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April 2, 2015

CHINO VALLEY UNIFIED SCHOOL DISTRICT REGULAR MEETING OF THE BOARD OF EDUCATION

5130 Riverside Drive, Chino, CA 91710 5:00 p.m. – Closed Session 7:00 p.m. – Regular Meeting

April 2, 2015

AGENDA

• The public is invited to address the Board of Education regarding items listed on the agenda. Comments on an agenda item will be accepted during consideration of that item, or prior to consideration of the item in the case of a closed session item. Persons wishing to address the Board are requested to complete and submit to the Administrative Secretary, Board of Education, a “Request to Speak” form available at the entrance to the Board room.

• In compliance with the Americans with Disabilities Act, please contact the Administrative Secretary, Board of Education, if you require modification or accommodation due to a disability.

• Agenda documents that have been distributed to members of the Board of Education less than 72 hours prior to the meeting are available for inspection at the Chino Valley Unified School District Administration Center, 5130 Riverside Drive, Chino, California, during the regular business hours of 7:30 a.m. to 4:30 p.m., Monday through Friday.

I. OPENING BUSINESS

I.A. CALL TO ORDER – 5:00 P.M. 1. Roll Call 2. Public Comment on Closed Session Items 3. Closed Session Discussion and possible action: a. Conference With Legal Counsel: Anticipated Litigation Government Code section 54956.9(d)(2): One possible case. (Chidester,

Margaret A. & Associates) (30 minutes) b. Conference with Legal Counsel–Existing Litigation (Government Code 54954.4(c) and 54956.9)(d)(1): USDC Central District

Eastern Division Case No. 5:14-CV-2336. (Pacific Justice Institute) (15 minutes) c. Student Discipline Matter (Education Code 35146, 48918 (c) & (j): Expulsion cases 14/15-23 and 14/15-30. (15 minutes) d. Conference with Labor Negotiators (Government Code 54957.6): A.C.T. and CSEA negotiations. Agency designated

representatives: Dr. Norm Enfield, Sandra Chen, Dr. Grace Park, Lea Fellows, and Richard Rideout. (15 minutes) e. Public Employee Discipline/Dismissal/Release (Government Code 54957): (15 minutes) f. Public Employee Performance Evaluation (Government Code 54957): Superintendent. (30 minutes)

I.B. RECONVENE TO REGULAR OPEN MEETING – 7:00 P.M. 1. Report Closed Session Action 2. Pledge of Allegiance I.C. PRESENTATIONS 1. Student Showcase: Country Springs ES; Dickson ES; Eagle Canyon ES I.D. COMMENTS FROM STUDENT REPRESENTATIVE I.E. COMMENTS FROM EMPLOYEE REPRESENTATIVES

The proceedings of this meeting are being recorded.

Regular Meeting of the Board of Education April 2, 2015

I.F. COMMENTS FROM COMMUNITY LIAISONS I.G. COMMENTS FROM THE AUDIENCE ON ITEMS NOT ON THE AGENDA I.H. CHANGES AND DELETIONS

II. ACTION

II.A.

HUMAN RESOURCES

II.A.1. Page 1

Addendum to the Contract for the Assistant Superintendent of Facilities, Planning, and Operations Recommend the Board of Education ratify the addendum to the contract for the Assistant Superintendent of Facilities, Planning, and Operations.

Motion Second Preferential Vote: Vote: Yes No

III. CONSENT Motion Second Preferential Vote: Vote: Yes No

III.A. ADMINISTRATION III.A.1.

Minutes of the Regular Meeting of March 19, 2015, and Special Meeting of March 21, 2105 Recommend the Board of Education approve the minutes of the regular meeting of March 19, 2015, and special meeting of March 21, 2015.

III.B. BUSINESS SERVICES

III.B.1. Page 12

Warrant Register Recommend the Board of Education approve/ratify the warrant register, provided under separate cover.

III.B.2. Page 13

Fundraising Activities Recommend the Board of Education approve/ratify the fundraising activities.

III.B.3. Page 16

Donations Recommend the Board of Education accept the donations.

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III.B.4. Page 19

Legal Services Recommend the Board of Education approve payment for legal services to the law offices of Atkinson, Andelson, Loya, Ruud & Romo; and Chidester, Margaret A. & Associates.

III.C. CURRICULUM, INSTRUCTION, INNOVATION, AND SUPPORT

III.C.1. Page 20

Revised Estimated Fiscal Impact for Adopted Mathematics Textbooks for Grades 6 Through 12 Recommend the Board of Education approve the revised estimated fiscal impact for adopted mathematics textbooks for grades 6 through 12.

III.C.2. Page 21

New Courses: 21st Century Literacy, Career Exploration and Job Readiness, Creative Writing, Foundations of Social Studies and Literacy, and Media Studies Recommend the Board of Education approve the new courses: 21st Century Literacy, Career Exploration and Job Readiness, Creative Writing, Foundations of Social Studies and Literacy, and Media Studies.

III.C.3. 1

Joint Powers Agreement Between Baldy View Regional Occupational Program and the Chino Valley Unified School District Recommend the Board of Education approve the Joint Powers Agreement between the Baldy View Regional Occupational Program and the Chino Valley Unified School District.

III.D. EDUCATIONAL SERVICES

III.D.1. Page 53

Student Expulsion Cases 14/15-23 and 14/15-30 Recommend the Board of Education approve the student expulsion cases 14/15-23 and 14/15-30.

III.D.2. Page 54

School-Sponsored Trips Recommend the Board of Education approve the following school-sponsored trips: Wickman ES, Chino Hills HS, and Don Lugo HS.

III.D.3. Page 56

Waiver of Requirement to Successfully Pass the California High School Exit Exam Case 15-38 Recommend the Board of Education approve the waiver of requirement to successfully pass the California High School Exit Exam Case 15-38.

III.D.4. Page 57

Proclamation for Alcohol Awareness Month, April 2015 Recommend the Board of Education adopt the proclamation for Alcohol Awareness Month, April 2015.

III.D.5. Page 59

Proclamation for National School Nurse Day on May 6, 2015 Recommend the Board of Education adopt the proclamation for National School Nurse Day on May 6, 2015.

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III.E.

FACILITIES, PLANNING, AND OPERATIONS

III.E.1. Page 61

Purchase Order Register Recommend the Board of Education approve/ratify the purchase order register, provided under separate cover.

III.E.2. Page 62

Agreements for Contractor/Consultant Services Recommend the Board of Education approve/ratify the Agreements for Contractor/Consultant Services: Atkinson, Andelson, Loya, Ruud & Romo with Human Resources; Nancy Shomo with Human Resources; and approved contract to be amended: Verizon Wireless Second Amendment with Facilities, Planning, and Operations.

III.E.3. Page 64

Surplus/Obsolete Property Recommend the Board of Education declare the District property surplus/obsolete and authorize staff to sell/dispose of said property.

III.E.4. Page 66

Rejection of Request for Qualifications/Proposals 14-15-07, Renovation of Professional Development Center II, and Authorize Staff to Re-bid the Project Recommend the Board of Education Reject the Request for Qualifications/Proposals 14-15-07, Renovation of Professional Development Center II, and authorize staff to re-bid the project.

III.E.5. Page 67

Resolution 2014/2015-36 for Authorization to Utilize a Piggyback Contract Recommend the Board of Education adopt Resolution 2014/2015-36 for authorization to utilize a piggyback contract.

III.F. HUMAN RESOURCES

III.F.1. Page 70

Certificated/Classified Personnel Items Recommend the Board of Education approve/ratify the certificated/classified personnel items.

III.F.2. Page 76

Rejection of Claim Recommend the Board of Education reject the claim and refer it to the District’s insurance adjuster.

IV. COMMUNICATIONS

BOARD MEMBERS AND SUPERINTENDENT

V. ADJOURNMENT

Date posted: March 27, 2015 Prepared by: Patricia Kaylor, Administrative Secretary, Board of Education

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AC

TION

HUMAN RESOURCES

CHINO VALLEY UNIFIED SCHOOL DISTRICT Our Motto:

Student Achievement • Safe Schools • Positive School Climate Humility • Civility • Service

DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Grace Park, Ed.D., Assistant Superintendent, Human Resources SUBJECT: ADDENDUM TO THE CONTRACT FOR THE ASSISTANT

SUPERINTENDENT OF FACILITIES, PLANNING, AND OPERATIONS

================================================================== BACKGROUND Government Code Section 53262 requires that “all contracts with a superintendent, deputy superintendent, assistant superintendent, associate superintendent…of a local agency shall be ratified in an open session of the governing body which shall be reflected in the governing body’s minutes.” A copy of the contract for the Assistant Superintendent of Facilities, Planning, and Operations is available for public information. The Board is asked to ratify an addendum to the Assistant Superintendent’s contract to afford the same opportunity to STEP on the salary schedule as all other employees of the District. Effective July 1, 2015, the salary for the Assistant Superintendent of Facilities, Planning and Operations shall be Range 12 STEP 2. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education ratify the addendum to the contract for the Assistant Superintendent of Facilities, Planning, and Operations. FISCAL IMPACT A salary increase of $5,670.00 and statutory benefit increase of $1,281.00 to the General Fund. WMJ:GP:jaf

April 2, 2015 Page 1

ADDENDUM TO CONTRACT FOR EMPLOYMENT OF ASSISTANT SUPERINTENDENT OF

FACILITIES, PLANNING, & OPERATIONS BETWEEN THE BOARD OF EDUCATION

OF THE CHINO VALLEY UNIFIED SCHOOL DISTRICT

COUNTY OF SAN BERNARDINO, CALIFORNIA AND

GREGORY J. STACHURA

The March 19, 2015, Contract for Employment for Gregory J. Stachura, Assistant Superintendent, shall be amended as set forth below: 1. Item 2 – Salary

a. The Assistant Superintendent shall be afforded the same opportunity to STEP on the salary schedule as all other employees of the District.

b. The annual salary shall be Range 12 STEP 2 effective July 1, 2015. All other provisions of the Contract for Employment shall remain unchanged. SIGNATURE OF THE BOARD OF EDUCATION OF THE CHINO VALLEY UNIFIED SCHOOL DISTRICT County of San Bernardino, California _____________________________ __________________________________ Irene Hernandez-Blair, President/Date Andrew Cruz, Vice President/Date _____________________________ __________________________________ Sylvia Orozco, Clerk/Date Pamela Feix, Member/Date _____________________________ James Na, Member/Date SIGNATURE OF THE ASSISTANT SUPERINTENDENT ______________________________ Gregory J. Stachura/Date


CO

NSEN

T

ADMINISTRATION

CHINO VALLEY UNIFIED SCHOOL DISTRICT REGULAR MEETING OF THE BOARD OF EDUCATION

March 19, 2015

MINUTES

I. OPENING BUSINESS

I.A. CALL TO ORDER – 5:15 P.M. 1. Roll Call President Blair called to order the regular meeting of the Board of Education,

Thursday, March 19, 2015, at 5:15 p.m. with Cruz, Feix, Na, Orozco, and Blair present.

Administrative Personnel Wayne M. Joseph, Superintendent Norm Enfield, Ed.D., Deputy Superintendent Sandra H. Chen, Assistant Superintendent, Business Services Patricia M. Miller, Assistant Superintendent, Educational Services Grace Park, Ed.D., Assistant Superintendent, Human Resources Gregory J. Stachura, Assistant Supt., Facilities, Planning, and Operations 2. Public Comment on Closed Session Items Rex Wheeler addressed the Board regarding a non-reelected teacher. 3. Closed Session President Blair adjourned to closed session at 5:18 p.m. regarding a student

discipline matter; conference with legal counsel-existing litigation; conference with labor negotiators, A.C.T. and CSEA; public employee discipline/dismissal/release; and public employee performance evaluation, Superintendent.

I.B. RECONVENE TO REGULAR OPEN MEETING – 7:00 P.M. 1. Report Closed Session Action President Blair reconvened the regular meeting of the Board of Education

at 7:00 p.m. The Board met in closed session from 5:18 p.m. to 6:50 p.m. regarding a student discipline matter; conference with legal counsel-existing litigation; conference with labor negotiators, A.C.T. and CSEA; public employee discipline/dismissal/release; and public employee performance evaluation, Superintendent. No action was taken that required public disclosure.


Minutes of the Regular Meeting of the Board of Education March 19, 2015

2. Pledge of Allegiance Diana Yarboi, Principal, Ayala HS, led the Pledge of Allegiance. Pastor Dennis Cantor of Higher Ground Church, Chino, gave an invocation. I.C. PRESENTATIONS 1. Student Showcase: Ayala HS Polynesian Club students introduced students performed a traditional

dance, and were accompanied by club advisor and teacher Jack Higgins. 2. Baldy View Regional Occupational Program: Shelley Adams, Superintendent Superintendent Shelley Adams provided a presentation on the ROP

program. 3. California Assessment of Student Performance and Progress Update Norm Enfield, Deputy Superintendent, and Julian Rodriguez, Director,

Assessment & Instructional Technology, provided an update on the California Assessment of Student Performance and Progress.

4. Measure M Financial Performance Audit Report Shilo Gorospe from Vavrinek, Trine, Day & Company, LLP, presented the

Measure M Financial Performance Audit Report. I.D. COMMENTS FROM STUDENT REPRESENTATIVE Absent. I.E. COMMENTS FROM EMPLOYEE REPRESENTATIVES Todd Hancock, A.C.T. President, opened with quotes from Cesar Chavez and

Paul Ryan regarding community; said A.C.T. partnered with Service Center One/CTA to present the Community Outreach Action Team award to community member, Flory Welch, who was accompanied by her husband, for assistance to students and the community; expressed concerns regarding teachers working beyond the regularly scheduled workday; spoke about an issue with the District server, and teachers being asked to meet the grading window rather than given an extension; asked why a thank you email was not sent out to teachers in gratitude of their efforts to get grades completed outside of the workday; said the District is supposed to be people first and programs second; and said the Association is looking forward to working with the District on negotiating its benchmark test, and looking forward to friendly and successful negotiations this year.

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Denise Arroyo, CSEA President, acknowledged Ayala HS Polynesian Dance Club performers; said that to date she has not received a response from the administration or Board members regarding participating in the ACE program during Classified Employees Week; said CSEA is still waiting for restorations while other vacancies are being filled; requested that the Board and District restore CSEA positions; read a 1992 letter from former Superintendent Steve Goldstone acknowledging classified employees during Classified Employees Week.

I.F. COMMENTS FROM COMMUNITY LIAISONS None. I.G. COMMENTS FROM THE AUDIENCE ON ITEMS NOT ON THE AGENDA Robert McKellip addressed the Board regarding an A.C.T. bingo night;

David J. Palmer, Lisa Klipfel, and Irene Tackett addressed the Board regarding dyslexia; and Reef Colman addressed the Board regarding a fundraising opportunity.

I.H. CHANGES AND DELETIONS The following change was read into the record: Item III.D.2., deleted Ayala HS,

FFA HERO State Leadership, April 24-28, 2015; and inserted Chino HS, FHA HERO State Leadership, Fresno, CA, April 24-28, 2015, $446.00 per student, parent funded.

II. ACTION

II.A.

HUMAN RESOURCES

II.A.1.

Public Notice and Hearing Regarding the District’s Initial Bargaining Proposal to the Associated Chino Teachers for a Negotiation Reopener of the Collective Bargaining Agreement Effective July 1, 2015 Moved (Na) seconded (Orozco) carried unanimously (5-0) to give public notice. President Blair opened the public hearing at 9:08 p.m. regarding the District’s initial bargaining proposal to the Associated Chino Teachers for a negotiation reopener of the Collective Bargaining Agreement effective July 1, 2015. There were no speakers, and President Blair closed the public hearing at 9:08 p.m.

II.A.2.

Public Notice and Hearing Regarding the District’s Initial Bargaining Proposal to the California School Employees Association, Chapter No. 102, for a Successor Collective Bargaining Agreement Effective July 1, 2015

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Moved (Na) seconded (Orozco) carried unanimously (5-0) to give public notice. President Blair opened the public hearing at 9:09 p.m. regarding the District’s Initial Bargaining Proposal to the California School Employees Association, Chapter No. 102 for a Successor Collective Bargaining Agreement Effective July 1, 2015. There were no speakers, and President Blair closed the public hearing at 9:09 p.m.

II.A.3.

Employment Contracts for Deputy Superintendent and Assistant Superintendents of Business Services, Educational Services, Facilities, Planning and Operations, and Human Resources Division of the Chino Valley Unified School District Moved (Na) seconded (Orozco) carried unanimously (5-0) to ratify the employment contracts for Deputy Superintendent and Assistant Superintendents of Business Services, Educational Services, Facilities, Planning and Operations, and Human Resources Division of the Chino Valley Unified School District.

III. CONSENT

Andrew Cruz pulled for separate action Item III.C.1., and Sylvia Orozco pulled for separate action Item III.F.1. Moved (Na) seconded (Cruz) carried unanimously (5-0) to approve the remainder of the consent items, as amended. III.A. ADMINISTRATION III.A.1.

Minutes of the Regular Meeting of March 5, 2015 Approved the minutes of the regular meeting of March 5, 2015.

III.B. BUSINESS SERVICES

III.B.1.

Warrant Register Approved/ratified the warrant register.

III.B.2.

Fundraising Activities Approved/ratified the fundraising activities.

III.B.3.

Donations Accepted the donations.

III.B.4.

Legal Services Approved payment for legal services to the law offices of Chidester, Margaret A. & Associates; and Parker & Covert LLP.

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III.B.5.

Resolution 2014/2015-31, Temporary Borrowing Between Funds of the School District Adopted Resolution 2014/2015-31, Temporary Borrowing Between Funds of the School District.

III.C. DEPUTY SUPERINTENDENT

III.C.1.

Adoption of Mathematics Textbooks for Grades 6 Through 12 Moved (Orozco) seconded (Cruz) motion carried (4-1, Feix voted ‘no’) to adopt the mathematics textbooks for grades 6 through 12 as follows: Grade 6 – Houghton Mifflin & Harcourt, Big Ideas Math, Course 1, 2015; Grade 7 – Houghton Mifflin & Harcourt, Big Ideas Math, Course 2, 2015; Grade 8 – Houghton Mifflin & Harcourt, Big Ideas Math, Course 3, 2015; McGraw Hill – Integrated Math I, 2012; McGraw Hill – Integrated Math II, 2012; McGraw Hill – Integrated Math III, 2012.

III.D. EDUCATIONAL SERVICES

III.D.1.

Student Expulsion Case 14/15-28 Approved the student expulsion case 14/15-28.

III.D.2.

School-Sponsored Trips Approved the following school-sponsored trips: Townsend JHS; Ayala HS; and Chino Hills HS.

III.E.

FACILITIES, PLANNING, AND OPERATIONS

III.E.1.

Purchase Order Register Approved/ratified the purchase order register.

III.E.2.

Agreements for Contractor/Consultant Services Approved/ratified the Agreements for Contractor/Consultant Services with EdLeader21, Professional Development; Latino Family Literacy Project, Department of Access & Equity; NCS Pearson, Inc., Elementary Curriculum & Instruction; Kenco Construction Services, Maintenance, Operations, and Construction; and master contract with Boogie Down DJ Services, Chino HS/Purchasing.

III.E.3.

Surplus/Obsolete Property Declared the District property surplus/obsolete and authorized staff to sell/dispose of said property.

III.E.4.

Resolutions 2014/2015-32, 2014/2015-33, and 2014/2015-34 for Authorization to Utilize Piggyback Contracts Adopted Resolutions 2014/2015-32, 2014/2015-33, and 2014/2015-34 for authorization to utilize piggyback contracts.

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III.E.5.

Resolution 2014/2015-35, Implementing Prequalification of Construction Contractors Under Public Contract Code 20111.6 Adopted Resolution 2014/2015-35, Implementing Prequalification of Construction Contractors under Public Contract Code 20111.6.

III.E.6.

Notice of Completion for CUPCCAA Projects Approved the Notice of Completion for CUPCCAA Projects.

III.F. HUMAN RESOURCES

III.F.1.

Certificated/Classified Personnel Items Moved (Orozco) seconded (Na) carried unanimously (5-0) to approve/ratify the certificated/classified personnel items.

III.F.2.

Rejection of Claim Rejected the claim and referred it to the District’s insurance adjuster.

IV. INFORMATION

IV.A.

DEPUTY SUPERINTENDENT

IV.A.1.

New Courses: 21st Century Literacy, Career Exploration and Job Readiness, Creative Writing, Foundations of Social Studies and Literacy, and Media Studies Received for information the new courses: 21st Century Literacy, Career Exploration and Job Readiness, Creative Writing, Foundations of Social Studies and Literacy, and Media Studies.

IV.B.

EDUCATIONAL SERVICES

IV.B.1.

2016/2017 Student Attendance Calendar, Boys Republic High School Calendar, Chino Valley Learning Academy Calendar, and Chino Valley Adult School Calendar Received for information the 2016/2017 Student Attendance Calendar, Boys Republic High School Calendar, Chino Valley Learning Academy Calendar, and Chino Valley Adult School Calendar.

IV.C. HUMAN RESOURCES

IV.C.1.

Deletion of Administrative Regulation and Exhibit 4112.62/4212.62/ 4312.62 All Personnel—Maintenance of Criminal Offender Records Received for information the deletion of Administrative Regulation and Exhibit 4112.62/4212.62/4312.62 All Personnel —Maintenance of Criminal Offender Records.

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IV.C.2.

Deletion of Administrative Regulation 4117.4 Personnel—Dismissal Received for information the deletion of Administrative Regulation 4117.4 Personnel—Dismissal.

V. COMMUNICATIONS

BOARD MEMBERS AND SUPERINTENDENT James Na thanked Chino HS soccer team for giving the Board tee shirts, and attended their CIF championship game; acknowledged Chino Hills HS basketball team for winning their first game; attended Ayala HS’s 8th Annual ASL Variety Show (on March 6), and commended the students for the program content in particular Concrete Angel; said that Glenmeade ES teacher Susan Daniels is fighting cancer and that we need to encourage and support her; and said he attended Student Government Day and that the flag was a topic of discussion at the mock meeting. Pamela Feix attended the Woodcrest JHS basketball game and encouraged the District to expand options for team activities at the junior high school level; participated in Student Government Day and thanked everyone for making the day successful; said she finished up literacy days at Hidden Trails ES, Rhodes ES, and Newman ES, and was appreciative of the opportunity; said she continues to be interested in a discussion regarding Board member calendars perhaps as an agenda item at an upcoming meeting; and asked for GATE program identification, and information on process, vision, and plan. Sylvia Orozco asked for an update on the calendar process; attended Chino HS’s soccer game, and extended congratulations to the players and coach; acknowledged Magnolia JHS’s Career Day invitation, but was not able to attend; acknowledged the Special Education Department for the periodic bulletins the Board receives; shared that she received a compliment on Walnut ES Assistant Principal Ryan Candelaria for his demeanor and his interaction with students; and acknowledged Oak Ridge ES’s participation in the Odyssey of the Mind competition in Palm Springs on March 7, and wished the upper team continued success. Andrew Cruz spoke about research regarding various educational issues including curriculum, instruction, assessment, and staff development, but that teacher character was not included; spoke about LCFF and the aspect of what is needed for our students; spoke about Special Education concerns regarding hiring teachers and the need to be proactive; said his mother was an orphan and was always grateful to this country; attended literacy days at Rhodes ES; attended the Special Education dance; and attended Student Government Day. Superintendent Joseph extended an invitation to participate in a survey regarding the development of the District's Local Control and Accountability Plan, which is open until March 23, 2015, and available on the District’s website; said the Canyon Hills JHS Science Olympiad Team qualified for the Southern California State Science Olympiad at

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the Inland Empire Regional Science Olympiad competition, and will compete in the Southern California State Science Olympiad on April 4, 2015, and is coached by Dr. James Lin, and Mr. Isaac Cabase; announced that on April 16 the HOPE Family Resource Center, located at the Alternative Education Center, is holding an open house from 2:00 p.m. to 4:00 p.m.; and thanked the Board for approving the Cabinet’s contracts. President Blair spoke about perceived intimidation, inappropriate language, and said that it should not and will not be tolerated; said that at the Masters in Governance (MIG) conference she attended last weekend, she learned that a district enacted a board policy to enforce civility and encouraged our District to look into a similar policy not only in words but in action; spoke about the needs of students relative to civility; attended the Stepping Up an event hosted by Chino Valley Soroptimist and emceed by Chino PD Chief Karen Comstock; asked if there could be a similar event for boys to which Assistant Superintendent Patricia Miller indicated that the Rotary is taking on the project; attended the MIG conference in San Diego and met the superintendent of Corona-Norco USD and said deal with combination class by having large classroom sizes; said she learned that two school districts regret issuing chrome books/tablets to students due to problems including everyone not having Wi-Fi and pornography access alerts; reminded everyone that Don Lugo HS holds a plant sale every Friday starting at 4:00 p.m.; said Boys Republic is selling baked goods at Chino Hills farmers market every Wednesday from 4:00 p.m. to 8:00 p.m.; spoke about vocational classes partnering with labor unions to meet student needs; attended the musical Shrek at the Chino Children’s Community Center; said Dog Park for a Day will be held on March 28 at Boys Republic from 10:00 a.m. to 4:00 p.m. ; and thanked parents, teachers, PTA/PFA members who attended her parent engagement meeting on Monday, and said she looks forward to her next parent engagement visit on May 30.

VI. ADJOURNMENT

President Blair adjourned the regular meeting of the Board of Education at 9:58 p.m. ____________________________ ____________________________ Irene Hernandez-Blair, President Sylvia Orozco, Clerk Recorded by: Patricia Kaylor, Administrative Secretary, Board of Education

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CHINO VALLEY UNIFIED SCHOOL DISTRICT SPECIAL MEETING OF THE BOARD OF EDUCATION

Board Study Session March 21, 2015

MINUTES

I. OPENING BUSINESS

I.A. CALL TO ORDER – 9:00 A.M. 1. Call to Order President Blair called to order the special meeting of the Board of

Education, Saturday, March 21, 2015, at 9:16 a.m. with Feix, Na, Orozco, Blair present; and Cruz absent.

2. Pledge of Allegiance Board Member Pamela Feix led the Pledge of Allegiance. I.B. COMMENTS FROM THE AUDIENCE ON ITEMS ON THE AGENDA None. I.C. BOARD DEVELOPMENT 1. Principles of Governance The Board of Education met with Dr. Jennifer Jeffries, who facilitated a

discussion on the roles and responsibilities of Board members vital to effective school governance; unity of purpose; and governance protocols.

Board Member Na left the meeting at 11:20 a.m.

II. ADJOURNMENT

President Blair adjourned the Board study session at 12:28 p.m. ______________________________ _______________________________ Irene Hernandez-Blair, President Sylvia Orozco, Clerk Recorded by: Patricia Kaylor, Administrative Secretary, Board of Education


BUSINESS SERVICES



DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Sandra H. Chen, Assistant Superintendent, Business Services Liz Pensick, Director, Business Services SUBJECT: WARRANT REGISTER ===================================================================== BACKGROUND Education Code 42650 requires the Board to approve and/or ratify all warrants. These payments are made in the form of warrants, and the warrant (check) form is approved by the County Superintendent. All items listed are within previously budgeted amounts. There is no fiscal impact beyond currently available appropriations. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve/ratify the warrant register, provided under separate cover. FISCAL IMPACT $3,148,393.56 to all District funding sources. WMJ:SHC:LP:wc




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Sandra H. Chen, Assistant Superintendent, Business Services Liz Pensick, Director, Business Services SUBJECT: FUNDRAISING ACTIVITIES ===================================================================== BACKGROUND Board Policy 3452 Business and Noninstructional Operations – Student Activity Funds and Board Policy 1230 Community Relations – School Connected Organizations require that fundraising activities be submitted to the Board of Education for approval. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve/ratify the fundraising activities. FISCAL IMPACT None. WMJ:SHC:LP:wc


SITE/DEPARTMENT ACTIVITY/DESCRIPTION DATE

Cattle ES

PFA Popcorn Sale 4/13/15 - 4/27/15

Dickson ES

PTA Baskin Robbins Family Night Out 4/21/15

Eagle Canyon ES

PTA McTeacher's Night 4/28/15

Hidden Trails ES

PTA JoJo's Family Night Out 4/22/15

Rhodes ES

PEP Club School Carnival 5/1/15PEP Club Quakes Family Fun Night Ticket Sale 5/18/15 - 5/29/15

Cal Aero K-8

Flight Crew Family Skate Night 4/16/15

Ayala HS

BAC Boosters Carl's Jr. Coupon Book Sale 4/3/15 - 4/30/15R.A.K. Club Be Kind Bracelet Sale 4/3/15 - 5/8/15BAC Boosters Discount Card Sale 4/3/15 - 6/30/15BAC Boosters iGive 4/3/15 - 6/30/15BAC Boosters Amazon Smile 4/3/15 - 6/30/15Boys Golf Boosters Jersey Mike's Day 4/4/15BAC Boosters Chick-fil-A Family Night Out 4/14/15Grad Night 2015 Oh Queso Family Night Out 4/15/15SADD Club After School Root Beer Float Sale 4/16/15 - 4/17/15Football Boosters Football Spirit Pack Sale 4/16/15 - 12/31/15BAC Boosters Jazz Concert/Spaghetti Dinner 4/21/15Glee Club Bruxie Family Night Out 4/23/15Grad Night 2015 Stussy Sale 4/26/15

CHINO VALLEY UNIFIED SCHOOL DISTRICTApril 2, 2015


SITE/DEPARTMENT ACTIVITY/DESCRIPTION DATE


Ayala HS (cont.)

SADD Club Bruxie Day 4/30/15BAC Boosters Chipotle Family Night Out 5/5/15Grad Night 2015 Oh Queso Family Night Out 5/13/15Grad Night 2015 Oh Queso Family Night Out 6/3/15

Buena Vista HS

ASB After School Smoothie Sale 4/14/15 - 6/11/15

Chino HS

Sports Boosters Boys Basketball Clinic 4/27/15 - 4/29/15AVID After School Pizza Sale 5/1/15 - 5/29/15Pep Squad Boosters Cheer Spirit Wear Sale 5/4/15 - 5/8/15Renaissance Mr. Chino High Pageant 5/15/15Pep Squad Boosters Powder Puff Cheer Camp 5/22/15

Chino Hills HS

Boys Golf Team Drive-A-Thon Donation Drive 4/3/15 - 4/30/15

Don Lugo HS

Thespian Society Marie Callender's Dine-In For Dollars 4/4/15ASB Dodgeball Tournament 4/18/15




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Sandra H. Chen, Assistant Superintendent, Business Services Liz Pensick, Director, Business Services SUBJECT: DONATIONS =================================================================== BACKGROUND Board Policy 3290 Business and Noninstructional Operations - Gifts, Grants, and Bequests states the Board of Education may accept any bequest or gift of money or property on behalf of the District. All gifts, grants, and bequests shall become property of the District. Use of the gift shall not be impaired by restrictions or conditions imposed by the donor. Approximate values are determined by the donor. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education accept the donations. FISCAL IMPACT Any cost for repairs of donated equipment will be a site expense. WMJ:SHC:LP:wc


DEPARTMENT/SITE ITEM DONATED APPROXIMATEDONOR VALUE

Country Springs ES

Country Springs PFA Cash $6,318.60

Dickey ES

Target Cash $95.38

Dickson ES

Rotary Club of Chino Cash $300.00Dickson PTA Cash $1,000.00

Newman ES

Target Cash $74.02Rotary Club of Chino Cash $300.00

Oak Ridge ES

Wells Fargo Cash $120.00Oak Ridge PTA Cash $421.17

Rhodes ES

The Barry Family Cash $1,300.00

Rolling Ridge ES

Wells Fargo Cash $19.25Wells Fargo Community Support Cash $100.00Pablo DiDonato Cash $300.00Target Cash $342.26

Walnut ES

Target Cash $87.26



DEPARTMENT/SITE ITEM DONATED APPROXIMATEDONOR VALUE


Wickman ES

Edison International Cash $75.00

Canyon Hills JHS

Silicon Valley Community Foundation Cash $100.00Raytheon Charitable Giving Cash $175.00Edison International Cash $250.04

Magnolia JHS

Target Cash $125.67

Townsend JHS

Townsend PTA Cash $478.00

Ayala HS

Edison International Cash $50.00Bottling Group LLC Cash $340.67

Chino Hills HS

Wells Fargo Cash $30.00Michelle Eisenberg Cash $30.00Mathematica Policy Research Cash $40.00Edison International Cash $100.00Eddie Lopez Cash $120.00Edison International Cash $2,472.48Edison International Cash $2,484.52CHHS Music Boosters 2015 Apache Trailer $5,900.00

Don Lugo HS

Rotary Club of Chino Cash $300.00Suzanne Silveira Breeding Boer Goat Buck $750.00




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Sandra H. Chen, Assistant Superintendent, Business Services Liz Pensick, Director, Business Services SUBJECT: LEGAL SERVICES ==================================================================================== BACKGROUND The following law firms provide services to the Chino Valley Unified School District and have submitted their invoices. The current invoice amounts, along with the fiscal year-to-date totals for each individual law firm, are listed below.

FIRM MONTH INVOICE AMOUNTS

2014/2015 YEAR-TO-DATE

Atkinson, Andelson, Loya, Ruud & Romo February 2015 $ 6,247.79 $ 95,377.66 Chidester, Margaret A. & Associates December 2014 $ 258.60 $ 320,086.53 Fagen Friedman & Fulfrost LLP - - $ 31.50 Parker & Covert LLP - - $ 6,485.31

Total $ 421,981.00

Approval of this item supports the goals identified within the District’s Strategic Plan.

RECOMMENDATION It is recommended the Board of Education approve payment for legal services to the law offices of Atkinson, Andelson, Loya, Ruud & Romo; and Chidester, Margaret A. & Associates. FISCAL IMPACT

$6,506.39 to the General Fund. WMJ:SHC:LP:wc


CURRICULUM, INSTRUCTION,

INNOVATION, AND SUPPORT



DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Norm Enfield, Ed.D., Deputy Superintendent Daniel Sosa, Director, Elementary Curriculum and Instruction Don Jones, Director, Secondary Curriculum and Instruction SUBJECT: REVISED ESTIMATED FISCAL IMPACT FOR ADOPTED

MATHEMATICS TEXTBOOKS FOR GRADES 6 THROUGH 12 ==================================================================

BACKGROUND On March 19, 2015, the Board of Education adopted the following mathematics textbooks for grades 6 through 12: a) Grade 6 – Houghton Mifflin & Harcourt, Big Ideas Math, Course 1, 2015 b) Grade 7 – Houghton Mifflin & Harcourt, Big Ideas Math, Course 2, 2015 c) Grade 8 – Houghton Mifflin & Harcourt, Big Ideas Math, Course 3, 2015 d) McGraw Hill – Integrated Math I, 2012 e) McGraw Hill – Integrated Math II, 2012 f) McGraw Hill – Integrated Math III, 2012 The fiscal impact was estimated at $590,288.00; however, due to a clerical error, staff is advising that a revision is needed as to costs. The revision makes fiscal corrections, but no changes to the textbook adoption. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve the revised estimated fiscal impact for adopted mathematics textbooks for grades 6 through 12.

FISCAL IMPACT An estimated additional $829,854.00 to the Instructional Material Funds for mathematics textbooks for grades 6 through 12. WMJ:NE:DS:DJ:smr




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Norm Enfield, Ed.D., Deputy Superintendent Don Jones, Director, Secondary Curriculum and Instruction SUBJECT: NEW COURSES: 21st CENTURY LITERACY, CAREER

EXPLORATION AND JOB READINESS, CREATIVE WRITING, FOUNDATIONS OF SOCIAL STUDIES AND LITERACY, AND MEDIA STUDIES

================================================================== BACKGROUND The Chino Valley Unified School District routinely revises curriculum guides and develops new courses in accordance with State Content Standards, State Frameworks, and student need. Accordingly, the revision and development of curriculum guides are the result of a collaborative effort of teachers in the related academic areas. This agenda item was presented to the Board of Education on March 19, 2015, for information. 21st Century Literacy is a project-based course that seeks to provide hands-on learning opportunities in which students work collaboratively to identify problems, conduct research, evaluate information, and develop solutions. With teacher guidance, students create their own learning experiences aligned with Common Core State Standards and the Next Generation Science Standards. Project-Based Learning projects are complex tasks that engage both critical and creative thinking concepts and strategies to fully explore realistic products or presentations and to seek solutions to real-world problems. Career Exploration and Job Readiness will prepare students for career entry after high school. Through the process of self-exploration and career planning, students will learn how to match personal needs and expectations with satisfying career options. Students will learn job readiness skills and self-assessment skills, research major and career alternatives, and make decisions based upon sound factual information utilizing a variety of resources.


Creative Writing is designed to introduce students to character, dialogue, voice, style, and description in fiction. The course will provide students with the opportunity to study selected short fiction and to work on stories, poetry, and even screen writing of their own. The course aligns to the common core writing anchor standard – writing narratives to develop real, or imagined experiences or events using effective technique, descriptive details, and clear sequence. This course will not only help them with their college application essay, but it will help further their skills in writing across the curriculum. Foundations of Social Studies and Literacy offers students in 9th grade the opportunity to explore concepts in social studies, geography, research and literacy. Six weeks will be devoted to geography. Six weeks will be devoted to literacy training across disciplines, and computer skills. Further, six weeks will be devoted to foundations in history, government, and economics. Media Studies is designed to develop an awareness and basic understanding of historical, political, and cultural nature of the motion picture, television, and radio art forms. Classroom instruction will emphasize auditory and visual experiences of cinematic arts, as well as television, and radio models. Furthermore, learning experiences will focus upon an increased analysis and appreciation of media as art and its political impact through evaluation and analysis of its inherently aesthetic qualities. These courses were presented to the Curriculum Council and A.C.T. has been consulted. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve the new courses: 21st Century Literacy, Career Exploration and Job Readiness, Creative Writing, Foundations of Social Studies and Literacy, and Media Studies. FISCAL IMPACT None. WMJ:NE:DJ:ede


Chino Valley Unified School District

Jr. High School Course Description

Page 1 of 3 – 21st Century Literacy

CONTACTS

1. School/District Information: School/District: Chino Valley Unified School District

Street Address: 5130 Riverside Dr., Chino, CA 91710

Phone: (909) 628-1201

Web Site: chino.k12.ca.us

2. Course Contact: Teacher Contact: Jamie ConsiglioLahti

Position/Title: Teacher

Phone: (909) 628-6497

E-mail: [email protected]

A. COVER PAGE - COURSE ID

1. Course Title: 21st Century Literacy

2. Transcript Title/Abbreviation: 21st Century Lit

3. Transcript Course Code/Number:

4. Seeking Honors Distinction: No

5. Subject Area/Category: Elective

6. Grade level(s): 8

7. Is this course classified as a Career

Technical Education course:

No

8. Date of Board Approval:

9. Brief Course Description:

21st Century Literacy is a project-based course that seeks to provide hands-on learning opportunities in which students

work collaboratively to identify problems, conduct research, evaluate information, and develop solutions. With teacher

guidance, students create their own learning experiences aligned with Common Core State Standards (CCSS) and the

Next Generation Science Standards (NGSS). Project-Based Learning (PBL) projects are complex tasks that engage both

critical and creative thinking concepts and strategies to fully explore realistic products or presentations and to seek

solutions to real-world problems.

10. Prerequisites: None

11. Context for Course:

This course will be part of the trimester-long 8th grade elective wheel. The goal is for students to explore the CCSS and

NGSS through a PBL elective.

12. History of Course Development:

As we have recently implemented the CCSS curriculum and are currently in the process of adopting the NGSS, this

course will serve as a research-backed means for students to receive enrichment lessons which focus on 21st Century

learner skills that are common to these new standards.

This course is directly tied to the CCSS for English and math, as well as the NGSS. By implementing the steps listed in

the course outline below, teachers are targeting the following standards listed below, as stated in the book PBL for 21st

Century Success: teaching critical thinking, collaboration, communication, and creativity.

Common Core State Standards/Tasks for English Language Arts:

1. Conduct short as well as more sustained research projects based on focused questions.

2. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.

3. Use technology, including the internet, to produce and publish writing and to interact and collaborate with

others.

4. Conduct short research projects to answer a question (including a self-generated question).





CCSS of mathematical practice also echo PBL best practices. The math standards set expectations for students to do

real-world problem solving, use mathematical modeling, apply statistical analysis, and communicate their

understanding. For example, mathematically proficient students can apply the mathematics they know to solve

problems arising in everyday life, society, and the workplace, according to the standards of mathematical practice. Such

applications naturally have a place within high-quality projects that ask students to use mathematics concepts and

procedures in authentic contexts.

NGSS, the new national standards proposed for K-12 science, shift the focus of instruction from simply acquiring content

knowledge to the practice of science skills. Many of the NGSS align with practices common to 21st Century PBL. This

course would target the NGSS’s Science and Engineering Practices section:

1. Asking questions (for science) and defining problems (for engineering),

2. Developing and using models,

3. Planning and carrying out investigations,

4. Analyzing and interpreting data,

5. Using mathematics and computational thinking,

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence, and

8. Obtaining, evaluating, and communicating information.

Therefore, the goal is to give students an opportunity to practice their 21st century learner skills in a PBL elective course

setting further enriches the curriculum they are currently working on in their core classes. Similar courses are earning

statewide recognition from the California Department of Education and are currently being offered across the country,

including The Avalon School in Minnesota, The Aspire Academy in Arizona, and The Gold River Discovery Center in

California.

13. Textbooks: Textbooks from 8th grade core classes (history, math, science, and

English). Primary sources selected by the teacher and found by students

should also be incorporated as they apply to the projects.

14. Supplemental Instructional Materials: Buck Institute of Education PBL Design and Planning Sheets

B. COURSE CONTENT

Course Purpose:

The purpose of this course is to expose 8th grade students who are in the elective wheel to project-based learning

experiences that require them to practice their 21st century learner skills, including: critical thinking, proposing

solutions to real-world problems, collaboration, and communication in various forms and medias. These skills are

directly aligned with the CCSS (ELA and Math) and the new NGSS.

Course Outline:

During the course of the 12-week trimester, students will be introduced to and help develop and complete one PBL

experience which is directly tied to one or more of their core courses (science, math, history, and English Language

Arts). The course outline follows the PBL steps put forth by the Buck Institute of Education (information available at

BIE.org) which are Driving Question/Challenge, Need to Know, Inquiry and Innovation, 21st Century Skills, Student Voice

and Choice, Feedback and Revision, and Publicly Presented Product.





Project-Based Learning Steps:

1. Students are introduced to the concept of PBL and how is it different from traditional learning.

2. Driving Question/Task – Students are presented with the driving question or task with which they are going to

be faced. The questions should be open-ended, understandable, and intriguing to the student. The question

should be developed from current studies in their core classes (science, math, history, and English Language

Arts).

3. Need to Know – Students see the need to gain knowledge, understand concepts, and apply skills in order to

answer the Driving Question and create project products, beginning with an “Entry Event” which generates

interest and curiosity.

4. Inquiry and Innovation – Students are engaged in an extended, rigorous process of asking questions about the

topic for further clarification, using primary resources to find more information about the topic, and developing

answers to background information.

5. 21st Century Competencies – Students build competencies valuable for today’s world, such as problem solving,

critical thinking, collaboration, communication, and creativity/innovation which are explicitly taught and

assessed. These skills are practiced through the creation of the final product.

6. Voice and Choice – Students are allowed to make some choices about the products to be created, how they

work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

7. Feedback and Revision – The project includes processes for students to give and receive feedback on the quality

of their work, leading them to make revisions, or conduct further inquiry.

8. Publicly Presented Product – Students present their work to other people beyond their classmates and teacher.

Instructional Methods and/or Strategies:

This course is both student centered and student driven. The teacher should play the role of facilitator and learning

partner. The teacher is responsible for using the planning forms and rubrics designed by the Buck Institute of Education

to guide instruction and project design. However, students will also be actively participating in the planning and design

of the trimester project. The project steps, assignments, and outcomes should be differentiated as needed to meet the

needs of each individual learner in the classroom.

The following instructional methods and strategies should be included throughout the course of completing the final

project:

1. Project-Based Assessments,

2. Brainstorming,

3. Group Presentations,

4. Class Discussions,

5. Abstracting: a thinking skills that involves summarizing and converting real-world events or ideas into models.

6. Active learning: any approach that engages learners by matching instruction to the learners’ interests,

understanding, and developmental level. Often includes hands-on and authentic activities, and

7. Depth of Knowledge: an approach to ranking learning by the depth of learning and critical thinking required or

accomplished.

Assessment, Including Methods and/or Tools:

This course includes both performance-based assessments and written assessments that can be individual and

collaborative in nature. Students will be graded on formative assessments as outlined by the teacher in the Project

Design: Student Learning Guide planning form created by the Buck Institute of Education as they are working towards

the final product which will serve as the summative assessment. The specific formative and summative assessments

should be created by the teacher and graded for accuracy, completion, and/or by the rubric.


Chino Valley Unified School District High School Course Description

Page 1 of 3 – Career Exploration and Job Readiness

CONTACTS

1. School/District Information: School/District: Chino Valley Unified School District Street Address: 5130 Riverside Dr., Chino, CA 91710 Phone: (909) 628-1201 Web Site: chino.k12.ca.us

2. Course Contact: Teacher Contact: Linda L. Zeigler Position/Title: Teacher Phone: (909) 606-7540 e-mail: [email protected]


1. Course Title: Career Exploration and Job Readiness

2. Transcript Title/Abbreviation: Career Exp



5. Subject Area/Category: Career Technical Education – elective

6. Grade level(s): 9-12

7. Unit Value: 5 units/one semester – elective

8. Was this course previously approved by UC?

No

9. Is this course classified as a Career Technical Education course:

Yes

10. Is this course modeled after an UC- approved course?

No

11. Repeatable for credit? May be repeated one semester


13. Brief Course Description: This course will provide students with career and college exploration opportunities, job readiness skills, and post graduate plans.


15. Context for Course: California Education Code 51228 maintains each 7-12 grade students have access to a course of study which will prepare them for career readiness after high school. Through the process of self-exploration and career planning students will learn how to match personal needs and expectations with satisfying career options. Students will learn job readiness skills, self-assessment skills, research major and career alternatives, and make decisions based upon sound factual information utilizing a variety of resources.

16. History of Course Development: The California Career Technical Education (CTE) Standards for Career Ready Practice describe the fundamental knowledge and skills that students need to prepare for transition to postsecondary education, career training, or the workforce.

16. Textbooks: Jump Start Success Curriculum program.




17. Supplemental Instructional Materials:

Computer Lab for use of the district subscribed to Career Cruising program and access to the California Career Resource Networks career exploration programs including:

The California Career Center and the California Career Zone

A series of DVD’s on job readiness skills, and the industry sectors

Bring Your A Game to Work – from the Center for Work Ethic Dev

B. COURSE CONTENT Course Purpose: The purpose of the course is to prepare students for entry-level part time jobs, college and/or a career. It is recommended for students who are undecided about their future career choices and post-secondary options.

Course Outline: 1. Career interest inventory and skills assessments 2. Goal setting and decision making 3. Career clusters and industry sectors 4. Understanding the workplace laws, regulations, and employment forms 5. Job search strategies and employability skills 6. Job readiness (applications, resumes, references and letters) and interviews 7. Career exploration and occupational outlook 8. Developing a career plan 9. Post-secondary options – college, armed forces trade/tech schools 10. College and job application process 11. Networking

Key Assignments: Based on the Standards for Career Ready Practice 1. Apply appropriate technical skills and academic knowledge:

Interest inventories

Skills and strength assessments 2. Communicate clearly, effectively and with reason:

Job application

Resume

Cover and thank you letters 3. Develop an education and career plan aligned with personal goals:

Goal setting and decision making activities

Weekly review of one of the industry sectors through DVD’s and online resources

Career exploration reports and oral presentation 4. Apply technology to enhance productivity:

Research college and post-secondary options

Work ethic assessment

Job search techniques 5. Utilize critical thinking to make sense of problems and persevere in solving them:

Mock interviews

College and scholarship essays

Interviewing an industry professional /potential mentor




6. Practice personal health and understand financial literacy:

Investigate health clearance needed for specific careers

Understanding paycheck stubs, managing personal finances 7. Act as a responsible citizen in the workplace and community:

Completing W-4 and filing taxes

Workplace etiquette and culture 8. Model integrity, ethical leadership and effective management:

A-game work ethics activities on: attitude, attendance, appearance, ambition, accountability, acceptance, and appreciation

9. Work productively in teams while integrating cultural and global competence:

In groups create and present career displays on a specific industry sector

Invite Industry professional as guest speaker 10. Demonstrate creativity and innovation:

Develop a career portfolio including a career plan

Create a power point or video presentation on the future of their industry sector 11. Employ valid and reliable research strategies:

Use Career Cruising, California Career Zone, California Career Center, or U.C. Mentor online 12. Understand the environmental, social, and economic impacts of decisions:

Current event reports of the industry sectors in the news

Instructional Methods and/or Strategies: Various instruction strategies and methods will be used for this course including; direct instruction, online driven assessments, exploration and research, DVD instruction, and guest speakers. To create a balance between the Career Exploration and Job Readiness portion of the course, it is recommended that each week a couple days be dedicated to the Career Exploration instruction and a couple to the Job Readiness instruction, with at least one day a week dedicated to online research, student self-assessments, and preparation of employment documents (letters, applications, and resumes).

Assessment Including Methods and/or Tools: Students will be assessed in various methods including: authentic assessments (job application, resumes, and letters), oral presentations, research reports, portfolios, test/quizzes, class discussions, and interviews.



Page 1 of 3 – Creative Writing

CONTACTS


2. Course Contact: Teacher Contact: Maureen Ramstack Position/Title: Teacher Phone: (909) 606-7540 e-mail: [email protected]


1. Course Title: Creative Writing

2. Transcript Title/Abbreviation: Creative Wrtg



5. Subject Area/Category: English


7. Unit Value: 5 units per semester/10 credit – elective


No


No


Yes

11. Repeatable for credit? Yes


13. Brief Course Description: The Creative Writing class is an elective course designed to introduce students to character, dialogue, voice, style, and description in fiction. The course will provide them with the opportunity to study selected short fiction and to work on stories, poetry, and even screen writing of their own.


15. Context for Course: Creative Writing aligns to the common core writing anchor standard – writing narratives to develop real, or imagined experiences or events using effective technique, descriptive details, and clear sequence. This class will not only help them with their college application essay, but it will help further their skills in writing across the curriculum.

16. History of Course Development: The Creative Writing class is an elective course designed to introduce students to all experience fiction, screenwriting, poetry, fiction, and nonfiction writing. Students will be exposed to various genres and create their own works.

16. Textbooks: The Practice of Creative Writing by Heather Sellers

B. COURSE CONTENT Course Purpose: The purpose of Creative Writing is to both entertain and share human experience, like love or loss. Writers attempt to get at a truth about humanity through poetics and storytelling.




Course Outline:

Unit 1: Getting Started - Getting acquainted with one another and the course; autobiographical input; working with

notes; practicing discussion and critique of fiction-writing

Unit 2: Voice - Developing an individual emphasis; pace and style

Unit 3: Descriptive Writing - Scene-making: Sharpening the senses; fashioning a world

Unit 4: Point-of-view - Who tells the story? Owns the story? Making choices about 1st, 2nd and 3rd -person narrative.

Unit 5: Character - Constructing individuals; back-stories; conflict

Unit 6: Dialogue - Writing the authentic, the important and the plausible simultaneously

Unit 7: Plot and Momentum - Patterns of Story; from story to plot; subplots

Unit 8: Genre and Length - Choices that shape the stories we read; what we expect; how we may differ

Unit 9: Theme - What kind of a story will you tell

Unit 10: Re-writing and Editing - Finishing, polishing, re-making, re-telling, expanding, and cutting

Key Assignments:

Students will research, and analyze, a chosen author’s writings and present the information to the class.

Writing portfolio of student’s best work

Create a literary magazine.

Edit and critique fellow students’ work

Instructional Methods and/or Strategies:

Course Outline:

Various instructional strategies and methods will be used including guest speaker, direct instruction, student and

teacher led discussion, research on writing and the journey of writers. We will also return to publishing The Literary

Magazine that had a short life at our school (one publication) and work towards putting together a book of students’

writing that can be displayed in the library. We will be focusing on the following three major areas of study.

Short Story:

This foundational course in short story writing is geared toward creative writing. The course provides students with

the opportunity to delve deeper into the analysis of selected short fiction and to work on stories of their own. Time

is set aside for class discussion of student work as well as for re-writes.

Poetry Writing:

Students explore the genre of poetry in-depth through their own writing and that of published poets. Emphasis is

placed on poetic style, voice and form in the verse, stanza and overall poem. Various styles and forms of poetry are

examined, from free verse and ballad style to the quatrain, haiku, and sonnet. Students learn about and practice with

rhyming structures, meter, metaphor, and imagery. They often work on one or more poems from drafting through

final revisions with input from the class and instructor.

Playwriting:

The study of playwriting involves many of the same focuses as short story writing, such as dialogue, character and

plot. Lectures about the playwright's craft are combined with writing exercises and analysis of selected plays. Staged

readings of student work help beginning playwrights see how plays come across in a performance setting.




Assessment Including Methods and/or Tools:

Project based assignments – writing notebook

Tutorials- peer reading and response during peer critique sessions

Class discussions

Author research presentations

Outside reading

Daily writing

Journals

Genre research project



Page 1 of 5 – Foundations of Social Studies and Literacy

CONTACTS


2. Course Contact: Teacher Contact: Karen Reyes and Eric Myers Position/Title: Teacher Phone: (909) 606-7540 E-mail: [email protected] [email protected]


1. Course Title: Foundations of Social Studies and Literacy

2. Transcript Title/Abbreviation: Social Studies and Literacy



5. Subject Area/Category: Social Studies


7. Unit Value: 5 units/one semester – elective


No


No


No

11. Repeatable for credit? No


13. Brief Course Description: Students in grade 9 will explore concepts in social studies, geography, research and literacy. Six weeks will be devoted to geography. Six weeks will be devoted to literacy training across disciplines, and computer skills. Six weeks will be devoted to foundations in history, government, and economics.

14. Prerequisites: None None

15. Context for Course: To provide freshman students with a foundation in social studies and literacy for future high school success.

16. History of Course Development: With the shift to Common Core, students need a foundation in literacy for more than just English. The shifts in literacy and foundational literacy skills are being addressed in freshman English and the freshman science course. The freshman year includes a semester geography course, but the way the current course is written does not specifically address the shifts that are occurring in social science literacy courses. The geography content from the previous geography course was condensed down to essential content, and specific social science literacy elements were added. The course also includes a unit designed to help students think like social scientists by introducing overarching patterns that connect units of study in World History, U.S. History, U.S. Government, and Economics. This course will provide a better foundation in literacy, social studies, and viewing the world through lens of a social scientist than the previous geography course.

16. Textbooks: McDougal Littell World Geography.




17. Supplemental Instructional Materials: Primary and Secondary Sources for U.S. and World History. Study skills and literacy materials. Maps. Websites: Purdue Online Writing Lab: https://owl.english.purdue.edu Portions of The CHHS English Department Handbook Portions of Expository Reading Writing Course, grades 9-11 modules and the senior year rhetorical grammar sections

B. COURSE CONTENT Course Purpose: To provide 9th grade students with a foundation in literacy and Social Studies. To familiarize them with maps, Social Studies concepts, and skills to analyze and write in different disciplines.

Course Outline: Unit I. Geography: 6 weeks Standard 1: Students will analyze maps.

Students will demonstrate an understanding of maps.

Students will demonstrate an understanding of the different types of maps and the advantages and disadvantages of each.

Students will demonstrate an understanding of how to use different types of maps.

Students will analyze the Physical Geography of the Earth.

Students will demonstrate an understanding of the physical structure of the Earth.

Students will demonstrate an understanding of landforms. Standard 2 - Students will analyze the geography of the United States and Canada.

Students will analyze the physical geography of the United States and Canada.

Students will demonstrate an understanding of landforms of the region.

Students will demonstrate an understanding of the sub-regions of the United States. Standard 3 - Students will analyze the geography of Latin America.

Students will analyze the physical geography of Latin America.

Students will demonstrate an understanding of landforms and resources

Students will demonstrate an understanding of the sub-regions of Latin America, including: Mexico, Central America, the Caribbean, Spanish speaking South America, and Brazil.

Students will analyze issues facing the region today.

Students will demonstrate an understanding of the major issues of the region. Standard 4 - Students will analyze the geography of Europe.

Students will analyze the physical geography of Europe.


Students will analyze the Human Geography of Europe.

Students will demonstrate an understanding of the sub-regions of Europe, including: Mediterranean Europe, Western Europe, Northern Europe, and Eastern Europe.


Students will demonstrate an understanding of the major issues of the region. Standard 5 - Students will analyze the geography of Africa.

Students will analyze the physical geography of Africa.


Students will demonstrate an understanding of the sub-regions of Africa, including: East Africa, North Africa, West Africa, Central Africa, and Southern Africa.





Students will demonstrate an understanding of the major geographical issues of the region. Standard 6 - Students will analyze the geography of the Middle East.

Students will analyze the physical geography of Middle East.


Students will demonstrate an understanding of the sub-regions of Southwest Asia, including: the Arabian Peninsula, the Eastern Mediterranean, and the Northeast.


Students will demonstrate an understanding of the major geographical issues of the region. Standard 7 - Students will analyze the geography of Asia.

Students will analyze the physical geography of South Asia.


Students will demonstrate an understanding of the sub-regions of South Asia, including: India, Pakistan and Bangladesh, Nepal and Bhutan, and Sri Lanka and the Maldives.


Students will demonstrate an understanding of the major issues of the regions of Asia. Standard 8- Common Core Standards: Speaking and Listening, Presentation of Knowledge and Ideas.

Students will research, create a presentation, and present to the class.

Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Unit II. Literacy and Computer Skills: 6 weeks Standard 1: Students will develop the skills necessary for library and computer research proficiency.

Students will become skilled in the use of the dictionary, encyclopedia and other reference books.

Students will use the index of a reference book to quickly find information.

Students will demonstrate how to use credible sources that support their theses when writing research papers.

Students will learn the skills necessary to complete research-based assignments.

Students will brainstorm before beginning a research assignment utilizing various techniques such as listing, clustering, mapping and brainstorming in a group.

Students will make note cards to organize and summarize the information found.

Students will outline an assigned reading passage.

Students will discuss the passage to determine themes, meaning and context clues.

Students will become proficient in the use of the Internet as a research tool.

Students will use the Internet to find resources on an assigned topic.

Students will summarize the information from various Internet sites to complete a short report on an assigned topic.

Students will use a Boolean search to refine an internet search on a topic.

Students will explain the types of internet sources and evaluate the reliability each source.

Students will learn various study skills in completing reading assignments to determine the one that is most useful for them.

Students will underline important information in an assigned reading passage.




Students will summarize a reading passage.

Students will identify the main idea of reading passages.

Students will review information from a reading passage orally to aid in improving long-term memory and reinforce the original reading.

Students will increase typing proficiency.

Students will increase typing speed and accuracy. Standard 2: Students will understand the difference between writing for social studies, science, and English.

Students will analyze different types of writing skills for each content area.

Students will cite specific evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Students will explain the difference between primary and secondary sources, as well as the effect of using each type of resource in research, by comparing and contrasting treatments of the same topic in several primary and secondary sources.

Students will determine the central ideas or information of a primary or secondary source and provide an accurate summary of how key events or ideas develop over the course of the text.

Students will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Students will determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Students will write in response to informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Students will identify the types of evidence used in writing for different academic areas (English, science, and social science).

Standard 3: Common Core Standards: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects.

Students will demonstrate an understanding of writing for a purpose and audience.

Students will draw evidence from informational texts to support analysis, reflection, and research.

Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Students will write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Students will write short pieces of writing that include the appropriate style and type and amount of evidence for English, science, and social science courses.

Students will write historically viable perspectives in their analyses.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Unit III. Foundations of High School Social Studies: 6 weeks Standard 1: Students will understand the purpose and role of government in society and the different types of governments that have evolved around the world.

Students will analyze the role of government.

Students will be able to explain what a government is and what a constitution is.

Students will be able to explain the role and purpose of government.

Students will be able to explain what a constitution is.

Students will analyze the different types of governments around the world and throughout history.

Students will demonstrate understanding of the difference between a monarchy, oligarchy, dictatorship, republic, and democracy.




Students will analyze the role of the Enlightenment in development of political ideas.

Students will understand what the Enlightenment was.

Students will understand the effects of the Enlightenment on how people viewed society and government and how they started to think in new ways.

Students will understand the role of philosophers in how people began to view the role of government.

Students will demonstrate an understanding of the influence of philosophers on the political ideas in the American colonies.

Standard 2: Students will understand why the American Revolution happened and the effects it had on the U.S. Government.

Students will analyze the reasons for the American Revolution. Standard 3: Students will understand the different types of economic systems.

Students will analyze the different types of economic systems around the world.

Students will demonstrate an understanding of different types of economic systems that are found around the world and throughout history.

Students will demonstrate an understanding of the type of economy found in the United States. Standard 4: Students will review the major components of the U.S. Constitution.

Students will analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.

Discuss articles I, II, and III of the Constitution that establishes the three branches of government.

Discuss Articles IV-VII of the Constitution that provide guidelines for the government as it relates to the people and the Constitution itself.

Discuss the Amendments and their role in providing flexibility for a changing society. Standard 5: Common Core Standards; Reading Standards for Literacy in History/Social Studies

Students will demonstrate analytical reading skills.

Students will cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Students will determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Students will analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Students will determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Students will compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Key Assignments: Geography: Map activities, quizzes, research project, and presentation. Literacy, Study Skills, and Computer Skills: Typing drills, computer research, and writing assignments. High School Social Studies Foundations: Small group work, defining key terms, quizzes, reading assignments, writing.

Instructional Methods and/or Strategies: Direct instruction, small group work, and activities based instruction.

Assessment Including Methods and/or Tools: Written tests (multiple choice, matching, and short answer), writing (different types of writing), projects, presentations.



Page 1 of 4 – Media Studies

CONTACTS


2. Course Contact: Teacher Contact: Keane Misawa Position/Title: Teacher Phone: (909) 606-7540 E-mail: [email protected]


1. Course Title: Media Studies

2. Transcript Title/Abbreviation: Media Studies



5. Subject Area/Category: Visual Performing Arts


7. Unit Value: 5 units per semester/10 credits - elective


Yes


No


Yes

11. Repeatable for credit? Yes


13. Brief Course Description: Media Studies is designed to develop an awareness and basic understanding historical, political, and cultural nature of the motion picture, television, and radio art forms. Classroom instruction will emphasize auditory and visual experiences of cinematic arts, as well as television, and radio models. Furthermore, learning experiences will focus upon an increased analysis and appreciation of media as art and its political impact through evaluation and analysis of its inherently aesthetic qualities. The course meets the visual performing arts (f) requirements of the University of California.

14. Prerequisites: Teacher recommendation.

15. Context for Course: This class provides an introduction to the narrative and stylistic techniques used in filmmaking, television, and radio in order to more fully understand how meaning is constructed, conveyed, and interpreted. In a participatory lecture and project-based format, students will critically explore thought-provoking forms of media and the creative approaches behind them, actively engaging with each work and developing their own informed perspective through lectures, facilitated discussion, readings, class projects and activities, and online podcasts and video-logs. You will also explore areas and aspects of film criticism like genre studies, mythic structures, comparative politics, and postmodernism.

16. History of Course Development: This course is aligned with the California State Standards for Media Literacy (Language Arts, Social Studies, Health/Prevention) and Visual Performing Arts.




16. Textbooks: 130 Projects to get you into Film-making by Elliot Grove

The Five C’s of Cinematography by Joseph Mascelli

Film Directing Shot by Shot Visualization from Concept to Screen by Steven D. Katz.

17. Supplemental Instructional Materials: Supplemental Material will be provided by instructor, as well as through digital lessons.

B. COURSE CONTENT Course Purpose: Students will have a deeper understanding of the following:

Use cross-curricular knowledge to have a deeper understanding of various forms of media as works of art and persuasion, as well as playing a role in shaping culture and politics in our society and beyond.

Identify visual structures and functions of cinematic art using the language of the visual arts.

Create original cinematic, auditory or print art based on personal experiences or responses to course of study, history, and current events. (Creating film, radio shows, podcasts, etc.)

Develop skills in the visual arts and appreciation for using the visual and auditory arts in lifelong learning.

Understanding the techniques used to persuade audiences through various forms of media.

Course Outline: Semester 1:

Introduction: Film and the traditional arts and humanities

Film Genres

Horror/Sci-Fi/Fantasy

Animations

Comedy

Musical

Western

Melodrama

Drama

Action/Adventure Semester 2: Filmmaking: The Technical Process:

Story and Scrip

As structural processes

As an artistic expressions

Cinematography and mise en scene

As a technological process

As an artistic process

Sound



Editing






Filmmaking: The Creative Human Process

The Director

As coordinator

As artist

The Actor

As cast member

As total performer

As creative artist

The Contemporary Filmmaker

As entertainer

As historian

As prophet

As social commentator Filmmaking: The Critics Speak

The Function of Criticism

The Elements of Film Criticism

Key Assignments:

Media response activity,

Bi-monthly projects based on course of study,

Outside of school viewing of MEDIA with report,

Small and large group discussions,

Objective and written response quizzes and tests, and

Research project focusing on specific eras, films, genres, or filmmaking.

Instructional Methods and/or Strategies: For each unit of study, the instructor shall incorporate but not be limited to the following instructional strategies:

Lecture notes,

Film studies video viewings,

Discussions,

Aligned reading in text and outside sources,

“Across the curriculum” guest instructors and performers,

Guest speakers from the film, television and radio industry,

Field trips to theaters, major film studios and production companies, sound studios, television studios and major radio broadcast companies, and

Film and television, viewing, as well as listening to radio shows and visiting local college campuses where Media Studies / Film, television and radio are offered. (USC, CSU Long Beach, Art Center of Los Angeles, etc.)

Assessment Including Methods and/or Tools: For each unit of study, the instructor shall incorporate, but not be limited to, the following tools for assessing student learning:

Small and large group discussion

Objective and written response quizzes and tests

Individual, small and large group projects involving academic and creative processes

Research projects focusing upon specific eras, films, genres, or filmmakers




Final Exams: Semester 1 – Essay exam focusing upon the analysis of a film selected by the instructor. The content of this analysis shall incorporate the five units of “Filmmaking: the Technical Process”. Semester 2 – A project wherein the student analyzes a film approved by the instructor. As part of both the written and oral aspects, the student shall articulate his/her findings from the film in regard to each unit of the “Filmmaking: the Creative Human Process”. OR A project wherein the student, as part of a small group, integrates and demonstrates all units studied throughout the year (“Filmmaking: the Technical Process” and “Filmmaking: the Creative Human Process”). Each group shall do this by creating a 15-minute film production.




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Norm Enfield, Ed.D., Deputy Superintendent Julian Rodriguez, Director, Assessment and Instructional Technology Don Jones, Director, Secondary Curriculum and Instruction SUBJECT: JOINT POWERS AGREEMENT BETWEEN BALDY VIEW

REGIONAL OCCUPATIONAL PROGRAM AND THE CHINO VALLEY UNIFIED SCHOOL DISTRICT

================================================================== BACKGROUND Baldy View Regional Occupational Program offers career technical education to Chino Valley Unified School District students. Classes are designed to provide students with hands-on technical training in various career fields. The member districts entered into the Joint Powers Agreement (JPA) in April 1972. Baldly View ROP and all member districts have agreed to amend the existing JPA and supersede all prior agreements. This agreement ensures that each member district will receive the same level of service currently being provide by the ROP. Program specific contracts and a Memorandum of Understanding for the 2015/2016 school year between Baldy View ROP and the District will be presented to the Board of Education for approval at a later date. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve the Joint Powers Agreement between the Baldy View Regional Occupational Program and the Chino Valley Unified School District. FISCAL IMPACT An estimated increase of $550,000.00 from $1.35 million to $1.9 million to the General fund. WMJ:NE:JR:DJ:smr


Baldy View Regional Occupational Program

J O I N T P O W E R S A G R E E M E N T

This agreement, entered into ____day of ____, 2015 is entered into by and between the

following parties:

Chaffey Joint Union High School District;

Chino Valley Unified School District;

Claremont Unified School District; and

Upland Unified School District (hereinafter collectively “Member Districts”)

Recitals

A. On April 11, 1972, the Member Districts originally entered into a Joint Powers

Agreement for the creation of the Baldy View Regional Occupational Program The agreement has

been amended several times over the years. The parties hereto now desire to amend and supersede all

prior agreements;

B. In addition to the objective of carrying out the intent of the legislature as declared in

Sections 52300 through 52334 of the Education Code, it is the desire of the parties to this agreement to

provide herein for the continuation of a regional occupational program which shall provide career

technical education to (a) high school students attending Member Districts schools in order to provide

them with economically useful employment skills; and (b) adult or high school students not attending

Member District schools who may attend on a space available basis through a fee for service;

C. The development, organization and implementation of career technical education is of

such magnitude that it is necessary for the Member Districts to join together in this Joint Powers

Agreement in order to accomplish the purposes hereinafter set forth; and

D. The agencies participating in this Joint Powers Agreement are legally authorized under


2

Sections 52300 to 52334 of the Education Code and Sections 6500 et. seq. of the Government Code to

perform the responsibilities relative to career technical education hereinafter set forth.

NOW, THEREFORE, the parties mutually agree as follows:

1. ESTABLISHMENT OF AND NAME OF THE JOINT POWERS ENTITY. Through

the adoption of this agreement, a separate public entity shall continue to operate as “Baldy View ROP”

(hereinafter “BVROP”).

2. PARTIES TO AGREEMENT. The parties to this agreement are the school districts

identified above as “Member Districts” and those admitted as members in the future pursuant to

paragraph 7 hereof.

3. PURPOSE OF BVROP. It shall be the purpose and responsibility of BVROP to

provide career technical education and/or advanced training and support services to high school

students and adults residing within the Member Districts.

4. TERM OF AGREEMENT. This agreement shall become effective and binding when

approved by the Governing Boards of each Member District and the execution of this agreement by an

authorized signatory of each Member District. This agreement shall continue in effect until terminated

as provided herein.

5. ROP COMMISSION. BVROP shall be governed by a body to be known as the “ROP

Commission” consisting of one representative from each Member District. The Governing Board of

each Member District shall appoint one (1) member of their respective Governing Board to serve as a

member of the ROP Commission. This representative shall serve at the pleasure of the Governing

Board appointing the member. Each such Governing Board shall appoint another of its members to

serve as an alternate with full voting privileges to act as a member of the ROP Commission during the


3

absence of a regular member. In the event of a vacancy, the district Governing Board having the

appointment shall fill the vacancy for the remainder of the unexpired term.

(a) Term of Office. The term of office for members serving on the ROP

Commission shall be two (2) years. Members may serve for more than one term.

(b) Scope of Powers. The ROP Commission shall be wholly separate and apart

from the Governing Boards of the Member Districts and BVROP shall be wholly separate and apart

from said Member Districts. The ROP Commission shall have the power and authority to exercise any

power common to the Governing Boards of the Member Districts, provided that the same are in

furtherance of the objectives of this agreement as contained in the recitals set forth above. The powers

and authority of the ROP Commission shall continue until termination of this agreement. Pursuant to

Section 6509 of the California Government Code, the exercise of the aforesaid powers of the ROP

Commission shall be consistent with the manner of exercising such powers by a school district of San

Bernardino County and Los Angeles County except as otherwise provided in this agreement. The ROP

Commission shall enact and adopt rules or by-laws, which are consistent with this agreement for the

orderly transaction of the business for the program.

(c) Statement of Public Agency. The ROP Commission shall comply with the

provisions of Section 53051 of the California Government Code requiring the filing of a statement

with the Secretary of the State of California.

(d) Meetings. The ROP Commission shall hold a minimum of six (6) regular

meetings each year. The hour, time, and place for each such regular meetings shall be fixed annually

by resolution and shall be publicly posted as required by law in a public place to be designated by the

ROP Commission. The ROP Commission may also hold special meetings. All meetings of the ROP


4

Commission shall be called, held and conducted in accordance with the terms and provisions of the

Ralph M. Brown Act, Government Code, (Sections 54950 et seq.), and augmented by further rules of

the ROP Commission not inconsistent therewith. Except as permitted by law, all meetings of the ROP

Commission shall be open and public. The ROP Commission shall keep or cause to be kept minutes

of its meetings, and shall promptly transmit to the Governing Board of each Member District true and

correct copies of the minutes of each meeting.

(e) Officers and Employees. The ROP Commission shall annually elect a president

and vice president. The ROP Commission shall appoint, fix, and pay the compensation of a chief

executive officer to serve as the administrator, who shall not be a member of the ROP Commission.

The chief executive officer shall serve as secretary to the ROP Commission. Pursuant to Government

Code, Section 6505.1, the chief executive officer is hereby designated as the person who has charge of

all property of BVROP. The chief executive officer shall file and maintain an official bond in an

amount as to be determined by the ROP Commission to cover the chief executive officer and

subordinates who handle or have access to property of BVROP. The cost of said bond is a charge

against BVROP funds.

(1) Treasurer. The Treasurer of the ROP Commission and the auditor-

controller of said Commission shall be the Treasurer and Auditor-Controller respectively of the County

of San Bernardino.

(2) Other Officers and Employees. The ROP Commission may appoint any

other officer or employees, employ or retain the services of other organizations and individuals as it

may deem necessary or appropriate, and fix and pay their compensation.

(f) Voting. The presence of a majority of the ROP Commission members shall be


5

required in order to constitute a quorum for the conduct or transaction of business. No action shall be

valid unless a majority of the Commission members present concur therein by their votes.

(g) Fiscal Duties and Responsibilities.

(1) Handling Funds. The ROP Commission shall have all powers and

authority vested in a school district of San Bernardino County and Los Angeles County to receive,

accept, and expend or disburse funds by contract or otherwise, for purposes consistent with the

provisions hereof and shall have the duty to maintain at all times a complete and accurate system of

accounting for said funds. All expenditures of funds shall be authorized by the ROP Commission.

The ROP Commission may contract with one of the Member Districts or a County Superintendent of

Schools to act as fiscal officer, and/or to perform business function including, but not limited to

accounting, payroll, and credentials.

(2) Budget. The ROP Commission shall annually adopt a budget for each

fiscal year which is prepared in accordance with the applicable provision of the California Education

Code. The proposed budget shall be prepared under the direction of the BVROP Superintendent and

shall reflect the career technical education needs of the Member Districts as determined by the ROP

Commission. BVROP’S budget shall be filed with the San Bernardino County Superintendent of

Schools in accordance with the Education Code 42127. A copy of the budget shall be provided to each

Member District upon adoption.

6. REPRESENTATIVE COUNCIL. Each Member District shall appoint one district

administrator to serve as its representative for the District Representative Council. Each Member

District shall also provide a qualified employee to serve as the career technician for each

comprehensive, continuation, and alternative school site. Expectations, duties, and responsibilities will


6

be articulated in annual participation incentive and services contract.

7. ADDITIONAL MEMBERS. Any local educational agency (“LEA”) seeking to join

BVROP shall do so by submitting a formal resolution from its Governing Board requesting admission.

The resolution shall be submitted to the BVROP Superintendent with a copy to the President of the

BVROP Commission. The resolution will then be considered by the ROP Commission at its next

regularly scheduled meeting. Any LEA seeking admission to BVROP must include in its resolution a

statement acknowledging and agreeing to adhere to all policies, procedures, and practices of BVROP.

8. FUNDING FORMULA-BASE FUNDING ALLOCATION. Beginning in the 2015-16

school year, BVROP shall receive annual operating funds from each Member District in an amount

that is equal to the agreed upon base revenue limit ($3,582.52) plus the funded cost of living

adjustment (COLA), if any, that is included in the adopted state budget and multiplied by the average

of the Member District’s previous two years average daily attendance (ADA) attributable to BVROP.

In determining the annual contribution of each Member District, the parties hereto shall be guided by

the common desire to maintain programs at the same level or higher when compared to the year before.

(a) Schedule of Payments. Concurrently with the adoption of the annual budget,

the ROP Commission shall adopt an annual schedule of payments consistent with the state

apportionment schedule applicable to the Member Districts concerning the payment by each

Member District of its respective operating funds obligation. BVROP will provide invoices for

payment to each Member District.

(b) Payments to Member Districts with Direct Operated Programs. BVROP will

provide payment to each Member District an amount equal to eighty (80) percent of the agreed upon

BVROP revenue limit for each district operated program (DOP) course offerings up to the DOP ADA


7

cap.

(c) Participation Incentive. BVROP will annually provide a participation incentive

to each Member District in an amount based on a per unit value (PUV) to be memorialized in a

memorandum of understanding approved by the Governing Board of each Member District and the

ROP Commission.

(d) Payment of DOP and Participation Incentive. Payment of the DOP course

offerings and Participation Incentive based upon submitted ADA shall be made within 60 days of the

conclusion of each quarter.

(e) Class Offerings. The base level of instructional hours provided by BVROP

shall be established at the beginning of the 2015-16 school year and will be memorialized in a

memorandum of understanding, approved by the Governing Board of each Member District and the

ROP Commission.

(f) Priority for Use of BVROP Facilities. Member Districts shall have priority over

all others for use of BVROP facilities that are not needed for BVROP programs.

(g) Other Servicers that May Be Provided. BVROP may offer other classes and

services as may be approved by the ROP Commission.

(h) Contributions. Without in any way limiting the powers otherwise provided for

in this agreement or by statute, the ROP Commission shall have the power and authority to receive,

accept, and utilize the services of personnel offered by any Member District, or their representatives or

agents; to receive, accept, and utilize property, real or personal, from any Member District, or their

agents or representatives; to receive, hold, dispose of, construct, operate and maintain buildings and

other improvements; and to receive, accept, expend and disburse funds by contract or otherwise, for


8

purposes consistent with the provisions of this agreement, which funds may be provided by any

Member District, or their agents or representatives.

(i) Audit. The fiscal transactions of BVROP shall be audited annually by a firm of

licensed certified public accountants to be approved by the ROP Commission. Any costs of the audit,

including contracts with, or employment of, certified public accountants in making such audit shall be

borne by BVROP.

(j) Insurance. The ROP Commission shall prescribe all necessary insurance to

provide coverage for all BVROP property, for liability of the members of the ROP Commission,

BVROP, its administrators, employees, and agents while acting in the scope of their authority, and for

other coverage as may be necessary to protect the interests of BVROP.

9. LIABILITY OF MEMBER DISTRICTS. No debt or liability of BVROP shall be a

debt or liability of any Member District.

10. WITHDRAWAL. Any Member District of BVROP that desires to withdraw its

membership must send a letter to the BVROP Superintendent with a copy to the President of the ROP

Commission at least 12 months (one full year) prior to the end of the fiscal year preceding when

withdrawal is sought. The letter of intent to withdraw must state the grounds upon which the request to

withdraw is based. The BVROP Superintendent and staff will attempt to address and resolve any

issues which led to the request to withdraw. If the issues are resolved, the Member District that desires

to withdraw must rescind its request for withdrawal in writing to the ROP Commission. As a

condition of withdrawal, all obligations owed to BVROP must be satisfied prior to the effective date of

withdrawal.

In the event a Member District withdraws from this agreement, all obligations between


9

the withdrawing Member District and BVROP shall be discharged through a transfer of real and/or

personal property and/or funds within a fair and reasonable time following the termination of the

withdrawing Member District's agreement with BVROP. The ROP Commission shall decide whether

it wishes to purchase any or all of the withdrawing Member District's pro-rata share of the total

tangible assets of the ROP Commission. If the ROP Commission so decides, it shall pay the

withdrawing Member District its pro-rata share. If the ROP Commission does not wish to purchase the

withdrawing Member District's pro-rata share of the total tangible assets, the withdrawing Member

District may accept tangible assets in the amount equal to their pro-rata share. The amount of real

and/or personal property and/or funds to be transferred shall be computed by determining the

withdrawing Member District's pro-rata share of the current fair market value of the total tangible

assets of the ROP Commission.

The BVROP Superintendent will appoint an independent party to determine the

fair market value of all capital outlay items inventoried to BVROP but housed in the territory of the

withdrawing Member District and in making such determination, the BVROP Superintendent will

follow existing BVROP policy regarding disposition of equipment. Following a determination of the

fair market value of all capital outlay items housed in the territory of the withdrawing Member District,

the withdrawing Member District will be afforded an opportunity to purchase all or part of the

inventory utilizing withdrawing Member District funds other than BVROP revenue. Any items not

purchased by the withdrawing Member District will be inventoried by BVROP and disposed of

according to established BVROP policy.

Capital outlay equipment purchased by Member District’s ROP monies remains

the property of the district.


10

Once agreement is reached between the withdrawing Member District and

BVROP, the BVROP Superintendent will submit the formal request to the ROP Commission for

consideration. The ROP Commission will then act upon the request for withdrawal at its next regularly

scheduled meeting. The ROP Commission’s approval of request for withdrawal will then be

forwarded to the California Department of Education for its information.

11. DISSOLUTION (DISPOSITION OF PROPERTY AND FUNDS). In the event of the

dissolution of BVROP, the complete rescission or other final termination of this agreement by all

districts then a party hereto, any property interest remaining in BVROP following a discharge of all

obligations, shall be distributed to the Member Districts in proportion to the contributions made to

BVROP by such parties.

12. AMENDMENTS. This agreement may be amended by an affirmative vote of the

Governing Boards constituting two-thirds of the Member Districts. Any such amendment shall be

effective upon the date of final execution thereof by two-thirds (2/3) of all of the parties then

represented on said ROP Commission.

13. SEVERABILITY. Should any portion, term, condition, or provision of this agreement

be determined by a court of competent jurisdiction to be illegal or in conflict with any law of the State

of California, or be otherwise rendered unenforceable or ineffectual, the validity of the remaining

portions, terms, conditions, and provisions shall not be affected thereby.


11

IN WITNESS WHEREOF, each Member District has caused this Agreement to be duly executed by

their authorized officers on the dates set forth herein below.

Dated:______________ CHAFFEY JOINT UNION HIGH SCHOOL DISTRICT

By:

______________________, Title

Dated:______________ CHINO VALLEY UNIFIED SCHOOL DISTRICT

By:________________________________________

________________________, Title

Dated:______________ CLAREMONT UNIFIED SCHOOL DISTRICT

By_______________________________________

_________________________, Title

Dated:______________ UPLAND UNIFIED SCHOOL DISTRICT

By___________________________________

______________________, Title


EDUCATIONAL

SERVICES

Chino Valley Unified School District Our Motto:


DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Patricia M. Miller, Assistant Superintendent, Educational Services Stephanie Johnson, Director, Student Support Services SUBJECT: STUDENT EXPULSION CASES 14/15-23 AND 14/15-30 =================================================================== BACKGROUND The Board of Education has established policies and standards of behavior in order to promote learning and protect the safety and well-being of all students. When these policies and standards are violated, it may be necessary to suspend or expel a student from regular classroom instruction. Expulsion is an action taken by the Board for severe or prolonged breaches of discipline by a student. Except for single acts of a grave nature, expulsion is used only when there is a history of misconduct, when other forms of discipline, including suspension, have failed to bring about proper conduct, or when the student's presence causes a continuing danger to him/herself or others. A student may be expelled only by the Board of Education. The Board shall expel, as required by law, any student found to have committed certain offenses listed in Education Code 48915. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION Based upon the recommendation of the Expulsion Hearing Administrative Panel, it is recommended the Board of Education approve the student expulsion cases 14/15-23 and 14/15-30. FISCAL IMPACT None. WMJ:PMM:SJ:lmc




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Patricia M. Miller, Assistant Superintendent, Educational Services SUBJECT: SCHOOL-SPONSORED TRIPS =================================================================== BACKGROUND The Board of Education recognizes that school-sponsored trips are an important component of a student’s development and supplement and enrich the classroom learning experience. School-sponsored trips may be conducted in connection with the District’s course of study or school related social, educational, cultural, athletic, school band activities, or other extracurricular or cocurricular activities. Resources will be identified and established at the school site to assist economically disadvantaged students in obtaining funding for field trips and, in some cases, student travel. Field trips that require overnight stay or are in excess of 250 miles (one way) require board approval. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve the following school-sponsored trips:

School-Sponsored Trips Date Fiscal Impact

Site: Wickman ES Event: Outdoor Science School Place: Lake Arrowhead, CA Chaperone Ratio: 125 students/5 chaperones plus camp counselors at 10 to 1 ratio

January 12-15, 2016

Cost: $260.00 per student Funding Source: Parents

Site: Chino Hills HS Event: Boys Basketball State Championship Place: Berkeley, CA Chaperone Ratio: 16 students/10 chaperones

March 26-27, 2015

Cost: $325.00 per student Funding Source: District


School-Sponsored Trips Date Fiscal Impact

Site: Don Lugo HS Event: Fresno State Field Day Place: Fresno, CA Chaperone Ratio: 9 students/3 chaperones

April 17-21, 2015


Site: Don Lugo HS Event: State FFA Judging Finals Place: San Luis Obispo, CA Chaperone Ratio: 4 students/2 chaperones

May 1-2, 2015


FISCAL IMPACT None. WMJ:PMM:lmc




DATE: April 2, 2015 TO: Members, Board of Education

FROM: Wayne M. Joseph, Superintendent PREPARED BY: Patricia M. Miller, Assistant Superintendent, Educational Services Anne Ingulsrud, Director, Special Education

SUBJECT: WAIVER OF REQUIREMENT TO SUCCESSFULLY PASS THE

CALIFORNIA HIGH SCHOOL EXIT EXAM CASE 15-38 =================================================================== BACKGROUND Senate Bill 1476 requires a school principal to submit to the governing board of the school district a request for a waiver of the requirement to successfully pass the high school exit examination for a pupil with a disability who has taken the high school exit exam with modifications that alter what the test measures and has received the equivalent of a passing score on one or both subject matter parts of the exam. This waiver can be granted if the principal certifies that the pupil has all of the following:

• A current Individualized Education Plan that requires modifications to be provided to the pupil when taking the high school exit exam.

• High school level coursework either satisfactorily completed or in progress in a high school level curriculum sufficient to have attained the skills and knowledge otherwise needed to pass the high school exit exam.

• An individual score report for the pupil showing that the pupil has received the equivalent of a passing score (350) on the high school exit exam while using a modification that fundamentally alters what the high school exit exam measures.

Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve the waiver of requirement to successfully pass the California High School Exit Exam Case 15-38. FISCAL IMPACT None. WMJ:PMM:AI:lmc




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Patricia M. Miller, Assistant Superintendent, Educational Services Laurel Mullally, Ed.D., Director, Health Services/Child Development SUBJECT: PROCLAMATION FOR ALCOHOL AWARENESS MONTH,

APRIL 2015 ========================================================================= BACKGROUND Alcohol is the most commonly used addictive substance in the United States; 17.6 million people, or one in every 12 adults, suffer from alcohol abuse or dependence along with several million more who engage in risky, binge-drinking patterns that could lead to alcohol problems. More than half of all adults have a family history of alcoholism or problem drinking, and more than 7 million children live in a household where at least one parent is dependent on or has abused alcohol. Reducing underage drinking requires community-based efforts to monitor the activities of youth and decrease youth access to alcohol. Publications by the Surgeon General and the Institute of Medicine outlined many prevention strategies that require actions on the national, state, and local levels, such as enforcement of minimum legal drinking age laws, national media campaigns targeting youth and adults, increasing alcohol excise taxes, reducing youth exposure to alcohol advertising, and development of comprehensive community-based programs Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education adopt the proclamation for Alcohol Awareness Month, April 2015. FISCAL IMPACT None. WMM:PMM:LM:lmc


Chino Valley Unified School District Proclamation

Alcohol Awareness Month April 2015

WHEREAS, since 1987 the National Council on Alcoholism and Drug Dependence, Inc. has designated April as Alcohol Awareness Month; WHEREAS, Alcohol Awareness Month was established as a nationwide effort to increase public awareness and understanding, reduce stigma and encourage local communities to focus on alcoholism and alcohol-related issues; WHEREAS, this year’s theme, “For the Health of It: Early Education on Alcoholism and Addiction,” aims to educate people about the treatment and prevention of alcoholism, particularly among our youth, and the benefits of providing early education giving a better understanding of the impact that alcohol can have on their lives; WHEREAS, alcohol use by young people is extremely dangerous, both to themselves and to society, and is directly associated with traffic fatalities, violence, suicide, educational failure, alcohol overdose, and other problem behaviors, even for those who may never develop a dependence or addiction; WHEREAS, alcohol is the number one drug of choice for America’s youth, and is more likely to kill young people than all illegal drugs combined; and WHEREAS, reducing underage drinking is critical to securing a healthy future for America’s youth and requires a cooperative effort from parents, schools, community organizations, business leaders, government agencies, the entertainment industry, alcohol manufacturers/retailers, and young people themselves. NOW, THEREFORE, BE IT RESOLVED the Board of Education of the Chino Valley Unified School District does hereby proclaim that April 2015 is Alcohol Awareness Month. We call upon all citizens, parents, governmental agencies, businesses, and schools in Chino Valley Unified School District to support efforts that encourage youth to be alcohol free.

Wayne M. Joseph, Superintendent Secretary, Board of Education




DATE: April 2, 2015

TO: Members, Board of Education

FROM: Wayne M. Joseph, Superintendent

PREPARED BY: Patricia M. Miller, Assistant Superintendent, Educational Services Laurel Mullally, Ed.D., Director, Health Services/Child Development

SUBJECT: PROCLAMATION FOR NATIONAL SCHOOL NURSE DAY ON MAY 6, 2015

===================================================================

BACKGROUND

Since 1972, National School Nurse Day has been set aside to recognize school nurses. National School Nurse Day was established to foster a better understanding of the role of nurses in the educational setting. We celebrate on the Wednesday within National Nurse Week which, is May 6 through May 12.

In the United States more than 76,000 school nurses are stepping up to meet the new challenges facing today’s students and improving the health and academic success of all students. National School Nurse Day accentuates the school nurse’s vital role in promoting wellness to ensure healthy futures. It is absolutely essential that the entire school community work with the school nurse to stay informed on public health issues, the latest research, and policy that affects the health, well-being and safety of our students.


RECOMMENDATION

It is recommended the Board of Education adopt the proclamation for National School Nurse Day on May 6, 2015.

FISCAL IMPACT

None.

WMJ:PMM:LM:lmc

April 2, 2015Page 59

Chino Valley Unified School District Proclamation

National School Nurse Day May 6, 2015

WHEREAS, children are the future and, by investing in them today, we are ensuring our world for tomorrow;

WHEREAS, all students have a right to have their health needs safely met while

in the school setting; WHEREAS, children today face more complex and life-threatening health

problems requiring care in school;

WHEREAS, school nurses are professional nurses that advance the well-being, academic success, and life-long achievements of all students by providing a critical safety net for our nation’s most fragile children;

WHEREAS, school nurses act as a liaison to the school community, parents, and health care providers on behalf of children’s health;

WHEREAS, school nurses support the health and educational success of children and youth by developing and providing programs and leadership; and

WHEREAS, school nurses understand the link between health and learning and are in a position to make a positive difference for children every day.

NOW, THEREFORE, BE IT RESOLVED the Board of Education of the Chino Valley Unified School District celebrates and acknowledges the accomplishments of school nurses everywhere and their efforts of meeting the needs of today’s student by improving the effective delivery of health care in our schools and shows gratitude for the nation’s school nurses, not just on this National School Nurse Day, but at every opportunity throughout the year. Wayne Joseph, Superintendent Secretary, Board of Education


FACILITIES, PLANNING,

AND OPERATIONS



DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Gregory J. Stachura, Asst. Supt., Facilities, Planning, and Operations SUBJECT: PURCHASE ORDER REGISTER =================================================================== BACKGROUND Board Policy 3310 Business and Noninstructional Operations – Purchasing requires approval/ratification of purchase orders by the Board of Education. A purchase order is a legal contract between a district and vendor, containing a description of each item listed and/or a statement to the effect that supplies, equipment or services furnished herewith shall be in accordance with specifications and conditions. Purchase orders represent a commitment of funds. No item on this register will be processed unless within budgeted funds. The actual payment for the services or materials is made with a warrant (check) and reported on the warrant register report. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve/ratify the purchase order register, provided under separate cover. FISCAL IMPACT $576,327.50 to all District funding sources. WMJ:GJS:ljt




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Gregory J. Stachura, Asst. Supt., Facilities, Planning, and Operations SUBJECT: AGREEMENTS FOR CONTRACTOR/CONSULTANT SERVICES =================================================================== BACKGROUND All contracts between the District and outside agencies shall conform to standards required by law and shall be prepared under the direction of the Superintendent or designee. To be valid or to constitute an enforceable obligation against the District, all contracts must be approved and/or ratified by the Board of Education. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve/ratify the Agreements for Contractor/Consultant Services. FISCAL IMPACT As indicated. WMJ:GJS:ljt


HUMAN RESOURCES FISCAL IMPACT

HR-1415-009-Atkinson, Andelson, Loya, Ruud & Romo. To provide administrative training. Submitted by: Human Resources Duration of Agreement: April 3, 2015 – June 30, 2015

Contract Amount: $3,000.00 Funding Source: General Fund

HR-1415-010-Nancy Shomo. To provide librarian services and support. Submitted by: Human Resources Duration of Agreement: April 3, 2015 – June 30, 2015

Contract Amount: Not to exceed $2,880.00 Funding Source: General Fund

APPROVED CONTRACT TO BE AMENDED AMENDMENT

Verizon Wireless Second Amendment. To provide land lease agreement at Chino Hills HS. Submitted by: Facilities, Planning, and Operations Duration of Agreement: April 3, 2015 – February 15, 2030 Original Agreement Board Approved: June 3, 2004 First Amendment Board Approved: December 10, 2009

Division of the State Architect approved changes and modifications to existing cell tower, communication facilities, and equipment.




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Gregory J. Stachura, Asst. Supt., Facilities, Planning, and Operations SUBJECT: SURPLUS/OBSOLETE PROPERTY =================================================================== BACKGROUND The Board of Education recognizes that the District may own personal property which is unusable, obsolete, or no longer needed by the District. The Superintendent or designee shall arrange for the sale or disposal of District personal property in accordance with Board policy and the requirements of Education Code 17545. Lists of surplus items are emailed to the Facilities/Planning Department to be placed on an upcoming Board agenda. After Board approval, items may be picked up by District warehouse or a liquidation company for public auction. Proceeds of the sale are deposited into the General Fund.

Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education declare the District property surplus/obsolete and authorize staff to sell/dispose of said property. FISCAL IMPACT Increase to the General Fund from proceeds of sale. WMJ:GJS:ljt


CHINO VALLEY UNIFIED SCHOOL DISTRICT SURPLUS/OBSOLETE PROPERTY

April 2, 2015

DESCRIPTION MAKE/MODEL I.D./SERIAL DEPT/SITE Computer Dell Optiplex 755 27642 Townsend JHS Projector Epson C-61081 Townsend JHS Cafeteria Food Cart N/A N/A Ayala HS Chair Rack N/A N/A Ayala HS Chairs (3) N/A (Broken) N/A Ayala HS Coffee Pot Bunn A22734 Ayala HS Desk McDowell & Craig A01517 Ayala HS Desks (2) N/A N/A Ayala HS Fertilizer N/A N/A Ayala HS Legal File Cabinets (2) N/A (4-Drawer) N/A Ayala HS Rolling Cart/Dolly N/A N/A Ayala HS Round Tables (2) N/A (Broken) N/A Ayala HS Table Top (Round) N/A N/A Ayala HS Tables (2) N/A (Long) N/A Ayala HS Television Samsung 12163 Ayala HS Television Brackets (4) N/A N/A Ayala HS Upright Freezer Kelvinator N/A Ayala HS Wooden Cabinet N/A N/A Ayala HS Work Bench N/A N/A Ayala HS Laptops (2) Dell Various Buena Vista HS




DATE: April 2, 2015

TO: Members, Board of Education

FROM: Wayne M. Joseph, Superintendent

PREPARED BY: Gregory J. Stachura, Asst. Supt., Facilities, Planning, and Operations

SUBJECT: REJECTION OF REQUEST FOR QUALIFICATIONS/ PROPOSALS 14-15-07, RENOVATION OF PROFESSIONAL DEVELOPMENT CENTER II, AND AUTHORIZE STAFF TO RE-BID THE PROJECT

===================================================================

BACKGROUND

A Notice to Contractors Calling for Qualifications/Proposals for Request for Qualifications/Proposals 14-15-07, Renovation of Professional Development Center II, was published in the Inland Valley Daily Bulletin on March 6 and 13, 2015, and in the Champion Newspapers on March 14, 2015. Bids were opened at 2:00 p.m. on Monday, March 23, 2015. The results are as follows:

CONTRACTOR GUARANTEED MAXIMUM PRICE WCCR Construction $1,994,751.00 Harik Construction, Inc. $2,344,000.00

After opening the bids, staff reviewed all documents and determined that the guaranteed maximum price was over the estimated budget of $1.5 million. Staff requests rejection of all proposals and authorization to re-bid.


RECOMMENDATION

It is recommended the Board of Education reject the Request for Qualifications/ Proposals 14-15-07, Renovation of Professional Development Center II, and authorize staff to re-bid the project.

FISCAL IMPACT

None. WMJ:GJS:ljt




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Gregory J. Stachura, Asst. Supt. Facilities, Planning, and Operations

SUBJECT: RESOLUTION 2014/2015-36 FOR AUTHORIZATION TO UTILIZE A PIGGYBACK CONTRACT

=================================================================== BACKGROUND Public Contract Code (PCC) 20111 requires school district governing boards to competitively bid and award any contracts involving an expenditure of more than $86,000.00 to the lowest responsible bidder. Notwithstanding PCC 20111, PCC 20118 and Administrative Regulation 3311(g) state that without advertising for bids and upon a determination that it is in the best interest of the District, the Board may authorize District staff by contract, lease, requisition, or purchase order of another public corporation or agency, to lease data-processing equipment, or to purchase materials, supplies, equipment, automotive vehicles, tractors and other personal property for the District in the manner that the other public corporation or agency is authorized to make the leases or purchases from a vendor (piggyback). Alternatively, if there is an existing contract between a public corporation or agency and a vendor for the lease or purchase of personal property, the District may authorize the lease or purchase of personal property directly to the vendor under the same terms that are available to the public corporation or agency under the contract. Staff requests approval of Resolution 2014/2015-36 to provide authorization for the District to utilize the Utah WSCA-NASPO Master Price Agreement No. AR623 (California Participating Addendum No. 7-14-70-10) with Mitel Business Systems c/o Blue Violet Networks to Purchase Unified Communications through the Piggyback Contract. Approval of this item supports the goals identified within the District’s Strategic Plan.

RECOMMENDATION It is recommended the Board of Education adopt Resolution 2014/2015-36 for authorization to utilize a piggyback contract.

FISCAL IMPACT Unknown. WMJ:GJS:ljt


Chino Valley Unified School District Resolution 2014/2015-36

Authorization to Utilize the Utah WSCA-NASPO Master Price Agreement No. AR623 (California Participating Addendum No. 7-14-70-10) With Mitel

Business Systems c/o Blue Violet Networks to Purchase Unified Communications Through the Piggyback Contract

WHEREAS, the Board of Education (Board) of the Chino Valley Unified School District (District) has determined that a true and very real need exists to procure unified communications for the District;

WHEREAS, the Utah WSCA-NASPO Master Price Agreement No. AR623 (California Participating Addendum No. 7-14-70-10) currently has a piggyback contract in accordance with Public Contract Code 20118 with Mitel Business Systems c/o Blue Violet Networks that contains the materials, supplies, equipment and/or other personal property the District currently requires; WHEREAS, the board of education of a school district, without advertising for bids, if the board has determined it to be in the best interests of the district, may authorize by contract, lease, requisition, or purchase order of any public corporation or agency, including any county, city, town, or district, to lease data-processing equipment, purchase materials, supplies, equipment, automotive vehicles, tractors, and other personal property for the district in the manner in which the public corporation or agency is authorized by law to make the leases or purchases from a vendor; WHEREAS, the board of education of a school district is required to make a determination that a purchase and/or lease through a public corporation or agency is in the best interests of the district to take advantage of this exception; and WHEREAS, the Board has determined that it is in the best interest of the District to authorize the purchase of unified communications through the piggyback contract procured by the Utah WSCA-NASPO Master Price Agreement No. AR623 (California Participating Addendum No. 7-14-70-10). NOW, THEREFORE, BE IT RESOLVED the Board hereby finds, determines, and declares as follows:

Section 1. Determination re: Recitals. All of the recitals set forth above are true and correct. Section 2. Determination re: Purchase through Other Public Agency. Pursuant to Public Contract Code 20118, that authorizing the purchase of unified communications through the piggyback contract originally procured by the Utah WSCA-NASPO Master Price Agreement No. AR623 (California Participating Addendum No. 7-14-70-10) is in the best interests of the District because there is volume pricing that can be used to reduce the District’s overall price.


Section 3. Authorization. The Board hereby authorizes the acquisition of unified communications in accordance with Public Contract Code 20118 through the piggyback contract originally procured by the Utah WSCA-NASPO Master Price Agreement No. AR623 (California Participating Addendum No. 7-14-70-10). Section 4. Other Actions. The Superintendent or his designee are each hereby authorized and directed, jointly and severally, to do any and all things and to execute and deliver any and all documents which they may deem necessary or advisable in order to consummate the purchase, sale, and lease, and otherwise to carry out, give effect to and comply with the terms and intent of this Resolution, and that any and all such prior actions by the District’s Superintendent, or his designee, are hereby ratified by the Board. Section 5. Effective Date. This resolution shall be effective as of the date of this approval for the term ending May 31, 2019.

APPROVED, PASSED, AND ADOPTED by the Board of Education of the Chino Valley Unified School District this 2nd day of April 2015 by the following vote:

AYES: NOES: ABSENT: ABSTAINED:

I, Wayne M. Joseph, Secretary of the Chino Valley Unified School District Board of Education, do hereby certify that the foregoing is a full, true, and correct copy of the Resolution passed and adopted by said Board at a regularly scheduled and conducted meeting held on said date, which Resolution is on file in the office of said Board.

_____________________________________ Wayne M. Joseph, Superintendent

Secretary, Board of Education


HUMAN RESOURCES



DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Grace Park, Ed.D., Assistant Superintendent, Human Resources Lea Fellows, Director, Human Resources Richard Rideout, Director, Human Resources SUBJECT: CERTIFICATED/CLASSIFIED PERSONNEL ITEMS =================================================================== BACKGROUND Board approval of personnel transactions is required by Board Bylaw 9324 Bylaws of the Board - Minutes and Recordings and Education Code 35163. Included are new hires based on need, which includes replacements, growth, and class size reduction. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education approve/ratify the certificated/classified personnel items. FISCAL IMPACT All personnel assignments are within the approved staffing ratio for the appropriate school year budget. WMJ:GP:LF:RR:jaf


CERTIFICATED PERSONNEL NAME POSITION LOCATION EFFECTIVE DATE HIRED AT APPROPRIATE PLACEMENT ON THE CERTIFICATED SALARY SCHEDULE AND APPROPRIATE CREDENTIAL FOR THE 2014/2015 SCHOOL YEAR SALINAS, Julie RSP Teacher Oak Ridge ES/

Butterfield Ranch ES

04/03/2015

MORAR, Sangeeta Intervention Counselor Special Education 04/03/2015 RETIREMENT KATSIS, Kaye (31 years)

Elementary Teacher Butterfield Ranch ES

06/11/2015

WANG, Wanda (26 years)

Elementary Teacher Cortez ES 06/11/2015

PLACED ON THE 39-MONTH RE-EMPLOYMENT LIST LAUFER, Lisa Elementary Teacher Chaparral ES 03/18/2015 APPOINTMENT – EXTRA DUTY WOLDHUIS, Ruth 7th Gr. Girls Basketball (GF) Briggs K – 8 04/03/2015 CARROLL, Nathan (NBM) Band (B) Woodcrest JHS 04/03/2015 ANTUNA, Crystal (NBM) Swim (B) Ayala HS 04/03/2015 CENICEROS, Jesus (NBM) Football (GF) Chino HS 04/03/2015 TROY, Charmaine (NBM) Track & Field (B) Chino HS 04/03/2015 GLEESON, Megan (NBM) Track & Field (B) Chino HS 04/03/2015 CARROLL, Nathan (NBM) Band (B) Chino Hills HS 04/03/2015 APPOINTMENT OF CERTIFICATED SUBSTITUTES EFFECTIVE AUGUST 15, 2014, THROUGH JUNE 30, 2015 BHAKTA, Hemali FELLOWS, Lindsey FINNEY, Michelle SOTO, Kristie WOODARD, Kristina


CLASSIFIED PERSONNEL NAME POSITION LOCATION EFFECTIVE DATE HIRED AT THE APPROPRIATE PLACEMENT ON THE CLASSIFIED MANAGEMENT SALARY SCHEDULE MELO, Stefanie Occupational Therapist

(SELPA/GF) Special Education 04/20/2015

HIRED AT THE APPROPRIATE PLACEMENT ON THE CLASSIFIED SALARY SCHEDULE APPOINTMENT ARROYO, Michelyn Childcare Specialist (CDF) Hidden Trails FC 04/03/2015 ARROYO, Michelyn IA/Childhood Ed. (CDF) Oak Ridge FC 04/03/2015 SEIBERT, Geary Custodian I (GF) Briggs K-8 04/03/2015 MATA, Anna IA/SPED/SH (SELPA/GF) Adult School 04/03/2015 RIVERA, Natalie IA/SPED/SH (SELPA/GF) Adult School 04/03/2015 DUNKLE, Brenda Multi Media Communications

Specialist (GF) Communications 04/06/2015

CHANGE IN ASSIGNMENT FRANCO, Mirna FROM:IA/Biling.Bilit.Gen.

(C) 2 hrs./180 work days

Country Springs ES

08/24/2015

TO: IA/SPED/RSP (SELPA/GF) 5 hrs./181 work days

Chaparral ES/ Rhodes ES

BARKLEY, Jennifer FROM:IA/Biling.Bilit.Gen.

(C) 4.5 hrs./131 work days

Oak Ridge ES 08/24/2015


Oak Ridge ES/ Butterfield Ranch ES

LOW, Janice FROM:IA/Biling.Bilit.Gen.

(C) 3.5 hrs./131 work days

Townsend JHS 08/24/2015

TO: IA/Secondary (GF)

6 hrs./180 work days Chino Valley Learning Academy


CLASSIFIED PERSONNEL (cont.) NAME POSITION LOCATION EFFECTIVE DATE CHANGE IN ASSIGNMENT (cont.) BALARA, Bruce FROM: Custodian I (GF)

3.75 hrs./261 contract days

Boys Republic HS 04/03/2015

TO: Custodian I (GF/ASF)

8 hrs./261 contract days Adult School/ Health Services

GUTIERREZ, Elvira FROM: IA/Biling.Bilit.-

Spanish (C) 3 hrs./150 work days

Chino Hills HS 08/24/2015


Newman ES/ Cortez ES

DEMOTION OF PROBATIONARY EMPLOYEE WITHOUT PREJUDICE Employee #8952 03/12/2015 Employee #2530 03/18/2015 RESIGNATION WEAST, Alysia IA/Childhood Ed. (CDF) Liberty FC 04/03/2015 RETIREMENT BENNETT, Angela (24 years of service)

IA/Computer Asst. (GF) Boys Republic HS 06/20/2015

PAIZ, Tonia (17 years of service)

Counseling Asst. (GF) Alternative Ed. 04/11/2015

APPOINTMENT OF SHORT TERM EMPLOYEES EFFECTIVE DECEMBER 12, 2014, THROUGH JUNE 30, 2015 DELGADO, Linda IA/Sped./SH Marshall ES MUNROE, Stephen IA/Sped./SH Chino Hills HS GONZALEZ, Charmaine IA/Sped./SH Chino Hills HS RIVERA, Maria Typist Clerk II Access & Equity


CLASSIFIED PERSONNEL (cont.)

NAME POSITION LOCATION EFFECTIVE DATE

APPOINTMENT OF CLASSIFIED SUBSTITUTES EFFECTIVE JULY 1, 2014, THROUGH JUNE 30, 2015

BANOWETZ, Charles CRISTOBAL, Joseph CUPP, Victoria DELGADO, Cristian DENVER, Donna ISIDORE, Marita KUHNS, Richelle MANZO, Claudia MARTIN, Susan MELENDEZ, Elvis ORTIZ, Julie PETERSON, Madeline ROOT, Tommy SANTANA, Alejandra SUDDS, Sylvia TARIN, Brittany THORNTON, Holly

(504) = Federal Law for Individuals with Handicaps (ACE) = Ace Driving School (ASB) = Associated Student Body (ASF) = Adult School Funded (ATE) = Alternative to Expulsion (B) = Booster Club (BTSA) = Beginning Teacher Support & Assessment (C) = Categorically Funded (CAHSEE)= California High School Exit Exam (CC) = Children’s Center (Marshall) (CDF) = Child Development Fund (CSR) = Class Size Reduction (CVLA) = Chino Valley Learning Academy (CWY) = Cal Works Youth (E-rate) = Discount Reimbursements for Telecom. (G) = Grant Funded (GF) = General Fund (HBE) = Home Base Education (MM) = Measure M – Fund 21 (MAA) = Medi-Cal Administrative Activities (MH) = Mental Health – Special Ed.


CLASSIFIED PERSONNEL (cont.) (NBM) = Non-Bargaining Member (ND) = Neglected and Delinquent (NS) = Nutrition Services Budget (OPPR) = Opportunity Program (PFA) = Parent Faculty Association (R) = Restricted (ROP) = Regional Occupation Program (SAT) = Saturday School (SB813) = Medi-Cal Admin. Activities Entity Fund (SELPA) = Special Education Local Plan Area (SOAR) = Students on a Rise (SPEC) = Spectrum Schools (SS) = Summer School (SWAS) = School within a School (VA) = Virtual Academy (WIA) = Workforce Investment Act




DATE: April 2, 2015 TO: Members, Board of Education FROM: Wayne M. Joseph, Superintendent PREPARED BY: Grace Park, Ed.D., Assistant Superintendent, Human Resources Daniel P. Mellon, ARM-P, Director, Risk Management and Human

Resources SUBJECT: REJECTION OF CLAIM ==================================================================== BACKGROUND Claim 15-03-03 submitted on March 24, 2015 by Rehan Saeed, attorney for Monica Felix on behalf of her daughter a student at Dickey ES. Claimant alleges severe injuries after falling during her physical education class. Claimant seeks unspecified damages and seeks a settlement demand that lies within the jurisdiction of the Superior Court. The Board is requested to reject the claim against the District to allow the insurance carriers to investigate the merits of the claim and make a recommendation regarding disposition. Approval of this item supports the goals identified within the District’s Strategic Plan. RECOMMENDATION It is recommended the Board of Education reject the claim and refer it to the District’s insurance adjuster. FISCAL IMPACT Unknown at present. WMJ:GP:DPM:lag


april 2, 2015 - chino valley unified school district / … 2, 2015 chino valley unified school...

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