - Continuation Education) A WEE program offered during the summer shall be conducted in the same time period as the regular summer school program and shall conform to all appropriate laws and regulations applicable to WEE. (cf. 6177 - Summer Learning Programs)

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Each WEE program shall operate under the supervision of a teacher-coordinator. The teacher-coordinator shall make at least two on-site contacts per semester with each work supervisor or at least one on-site contact during summer school to evaluate student performance. (Education Code 51764; 5 CCR 10074) Any student who is age 16 years or older and who satisfactorily completes a WEE program with a minimum of one instructional period per week of related classroom instruction or counseling by a certificated employee, in sessions scheduled intermittently throughout the semester, shall be granted up to 40 semester periods of credit for WEE within the following limits: (Education Code 51760.3; 5 CCR 1635) 1. For exploratory WEE, the student may earn 10 semester periods for each semester,

with a maximum of 20 semester periods earned in two semesters. 2. For either general or career technical WEE, the student may earn 10 semester periods

for each semester, with a maximum of 40 semester periods. (cf. 6146.1 - High School Graduation Requirements) (cf. 6146.11 - Alternative Credits Toward Graduation) Any student who satisfies the above requirements but is under age 16 may be granted credit under any of the following conditions: (Education Code 51760.3) 1. The student is enrolled in grade 11 or higher. 2. The principal certifies that the student is in need of immediate work experience

education in order to pursue employment opportunities. 3. The principal certifies that, without being provided an opportunity to enroll in the

WEE program, there is a high probability that the student will no longer be enrolled as a full-time student.

(cf. 5147 - Dropout Prevention) 4. The student is age 14 years or older and the principal certifies that such credit is

necessary for the student's participation in a career technical education (CTE) program.

5. The student has an individualized education program (IEP) which prescribes the type

of training for which participation in a WEE program is deemed appropriate. (cf. 6159 - Individualized Education Program) Cooperative Career Technical Education Program/Community Classrooms To be eligible for program participation, a student shall be concurrently enrolled in a CTE course or program approved by the California Department of Education and shall meet other criteria specified in 5 CCR 10103 as applicable. (5 CCR 10082, 10103)

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At least one instructional period per week of formal CTE classroom instruction shall be provided to participating students. Each CTE instructional period shall be equivalent to a minimum of three regular classroom instructional periods of at least 50 minutes each week. (5 CCR 10085, 10106) Teachers assigned to the program shall locate and select training stations to provide participating students with unpaid on-the-job learning experiences in the specific occupation related to the approved course or program. (5 CCR 10086, 10107) OPTION 1: (Cooperative CTE Program) The cooperative CTE program teacher shall make at least one visitation every four weeks to each employer to ensure that the provisions of the training agreement are being met and that students are acquiring the competencies identified in their individual training plans. One out of every two visits to the training station shall include an observation of the student engaged in on-the-job training experiences. (5 CCR 10109) OPTION 2: (Community Classrooms) The community classroom teacher shall make at least one visitation every three weeks to consult with the work supervisor, observe students at the training station, provide instruction, and ensure that students are acquiring the competencies identified in their individual training plans. Each visitation shall include an observation of the student engaged in on-the-job training experiences. (5 CCR 10088) Students shall be granted academic credit for satisfactory completion of the program. The teacher shall be responsible for evaluating the student's performance in the CTE course and, with the assistance of the employer, the student's participation at the training station. (5 CCR 10081, 10102) Job Shadowing The program coordinator shall identify job shadowing placements with the goal of providing students with exposure to a broad range of career options and employment settings. The program coordinator shall supervise job shadowing activities, including the coordination of the student's and employer's schedules and consultation with the student's other teachers when necessary. Participating students may attend job shadowing opportunities for up to 25 hours but no less than three hours in one semester, intersession, or summer school session. However, a student may be permitted to participate for up to 40 hours in one semester, intersession, or summer school session, if the principal certifies that it is necessary for the student's participation in a CTE program. (Education Code 51769) Regulation CSBA MANUAL MAINTENANCE SERVICE approved: May 2017

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Facilities BP 7214 GENERAL OBLIGATION BONDS The Governing Board recognizes that school facilities are an essential component of the educational program and that the Board has a responsibility to ensure that the district's facilities needs are met in the most cost-effective manner possible. When the Board determines that it is in the best interest of district students, it may order an election on the question of whether bonds shall be issued to pay for school facilities. (cf. 1160 - Political Processes) (cf. 7110 - Facilities Master Plan) (cf. 7210 - Facilities Financing) The Board's decision to order a bond election, as well as its determinations regarding the appropriate amount, timing, and structure of the bond issuance, shall be consistent with law and the district's debt management policy. (cf. 3470 - Debt Issuance and Management) Before ordering a bond election, the Board shall obtain reasonable and informed projections of assessed valuations that take into consideration projections of assessed property valuations made by the county assessor. (Education Code 15100) When any project to be funded by bonds will require state matching funds for any phase of the project, the ballot for the bond measure shall include a statement as specified in Education Code 15122.5, advising voters that, because the project is subject to approval of state matching funds, passage of the bond measure is not a guarantee that the project will be completed. (Education Code 15122.5) Bonds Requiring 55 Percent Approval by Local Voters The Board may decide to pursue the authorization and issuance of bonds by approval of 55 percent majority of the voters pursuant to Article 13A, Section 1(b)(3) and Article 16, Section 18(b) of the California Constitution. If two-thirds of the Board agrees to such an election, the Board shall vote to adopt a resolution to incur bonded indebtedness if approved by a 55 percent majority of the voters. (Education Code 15266) (cf. 9323.2 - Actions by the Board) The bond election may only be ordered at a primary or general election, a statewide special election, or a regularly scheduled local election at which all of the electors of the district are entitled to vote. (Education Code 15266) Bonded indebtedness incurred by the district shall be used only for the following purposes: (California Constitution Article 13A, Section 1(b)(3) and 1(b)(3)(A)) 1. The construction, reconstruction, rehabilitation, or replacement of school facilities,

including the furnishing and equipping of school facilities

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2. The acquisition or lease of real property for school facilities 3. The refunding of any outstanding debt issuance used for the purposes specified in

items #1-2 above The proposition approved by the voters shall include the following accountability requirements: (California Constitution Article 13A, Section 1(b)(3)) 1. Certification that proceeds from the sale of the bonds will be used only for the

purposes specified in items #1-2 above, and not for any other purposes including teacher and administrative salaries and other school operating expenses

2. A list of specific school facilities projects to be funded and certification that the

Board has evaluated safety, class size reduction, and information technology needs in developing that list

(cf. 0440 - District Technology Plan) (cf. 0450 - Comprehensive Safety Plan) (cf. 6151 - Class Size) 3. A requirement that the Board conduct an annual, independent performance audit to

ensure that the funds have been expended only on the specific projects listed 4. A requirement that the Board conduct an annual, independent financial audit of the

proceeds from the sale of the bonds until all of those proceeds have been expended for the school facilities projects

If a district general obligation bond requiring a 55 percent majority is approved by the voters, the Board shall appoint an independent citizens' oversight committee to inform the public concerning the expenditure of bond revenues as specified in Education Code 15278 and the accompanying administrative regulation. This committee shall be appointed within 60 days of the date that the Board enters the election results in its minutes pursuant to Education Code 15274. (Education Code 15278) (cf. 1220 - Citizen Advisory Committees) (cf. 9324 - Minutes and Recordings) The Superintendent or designee shall ensure that the annual, independent performance and financial audits required pursuant to items #3-4 above are issued in accordance with the U.S. Comptroller General's Government Auditing Standards and submitted to the citizens' oversight committee at the same time they are submitted to him/her and no later than March 31 of each year. (Education Code 15286) The Board shall provide the citizens' oversight committee with responses to all findings, recommendations, and concerns addressed in the performance and financial audits within three months of receiving the audits. (Education Code 15280) The Board may disband the citizens' oversight committee when the committee has completed its review of the final performance and financial audits.

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Bonds Requiring 66.67 Percent Approval by Local Voters The Board may decide to pursue the authorization and issuance of bonds by approval of 66.67 percent majority of the voters pursuant to Education Code 15100 and Article 13A, Section 1(b)(2) of the California Constitution. If a majority of the Board agrees to such an election, or upon a petition of the majority of the qualified electors residing in the district, the Board shall adopt a resolution ordering an election on the question of whether to incur bonded indebtedness if approved by a 66.67 percent majority of the voters. (Education Code 15100) The bond election may be ordered to occur on any Tuesday, except a Tuesday that is a state holiday or the day before or after a state holiday, is within 45 days before or after a statewide election unless conducted at the same time as the statewide election, or is an established election date pursuant to Elections Code 1000 or 1500. (Education Code 15101) Subject to limits specified in Article 13A, Section 1 of the California Constitution, bonds shall be sold to raise money for any of the following purposes: (Education Code 15100) 1. Purchasing school lots 2. Building or purchasing school buildings 3. Making alterations or additions to school building(s) other than as may be necessary

for current maintenance, operation, or repairs 4. Repairing, restoring, or rebuilding any school building damaged, injured, or destroyed

by fire or other public calamity 5. Supplying school buildings and grounds with furniture, equipment, or necessary

apparatus of a permanent nature 6. Permanently improving school grounds 7. Refunding any outstanding valid indebtedness of the district, evidenced by bonds or

state school building aid loans 8. Carrying out sewer or drain projects or purposes authorized in Education Code 17577 9. Purchasing school buses with a useful life of at least 20 years 10. Demolishing or razing any school building with the intent to replace it with another

school building, whether in the same location or in any other location Except for refunding any outstanding indebtedness, any of the purposes listed above may be united and voted upon as a single proposition by an order of the Board entered into the minutes. (Education Code 15100) 486

The Board may appoint a citizens' oversight committee to review and report to the Board and the public as to whether the expenditure of bond revenues complies with the intended purposes of the bond. Certificate of Results If the certificate of election results received by the Board shows that the appropriate majority of the voters is in favor of issuing the bonds, the Board shall record that fact in its minutes. The Board shall then certify to the County Board of Supervisors all proceedings it had in connection with the election results. (Education Code 15124, 15274) Resolutions Regarding Sale of Bonds Following passage of the bond measure by the appropriate majority of voters, the Board shall pass a resolution directing the issuance and sale of bonds. In accordance with law, the resolution shall prescribe the total amount of bonds to be sold and may also prescribe the maximum acceptable interest rate, not to exceed eight percent, and the time(s) when the whole or any part of the principal of the bonds shall be payable. (Education Code 15140; Government Code 53508.6) In passing the resolution, the Board shall consider each available funding instrument, including, but not limited to, the costs associated with each and their relative suitability for the project to be financed. Prior to the sale of bonds, the Board shall place an agenda item at a public meeting and adopt as part of the bond issuance resolution, or in a separate resolution, disclosures of the available funding instruments, the costs and sustainability of each, and all of the following information: (Education Code 15146; Government Code 53508.9) 1. Express approval of the method of sale (i.e., competitive, negotiated, or hybrid) 2. Statement of the reasons for the method of sale selected 3. Disclosure of the identity of the bond counsel, and the identities of the bond

underwriter and the financial adviser if either or both are utilized for the sale, unless these individuals have not been selected at the time the resolution is adopted, in which case the Board shall disclose their identities at the public meeting occurring after they have been selected

4. Estimates of the costs associated with the bond issuance, including, but not limited to,

bond counsel and financial advisor fees, printing costs, rating agency fees, underwriting fees, and other miscellaneous costs and expenses of issuing the bonds

When the sale involves bonds that allow for the compounding of interest, such as a capital appreciation bond (CAB), the resolution to be adopted by the Board shall include items #1-4 above as well as the financing term and time of maturity, repayment ratio, and the estimated change in the assessed value of taxable property within the district over the term of the bonds. The resolution shall be publicly noticed on at least two consecutive meeting agendas, 487

first as an information item and second as an action item. The agendas shall identify that bonds that allow for the compounding of interest are proposed. (Education Code 15146) Prior to adopting a resolution for the sale of bonds that allow for the compounding of interest, the Board shall be presented with the following: (Education Code 15146) 1. An analysis containing the total overall cost of the bonds that allow for the

compounding of interest 2. A comparison to the overall cost of current interest bonds 3. The reason bonds that allow for the compounding of interest are being recommended 4. A copy of the disclosure made by the underwriter in compliance with Rule G-17

adopted by the federal Municipal Securities Rulemaking Board At least 30 days prior to the sale of any debt issue, the Superintendent or designee shall submit a report of the proposed issuance to the California Debt and Investment Advisory Commission (CDIAC). (Government Code 8855) After the sale, the Board shall be presented with the actual issuance cost information and shall disclose that information at the Board's next scheduled meeting. The Board shall ensure that an itemized summary of the costs of the bond sale and all necessary information and reports regarding the sale are submitted to the CDAIC. (Education Code 15146; Government Code 53509.5) Bond Anticipation Notes Whenever the Board determines that it is in the best interest of the district, it may, by resolution, issue a bond anticipation note, on a negotiated or competitive-bid basis, to raise funds that shall be used only for a purpose authorized by a bond that has been approved by the voters of the district in accordance with law. (Education Code 15150) Payment of principal and interest on any bond anticipation note shall be made at note maturity, not to exceed five years, from the proceeds derived from the sale of the bond in anticipation of which that note was originally issued or from any other source lawfully available for that purpose, including state grants. Interest payments may also be made from such sources. However, interest payments may be made periodically and prior to note maturity from an increased property tax if the following conditions are met: (Education Code 15150) 1. A resolution of the Board authorizes the property tax for that purpose. 2. The principal amount of the bond anticipation note does not exceed the remaining

principal amount of the authorized but unissued bonds. A bond anticipation note may be issued only if the tax rate levied to pay interest on the note would not cause the district to exceed the tax rate limitation set forth in Education Code 15268 or 15270, as applicable.

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Deposit of Bond Proceeds With regard to general obligation bonds, the district shall invest new money bond proceeds in the county treasury pool as required by law. (Education Code 15146) Legal Reference:

EDUCATION CODE 7054 Use of district property, campaign purposes 15100-15254 Bonds for school districts and community college districts 15264-15288 Strict Accountability in Local School Construction Bonds Act of 2000 17577 Sewers and drains 47614 Charter school facilities ELECTIONS CODE 324 General election 328 Local election 341 Primary election 348 Regular election 356 Special election 357 Statewide election 1302 Local election 15372 Elections official certificate 1090-1099 Prohibitions applicable to specified officers 1125-1129 Incompatible activities 8855 California Debt and Investment Advisory Commission 53506-53509.5 General obligation bonds 53580-53595.5 Bonds 54952 Definition of legislative body, Brown Act CALIFORNIA CONSTITUTION Article 13A, Section 1 Tax limitation Article 16, Section 18 Debt limit CODE OF FEDERAL REGULATIONS, TITLE 17 240.10b-5 Prohibition against fraud or deceit 240.15c2-12 Municipal securities disclosure COURT DECISIONS San Lorenzo Valley Community Advocates for Responsible Education v. San Lorenzo Valley Unified School District (2006) 139 Cal.App.4th 1356 ATTORNEY GENERAL OPINIONS 99 Ops.Cal.Atty.Gen. 18 (2016) 88 Ops.Cal.Atty.Gen. 46 (2005) 87 Ops.Cal.Atty.Gen. 157 (2004)

Management Resources:

CSBA PUBLICATIONS California's Challenge: Adequately Funding Education in the 21st Century, December 2015 Bond Sales - Questions and Considerations for Districts, Governance Brief, December 2012 Legal Guidelines: Use of Public Resources for Ballot Measures and Candidates, Fact Sheet, February 2011 GOVERNMENT FINANCE OFFICERS ASSOCIATION PUBLICATIONS An Elected Official's Guide to Debt Issuance, 2nd Ed., 2016 Understanding Your Continuing Disclosure Responsibilities, Best Practice, September 2015 Investment of Bond Proceeds, Best Practice, September 2014 Selecting and Managing Municipal Advisors, Best Practice, February 2014 Debt Management Policy, Best Practice, October 2012 Analyzing and Issuing Refunding Bonds, Best Practice, February 2011

Management Resources continued: (see next page)

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Management Resources: (continued)

WEB SITES CSBA: http://www.csba.org California Debt and Investment Advisory Commission: http://www.treasurer.ca.gov/cdiac California Department of Education: http://www.cde.ca.gov California Office of Public School Construction: http://www.opsc.dgs.ca.gov Government Finance Officers Association: http://www.gfoa.org Municipal Security Rulemaking Board, Electronic Municipal Market Access (EMMA): http://www.emma.msrb.org

Policy CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

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Board Bylaws BB 9012 BOARD MEMBER ELECTRONIC COMMUNICATIONS The Governing Board recognizes that electronic communication is an efficient and convenient way for Board members to communicate and expedite the exchange of information within the district and with members of the public. Board members shall exercise caution so as to ensure that electronic communications are not used as a means for the Board to deliberate outside of an agendized Board meeting nor to circumvent the public's right to access records regarding district business. (cf. 1100 - Communication with the Public) (cf. 9000 - Role of the Board) (cf. 9322 - Agenda/Meeting Materials) A majority of the Board shall not, outside of an authorized meeting, use a series of electronic communications of any kind, directly or through intermediaries, to discuss, deliberate, or take action on any item that is within the subject matter jurisdiction of the Board. (Government Code 54952.2) (cf. 9320 - Meetings and Notices) Examples of permissible electronic communications concerning district business include, but are not limited to, dissemination of Board meeting agendas and agenda packets, reports of activities from the Superintendent, and reminders regarding meeting times, dates, and places. In addition, Board members may use electronic communications to discuss matters that do not pertain to district business, regardless of the number of Board members participating in the discussion. Board members shall make every effort to ensure that their electronic communications conform to the same standards and protocols established for other forms of communication. A Board member may respond, as appropriate, to an electronic communication received from a member of the community and should make clear that his/her response does not necessarily reflect the views of the Board as a whole. Any complaint or request for information should be forwarded to the Superintendent in accordance with Board bylaws and protocols so that the issue may receive proper consideration and be handled through the appropriate district process. As appropriate, communication received from the media shall be forwarded to the designated district spokesperson. (cf. 1112 - Media Relations) (cf. 1312.1 - Complaints Concerning District Employees) (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 1312.3 - Uniform Complaint Procedures) (cf. 1312.4 - Williams Uniform Complaint Procedures) (cf. 3320 - Claims and Actions Against the District) (cf. 9005 - Governance Standards) (cf. 9121 - President) (cf. 9200 - Limits of Board Member Authority)

491

To the extent possible, electronic communications regarding any district-related business shall be transmitted through a district-provided device or account. When any such communication is transmitted through a Board member's personal device or account, he/she shall copy the communication to a district electronic storage device for easy retrieval. (cf. 1340 - Access to District Records) (cf. 3580 - District Records) Legal Reference:

EDUCATION CODE 35140 Time and place of meetings 35145 Public meetings 35145.5 Agenda; public participation; regulations 35147 Open meeting law exceptions and applications GOVERNMENT CODE 6250-6270 California Public Records Act 11135 State programs and activities, discrimination 54950-54963 The Ralph M. Brown Act, especially: 54952.2 Meeting, defined 54953 Meetings to be open and public; attendance 54954.2 Agenda posting requirements, board actions COURT DECISIONS City of San Jose v. Superior Court (2017) 2 Cal.5th 608

Management Resources:

CSBA PUBLICATIONS Legal Alert: Tips for Governing Boards in Response to Public Records Act Ruling on Electronic Communications, March 2017 The Brown Act: School Boards and Open Meeting Laws, rev. 2014 ATTORNEY GENERAL PUBLICATIONS The Brown Act: Open Meetings for Legislative Bodies, 2003 WEB SITES CSBA: http://www.csba.org CSBA, Agenda Online: https://www.csba.org/ProductsAndServices/AllServices/AgendaOnline.aspx California Attorney General's Office: https://oag.ca.gov

Bylaw CSBA MANUAL MAINTENANCE SERVICE adopted: May 2017

492

Burbank Unified School District

Administrative Services

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: David Jaynes, Assistant Superintendent, Administrative Services

PREPARED BY: Ruthie DiFonzo, Senior Administrative Assistant

SUBMITTED BY: Ruthie DiFonzo, Senior Administrative Assistant

DATE: February 1, 2018

SUBJECT: Ratification of Bid Limit Increase

Background:

Public Contract Code §20111 (d) requires the State Superintendent of Public Instruction to annually adjust

the bid threshold amounts on contracts awarded by school districts to reflect the percentage change in the

annual average value of the Implicit Price Deflator for State and Local Government Purchases of Goods and

Services. The types of contracts subject to the bid threshold include:

1. Purchase of equipment, materials, or supplies to be furnished, sold, or leased to the district.

2. Services, except construction.

3. Repairs, including maintenance.

Discussion/Issues:

The bid amount, revised annually to reflect the percentage change in the annual average value of the Implicit

Price Deflator for Government Goods and Services, was increased by 2.20% to $90,200, effective January 1,

2018.

Fiscal Impact:

None.

Recommendation:

David Jaynes, Assistant Superintendent, Administrative Services, recommends that the Board of Education

approve the ratify adjustment to the bid threshold per Public Contract Code §20111 from $88,300 to

$90,200, effective January 1, 2018, as presented.

493

494

Burbank Unified School District

Administrative Services

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: David Jaynes, Assistant Superintendent, Administrative Services

PREPARED BY: Lina Sola, Director Fiscal Services

SUBMITTED BY: Ruthie DiFonzo, Senior Administrative Assistant

DATE: February 1, 2018

SUBJECT: Approval of the Sale and Disposal of Equipment and Supplies

Background:

The Board of Education recognizes its fiscal responsibility to maximize the use of District equipment,

supplies, instructional materials, and other personal property while providing up-to-date resources that

facilitate student learning and effective District operations. When the Board, upon recommendation of the

Superintendent or designee, declares any District-owned personal property unusable, obsolete, or no longer

needed, the Board shall decide whether the property will be donated, sold, or otherwise disposed of as

prescribed by law and administrative regulation (BP 3270(a)).

Discussion/Issues:

Although the Board shall approve the price and terms of any sale or lease of personal property of the

District, the District has entered into an agreement with an auction house for this purpose. The District has

also entered into an agreement with a company that will remove the Districts e-waste equipment and use

those proceeds to offset the cost of picking up florescent bulbs.

If the Board members in attendance unanimously agrees that the property, whether one or more items, does

not exceed $2,500 in value, the property may be sold without advertising for bids (Ed Code 17546).

Attached is a list of items that the District deems as obsolete and with the Boards approval will send

salvageable items to the auction vendor, and the electronic equipment to the e-waste vendor. If the Board

members in attendance find the value of the property is insufficient to defray the costs of arranging a sale,

the property may be donated to a charitable organization deemed appropriate by the Board or may be

disposed of in the local public dump (Ed Code 17546).

Also attached is a list of telephone devices that the District will accumulate until such time that BUSD will

go out to bid to get resale value.

Financial Impact:

Salvage value will be distributed to the fund that purchased the equipment with the exception of District

departments. Those funds will be deposited in to the General Fund.

Recommendations:

David Jaynes, Assistant Superintendent, Administrative Services, recommends that the Board of Education

approve the disposal of the assets listed, as presented.

495

496

497

498

Burbank Unified School District Office of Human Resources Services

REPORT TO THE BOARD

TO: Members of the Board of Education FROM: Anita Schackmann, Director, Human Resources Services PREPARED BY: Leticia Castillo, Supervisor, Human Resources SUBMITTED BY: Leticia Castillo, Supervisor, Human Resources DATE: February 1, 2018 SUBJECT: Adoption of Resolution 20 for the Elimination or Reduction of Services

for Classified Positions ______________________________________________________________________________ Background: When it becomes necessary to eliminate or reduce classified bargaining unit positions, the Board of Education must approve such reductions and/or eliminations. Subsequent to the Board’s approval, employees must be notified not less than 60 days prior to the effective date of the reduction or elimination of their positions. Discussion/Issues: This recommendation has been shared with a representative from the California School Employees Association (CSEA), Chapter 674 There is one position being recommended for elimination:

There is one 6 ½ hr/day Instructional Assistant-Special Education position at Luther Middle School being recommended for elimination due to lack of work. This was a 1:1 position and per the IEP, the student has been placed in an NPS. This position is funded through the following appropriation number, 01.0-33100.0-57700-11100-2110-3200000. This position is currently vacant and will not involve bumping.

Fiscal Impact: None

Recommendation: Anita Schackmann, Director, Human Resources Services, recommends that the Board of Education adopt Resolution 20 for the Elimination or Reduction of Services for Classified positions, as presented.

499

BURBANK UNIFIED SCHOOL DISTRICT

BOARD OF EDUCATION February 1, 2018 In the Matter of Layoff of Classified Employees RESOLUTION 20 WHEREAS, Due to lack of work and/or lack of funds this Board hereby finds that it is in the best

interest of the Burbank Unified School District to eliminate or reduce classified positions pursuant to provisions in the California Education Code and consistent with Article 15 in the Agreement with CSEA, Chapter 674, to the following extent:

FTE Eliminate one Instructional Assistant – Special Education .8125 BE IT FURTHER RESOLVED, That the Superintendent is hereby authorized and directed to investigate any bumping or displacement rights of affected classified employees and to give appropriate layoff notices to the affected employees pursuant to provisions in the California Education Code and consistent with Article 15 in the Agreement with CSEA, Chapter 674, not less than 60 days prior to the effective date of layoff subject to negotiations to the extent required by law and the CSEA agreement. ADOPTED, the 1st day of February 2018, by the Governing Board of the Burbank Unified School District. Clerk

500

Burbank Unified School District Office of the Superintendent

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Matt Hill, Superintendent

PREPARED BY: Kimberley A. Clark, Executive Assistant to the Superintendent

SUBMITTED BY: Kimberley A. Clark, Executive Assistant to the Superintendent

DATE: February 1, 2018

SUBJECT: Acceptance of Gifts

Matt Hill, Superintendent, recommends that the Board of Education take formal action accepting the following gifts to the District, and that the Board President convey appreciation to the donors.

a. Lori Gronich wishes to donate to the District $1,000 to be used to pay for materials and supplies at Monterey High School.

b. The Luther Burbank Middle School IMA Boosters wish to donate to the District $350.08 to be used to pay IMA coaches at Luther Burbank Middle School.

c. The Emerson PTA wishes to donate to the District $10,800 (with $10,000 to be used towards duplo and $800 to be used to purchase science materials) at Emerson Elementary School.

d. Richard Sarquiz wishes to donate to the District $500 (with $100 to be used for engraving on the donor wall at BHS and $400 to be used to purchase materials and supplies) at Burbank High School.

e. An anonymous donor wishes to donate to the District $270 to be used to pay for field trip transportation to the Getty Museum for a fourth-grade class at Edison Elementary School.

f. An anonymous donor wishes to donate to the District $150 to be used to pay for expenses associated with a field trip to the Getty Museum for a fourth-grade class at Edison Elementary School.

501

Burbank Unified School District Office of the Superintendent

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Matt Hill, Superintendent

PREPARED BY: Rose Garcia, Superintendent’s Office Assistant

SUBMITTED BY: Rose Garcia, Superintendent’s Office Assistant

DATE: February 1, 2018

SUBJECT: Approval of 2018-2019 Regular Board of Education Meeting Dates Background: Regular meetings of the Board of Education are held on the first and third Thursdays of each month. Special Board meetings may be scheduled as necessary throughout the year. Discussion/Issues: Listed below are the Board meeting dates for the 2018-2019 school year:

Recommendation: Matt Hill, Superintendent, recommends that the Board of Education approve its regular meeting dates for the 2018-2019 school year, as presented.

July 5, 2018 Dark – July 4 Holiday July 19, 2018 August 2, 2018 August 16, 2018 September 6, 2018 September 20, 2018 October 4, 2018 October 18, 2018 November 1, 2018 November 15, 2018 December 6, 2018 Dark – Thanksgiving and CSBA Conference December 20, 2018 January 3, 2019 Dark – Winter Recess January 17, 2019 February 7, 2019 February 21, 2019 March 7, 2019 March 21, 2019 Dark – (Spring Recess) April 4, 2019 April 18, 2019 May 2, 2019 May 16, 2019 June 6, 2019 June 20, 2019

502

503

504

505

506

507

508

509

510

511

512

513

514

515

516

517

518

519

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 1 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

C/O1: INCREASE BY $500.00; 2017-18

BLANKET ORDER "ONLINE" SCHOOL

SUPPLIES

18000084 WASHINGTON

ELEMENTARY

$5,000.00SOUTHWEST SCHOOL &

OFFICE SUPPLY

010

C/O 2: INCREASE BY $500.00; 2017-2018

BLANKET ORDER "ONLINE" OFFICE

SUPPLIES

18000100 WASHINGTON

ELEMENTARY

$6,150.91OFFICE DEPOT/ BUSINESS

SERVICES DIVISION

010

C/O 1: INC BY $17360; CARRY OVER OF

PO 17004169; CUPCCAA BID #1617-049;

EXT PAINT@LUTHER; BD 4/20/17

18000393 FACILITIES

SERVICES

$156,660.00CALI PAINTING INC 140

C/O 1: INC BY $16891; CARRY OVER OF

PO 17004168; CUPCCAA BID #1617-049;

EXT PAINT@MUIR MS; BD4/20/17

18000394 FACILITIES

SERVICES

$150,991.00CALI PAINTING INC 140

C/O1: INCREASE BY $500.00; 2017-2018

BLANKET ORDER; OFFICE SUPPLIES

18000640 PURCHASING

SERVICES

$900.00OFFICE DEPOT/ BUSINESS

SERVICES DIVISION

010

FACILITY REPAIR MATERIAL18000824 FACILITIES

SERVICES

$40.86C R LAURENCE CO 010

C/O 2: REDUCE BY $1,000.00; 2017-2018

BLANKET AGREEMENT; STUDENT

ATHLETIC TRANSPORTATION

18000974 BURBANK HIGH

SCHOOL

$1,000.00SOUTHWINDS

TRANSPORTATION

010

C/O 1: INCREASE BY $903.00; 2017-2018

BLANKET AGREEMENT; STUDENT

ATHLETIC TRANSPORTATION

18000975 BURBANK HIGH

SCHOOL

$3,403.00TRANSIT SYSTEMS

UNLIMITED, INC

010

CARRY OVER OF PO 17004027; GEO,

MATERIALS/SP INSP@JEFFERSON

MODULAR; PHASE II; BONDS; BD

3/16/17

18001119 FACILITIES

SERVICES

$46,978.50NINYO AND MOORE 210

C/O 1: CHANGE ACCOUNT; 1516-066

DSA MODULAR BLDG PHASE II @

STEVENSON; PB #CHULA VISTA; BD

2/2/17

18001120 FACILITIES

SERVICES

$96,925.95SILVER CREEK INDUSTRIES,

INC.

210

C/O 1: CHANGE ACCOUNT; 1516-066

DSA MODULAR BLDG PHASE II @

STEVENSON; PB #CHULA VISTA; BD

2/2/17

18001120 FACILITIES

SERVICES

$446,000.00SILVER CREEK INDUSTRIES,

INC.

250

C/O 1: CHANGE ACCOUNT STRING;

CONSTRUCTION MANAGEMENT

SERVICES FOR MEASURE S BOND; BD

2/2/17

18001121 FACILITIES

SERVICES

$2,546,824.47PINNER CONSTRUCTION

COMPANY

210

C/O 1: CHANGE ACCOUNT STRING;

CONSTRUCTION MANAGEMENT

SERVICES FOR MEASURE S BOND; BD

2/2/17

18001121 FACILITIES

SERVICES

$122,068.20PINNER CONSTRUCTION

COMPANY

250

C/O 1: CHANGE ACCOUNT; BID 1617-053

PERM MOD PHASE II GRADING

@STEVENSON; UNIT PR 1314-032;

BD3/2/17

18001132 FACILITIES

SERVICES

$342,660.00UNIVERSAL ASPHALT CO 210

C/O 1: CHANGE ACCOUNT; BID 1617-053

PERM MOD PHASE II GRADING

@STEVENSON; UNIT PR 1314-032;

BD3/2/17

18001132 FACILITIES

SERVICES

$44,368.00UNIVERSAL ASPHALT CO 250

CARRYOVER PO 17004028; GEO,

MATERIALS & SPECIAL INSPECTION @

HARTE MOD BLDGS; PHASE II; BD

3/16/17

18001138 FACILITIES

SERVICES

$46,140.00NINYO AND MOORE 210

Page 1 of 13

520

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 2 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

C/O 1: INCREASE BY $2,092.96;

CUPCCAA FC1718-013 INSTALL

PLAYGROUND EQUIPMENT @

STEVENSON

18001294 FACILITIES

SERVICES

$23,022.60T.J. JANCA CONSTRUCTION,

INC

210

GROUNDS SUPPLIES18001309 FACILITIES

SERVICES

$1,524.04STOVER SEED COMPANY 010

FACILITY REPAIR MATERIAL18001450 FACILITIES

SERVICES

$131.37C R LAURENCE CO 010

FACILITY REPAIR MATERIAL18001531 FACILITIES

SERVICES

$96.80REFRIGERATION

HARDWARE SUPPLY CORP

010

C/O 1: REDUCE BY $9,330; 1617-053 PERM

MODULAR PHASE II; ASPHALT @

STEVENSON; UNIT PR BID 1314-032

18001620 FACILITIES

SERVICES

$74,846.25UNIVERSAL ASPHALT CO 250

C/O 1: CHANGE RECIPIENT; ANNUAL

CLASSROOM SOFTWARE

SUBCSRIPTION; BOARD APPROVED

6/15/17

18001663 ROOSEVELT

ELEMENTARY

$175.00BRAINPOP 010

EQUIPMENT RENTAL18001712 FACILITIES

SERVICES

$3,627.19SUNSTATE EQUIPMENT CO. 010

C/O 1: INCREASE BY $5,475;

CONSULTANT AGREEMENT;

LACTATION SUPPORT PROGRAM;

BOARD APPROVED 10/15/15

18001872 PERSONNEL

SERVICES

$5,772.75LIMERICK, INC. 010

FACILITY REPAIR MATERIAL18001959 FACILITIES

SERVICES

$656.84TIME AND ALARM

SYSTEMS

010

C/O 1: INCREASE BY $510.00 -

REMAINING BALANCE; FIELD TRIP

DEPOSIT; 4TH GRADE; GIFT FUNDS

18002037 PROVIDENCIA

ELEMENTARY

$810.00VALLEY TRAILS SUMMER

CAMP

010

FACILITY REPAIR MATERIAL18002078 FACILITIES

SERVICES

$317.56INTERMOUNTAIN LOCK &

SUPPLY CO

010

FACILITY REPAIR MATERIAL18002080 FACILITIES

SERVICES

$83.35REFRIGERATION

HARDWARE SUPPLY CORP

010

FACILITY REPAIR MATERIAL18002081 FACILITIES

SERVICES

$39.07WOODY'S SCREEN CENTER 010

FACILITY REPAIR MATERIAL18002082 FACILITIES

SERVICES

$179.94LOWE'S HOME

IMPROVEMENT

010

NON-INSTRUCTIONAL EQUIPMENT

REPAIR BY VENDOR

18002083 FACILITIES

SERVICES

$118.36SAN LUIS AUTO GLASS 010

CONTRACTED SERVICES18002085 FACILITIES

SERVICES

$490.72SUNBELT RENTALS, INC. 010

FACILITY REPAIR MATERIAL18002089 FACILITIES

SERVICES

$1,674.42INTERMOUNTAIN LOCK &

SUPPLY CO

010

FACILITY REPAIR MATERIAL18002090 FACILITIES

SERVICES

$268.08FAR WEST PLYWOOD

COMPANY

010

C/O 1: REORDERED AFTER ORIGINAL

ORDER RETURNED BY CARRIER;

CLASSROOM SUPPLIES; GIFT FUNDS

18002163 MILLER

ELEMENTARY

$46.73AMAZON CAPITAL

SERVICES

010

GROUNDS SUPPLIES18002184 FACILITIES

SERVICES

$990.70GARVEY EQUIPMENT

COMPANY

010

FACILITY REPAIR MATERIAL18002185 FACILITIES

SERVICES

$351.85TUNDRA SPECIALTIES 010

NON-INSTRUCTIONAL EQUIPMENT

REPAIR MATERIAL

18002187 FACILITIES

SERVICES

$185.48STAR FORD 010

Page 2 of 13

521

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 3 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

FACILITY REPAIR MATERIAL18002188 FACILITIES

SERVICES

$46.26LOWE'S HOME

IMPROVEMENT

010

FACILITY REPAIR MATERIAL18002189 FACILITIES

SERVICES

$64.01REFRIGERATION

HARDWARE SUPPLY CORP

010

FACILITY REPAIR MATERIAL18002190 FACILITIES

SERVICES

$12.83REFRIGERATION

HARDWARE SUPPLY CORP

010

FACILITY REPAIR MATERIAL18002191 FACILITIES

SERVICES

$1,704.48INTERMOUNTAIN LOCK &

SUPPLY CO

010

FACILITY REPAIR MATERIAL18002192 FACILITIES

SERVICES

$104.20LOWE'S HOME

IMPROVEMENT

010

CUSTOM PRINTED T-SHIRTS; FILM LA

FUNDS

18002196 FACILITIES

PLANNING

SERVICES

$7,283.65CROWN UNIFORMS 010

INSTRUCTIONAL MATERIALS; MAA

FUNDS

18002214 PROVIDENCIA

ELEMENTARY

$573.78TOBII DYNAVOX LLC 010

SOFTWARE LICENSES, COMPUTER

EQUIPMENT & INSTALLATION;

SCIENCE; UNRESTRICTED & GIFT

FUNDS

18002225 LUTHER BURBANK

MIDDLE SCHOOL

$21,976.10ZSPACE INC 010

GROUNDS EQUIPMENT18002227 JOHN BURROUGHS

HIGH SCHOOL

$552.49GRAINGER INC 010

SOFTWARE LICENSES &

INSTRUCTIONAL MATERIALS; BOARD

APPROVED 6/15/17

18002228 STEVENSON

ELEMENTARY

$358.45DRAMA EDUCATION

NETWORK

010

TECHNOLOGY SUPPLY18002229 PERSONNEL

SERVICES

$17.51AMAZON CAPITAL

SERVICES

010

COMPUTER EQUIPMENT; TABLETS18002230 JOHN BURROUGHS

HIGH SCHOOL

$2,033.42APPLE COMPUTER ED

SALES

010

REIMBURSEMENT TO TEACHER FOR

SUPPLIES FOR "MUIR UNITED"; FILM

LA FUNDS

18002231 MUIR MIDDLE

SCHOOL

$52.53ROTHACHER, LYNN 010

BOOKS; MAA FUNDS18002232 EMERSON

ELEMENTARY

$157.04AMAZON CAPITAL

SERVICES

010

REIMBURSEMENT TO TEACHER FOR

DRAMA CLASS SUPPLIES

18002233 JOHN BURROUGHS

HIGH SCHOOL

$1,163.59MYERS, GUY 010

REIMBURSEMENT TO TEACHER FOR

CLASSROOM SUPPLIES

18002234 MUIR MIDDLE

SCHOOL

$95.04BURISH, SHELLY 010

LIBRARY BOOKS18002235 ROOSEVELT

ELEMENTARY

$395.80AMAZON CAPITAL

SERVICES

010

REIMBURSEMENT TO PRINCIPAL FOR

CUSTOM T-SHIRTS; FILM LA FUNDS

18002236 MUIR MIDDLE

SCHOOL

$1,979.38MILLER, GREG 010

NOVELS; LOTTERY & UNRESTRICTED

FUNDS

18002237 JOHN BURROUGHS

HIGH SCHOOL

$2,455.54TEXTBOOK WAREHOUSE

INC

010

CONSULTANT SERVICES; MUSIC

PROGRAM FOR GRADES K-5; GIFT

FUNDS; BOARD APPROVED 7/20/17

18002238 DISNEY

ELEMENTARY

$3,000.00KREISBERG, ROBYN 010

CONSULTANT SERVICES; MUSIC

INSTRUCTION; GIFT FUNDS; BOARD

APPROVED 9/7/17

18002239 EDISON

ELEMENTARY

$2,150.00KREISBERG, ROBYN 010

CONSULTANT AGREEMENT;

AUDIOLOGIC EVALUATION; SPECIAL

EDUCATION; BOARD APPROVED

11/16/17

18002240 SPECIAL

EDUCATION

$1,550.00KEATON, SANDY S 010

Page 3 of 13

522

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 4 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

FIELD TRIP DEPOSIT; 3RD GRADE; GIFT

FUNDS

18002241 PROVIDENCIA

ELEMENTARY

$300.00VALLEY TRAILS SUMMER

CAMP

010

INSTRUCTIONAL MATERIALS; MAA

FUNDS

18002242 PROVIDENCIA

ELEMENTARY

$685.03WILSON LANGUAGE

TRAINING

010

CUSTOM T-SHIRTS; ROP FUNDS18002243 JOHN BURROUGHS

HIGH SCHOOL

$310.98CRESCENTA VALLEY

ATHLETIC-LOGO

IMPRINTING

010

STORAGE CONTAINER FOR STAGE

PROPS/DRAMA @ BHS; CTE

18002244 BURBANK HIGH

SCHOOL

$1,686.30SOUTHWEST MOBILE

STORAGE, INC.

010

CONSULTANT AGREEMENT; CPR &

FIRST AID TRAINING CLASS FOR

EMPLOYEES; GIFT FUNDS

18002245 ROOSEVELT

ELEMENTARY

$1,715.00CASTRO, ALBERTO JOSE 010

COSTUMES; GIFT FUNDS18002246 JEFFERSON

ELEMENTARY

$76.12AMAZON CAPITAL

SERVICES

010

FACILITY REPAIR MATERIAL18002254 FACILITIES

SERVICES

$769.07INTERMOUNTAIN LOCK &

SUPPLY CO

010

FACILITY REPAIR MATERIAL18002255 FACILITIES

SERVICES

$271.16FAR WEST PLYWOOD

COMPANY

010

GROUNDS SUPPLIES18002257 FACILITIES

SERVICES

$2,628.00FOOTHILL SOILS INC 010

GROUNDS SUPPLIES18002258 FACILITIES

SERVICES

$1,122.65MID AMERICA SALES

ASSOCIATES

010

FACILITY REPAIR MATERIAL18002259 FACILITIES

SERVICES

$32.74PRO POWER dba BATTERY

HUT

010

OUTDOOR SCIENCE SCHOOL; STUDENT

ADMISSIONS; THOUSAND PINES; BD

9/7/17; GIFT FUNDS

18002262 STEVENSON

ELEMENTARY

$19,098.45THOUSAND PINES

OUTDOOR EDUCATORS LLC

010

C/O 1: INC BY $1,599 - ADDT'L

STUDENT; STUDENT ADMISSIONS;

THOUSAND PINES; BD 9/7/17; GIFT

FUNDS

18002263 WASHINGTON

ELEMENTARY

$14,632.60THOUSAND PINES

OUTDOOR EDUCATORS LLC

010

STUDENT TRANSPORTATION; LA

CONVENTION CENTER; ACCOUNTS

RECEIVABLE FUNDS

18002264 MUIR MIDDLE

SCHOOL

$537.56DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; SCV

OUTDOOR SCIENCE CAMP; GIFT

FUNDS

18002265 PROVIDENCIA

ELEMENTARY

$475.04DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; CA

SCIENCE CENTER; ACCOUNTS

RECEIVABLE

18002266 LUTHER BURBANK

MIDDLE SCHOOL

$500.00DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; MOCA;

ACCOUNTS RECEIVABLE

18002267 LUTHER BURBANK

MIDDLE SCHOOL

$597.75FOUR WINDS 010

STUDENT TRANSPORTATION;

DISNEYLAND; ACCOUNTS RECEIVABLE

18002268 LUTHER BURBANK

MIDDLE SCHOOL

$630.00FOUR WINDS 010

STUDENT TRANSPORTATION; CA

SCIENCE CENTER; CTEIG

18002269 JOHN BURROUGHS

HIGH SCHOOL

$1,030.50FOUR WINDS 010

STUDENT TRANSPORTATION; JPL;

ACCOUNTS RECEIVABLE

18002270 LUTHER BURBANK

MIDDLE SCHOOL

$381.96SOUTHWINDS

TRANSPORTATION

010

STUDENT TRANSPORTATION;

HUNTINGTON LIBRARY; ACCOUNTS

RECEIVABLE & GIFT FUNDS

18002271 EDISON

ELEMENTARY

$496.25TOWNRIDE INC 010

STUDENT TRANSPORTATION;

MUSEUM OF JURASSIC TECHNOLOGY;

GIFTS

18002272 MONTEREY HIGH

SCHOOL

$431.25TOWNRIDE INC 010

Page 4 of 13

523

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 5 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

STUDENT TRANSPORTATION;

HUNTINGTON LIBRARY; GIFTS

18002273 EDISON

ELEMENTARY

$246.25TOWNRIDE INC 010

TECHNOLOGY SUPPLY; SPECIAL

EDUCATION FUNDS

18002274 SPECIAL

EDUCATION

$148.84AMAZON CAPITAL

SERVICES

010

STUDENT TRANSPORTATION;

HUNTINGTON LIBRARY; GIFTS

18002275 EDISON

ELEMENTARY

$246.25TOWNRIDE INC 010

STUDENT TRANSPORTATION;

THOUSAND PINES/OSS; GIFTS

18002276 WASHINGTON

ELEMENTARY

$4,400.00TOWNRIDE INC 010

STUDENT TRANSPORTATION; DON

LUGO HS/ATHLETICS; ACCOUNTS

RECEIVABLE

18002277 BURBANK HIGH

SCHOOL

$972.50TRANSIT SYSTEMS

UNLIMITED, INC

010

2017-18 BLANKET ORDER; DUST MOP

SERVICES; UNRESTRICTED

MAINTENANCE FUNDS

18002278 FACILITIES

SERVICES

$8,000.00ALSCO 010

TECHNOLOGY SUPPLIES; TITLE I

FUNDS

18002279 JORDAN MIDDLE

SCHOOL

$359.16CDW-G - COMPUTER

DISCOUNT WHSE

010

MUSIC SUPPLIES18002280 INSTRUCTIONAL

SERVICES

$76.65MUSICIAN'S FRIEND INC 010

ICE MACHINE; ATHLETICS DEPT18002281 BURBANK HIGH

SCHOOL

$4,396.43TUNDRA SPECIALTIES 010

MAGAZINE SUBSCRIPTIONS18002282 JOHN BURROUGHS

HIGH SCHOOL

$417.56SCHOLASTIC INC. 010

REPAIR MATERIALS; ON-GOING AND

MAJOR MAINTENANCE FUNDS

18002283 FACILITIES

SERVICES

$161.95AMAZON CAPITAL

SERVICES

010

AUDIO EQUIPMENT; ACCOUNTS

RECEIVABLE FUNDS

18002284 MILLER

ELEMENTARY

$78.28SCHOOL SPECIALTY, INC 010

OFFICE SUPPLY18002285 EDISON

ELEMENTARY

$22.52UME FEDERAL CREDIT

UNION

010

CONSULTANT AGREEMENT;

INTERPRETER & TRANSLATOR

SERVICES; BOARD APPROVED 11/2/17

18002286 PERSONNEL

SERVICES

$20,000.00PURPLE COMMUNICATIONS 010

LABELS; VISITOR MANAGEMENT

SYSTEM

18002287 LUTHER BURBANK

MIDDLE SCHOOL

$109.50RAPTOR TECHNOLOGIES

LLC

010

TESTING MATERIALS; SPECIAL

EDUCATION

18002288 SPECIAL

EDUCATION

$127.82PEARSON ASSESSMENT 010

INSTRUCTIONAL SUPPLIES; CTE

INCENTIVE GRANT

18002289 BURBANK HIGH

SCHOOL

$1,206.99AMAZON CAPITAL

SERVICES

010

REIMBURSEMENT TO TEACHER FOR

CLASSROOM EQUIPMENT SUPPLIES

18002290 JOHN BURROUGHS

HIGH SCHOOL

$259.69BENNE, JOHN 010

CLASSROOM SUPPLIES; CTE

INCENTIVE GRANT

18002291 BURBANK HIGH

SCHOOL

$18.88OFFICE DEPOT/ BUSINESS

SERVICES DIVISION

010

REIMBURSEMENT TO TEACHER FOR

CLASSROOM SUPPLIES

18002292 MUIR MIDDLE

SCHOOL

$91.25LEE, ROBERT 010

OFFICE SUPPLIES18002293 EDISON

ELEMENTARY

$25.94AMAZON CAPITAL

SERVICES

010

CARRYOVER 17001790; PB FC1617-032

FURNISH/INSTALL DISTRICT-WIDE

VOIP & COMMUNICATION SYS; BD

7/21/17

18002294 TECHNOLOGY

SERVICES

$498,369.54NEXUS IS INC 210

REIMBURSEMENT TO TEACHER FOR

CPR CARDS

18002295 BURBANK ADULT

SCHOOL

$259.00BOGNAR, PETER 110

CLASSROOM SUPPLIES18002296 JORDAN MIDDLE

SCHOOL

$412.25OFFICE DEPOT/ BUSINESS

SERVICES DIVISION

010

Page 5 of 13

524

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 6 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

INSTRUCTIONAL MATERIALS; TITLE 1

FUNDS

18002297 DISNEY

ELEMENTARY

$886.95BOX CARS AND ONE-EYED

JACKS, INC

010

ANNUAL SOFTWARE LICENSES;

READING PROFICIENCY; TITLE I

FUNDS; BOARD APPROVED 6/15/17

18002298 WASHINGTON

ELEMENTARY

$3,000.00GREENFIELD LEARNING INC. 010

CLASSROOM FURNITURE18002299 STEVENSON

ELEMENTARY

$2,497.61DISCOUNT SCHOOL SUPPLY 120

STUDENT AWARDS; RIBBONS18002300 MILLER

ELEMENTARY

$77.52JONES SCHOOL SUPPLY CO

INC

010

CLASSROOM SUPPLIES; GIFT FUNDS18002301 ROOSEVELT

ELEMENTARY

$562.63AMAZON CAPITAL

SERVICES

010

REFERENCE MATERIALS; ADULT

EDUCATION BLOCK GRANT

18002302 BURBANK ADULT

SCHOOL

$574.88NEW READERS PRESS 110

FIELD TRIP ADMISSION DEPOSIT; 2ND

GRADE; GIFT FUNDS

18002303 JEFFERSON

ELEMENTARY

$1,604.00DISCOVERY CUBE LOS

ANGELES

010

FIELD TRIP ADMISSION; GRADE 4; GIFT

FUNDS

18002304 EDISON

ELEMENTARY

$920.00LEONIS ADOBE MUSEUM 010

PLAYGROUND SUPPLIES18002305 ROOSEVELT

ELEMENTARY

$343.87GOPHER SPORT 010

TECHNOLOGY SUPPLY; SPECIAL

EDUCATION FUNDS

18002306 SPECIAL

EDUCATION

$54.75AMAZON CAPITAL

SERVICES

010

CLASSROOM SUPPLIES; SPECIAL

EDUCATION FUNDS

18002307 WASHINGTON

ELEMENTARY

$69.41AMAZON CAPITAL

SERVICES

010

STORAGE CONTAINERS; STAGE SET

EQUIPMENT

18002308 JOHN BURROUGHS

HIGH SCHOOL

$13,033.49AZTEC STORAGE

CONTAINERS

010

OUTDOOR FURNITURE18002309 BURBANK HIGH

SCHOOL

$1,673.50DIVERSIFIED METAL

FABRICATORS INC

010

SOFTWARE LICENSES; SPECIAL

EDUCATION; BOARD APPROVED

6/15/17

18002310 SPECIAL

EDUCATION

$4,311.00N2Y 010

INSTRUCTIONAL MATERIALS; CTE

INCENTIVE GRANT

18002311 BURBANK HIGH

SCHOOL

$905.38STEMY STUFF LLC 010

ATHLETICS SUPPLIES18002312 JOHN BURROUGHS

HIGH SCHOOL

$455.11SCHOOL OUTFITTERS 010

CLASSROOM EQUIPMENT; GIFT FUNDS18002313 ROOSEVELT

ELEMENTARY

$2,014.22SOUTHPAW ENTERPRISES 010

REIMBURSEMENT TO TEACHER FOR

SUPPLIES; TITLE I FUNDS

18002314 INSTRUCTIONAL

SERVICES

$24.98FOX, DANIELLE 010

TESTING MATERIALS; SPECIAL

EDUCATION

18002315 SPECIAL

EDUCATION

$383.46PEARSON ASSESSMENT 010

FIELD TRIP ADMISSION; FIFTH GRADE;

GIFT FUNDS

18002316 JEFFERSON

ELEMENTARY

$640.00CALIFORNIA SCIENCE

CENTER & IMAX THEATER

010

HOLIDAY STAFF EVENT; FILM LA

FUNDS

18002317 JORDAN MIDDLE

SCHOOL

$3,202.88CANYON GRILLE 010

LIBRARY SUBSCRIPTIONS18002318 LUTHER BURBANK

MIDDLE SCHOOL

$764.97JUNIOR LIBRARY GUILD 010

CLASSROOM SUPPLIES; SPECIAL

EDUCATION FUNDS

18002319 WASHINGTON

ELEMENTARY

$83.12AMAZON CAPITAL

SERVICES

010

BOOKS18002320 INSTRUCTIONAL

SERVICES

$158.67AMAZON CAPITAL

SERVICES

010

STUDENT TRANSPORTATION; CA

SCIENCE CENTER; ACCOUNTS

RECEIVABLE

18002321 LUTHER BURBANK

MIDDLE SCHOOL

$3,507.00FOUR WINDS 010

Page 6 of 13

525

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 7 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

STUDENT TRANSPORTATION; CA

SCIENCE CENTER; GIFT FUNDS

18002322 JEFFERSON

ELEMENTARY

$1,075.12DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; SAN

GABRIEL MISSION; GIFT FUNDS

18002323 MC KINLEY

ELEMENTARY

$887.56DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION;

NATURAL HISTORY MUSEUM; GIFT

FUNDS

18002324 MC KINLEY

ELEMENTARY

$887.56DURHAM SCHOOL

SERVICES

010

COPIER; PRE-NEGOTIATED PRICE AS

PER CONTRACT

18002325 STEVENSON

ELEMENTARY

$349.31IMAGE SOURCE 010

REIMBURSEMENT TO TEACHER FOR

SOCIAL SCIENCE SUPPLIES

18002326 JORDAN MIDDLE

SCHOOL

$43.73FUHR, AMY 010

OFFICE SUPPLIES; MAA FUNDS18002327 JORDAN MIDDLE

SCHOOL

$341.56POSITIVE PROMOTIONS 010

INSTRUCTIONAL SUPPLIES; GIFT

FUNDS

18002328 JEFFERSON

ELEMENTARY

$26.19AMAZON CAPITAL

SERVICES

010

CLASSROOM SUPPLIES18002329 EDISON

ELEMENTARY

$31.57UME FEDERAL CREDIT

UNION

010

ANNUAL ELEVATOR & CHAIR-LIFT

PERMIT FEES; ON-GOING AND MAJOR

MAINTENANCE FUNDS

18002330 PERSONNEL

SERVICES

$4,554.00DEPARTMENT OF

INDUSTRIAL RELATIONS

(ACCOUNTING)

010

REIMBURSEMENT TO TEACHER FOR

DEPOSIT ON FIELD TRIP; CTE FUNDS

18002331 BURBANK HIGH

SCHOOL

$25.00EDGE, ALYSON 010

FIELD TRIP ADMISSION; CTE FUNDS18002332 INSTRUCTIONAL

SERVICES

$1,169.00CALIFORNIA SCIENCE

CENTER FOUNDATION

010

INSTRUCTIONAL SOFTWARE

SUBSCRIPTION; MATHEMATICS; TITLE

I FUNDS

18002333 MC KINLEY

ELEMENTARY

$108.00MCGRAW-HILL

EDUCATION, INC.

010

INSTRUCTIONAL MATERIALS;

LANGUAGE ARTS; GIFT FUNDS

18002334 ROOSEVELT

ELEMENTARY

$527.83PRO-ED 010

CLASSROOM SUPPLIES; GIFT FUNDS18002335 ROOSEVELT

ELEMENTARY

$40.30SUPER DUPER

PUBLICATIONS

010

COMPUTER EQUIPMENT; LAPTOP18002336 PERSONNEL

SERVICES

$2,018.11APPLE COMPUTER ED

SALES

010

REIMBURSEMENT TO TEACHER FOR

CLASSROOM EQUIPMENT SUPPLIES;

ROP FUNDS

18002337 JOHN BURROUGHS

HIGH SCHOOL

$150.50BENNE, JOHN 010

TESTING MATERIALS; SPECIAL

EDUCATION

18002338 SPECIAL

EDUCATION

$481.80ACADEMIC THERAPY

PUBLICATIONS ARENA

PRESS

010

NURSE SUPPLIES18002339 EDISON

ELEMENTARY

$28.65UME FEDERAL CREDIT

UNION

010

2017-2018 BLANKET ORDER;

DOCUMENT SHREDDING SERVICE

18002340 INSTRUCTIONAL

SERVICES

$125.00FILE KEEPERS, LLC 010

OFFICE SUPPLIES18002341 EDISON

ELEMENTARY

$40.34DEMCO INC 010

TESTING MATERIALS; SPECIAL

EDUCATION

18002342 SPECIAL

EDUCATION

$76.84THERAPRO INC 010

INSTRUCTIONAL SUPPLIES; GIFT

FUNDS

18002343 EDISON

ELEMENTARY

$35.97AMAZON CAPITAL

SERVICES

010

AUDIO EQUIPMENT18002344 JOHN BURROUGHS

HIGH SCHOOL

$238.11AMAZON CAPITAL

SERVICES

010

OFFICE SUPPLIES18002345 FISCAL SERVICES $591.05SOUTHWEST SCHOOL &

OFFICE SUPPLY

010

Page 7 of 13

526

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 8 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

CUSTOM STEEL DOORS; ON-GOING

AND MAJOR MAINTENANCE FUNDS

18002346 MC KINLEY

ELEMENTARY

$1,730.35COMMERCIAL DOOR

METAL SYSTEMS INC

010

FC1718-050 REPAIR HVAC AT JORDAN

AUDITORIUM & HARTE; ON-GOING

AND MAJOR MAINTENANCE FUNDS

18002347 VARIOUS SITES $1,688.90SCORPIO ENTERPRISES;

AIREMASTERS AIR

CONDITIONING

010

FC1718-051; FURNISH & INSTALL STEEL

DOOR FRAME @ MCKINLEY ES;

ON-GOING & MAJOR MAINTENANCE

FUNDS

18002348 MC KINLEY

ELEMENTARY

$3,495.00COMMERCIAL DOOR

METAL SYSTEMS INC

010

PLAN CHECK FEES FOR MCKINLEY

ELEMENTARY SCHOOL; PERMANENT

MODULAR

18002349 FACILITIES

SERVICES

$19,250.00DIVISION OF THE STATE

ARCHITECT

210

FC1718-052 SERVICE CALL FOR FALSE

FIRE ALARM @ WASHINGTON ES;

ON-GOING & MAJOR MAINTENANCE

FUNDS

18002350 WASHINGTON

ELEMENTARY

$1,898.70FIRE SERVICE CORP 010

FC1718-053 REPAIR MOTORIZED

BLEACHER AT BHS; ON-GOING &

MAJOR MAINTENANCE FUNDS

18002351 BURBANK HIGH

SCHOOL

$1,400.00SPORTS FACILITIES GROUP

INC

010

FC1718-054 FURNISH & INSTALL

BASKETBALL BACKSTOP @ LUTHER

MS; ON-GOING & MAJOR

MAINTENANCE FUNDS

18002352 LUTHER BURBANK

MIDDLE SCHOOL

$6,800.00SPORTS FACILITIES GROUP

INC

010

FC1718-055 REMOVE, FURNISH,

INSTALL PRESSURE REDUCING VALVE

@ JBHS; ON-GOING & MAJOR MAINT

FUNDS

18002353 JOHN BURROUGHS

HIGH SCHOOL

$4,923.22MOE PLUMBING/JOHN

KEEFE PLUMBING CO

010

HEALTH SUPPLIES18002354 LUTHER BURBANK

MIDDLE SCHOOL

$428.85WILLIAM V MACGILL &

COMPANY

010

FC1718-056 REPLACE PACKING ON

BACKFLOW DEVICE @ JBHS;

ON-GOING & MAJOR MAINTENANCE

FUNDS

18002355 JOHN BURROUGHS

HIGH SCHOOL

$1,438.00COSCO FIRE PROTECTION

INC

010

STUDENT TRANSPORTATION;

DISCOVERY CUBE; GIFT FUNDS

18002356 JEFFERSON

ELEMENTARY

$1,331.34DURHAM SCHOOL

SERVICES

010

OFFICE SUPPLIES18002357 WASHINGTON

ELEMENTARY

$30.55AMAZON CAPITAL

SERVICES

010

REIMBURSEMENT TO TEACHER FOR

SCIENCE SUPPLIES

18002358 JORDAN MIDDLE

SCHOOL

$15.87MORENO, NATASHA 010

REIMBURSEMENT TO TEACHER FOR

CULINARY ARTS SUPPLIES

18002359 JORDAN MIDDLE

SCHOOL

$187.70D'ANDREA, CHRISTINA 010

STUDENT TRANSPORTATION; LA

PURISIMA MISSION; GIFT FUNDS

18002360 JEFFERSON

ELEMENTARY

$3,669.75TRANSIT SYSTEMS

UNLIMITED, INC

010

CARRYOVER PO 17004293; FC1617-093

FURNISH, INSTALL DOOR IN

ELECTRICAL RM; ON-GOING & MAJOR

MAINT

18002361 LUTHER BURBANK

MIDDLE SCHOOL

$3,142.00COMMERCIAL DOOR

METAL SYSTEMS INC

010

FACILITY REPAIR MATERIAL18002365 FACILITIES

SERVICES

$16.21LOWE'S HOME

IMPROVEMENT

010

DIAVOLO/ARCHITECTURE IN MOTION

ASSEMBLIES; GIFT FUNDS; BOARD

APPROVED 10/5/17

18002372 JEFFERSON

ELEMENTARY

$2,050.00THE MUSIC CENTER 010

CLASSROOM EQUIPMENT; KILN18002373 MONTEREY HIGH

SCHOOL

$3,056.04CLAY-KING.COM 010

Page 8 of 13

527

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 9 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

TESTING MATERIALS; SPECIAL

EDUCATION

18002374 SPECIAL

EDUCATION

$424.86HAWTHORNE

EDUCATIONAL SERVICES

INC

010

BID 1516-056 PERIMETER FENCING @

EDISON & EMERSON CC; BOARD

APPROVED 11/2/17; BOND FUNDS

18002375 FACILITIES

SERVICES

$16,110.00WESTERN FENCE & SUPPLY

CO.

210

BID 1516-056 PERIMETER FENCING @

HORACE MANN PLAY YARD; BOARD

APPROVED 10/5/17; BOND FUNDS

18002376 FACILITIES

SERVICES

$30,846.49WESTERN FENCE & SUPPLY

CO.

210

CARRYOVER PO 17002645; ARCH & ENG

SVCS; HVAC LOW VOLTAGE, PHASE II;

VARIOUS SITES; BD 11/17/16

18002377 VARIOUS SITES $379,053.33GKKWORKS 210

CARRYOVER PO 17004426; 1516-059 2016

LOW VOLTAGE UNIT PB; FIRE ALARM

UPGRADE/DATA INFRAS; BD 6/1/17

18002378 FACILITIES

SERVICES

$368,698.84ICS SERVICE CO. 250

FIELD TRIP ADMISSION FEES; 5TH

GRADE; GIFT FUNDS

18002379 MC KINLEY

ELEMENTARY

$212.00LOS ANGELES ZOO 010

INSTRUCTIONAL MATERIALS;

LANGUAGE ARTS; LCFF

SUPPLEMENTAL FUNDS

18002380 MILLER

ELEMENTARY

$274.56PRO-ED 010

LIBRARY SUBSCRIPTIONS18002381 JORDAN MIDDLE

SCHOOL

$248.16JUNIOR LIBRARY GUILD 010

REIMBURSEMENT TO TEACHER FOR

HEATER RENTAL; FILM LA FUNDS

18002382 MUIR MIDDLE

SCHOOL

$185.00SNELL, SUZANNE 010

MUSICAL INSTRUMENT REPAIRS; GIFT

FUNDS

18002383 JORDAN MIDDLE

SCHOOL

$1,293.48BERTRAND'S MUSIC 010

FIELD TRIP ADMISSION; TK GRADE;

GIFT FUNDS

18002384 PROVIDENCIA

ELEMENTARY

$240.00KIDSPACE CHILDRENS

MUSEUM

010

INSTRUCTIONAL MATERIALS; TITLE I

FUNDS

18002386 DISNEY

ELEMENTARY

$214.62TANGIBLE PLAY, INC. 010

STOCK; PAPER18002387 WAREHOUSE $41,396.75KELLY PAPER 010

CLASSROOM FURNITURE18002388 WAREHOUSE $1,752.00AMAZON CAPITAL

SERVICES

010

TESTING MATERIALS; SPECIAL

EDUCATION

18002389 SPECIAL

EDUCATION

$2,673.99WESTERN PSYCHOLOGICAL

SERVICES

010

INSTRUCTIONAL MATERIALS; TITLE 1

FUNDS

18002390 WASHINGTON

ELEMENTARY

$358.50EXPRESS READERS INC 010

TESTING MATERIALS; SPECIAL

EDUCATION

18002391 SPECIAL

EDUCATION

$1,831.09PEARSON ASSESSMENT 010

CLASSROOM SUPPLIES18002392 JORDAN MIDDLE

SCHOOL

$877.75BUDDY'S ALL STARS 010

CONSULTANT AGREEMENT; GROWTH

MINDSET WORKSHOPS & STAFF

TRAINING; BOARD APPROVED 11/2/17

18002393 JOHN BURROUGHS

HIGH SCHOOL

$6,000.00TREVOR REGAN, DBA

TRAIN UGLY, LLC

010

CONSULTANT AGREEMENT; DIRECT

MUSICAL REVUE SHOW; GIFT FUNDS;

BOARD APPROVED 11/16/17

18002394 ROOSEVELT

ELEMENTARY

$3,000.00JOHNSON, DARRYL B 010

CARRY OVER OF PO 17002733;

2017-18 BLANKET; ADVERTISEMENT

FOR BOND PROJECTS & BIDS; BOND

FUNDS

18002395 FACILITIES

SERVICES

$4,627.64HLR MEDIA LLC 210

OFFICE EQUIPMENT18002396 MILLER

ELEMENTARY

$262.57UME FEDERAL CREDIT

UNION

010

Page 9 of 13

528

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 10 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

STAGERIGHT DECKS AND STAGE

SUPPORTS

18002397 JORDAN MIDDLE

SCHOOL

$3,678.50STAGERIGHT CORP 010

STUDENT TRANSPORTATION; LACOE

OUTDOOR SCIENCE SCHOOL;

ACCOUNTS RECEIVABLE

18002398 PROVIDENCIA

ELEMENTARY

$2,200.00TOWNRIDE INC 010

STUDENT TRANSPORTATION;

VARIOUS FIELD TRIPS; GIFT FUNDS

18002399 DISNEY

ELEMENTARY

$4,812.92DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; LA ZOO;

GIFT FUNDS

18002400 MC KINLEY

ELEMENTARY

$475.04DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; LA ZOO;

GIFT FUNDS

18002401 MC KINLEY

ELEMENTARY

$390.60SOUTHWINDS

TRANSPORTATION

010

STUDENT TRANSPORTATION;

AQUARIUM OF THE PACIFIC; GIFT

FUNDS

18002402 MC KINLEY

ELEMENTARY

$991.20SOUTHWINDS

TRANSPORTATION

010

STUDENT TRANSPORTATION; CA

SCIENCE CENTER; GIFT FUNDS

18002403 MC KINLEY

ELEMENTARY

$817.50SOUTHWINDS

TRANSPORTATION

010

NURSE SUPPLIES18002404 BRET HARTE

ELEMENTARY

$328.29SCHOOL HEALTH CORP. 010

HEALTH SUPPLIES18002405 DISNEY

ELEMENTARY

$339.97WILLIAM V MACGILL &

COMPANY

010

ATB SUPPLIES18002406 ROOSEVELT

ELEMENTARY

$59.54DISCOUNT SCHOOL SUPPLY 120

ATB SUPPLIES18002407 BRET HARTE

ELEMENTARY

$55.74DISCOUNT SCHOOL SUPPLY 120

STUDENT TRANSPORTATION; LUTHER

BURBANK MIDDLE SCHOOL; GIFT

FUNDS

18002408 WASHINGTON

ELEMENTARY

$425.00TOWNRIDE INC 010

STUDENT TRANSPORTATION;

VARIOUS TRIPS/ATHLETICS;

ACCOUNTS RECEIVABLE

18002409 BURBANK HIGH

SCHOOL

$3,013.41DURHAM SCHOOL

SERVICES

010

STUDENT TRANSPORTATION; AZUSA

HIGH SCHOOL; GENERAL FUND

18002410 BURBANK HIGH

SCHOOL

$478.00CROWN CITY BUSES, INC. 010

SUDENT TRANSPORTATION; ALEX

THEATER; ACCOUNTS RECEIVABLE

18002412 LUTHER BURBANK

MIDDLE SCHOOL

$419.00FOUR WINDS 010

CLASSROOM SUPPLIES18002413 ROOSEVELT

ELEMENTARY

$1,668.83SOUTHWEST SCHOOL &

OFFICE SUPPLY

010

STUDENT TRANSPORTATION;

KIDSPACE MUSEUM; GIFT FUNDS

18002414 MILLER

ELEMENTARY

$838.00FOUR WINDS 010

STUDENT TRANSPORTATION;

KIDSPACE MUSEUM; GIFT FUNDS

18002415 PROVIDENCIA

ELEMENTARY

$412.52DURHAM SCHOOL

SERVICES

010

HEALTH SUPPLIES18002416 MUIR MIDDLE

SCHOOL

$132.81SCHOOL NURSE SUPPLY INC 010

HEALTH SUPPLIES18002417 EMERSON

ELEMENTARY

$37.27EVERYTHING MEDICAL, LLC 010

STUDENT TRANSPORTATION; LA

TRADE TECH COLLEGE; CTE

18002418 JOHN BURROUGHS

HIGH SCHOOL

$825.00TRANSIT SYSTEMS

UNLIMITED, INC

010

CLASSROOM RUG; NEW JK

CLASSROOM

18002419 STEVENSON

ELEMENTARY

$524.51LAKESHORE CURRICULUM

MATERIAL

010

INSTRUCTIONAL SUPPLIES; SCIENCE18002420 JOHN BURROUGHS

HIGH SCHOOL

$53.61AMAZON CAPITAL

SERVICES

010

2017-2018 BLANKET ORDER; REPAIR OF

MUSICAL INSTRUMENTS

18002421 LUTHER BURBANK

MIDDLE SCHOOL

$4,000.00BERTRAND'S MUSIC 010

DONOR WALL ENGRAVING; GIFT

FUNDS

18002422 BURBANK HIGH

SCHOOL

$100.00ANGEL MEMORIALS 010

Page 10 of 13

529

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 11 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

MEDICAL AND CUSTODIAL SUPPLIES18002423 JORDAN MIDDLE

SCHOOL

$159.57AMAZON CAPITAL

SERVICES

010

ANNUAL GENERATOR OPERATING FEE

AND EMISSIONS FEE FOR 17-18;

ON-GOING & MAJOR MAINTENANCE

FUNDS

18002424 FACILITIES

SERVICES

$524.86SOUTH COAST AIR

QUALITY MANAGEMENT

010

1718-001 SITE WORK FOR (2) MODULAR

VNP PROGRAM PORTABLES @ ADULT;

BD 11/16/17

18002425 BURBANK ADULT

SCHOOL

$619,000.00SCORPIO ENTERPRISES;

AIREMASTERS AIR

CONDITIONING

110

INSTRUCTIONAL MATERIALS; TITLE I

FUNDS

18002426 MUIR MIDDLE

SCHOOL

$255.00WARD'S NATURAL SCIENCE 010

CLASSROOM SUPPLIES; SPECIAL

EDUCATION FUNDS

18002427 BRET HARTE

ELEMENTARY

$57.24LAKESHORE CURRICULUM

MATERIAL

010

CLASSROOM SUPPLIES18002428 JEFFERSON

ELEMENTARY

$250.68LAKESHORE CURRICULUM

MATERIAL

010

INSTRUCTIONAL SUPPLIES; GIFT

FUNDS

18002429 JEFFERSON

ELEMENTARY

$42.80UME FEDERAL CREDIT

UNION

010

LIBRARY SUPPLIES18002430 STEVENSON

ELEMENTARY

$71.15DEMCO INC 010

INSTRUCTIONAL SUPPLIES; CTE

INCENTIVE GRANT

18002431 BURBANK HIGH

SCHOOL

$267.31LOWE'S HOME

IMPROVEMENT

010

INSTRUCTIONAL MATERIALS;

SCIENCE

18002432 JOHN BURROUGHS

HIGH SCHOOL

$500.19SARGENT-WELCH

SCIENTIFIC CO.

010

PLAYGROUND SUPPLIES18002433 WASHINGTON

ELEMENTARY

$206.74GOPHER SPORT 010

DUPLO SUPPLIES18002434 MILLER

ELEMENTARY

$754.35COMPLETE BUSINESS

SYSTEMS

010

DUPLO SUPPLIES18002435 EDISON

ELEMENTARY

$122.44COMPLETE BUSINESS

SYSTEMS

010

CONSULTANT AGREEMENT; LEGAL

ADVICE ON SPECIAL ED LAW;

EDUCATOR EFFECTIVENESS FUNDS;

BD 12/21/17

18002436 SPECIAL

EDUCATION

$6,225.00HATCH & CESARIO 010

INSTRUCTIONAL SUPPLIES; TITLE 1

FUNDS

18002437 JORDAN MIDDLE

SCHOOL

$123.41UME FEDERAL CREDIT

UNION

010

HEALTH EQUIPMENT SUPPLIES18002438 Health Services $102.44UME FEDERAL CREDIT

UNION

010

CLASSROOM AUDIO EQUIPMENT18002439 WASHINGTON

ELEMENTARY

$109.49STAPLES BUSINESS

ADVANTAGE

010

AUDIO EQUIPMENT; PA SYSTEM; FILM

LA FUNDS

18002440 MUIR MIDDLE

SCHOOL

$776.36ZZOUNDS MUSIC 010

STUDENT TRANSPORTATION; DANA

POINT OCEAN INSTITUTE; ACCOUNTS

RECEIVABLE

18002441 MUIR MIDDLE

SCHOOL

$756.38DURHAM SCHOOL

SERVICES

010

1516-059 2016 LOW VOLT UNIT PB PW;

FIRE ALARM UPGRADE/DATA INFRAS

@STEVENSON ES MODULARS; BD

7/20/17

18002442 FACILITIES

SERVICES

$167,725.19ICS SERVICE CO. 250

CLASSROOM SOFTWARE LICENSES;

READING; TITLE I FUNDS; BOARD

APPROVED 6/15/17

18002443 DISNEY

ELEMENTARY

$399.90LEARNING A-Z 010

CLASSROOM SUPPLIES18002444 MUIR MIDDLE

SCHOOL

$12.26AMAZON CAPITAL

SERVICES

010

Page 11 of 13

530

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 12 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

FundVendor Total AmountSiteDescriptionPO Number

AUDIO EQUIPMENT18002445 WASHINGTON

ELEMENTARY

$54.70AMAZON CAPITAL

SERVICES

010

1516-059 2016 LOW VOLT UNIT PB PW;

FIRE ALARM UPGRADE/DATA INFRAS

@ STEVENSON VILLAGE; BD 11/16/17

18002446 FACILITIES

SERVICES

$265,531.47ICS SERVICE CO. 250

CLASSROOM SUPPLIES; SPECIAL

EDUCATION FUNDS

18002447 BRET HARTE

ELEMENTARY

$152.75AMAZON CAPITAL

SERVICES

010

ARCHITECTURAL & ENGINEERING

SERVICES @ INDEPENDENT LEARNING

CENTER; BOARD APPROVED 11/16/17

18002448 FACILITIES

SERVICES

$31,460.00ZIEMBA + PRIETO

ARCHITECTS

210

PROFESSIONAL SERVICES; DESIGN OF

NEW MODULAR CLASSROOM

BUILDINGS @ MCKINLEY ES; BD 11/2/17

18002449 FACILITIES

SERVICES

$27,671.00SILVER CREEK INDUSTRIES,

INC.

210

COMPUTER EQUIPMENT; TABLETS;

TITLE III FUNDS

18002450 STEVENSON

ELEMENTARY

$3,041.13APPLE COMPUTER ED

SALES

010

INSTRUCTIONAL SUPPLIES;

ACCOUNTS RECEIVABLE FUNDS

18002451 ROOSEVELT

ELEMENTARY

$332.17MINDWARE 010

REIMBURSEMENT TO PARENT FOR

SUPPLIES; GIFT FUNDS

18002452 JEFFERSON

ELEMENTARY

$199.62TERRY, ANNIE 010

STUDENT AWARDS; CUSTOM RIBBONS18002453 MILLER

ELEMENTARY

$151.14JONES SCHOOL SUPPLY CO

INC

010

CLASSROOM SUPPLIES; ATB

PROGRAM; CHILD DEVELOPMENT

FUNDS

18002454 STEVENSON

ELEMENTARY

$342.02DISCOUNT SCHOOL SUPPLY 120

LABELS; VISITOR MANAGEMENT

SYSTEM

18002455 JOHN BURROUGHS

HIGH SCHOOL

$109.50RAPTOR TECHNOLOGIES

LLC

010

TECHNOLOGY SUPPLY; SPECIAL

EDUCATION FUNDS

18002456 SPECIAL

EDUCATION

$16.41AMAZON CAPITAL

SERVICES

010

CLASSROOM SUPPLIES; ATB

PROGRAM; CHILD DEVELOPMENT

FUNDS

18002458 STEVENSON

ELEMENTARY

$260.50LAKESHORE CURRICULUM

MATERIAL

120

BTA CLAIM FOR DAMAGE OF VEHICLE18002459 BUSINESS OFFICE $500.00BERG, JARED 010

CLASSROOM SUPPLIES18002460 MILLER

ELEMENTARY

$78.51SCHOOL SPECIALTY 010

CLASSROOM SUPPLIES18002461 MILLER

ELEMENTARY

$60.54OFFICE DEPOT/ BUSINESS

SERVICES DIVISION

010

TESTING MATERIALS; SPECIAL

EDUCATION

18002462 SPECIAL

EDUCATION

$513.52PEARSON ASSESSMENT 010

OFFICE FURNITURE18002463 MONTEREY HIGH

SCHOOL

$578.82OFFICE DEPOT/ BUSINESS

SERVICES DIVISION

010

$6,897,372.18Total: PO Count: 258

Page 12 of 13

531

BURBANK UNIFIED SCHOOL DISTRICT

BOARD DETAIL REPORT

Printed between 12/05/2017 & 01/08/2018

Page 13 of 13

Fiscal Year: 2018

Report Date: 01/10/2018

BOARD FUND SUMMARY

Total Fund AmountPO CountDescriptionFund

010 General Fund - Unrestricted 230 $367,494.42

110 Adult Education Fund 3 $619,833.88

120 Child Development Fund 5 $3,215.41

140 Deferred Maintenance Fund 2 $307,651.00

210 Building Fund 14 $4,109,939.52

250 Capital Facilities Fund 7 $1,489,237.95

$6,897,372.18Total:

Page 13 of 13

532

2/1/2018

To the Superintendent of Schools:

Request for the authorization of the following warrants is presented for your approval

subject to the action of the Board of Education.

Warrants Payroll Warrants Commercial

-------------------- - ------------------- ------------------------ | -------------------- - ------------------- ------------------------

5464957 5465002 | 24218714 24218745

5465328 5465328 | 359029 359029

5472141 5472177 | 24221619 24221655

5465666 5465805 | 24225244 24225268

5469177 5469181 | 359493 359495

5473585 5473806 | 24228185 24228202

5482923 5482958 | 24231393 24231404

5483776 5483792 | 24234338 24234346

5487985 5488021 | 24237405 24237412

5488410 5488416 | 24240701 24240715

5488888 5488918 | 24243666 24243674

5489564 5489582 | 24245940 24245948

5489974 5489975 | 24248792 24248797

5494681 5494701 | 24251966 24251973

5490886 5491021 | 362079 362080

5496076 5496080 | 24254960 24254996

5499520 5499524 | 24258501 24258524

5500246 5500259 | 362369 362452

5500836 5500881 | 363242 363246

5503124 5503131 | 24259759 24259870

5504629 5504632 | 24261979 24261999

5505946 5505994 | 24263717 24263729

5509291 5509303 | 363832 363836

5515226 5515237 | 24265894 24265933

5509843 5509983 | 363940 363940

5513265 5513269 | 24259833 24267705

5516339 5516530 | 24270342 24270371

5524839 5524861 | 364601 364602

2672177 2672798 |

2689679 2689684 |

2698473 2698605 |

2722735 2723363 |

2739947 2739952 |

2746017 2746017 |

2750891 2751568 |

2775065 2775189 |

2803756 2804119 |

2821273 2821901 |

2838316 2838321 |

2845484 2845610 |

12/5/17 - 1/10/18 13,081,309.81$ 12/6/17 - 1/10/18 4,123,055.38$

533

Burbank Unified School District

Instructional Services

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Tom Kissinger, Assistant Superintendent, Instructional Services

PREPARED BY: Tom Kissinger, Assistant Superintendent, Instructional Services

SUBMITTED BY: Teri Smith, Administrative Secretary

DATE: February 1, 2018

SUBJECT: Approval of Instructional Consultant Services

Background:

The purpose of the Instructional Consultant Services is to enrich student learning. Consultants are

selected based on their qualifications regarding specific subject areas. When a consultant is selected, the

consultant, company/organization must complete the required paperwork by the District to ensure that

District students receive the services they require. All consultant requests must be approved by the Board

of Education prior to services being rendered

Discussion/Issues:

Sites submit the required paperwork to Instructional Services. Work must not begin until the site receives

a confirmation of Board approval from Instructional Services. If the Consultant assignment requires

unsupervised contact with student(s) during the contract period, the Consultant will be required to provide

Department of Justice fingerprint clearance through the District’s Human Resources Services.

Fiscal Impact:

There is no fiscal impact.

Recommendation:

Tom Kissinger, Assistant Superintendent, Instructional Services, recommends that the Board of Education

approve the instructional consultant services for the purpose of on-site student learning support and staff

development, and that authority to sign the agreements be exercised pursuant to BUSD—AR 3314, as

presented.

534

BURBANK UNIFIED SCHOOL DISTRICT INSTRUCTIONAL SERVICES

RATIFICATION/APPROVAL OF INSTRUCTIONAL CONSULTANT SERVICES

Board Meeting Date: February 1, 2018

Site Name Purpose Dates Cost Appropriation Number & Program

Name Instructional Services

Education

Through

Music Los

Angeles

Education Through Music Los Angeles (ETMLA) provides supplemental and instrumental music instruction to promote music and enhance students’ academic achievement. At Emerson, they will provide weekly music instruction (9 classes) for all Kindergarten and 1st grade students.

2/2/18 through 4/1/18

$6,120 To be paid $2,040 on 3/1/18, $2,040 on 4/1/18 and $2,040 on 5/1/18

010-90703.0-11100-10000-5810-7428900

(District Arts for All Funds)

Instructional Services

The Music

Center

The Music Center provides supplemental instruction in the visual and performing arts to enhance students’ academic achievement. The Music Center will provide six weekly lessons in music and dance for all students enrolled in the SEED program.

2/2/18 through 5/31/18

Not to exceed $3,580

010-56400.0-57300-11100-5810-7448000

(District Educator Effectiveness Grant)

Instructional Services

The Music

Center

The Music Center provides supplemental instruction in the visual and performing arts to enhance students’ academic achievement. The Music Center will provide six weekly lessons in music and dance for all students enrolled in the FACTS program

2/2/18 through 5/31/18

Not to exceed $3,022

11.0-63910.0-41100-10000-5810-53300044

(Special Ed – FACTS Program)

BHS John Abi-

Samra

John Abi-Samra is a working professional dancer. At BHS he will choreography and provide staging for the Unleashed Dance Team and Dance 3 for the Spring Dance concert.

2/2/18 through 4/16/18

Not to exceed $900

01.2-90201.0-17011-41000-5810-4318000

(BHS Dance Gift Account)

BHS Reanna Shay

Holt

Reanna Shay Holt is a working professional dancer. She trains in all genres of dance, with an emphasis in contemporary. At BHS she will choreograph and teach our Dance Program students during the day.

2/2/18 through 5/25/18

Not to exceed $2,000

01.2-90201.0-17011-41000-5810-4318000

(BHS Dance Gift Account)

Miller The Music

Center

The Music Center on Tour has provided high-quality dance assemblies in Los Angeles County. At Miller, all 750 students will participate in the Ballet Folclorico Do Brazil assembly. This assembly will give students a better understanding of how African, Portuguese, and indigenous people have influenced and shaped the diverse culture of Brazil.

2/9/18 Not to exceed $975

010-00000.0-11100-10000-5850-2101000

(Miller Discretionary Fund)

Providencia Garri Dance Garri Dance has been in business for over 50 years offering a variety of dance lessons. At Providencia, they will be providing all students dance instruction for 6 weeks. A final performance will take place for Providencia families.

2/2/18 through 3/16/18

Not to exceed $4,050

010-00000.0-11100-10000-5850-2138200

(Providencia PTA Funds)

535

536

537

538

539

540

541

542

543

544

545

546

547

548

549

Burbank Unified School District

Special Education Department

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Tom Kissinger, Assistant Superintendent, Instructional Services

PREPARED BY: Tom Kissinger, Assistant Superintendent, Instructional Services

SUBMITTED BY: Teri Smith, Administrative Secretary

DATE: February 1, 2018

SUBJECT: Approval of Agreement for Professional Services (Special Education)

Background:

The purpose of the approval of agreement for professional services is to provide intense reading therapy

intervention for a special education student #960005150.

Discussion/Issues:

When a parent of a child with a disability does not agree with the results of the individualized evaluation

of their child, as conducted by the school team, they have the right to obtain an Independent Educational

Evaluation (IEE), at no cost to the parent (§300.502).

Fiscal Impact:

Not to exceed $1600

Recommendation:

Tom Kissinger, Assistant Superintendent, Instructional Services, recommends that the Board of

Education approve an agreement between the Burbank Unified School District and Vanessa M. Silver, to

provide intensive reading therapy intervention for special education student #960005150, not to exceed

$1,600 (01.0-65000.0-57700-11900-5850-7440000), effective February 2, 2018 through June 30, 2018,

and that authority to sign the agreement be exercised pursuant to BUSD-AR 3314, as presented.

550

551

552

Burbank Unified School District Instructional Services

REPORT TO THE BOARD

TO:

FROM:

PREPARED BY:

SUBMITTED BY:

DATE:

SUBJECT:

Members of the Board of Education

John Paramo, Director, Secondary Education

John Paramo, Director, Secondary Education

Laura Erisman, Administrative Assistant

February 1, 2018

Approval of Rental Agreement for Textbooks and Curriculum – Woodbury University

Background:

The Burbank Unified School District has offered summer school to K-12 students, with limited State

funding for remedial classes. The District has looked for ways to increase the number of initial credit,

enrichment, and non-remedial classes to offer to students. During the summers of 2006, 2009 and 2010, an

agreement was entered between the Burbank Unified School District and Marymount College, Palos

Verdes. In the summer of 2006, Marymount offered fee-based enrichment programs at the elementary,

middle, and high school levels. In 2009 and 2010, Marymount offered a fee-based program at the high

school level so that students had an opportunity to enroll in initial credit classes. Marymount College did

not have an interest to conduct a summer program in Burbank in 2011. In 2011, Woodbury University

offered a high school summer program offering initial credit. The program was aligned to the same summer

program offered to high school students through Marymount College in past years. With a reduction in

State summer school funds, the District will not be able to offer initial credit courses as part of a free

summer school program this year.

Discussion/Issues:

For the seventh year, Woodbury will provide a summer school program for high school students. High

school students will have the opportunity to take courses for initial credit and be able to fulfill some of

their high school graduation requirements during the summer session. The Woodbury University high

school summer school program will run on the same calendar as the Burbank USD summer program.

High school students will have the opportunity to receive high school credit. This summer program will

be housed at Woodbury University. Woodbury will:

1. Use District textbooks, teach District curriculum, and pay a textbook rental fee.

2. Hire Burbank USD staff to administer the summer program and teach the classes.

3. Have an enrollment average of fifteen (15) students per class and reserves the right not to

offer a class (or classes) if the average falls below fifteen (15) students.

Fiscal Impact:

As stated in the Agreement, all costs will be incurred by Woodbury University.

553

Recommendation:

John Paramo, Director, Secondary Education, recommends that the Board of Education approve the Rental

Agreement between Burbank Unified School District and Woodbury University for District textbooks

and curriculum to be used to support summer school instruction, effective June 4, 2018 through July 12,

2018, and that the authority to sign the agreement be exercised pursuant to BUSD – AR 3314, as presented.

554

RENTAL AGREEMENT between WOODBURY UNIVERSITY

and BURBANK UNIFIED SCHOOL DISTRICT

GOVERNING THE OPERATION OF A SUMMER EDUCATIONAL PROGRAM HELD AT

WOODBURY AND THE RENTAL FOR TEXTBOOKS FOR SUCH PROGRAMS FROM THE

DISTRICT.

THIS AGREEMENT made and entered into on the day of , by and between

WOODBURY UNIVERSITY, BURBANK, CA, hereinafter referred to as the “University” and the

BURBANK UNIFIED SCHOOL DISTRICT, hereinafter referred to as the “District.”

WHEREAS, the University desires to conduct such an educational program in the public interest on a

non-profit basis, and

WHEREAS, such a program is a high school program on the University campus

NOW, THEREFORE, the University and the District agree as

follows: CLASSES AND TEXTBOOKS

The University will conduct a six-week (June 4, 2018 through July 12, 2018) high school summer

program, concurrent with Burbank Unified School District summer school programs. The University

will reserve 8 classrooms for the high school summer school program. Meaning no more than 8

subjects/classes will operate.

All classes will meet the State-recommended minimum minutes for a credited high school and university

program.

The University agrees to instruct designated personnel to meet with the District’s assigned principal to

work out a systematic and effective record-keeping and issuance systems for textbooks distributed to

and collected from high school students attending the University high school summer session.

The University agrees to use District textbooks, teach District curriculum, and pay a textbook rental fee.

The University agrees to hire and pay Burbank USD staff to administer the summer program and teach

the classes, including the textbook liaison.

The University agrees to have an enrollment average of (15) students per class and reserves the right not to offer a

class (or classes) if the average falls below fifteen (15) students. Classes with low enrollment will be cancelled

two weeks prior to start date.

PERSONNEL FEES

The University agrees to pay the Summer School Principal, teachers, and textbook liaison at the

following rates of pay:

Summer School Principal: $6,893.64/summer session (24 instructional days; 1 preparation day)

TOSA (Teacher on Special Assignment)

Teachers: $6628.50/ summer session (24 instructional days; 1 preparation day)

555

Textbook Liaison: $260/2 days to distribute and collect instructional materials to teachers and

students at the beginning and ending of the summer program.

TEXTBOOK FEES

Textbook Use: High School $1,000/summer lump sum

SCHEDULE OF CHARGES AND BILLING PROCEDURES FOR TEXTBOOKFEES

The aforementioned schedule of charges represent sufficient rental fees to cover the costs of, and does in

fact pay for, textbook use. The District agrees to invoice the University for textbook fees no later than

June 30, 20187.

TERM OF AGREEMENT

This Agreement is effective for the duration of the summer session, June 45, 20187 through July 124,

20187.

RIGHT OF TERMINATION

The District and the University may terminate the Agreement due to material breaches of this agreement

upon fourteen (14) days written notice. This notice shall be the written basis of the termination and each

party shall have the right to cure the breach. If substantial efforts were made towards curing the breach,

one extension of an additional fourteen (14) days may be granted for further efforts to cure the breach.

MISCELLANEOUS PROVISIONS

It is mutually agreed that the District has absolutely no authority of any kind concerning any matter,

cause or thing whatsoever in connection with the University that has not been specified in this

Agreement. Nothing contained in this Agreement shall be construed as constituting the University as a

partner, employee, or agent of the District.

The University, to the extent feasible, will give preference to qualified teachers currently employed by

the District in staffing the University’s summer program.

WOODBURY UNIVERSITY BURBANK UNIFIED SCHOOL DISTRICT

BY: Randy Stauffer By: John Paramo, Ed.D.

Interim ProvostSenior Vice

President,

Academic Affairs

Director, Secondary Education

Signature:

Signature:

Date:

Date:

556

557

558

559

560

561

562

563

564

565

566

567

568

569

570

571

572

573

Burbank Unified School District

Technology Services

REPORT TO THE BOARD

TO: Members of the Board of Education

FROM: Rick Nolette, Chief Facilities and Information Technology Officer

PREPARED BY: Roberto Jurado, Director of Information Technology and Educational Support

SUBMITTED BY: Lourdes Moya, Administrative Secretary

DATE: February 1, 2018

SUBJECT: Approval of Award of Contract with ICS Service Co., for Bogen Intertie at

Various Sites (Bond Fund)

Background:

One of the components of the Measure S Bond provides technology upgrades throughout the District. On

May 19, 2016, the Board of Education approved an Award of Contract for Bid #1516-059, 2016 Low

Voltage Unit Price Bidding for Public Works Contract with Intercom Clock & Signal Service Co. (ICS).

ICS has been working on our low voltage, public works projects, District-wide.

District Wide Goals for 2017-2018:

7.7 Continue construction/modernization projects according to the General Obligation Bond

Implementation Plan and develop a long-term maintenance plan.

8.3 Complete upgrading the infrastructure at all sites to provide access to Wi-Fi services and 21st

century classrooms and identify funding resources for future refresh.

Discussion/Issues:

Using ICS Co.’s approved contract under Bid #1516-059, 2016 Low Voltage Unit Price Bidding for

Public Works Contract, the District would like to proceed with the Bogen intertie project which will

integrate existing Bogen speaker systems with the new Cisco VoIP phones. This will allow school

administrators to make an all-call over the Bogen system from any phone on campus by dialing a special

extension.

Fiscal Impact: The fiscal impact is $9,420.50. ICS Service Co., submitted a contract quote for the Bogen intertie project.

Recommendation: Rick Nolette, Chief Facilities and Information Technology Officer, recommends that the Board of

Education award a construction contract to ICS Service Co. for Bid #1516-059, 2016 Low Voltage Unit

Price Bidding for Public Works for the bogen intertie project at various sites, not to exceed $9,891.53,

including a 5% contingency amount (21.0-00000.0-93000/93001-85000-4450/6249-xxxxxxx) (Bond

Fund), and that authority to sign the agreement be exercised pursuant to BUSD—AR 3314, as presented.

574

Name of Contractor Submitting Bid: ICS Service CoProject: VoIP CutoversScope: Date: 12-28-17

Item No. Description Qty Bid Price Extended

Group A. EMT Conduit and Accessories

101 3/4" $ 0.54 plf $ $0.00102 3/4" additional bends/sweeps $ 1.98 each $ $0.00103 3/4" l.b. fitting $ 7.78 each $ $0.00104 1" $ 0.95 plf $ $0.00105 1" additional bends/sweeps $ 312.00 each $ $0.00106 1" l.b. fitting $ 9.80 each $ $0.00107 1 1/2" $ 1.88 plf $ $0.00108 1 1/2" additional bends/sweeps $ 4.91 each $ $0.00109 1 1/2" l.b. fitting $ 18.88 each $ $0.00110 2" $ 2.22 plf $ $0.00111 2" additional bends/sweeps $ 6.66 each $ $0.00112 2" l.b. fitting $ 31.36 each $ $0.00113 3/4" $ 0.54 plf $ $0.00114 3/4" additional bends/sweeps $ 1.98 each $ $0.00115 3/4" l.b. fitting $ 7.78 each $ $0.00116 3/4" Meyers hub $ 4.76 each $ $0.00117 3/4" compression fitting $ 0.84 each $ $0.00118 1" $ 0.95 plf $ $0.00119 1" additional bends/sweeps $ 3.12 each $ $0.00120 1" l.b. fitting $ 9.80 each $ $0.00121 1" Meyers hub $ 5.88 each $ $0.00122 1" Compression fitting $ 1.12 each $ $0.00123 1 1/2" $ 1.88 plf $ $0.00124 1 1/2"" additional bends/sweeps $ 4.91 each $ $0.00125 1 1/2"" l.b. fitting $ 18.88 each $ $0.00126 1 1/2"" Meyers hub $ 8.51 each $ $0.00127 1 1/2"" Compression fitting $ 2.02 each $ $0.00128 2" $ 2.21 plf $ $0.00129 2" additional bends/sweeps $ 6.66 each $ $0.00130 2" l.b. fitting $ 31.36 each $ $0.00131 2" Meyers hub $ 11.59 each $ $0.00132 2" Compression fitting $ 2.91 each $ $0.00133 1" $ 0.95 plf $ $0.00134 1" additional bends/sweeps $ 3.12 each $ $0.00135 1 1/2" $ 1.88 plf $ $0.00136 1 1/2"" additional bends/sweeps $ 4.91 each $ $0.00137 2" $ 2.22 plf $ $0.00

BURBANK UNIFIED SCHOOL DISTRICTLow Voltage Unit Price Bid Sheet

Work Related to VoIP Cutovers as Directed by District.

EXCLUDES-

Burbank Unified School District Project Quote Form-1

575

138 2" additional bends/sweeps $ 6.66 each $ $0.00139 Penetration to vault/slab $ 448.00 each $ $0.00

Group B: Trenching

140 12"x 24" trench. Grass/ Dirt Location $ 53.20 plf $ $0.00141 12"x 24" trench. Concrete Location $ 72.24 plf $ $0.00142 12"x 24" trench. Asphalt Location $ 66.08 plf $ $0.00

Group C: Underground Concrete Pull Boxes:

143 12" x 18" c 36" w/concrete cover $ 672.00 plf $ $0.00144 24" x 36" x36" w/concrete cover $ 1,008.00 plf $ $0.00145 24" x 36" x 36" w/traffic rate cover $ 1,680.00 plf $ $0.00

Group D: Above Ground Steel Pullboxes Rated NEMA 3R:

146 8 x 8 x 6 $ 21.28 each $ $0.00147 12 x 12 x 6 $ 30.24 each $ $0.00148 18 x 18 x 8 $ 114.24 each $ $0.00149 24 x 24 x 8 $ 140.00 each $ $0.00150 30 x 30 x 10 $ 403.20 each $ $0.00151 36 x 36 x 12 $ 492.80 each $ $0.00

Group E: Metallic Raceway (Wiremold)

152 Raceway V700 $ 1.93 plf $ $0.00153 90° flat elbow for V700 $ 2.62 each $ $0.00154 V717 90° internal elbow for V700 $ 3.56 each $ $0.00155 V5748 Single Gang Box for V700 $ 10.74 each $ $0.00156 V5748-2 Single Gang Box for V700 $ 19.38 each $ $0.00157 V5738A Outlet Box for V700 $ 15.96 each $ $0.00158 V5785 Box Connector for V700 $ 5.32 each $ $0.00159 V5715 Tee Fitting for V700 $ 6.55 each $ $0.00160 V718 Outside 90 for V700 $ 3.14 each $ $0.00161 V2000 Base and Cover $ 35.84 each $ $0.00162 V2011 Flat 90 for V2000 $ 7.52 each $ $0.00163 V2015 Tee for V2000 $ 19.66 plf $ $0.00164 V2018 External 90 for V2000 $ 5.94 each $ $0.00165 V2010AC Entrance End Fitting for V2000 $ 21.28 each $ $0.00166 V2048 Single Gang Box for V2000 $ 23.52 each $ $0.00167 V2048-2 Double Gang Box for V2000 $ 30.24 each $ $0.00

Group F: Terminal Cabinets

168 Interior Surface Mount 18 x 18 x 6 $ 48.16 each $ $0.00169 Interior Surface Mount 18 x 24 x 6 $ 96.32 each $ $0.00170 Interior Surface Mount 24 x 24 x 6 $ 154.56 each $ $0.00171 Exterior Surface Mount 18 x 18 x 6 $ 114.24 each $ $0.00172 Exterior Surface Mount 18 x 24 x 6 $ 140.00 each $ $0.00

Burbank Unified School District Project Quote Form-2

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173 Exterior Surface Mount 24 x 24 x 6 $ 492.80 each $ $0.00

Burbank Unified School District Project Quote Form-3

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Group G: Installed Assembly; Seismic Expansion Joint (whip) Connection

174 1" $ 212.80 each $ $0.00175 1 1/2" $ 224.00 each $ $0.00176 2" $ 252.00 each $ $0.00

Group H: Installed Assembly; Roof Penetrations

177 1" $ 123.20 each $ $0.00178 1 1/2" $ 140.00 each $ $0.00179 2" $ 156.80 each $ $0.00

Group I: Fire Alarm Improvements

180 Wire (1) Westpenn D990 $ 0.24 plf $ $0.00181 Wire (2) Westpenn D990 $ 0.50 plf $ $0.00182 Wire (1) Westpenn D990 and (2) #12 Stranded $ 0.64 plf $ $0.00183 Wire (1) Westpenn D990 and (4) #12 $ 0.99 plf $ $0.00184 Wire (2) Westpenn D990 and (4) #12 $ 1.24 plf $ $0.00185 Wire (2) Westpenn D990 and (8) #12 $ 1.99 plf $ $0.00186 Wire (2) #12 $ 0.38 plf $ $0.00187 Wire (4) #12 $ 0.74 plf $ $0.00188 Wire (1) Westpenn 991 $ 0.21 plf $ $0.00189 Material Up Charge to Add 991 to line items 180-185 $ 0.21 plf $ $0.00190 Material Up Charge for WP AQ-225 in items 180-185 $ 0.23 plf $ $0.00191 System Sensor SPR- Speaker $ 24.67 each $ $0.00192 System Sensor SPRK Speaker WP $ 55.42 each $ $0.00193 System Sensor SPSR Wall Speaker Strobe $ 64.54 each $ $0.00194 System Sensor SR- Strobe Only $ 36.83 each $ $0.00195 Silent Knight IDP-PULL-DA Manual Pull Station $ 68.93 each $ $0.00196 IDP-HEAT- Heat Detector with Base $ 49.33 each $ $0.00197 IDP-PHOTO Smoke Detector with Base $ 61.50 each $ $0.00198 IDP-HEAT-HT High Temp Heat Detector w base $ 49.33 each $ $0.00199 System Sensor 5602/IDP MiniMon Heat Detector $ 50.35 each $ $0.00

with Monitor Module200 System Sensor DNR with IDP-PHOTO $ 131.78 each $ $0.00201 Silent Knight RPS-1000 with (2) 7 amp/hr battery $ 579.84 each $ $0.00202 Silent Knight 5815XL Loop Board $ 309.52 each $ $0.00203 Silent Knight IFP-2000ECS $ 3,074.89 each $ $0.00204 Silent Knight RA-2000 $ 417.65 each $ $0.00205 Silent Knight RPS-2000 $ 1,270.50 each $ $0.00206 IDP-Mini Mon Monitor Module $ 37.85 each $ $0.00207 IDP-Relay Control Module $ 56.77 each $ $0.00208 IDP-P-Duct Rduct Housing & Smoke Detector $ 188.54 each $ $0.00209 Silent Knight- ECS-RCU-2000 Remote Voice $ 1,196.16 each $ $0.00210 Silent Knight- ECS-RPU Remote Mic $ 856.92 each $ $0.00211 Silent Knight- ECS-125 $ 1,486.76 each $ $0.00212 Silent Knight-CE-4- 4 circuit expander $ 190.31 each $ $0.00213 Silent Knight- ECS-50 $ 758.25 each $ $0.00214 Silent Knight- RBB with (2) 40 Amp/Hr Battery $ 307.15 each $ $0.00215 Silent Knight AB-55 with (2) 55 Amp/Hr Battery $ 432.51 each $ $0.00216 Silent Knight RPT-TP Network Repeater $ 506.85 each $ $0.00217 Silent Knight- IPDACT-2UD Communicator $ 489.28 each $ $0.00

Burbank Unified School District Project Quote Form-4

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Burbank Unified School District Project Quote Form-5

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Group J: Data System Data Cabling J-Hook Support System:

218 J-Hook (small) mounted to existing structure directly $ 3.06 each $ $0.00219 J-Hook (small) and independent support system $ 12.43 each $ $0.00220 J-Hook (large) mounted to existing structure directly $ 3.89 each $ $0.00221 J-Hook (large) and independent support system $ 13.27 each $ $0.00

Group K: Integrated Comm. System:

222 Install pull string in common pull w/cable $ 0.05 plf $ $0.00223 1 Westpenn 355 Cable: common pathway/pull $ 0.17 plf $ $0.00224 Each Additional 355 cable in common pull $ 0.17 plf $ $0.00225 Material upcharge for Westpenn 355AQC Cable $ 0.03 plf $ $0.00226 1 Westpenn 436 Cable: common pathway/pull $ 1.63 plf $ $0.00227 Each Additional 436 cable in common pull $ 1.63 plf $ $0.00228 1 25 pair gel-filled cable: common pathway/pull $ 1.29 plf $ $0.00229 Each Additional 25 pair gel-filled cable in common pull $ 1.29 plf $ $0.00230 1 Westpenn 298 Cable: common pathway/pull $ 0.11 plf $ $0.00231 Each Additional 298 cable in common pull $ 0.11 plf $ $0.00232 1 Westpenn 291 Cable: common pathway/pull $ 0.06 plf $ $0.00233 Each Additional 291 cable in common pull $ 0.06 plf $ $0.00234 Material upcharge for Westpenn 291AQC Cable $ 0.07 plf $ $0.00235 1 Westpenn 290 Cable: common pathway/pull 2500 $ 0.10 plf $ $250.00236 Each Additional 290 cable in common pull $ 0.10 plf $ $0.00237 Bogen MCWESS CR Handset w/AT219-4 (wall or desk) $ 76.98 each $ $0.00238 Bogen MCDS3 Master/Admin Handset (desk) $ 690.23 each $ $0.00239 Int. Ceiling Speaker Ass. EZ-95 with S8T725/Grill $ 53.37 each $ $0.00240 Lowel PC712 ; MC701; Bogen S8T725 $ 182.36 each $ $0.00241 Interior wall Clock Speaker Combo 242 Lowel CB8-4; JG8X Bogen S8T725 Interior Surface $ 78.30 each $ $0.00243 Wall/Ceiling Speaker Assembly244 Lowel CB8-6; SQLK8L with Atlas APF15T- Exterior $ 193.10 each $ $0.00245 Surface Wall/Ceiling Speaker Assembly246 Bogen WBS8T725 Speaker $ 36.56 each $ $0.00247 Siemons S-89 and S-661 Block 25 $ 18.82 each $ $470.50248 Desktop AM-FM-CASS-CD Player $ 310.00 each $ $0.00249 Complete Bogen Quantum 72 Port Headend $ 13,597.00 each $ $0.00250 Bogen Quantum 24 Expansion $ 1,776.00 each $ $0.00251 Communications System Backboard $ 68.00 each $ $0.00252 Cisco FX-O Bogen Link $ 0.00 each $ $0.00250 Bogen HTA-125 Amplifier $ 780.16 each $ $0.00251 Bogen HTA-250 Amplifier $ 1,256.26 each $ $0.00252 Bogen Quantum Card $ 4,900.10 each $ $0.00

Burbank Unified School District Project Quote Form-6

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Group L: Program Clock System Improvements:

253 pull string in common pull w/cable $ 0.05 plf $ $0.00254 1 ADL- 163S Cable: common pathway/pull $ 0.28 plf $ $0.00255 Each Additional 163Scable in common pull $ 0.28 plf $ $0.00256 4 #12 Gauge Stranded Common Pathway Pull $ 0.74 plf $ $0.00257 1 Westpenn 245 AQC Cable: common pathway/pull $ 0.67 plf $ $0.00258 Each Additional 245 AQC cable in common pull $ 0.67 plf $ $0.00259 Lathem PS-8-24 power supply and relays $ 212.04 each $ $0.00260 Lathem SS-12-RFA-B-24VAC clock $ 129.15 each $ $0.00261 Lathem SS-10-RFA-B-24VAC clock $ 162.53 each $ $0.00262 Lathem S-Ring $ 40.55 each $ $0.00263 Miscellaneous Control Relay Assembly $ 35.00 each $ $0.00264 Lathem SAM-5788 $ 13.63 each $ $0.00

Group M: General Security System Improvements 265 Install pull string in common pull w/cable $ 0.05 plf $ $0.00266 (1) Genesis 1104 Cable: common pathway/pull $ 0.10 plf $ $0.00267 Each Additional Genesis 1104 in common pull $ 0.10 plf $ $0.00268 1 Westpenn AQ-244 in common pathway pull $ 0.47 plf $ $0.00269 Each additional Westpenn AQ-244 in common pull $ 0.47 plf $ $0.00270 DMP XR550 Control Panel $ 517.94 each $ $0.00271 DMP 481 LX-BUS Zone Expansion $ 51.63 each $ $0.00272 DMP 460 Plain Interface Adapter Card $ 77.05 each $ $0.00273 DMP 321 Transformer $ 14.86 each $ $0.00274 DMP 7060 Keypad $ 107.73 each $ $0.00275 DMP 7063 Keypad $ 146.92 each $ $0.00276 DMP 714 Loop Zone Expander $ 45.55 each $ $0.00277 DMP P16000 Motion Detector $ 56.09 each $ $0.00278 DMP FMCWE Auxiliary Power $ 24.21 each $ $0.00279 Sentrol 1076 DN Door Contact/EMS Sensor $ 21.62 each $ $0.00280 DMP 462DC LXBUS with internet adapter $ 227.06 each $ $0.00281 7 amp hour battery $ 18.92 each $ $0.00282 (1) 472 Hardwireless Interface Card $ 64.74 each $ $0.00283 (1) RJ-31X Outlet $ 2.92 each $ $0.00284 DMP 7073 Keypad $ 217.33 each $ $0.00285 DMP 461 Interface Adaptor $ 64.74 each $ $0.00286 DMP 1100RP $ 198.56 each $ $0.00287 DMP 708 Bus Extender $ 283.84 each $ $0.00288 DMP SX-350 PIR $ 53.38 each $ $0.00

Burbank Unified School District Project Quote Form-7

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Group N: Time, Materials, and Unforseen Conditions289 Unlisted Mat'l Cost Mark-up (may not exceed 15%) $0.00 12% % $ $0.00290 Subcontractor Cost Markup 12.00 % $ $0.00291 Communications/Fire Alarm Certified Tech/Installer 100 $ 84.00 phr $ $8,400.00292 Inside Wireman $ 97.85 phr $ $0.00293 Estimator/Designer $ 55.00 phr $ $0.00294 Cad Drafter $ 55.00 phr $ $0.00295 2nd Shift Adder to Line 291 per hour 30 $ 10.00 phr $ $300.00296 2nd Shift Adder to Line 292 per hour $ 10.00 phr $ $0.00

Sub Total $ $9,420.50

297 Markup for Bonding (Jobs over $25,000) 2% % $0.00

$9,420.50Grand Total

Burbank Unified School District Project Quote Form-8

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