Packet - Shasta County Office of Education

Transcription

Superintendent
Tom Armelino
Board of Education
Diane Gerard
Rhonda Hull
Sharon Hunter
Steve MacFarland
Laura Manuel
William Stegall
Elizabeth “Buffy” Tanner
1644 Magnolia Ave.  Redding, CA 96001
(530) 225-0200  Fax (530) 225-0329
www.shastacoe.org
SHASTA COUNTY BOARD OF EDUCATION
REGULAR MEETING AGENDA
November 18, 2015
1:30 p.m.
Shasta County Office of Education – Board Room
1644 Magnolia Ave., Redding, CA 96001
Mission
To be leaders in educational excellence, offering support to schools and community to ensure Shasta County students
receive a quality education preparing them for high school graduation and success in career and college.
2015/16 Goals
1.
2.
The Shasta County Office of Education will continue to serve as an active partner in the Reach Higher Shasta (RHS) initiative.
a. We will continue to serve on the Executive Committee for RHS.
b. We will continue to serve on subcommittees of RHS as deemed appropriate.
c. We will continue to advocate on behalf of RHS in our community.
d. We will continue to pursue resources to support the goals of RHS.
Ensure that school districts and community partners receive clear and transparent communication regarding services provided
by the Shasta County Office of Education.
a. We will survey school districts to determine their needs and interest in services provided by the Shasta County Office
of Education.
b. We will align the services we offer to best serve the needs of school districts and students we serve.
c. We will clearly articulate and ensure school districts understand the services we provide.
The Shasta County Board of Education welcomes you to its Regular meetings scheduled on the second Wednesday of each month
(except June) at 1:30 p.m. at the Shasta County Office of Education Board Room or other posted location. The June meeting will be
held on the fourth Wednesday to allow time for budget preparation. For any month in which a holiday conflicts with the second
Wednesday of the month, the meeting will be held on the third or fourth Wednesday as posted. Board agenda materials are
available at the Shasta County Office of Education in the Superintendent’s Office at 1644 Magnolia Ave., Redding, CA.
REASONABLE ACCOMMODATION FOR ANY INDIVIDUAL WITH A DISABILITY
Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who
requires reasonable accommodation to attend or participate in a meeting or function of the Shasta County Board of Education
may request assistance by contacting the Shasta County Office of Education seven (7) days prior to the meeting or function at:
1644 Magnolia Ave., Redding, CA 96001; phone (530) 225-0227; fax (530) 225-0329
Open Session
1.
2.
3.
4.
CALL MEETING TO ORDER
PLEDGE OF ALLEGIANCE
APPROVAL OF REGULAR AGENDA
STUDENT PRESENTATION
4.1. Special Education
5. HEARING OF PERSONS WISHING TO ADDRESS THE BOARD
Under this item, the public is invited to notify the Board President which items listed on the agenda they would like to
comment on and will be allowed to do so when the item comes up.
For public comment on items not listed on the agenda and are within the Board’s subject matter jurisdiction, the public is
invited to notify the Board President they would like to address the Board under this item. Please note that the law requires no
action or discussion be undertaken on any item not listed on the agenda, therefore, only a brief response will be provided by
the Board or staff.
Shasta County Board of Education
November 18, 2015
Page 1 of 137
6. APPROVAL OF CONSENT AGENDA – These action items are of a routine nature or items for which no discussion is
anticipated and are acted upon by a single vote. Board Members may request that any item be removed and given individual
consideration.
6.1. Board:
6.1.1. October 21, 2015 Regular Meeting Minutes (pgs. 5-14)
6.1.2. Proposed Revisions to Board Bylaw 9100 – Organization (pgs. 15-16)
6.2. Administrative Services:
6.2.1. Credentials and Oaths for Temporary Certificates (pgs. 17-18)
6.3. Instructional Services:
6.3.1. Early Childhood Services California State Preschool Program (CSPP) Goals and
Objectives for 2015/16 (pgs. 19-24)
6.3.2. Addendum to Memorandum of Understanding Between Shasta County Board of Education,
Shasta County Superintendent of Schools, and Chrysalis Charter School (pgs. 25-26)
6.3.3. County School Attendance Review Board (SARB) Membership (pgs. 27-30)
6.3.4. Administrative Regulation 0420 – Philosophy, Goals, Objectives and Comprehensive
Plans – School Plans/Site Councils (second read)(pgs. 31-33)
6.3.5. Proposed Revisions to Administrative Regulation 5148.3 – Students – Preschool/Early
Childhood Education (pgs. 34-39)
7. INFORMATION – These informational items are of a routine nature or items for which no discussion is anticipated.
Board
Members may request that any item be given individual consideration.
7.1.1. General Fund Board Report (pg. 40)
7.1.2. Quarterly Report on Requests from Community/Agency for Funding/In-Kind Services (pg. 41)
7.2.1. Quarterly Report on Williams Uniform Complaints (pg. 42)
8. PRESENTATION
8.1. Student Mental Health Policy Presentation by Graduated Anderson New Technology High
School Student (pgs. 43-64)
9. STUDENT PROGRAM UPDATE
9.1. Special Education (pgs. 65-66)
9.2. Alternative Education (pg. 67)
10. PROGRAM PROFILE
10.1. K-2 STEM Grant (pgs. 68-81)
11. FACILITY/TECHNOLOGY QUARTERLY UPDATE (pgs. 82-85)
12. STUDENT BOARD MEMBER REPORT
• Luke Ackerman, Anderson New Technology High School
 Parker Harrell, Central Valley High School
13. BOARD BUSINESS
13.1. Board Comments/Discussion/Reports/Correspondence
14. ACTION
3:00 p.m. 14.1.1. PUBLIC HEARING to Receive Public Comment Regarding Proposed General Waiver
Request of California Code of Regulations, Title 5, Section 3043 (d) Reduction of
Extended School Year Session from 20 to 15 Days for Special Education Students (pg. 86)
14.1.2. Approval of Proposed General Waiver Request of California Code of Regulations, Title
5, Section 3043 (d) Reduction of Extended School Year Session from 20 to 15 Days for
Special Education Students (pg. 87)
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14.2. Board:
14.2.1. Schedule Annual Organizational Meeting of the Board per Education Code 35143 (pg. 88)
14.2.2. Board Member Attendance at CCBE County Board Governance Training, January 2930, 2016 at Sacramento Convention Center (pgs. 89-90)
15. SUPERINTENDENT’S REPORT
15.1. Federal Advocacy Trip to Washington D.C. for ACSA
15.2. Other Comments
16. DISCUSSION
16.1.1. Local Control Accountability Plan (LCAP) Tri-Annual Update (pgs. 91-98)
16.1.2. Educator Effectiveness Funding (pgs. 99-100)
16.1.3. Report/Discussion/Next Steps for Schreder Planetarium (pgs. 101-121)
16.1.4. Board Policy 5148.3 – Students – Preschool/Early Childhood Education (first read)
(pgs. 122-126)
16.1.5. Proposed Revisions to Board Policy 6163.4 – Instruction – Student Use of Technology
(first read)(pgs. 127-130)
16.1.6. Deletion of Administration Regulation 6163.4 – Instruction – Student Use of
Technology (first read)(pgs. 131-133)
16.1.7. Exhibit 6163.4 – Instruction – Student Use of Technology (first read)(pgs. 134-137)
17. SUGGESTIONS FOR FUTURE AGENDA ITEMS
18. REMINDERS/UPCOMING EVENTS
•November 18, 2015, 10:00-11:00 a.m. – SWAG Meeting in Maple Room at SCOE
•November 18, 2015, 11:45 a.m. – Thanksgiving Feast at EXCEL
•November 18, 2015, 1:00-3:00 p.m. – ECS Leadership Advisory Council at ECS Conference Room
•November 20, 2015, 1:00-3:00 p.m. – Parent Q&A/Open House at Pathways North/South/ROP
19. NEXT MEETING – December 9, 2015 at Shasta County Office of Education, 1644 Magnolia Ave.,
Redding, CA 96001
• 11:15 a.m. – Board Group Photo
• 11:30 a.m. – Board Lunch
• 12:00 p.m. – Shasta County Committee on School District Organization Annual Organizational Meeting
• 12:15 p.m. – Student Benefit Foundation Annual Organizational Meeting
• 12:30 p.m. – Board Budget Study Session
• 1:30 p.m. – Regular/Annual Organizational Meeting of the Board
20. ADJOURN
See attached/reverse side for policy/procedures governing participation at the Shasta County Board of Education meetings.
November 18, 2015
Page 3 of 137
THE SHASTA COUNTY BOARD OF EDUCATION WELCOMES AND ENCOURAGES YOUR PARTICIPATION AT THEIR MEETINGS. TO ENSURE AN
ORDERLY MEETING, ALL PARTICIPANTS WILL BE ASKED TO OBSERVE THE FOLLOWING:
Procedures for placing an item on the agenda, making a presentation, or speaking to an item on the agenda shall be as follows (Board
Bylaw #9322):
Any member of the public or any Board member may request that a matter within the jurisdiction of the Board be placed on the agenda
of a regular meeting. The request must be in writing and be submitted to the Superintendent or designee with supporting documents and
information, if any, at least seven (7) days before the scheduled meeting date. Items submitted less than seven (7) days before the
scheduled meeting date may be postponed to a later meeting in order to allow sufficient time for consideration and research of the issue.
The Board President and Superintendent shall decide whether a request is within the subject matter jurisdiction of the Board. Items not
within the subject matter jurisdiction of the Board may not be placed on the agenda. In addition, the Board President and Superintendent
shall determine if the item is merely a request for information or whether the issue is covered by an existing policy or administrative
regulation before placing the item on the agenda.
The Board President and Superintendent shall decide whether an agenda item is appropriate for discussion in open or closed session, and
whether the item should be an action item, informational item or consent item.
The agenda shall provide members of the public the opportunity to address the Board on any agenda item before or during the Board's
consideration of the item. The agenda shall also provide members of the public an opportunity to testify at regular meetings on matters
which are not on the agenda but which are within the subject matter jurisdiction of the Board. (Education Code 35145.5, Government
Code 54954.3)
Persons addressing the Board shall be guided by the following conditions (Board Bylaw #9323):
Members of the public are encouraged to attend Board meetings and to address the Board concerning any item on the agenda or within
the Board's jurisdiction. So as not to inhibit public participation, persons attending Board meetings shall not be requested to sign in,
complete a questionnaire, or otherwise provide their name or other information as a condition of attending the meeting.
In order to conduct business in an orderly and efficient manner, the Board requires that public presentations to the Board comply with
the following procedures:
1.
2.
3.
4.
5.
6.
7.
The Board shall give members of the public an opportunity to address the Board either before or during the Board's consideration of
each item of business to be discussed at regular or special meetings. (Education Code 35145.5, Government Code 54954.3)
At a time so designated on the agenda, members of the public may bring before the Board, at a regular meeting, matters that are not
listed on the agenda. The Board may refer such a matter to the Superintendent or designee or take it under advisement, but shall
not take action at that time except as allowed by law. The matter may be placed on the agenda of a subsequent meeting for action
or discussion by the Board. (Education Code 35145.5, Government Code 54954.2)
Without taking action, Board members or County Office staff members may briefly respond to statements made or questions posed
by the public about items not appearing on the agenda. Additionally, on their own initiative or in response to questions posed by the
public, a Board or staff member may ask a question for clarification, make a brief announcement, or make a brief report on his/her
own activities. (Government Code 54954.2) Furthermore, the Board or a Board member may provide a reference to staff or other
resources for factual information, ask staff to report back to the Board at a subsequent meeting concerning any matter, or take
action directing staff to place a matter of business on a future agenda. (Government Code 54954.2)
The Board need not allow the public to speak on any item that has already been considered by a committee composed exclusively of
Board members at a public meeting where the public had the opportunity to address the committee on that item. However, if the
Board determines that the item has been substantially changed since the committee heard it, the Board shall provide an opportunity
for the public to speak. (Government Code 54954.3)
A person wishing to be heard by the Board shall first be recognized by the President and shall then proceed to comment as briefly as
the subject permits. Individual speakers shall be allowed three (3) minutes to address the Board on each agenda or nonagenda item.
The Board shall limit the total time for public input on each item to 20 minutes. With Board consent, the President may increase or
decrease the time allowed for public presentation, depending on the topic and the number of persons wishing to be heard. The
President may take a poll of speakers for or against a particular issue and may ask that additional persons speak only if they have
something new to add.
The Board President may rule on the appropriateness of a topic. If the topic would be more suitably addressed at a later time, the
President may indicate the time and place when it should be presented. The Board shall not prohibit public criticism of its policies,
procedures, programs, services, acts or omissions. (Government Code 54954.3) In addition, the Board may not prohibit public
criticism of County Office employees.
The Board President shall not permit any disturbance or willful interruption of Board meetings. Persistent disruption by an individual
or group shall be grounds for the chair to terminate the privilege of addressing the Board. The Board may remove disruptive
individuals and order the room cleared if necessary; in this case, members of the media not participating in the disturbance shall be
allowed to remain, and individual(s) not participating in such disturbances may be allowed to remain at the discretion of the Board.
When the room is ordered cleared due to a disturbance, further Board proceedings shall concern only matters appearing on the
agenda. (Government Code 54957.9)
Thank you for your cooperation.
November 18, 2015
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Shasta County Office of Education
1644 Magnolia Ave.
Redding, CA 96001
Meeting Location:
Shasta County Office of Education Professional Development Center Shasta Hall
2985 Innsbruck Dr., Redding, CA 96003
October 21, 2015
Regular Meeting Minutes
UNADOPTED
1. CALL MEETING TO ORDER
The meeting was called to order by President MacFarland at 1:30 p.m.
Members Present
Diane Gerard
Rhonda Hull
Sharon Hunter
Steve MacFarland, President
Laura Manuel
William Stegall
Elizabeth “Buffy” Tanner, Vice-President
Luke Ackerman, Student Board Member
Parker Harrell, Student Board Member
Administrators Present
Tom Armelino, Shasta County Superintendent of Schools
Judy Flores, Assistant Superintendent, Instructional Services
Adam Hillman, Associate Superintendent, Administrative Services
Others Present
Robin Beeson, Executive Assistant to the Superintendent (Recording Secretary)
(NOTE: The following listed their name and representation on a sign-in sheet, there may have been others in
attendance. Those in attendance may have attended only a portion of the meeting.)
Michelle Larsen, SCOE ECS
Joe Wyse, Shasta College
De’An Chambless, SCOE
Diana Bates, SCOE
Dan Ostrowski, SCOE
Vicki Smith, SCOE
Jodie VanOrnum, SCOE
Brenda Palmer, SCOE
Jennifer Baker, SCOE
Kendall Kilborn, SCOE
2. PLEDGE OF ALLEGIANCE
President MacFarland led the Pledge of Allegiance.
November 18, 2015
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3. APPROVAL OF REGULAR AGENDA
ACTION:
Board Member Hull moved to approve the Regular Agenda as submitted.
Student Board Member Parker seconded the motion. The motion was approved
unanimously.
It was noted that the notice in the newspaper for the Public Hearing for the Interpreter Waiver
indicated it was to take place at the Shasta County Office of Education in the Board Room at 3:00
p.m. As the meeting was actually taking place at the PDC, a notice was posted at the County
Office indicating the correct location of the hearing and that the time was postponed to 3:30 p.m.
to allow travel time for those who may have planned to attend the hearing. Maps were also posted
with the notice giving directions from the County Office to the PDC.
4. STUDENT PRESENTATION
4.1. Early Childhood Services
Kathy Barry, Executive Director of Early Childhood Services, introduced the Shasta Meadows
State Preschool afternoon class staff, the students performed songs.
5. HEARING OF PERSONS WISHING TO ADDRESS THE BOARD
There were none.
6. APPROVAL OF CONSENT AGENDA
6.1. Board:
6.1.1. August 26, 2015 Planning Session Meeting Minutes
6.1.2. September 9, 2015 Regular Meeting Minutes
6.2.1. Credentials and Oaths for Temporary Certificates
6.2.2. Resolution Fixing Appropriations Limit as Required by the Gann
Amendment
6.2.3. Resolution Authorization for Transfer to Child Development Fund
6.3.1. Proposed Revisions to Board Policy and Administrative Regulation 5148 –
Students – Child Care and Development
6.3.2. Proposed Revisions to Board Policy and Administrative Regulation 5148.2 –
Students – Before/After School Programs
Board Member Gerard made an inquiry regarding item 6.3.2 and the statement in the policy on
page 50 that references preparing students for the high school exit exam when the exam no longer
exists. Judy Flores, Assistant Superintendent of Instructional Services, explained that the exam
does still exist and that it has been suspended for up to three years. Discussion took place
regarding how the suspension allowed students who had not passed the required exam to graduate.
ACTION:
Board Member Hunter moved to approve the Consent Agenda as submitted.
Board Member Hull seconded the motion. The motion was approved
unanimously.
November 18, 2015
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7. INFORMATION
Materials were provided in the Board Agenda packet for the following Information items, no
discussion took place during the Board meeting unless otherwise noted below.
7.1.1. General Fund Board Report
7.1.2. Chrysalis Charter School Unaudited Actuals for 2014/15
8. RECOGNITION
8.1. Resigning Employees with Five or More Years of Service to the Shasta County
Office of Education
• Karen Robertson, State Preschool Instructional Assistant
Superintendent Armelino shared that while Ms. Robertson was unable to attend the meeting she is
to be recognized for her 14 years of service. Her certificate of acknowledgement will be
forwarded to her.
9. STUDENT PROGRAM UPDATE
9.1. Early Childhood Services
Executive Director Barry, recognized Renee Menefee, Director of Early Education and
Instructional Services, for putting together the presentation and shared that ECS has added an
apple to the County Office logo to identify and brand the program; it will be used on all ECS
materials. It was noted as of July 1, 2015, ECS has officially moved under the Instructional
Services Department
Michelle Larsen, Director of Nutrition Services, introduced Tanya Marshall, Supervisor for Health
and Nutrition Services, and shared that their program assists families with signing up for CalFresh
and provides nutrition education. They have also been designated as a Red Cross Training Center
to provide CPR and First Aid Certification. Data was shared on breakfast, lunch, and snacks
provided to students in County Office programs as well as families in Shasta, Tehama, and
Siskiyou Counties through the meal reimbursement program.
Executive Director Barry shared that Family Resource Support is overseen by Lori Harrison,
Director, who did a presentation when the last ECS update was provided the Board. Services
include Resource and Referral, Alternative Payment Program in Shasta and Tehama Counties, and
preschool enrollment.
Director Menefee reported that the work of Early Education and Instructional Services has been
focused on providing quality care. Funds designated by the California Department of Education as
a result of the Race to the Top Early Learning Challenge and First 5 Shasta have been utilized to
develop a consortium that was formed with five other counties in the region. In addition, a QRIS
(Quality Rating and Improvement System) grant was received. The quality continuum framework,
seven system functions for thriving children and families, and standards based Early Childhood
Education system was reviewed.
Jeannie Jacobs, Coordinator of Bridges, reported that the Bridges to Success Program has added
“School” to their title as they have moved from serving students age 0-5 to serving school-age
November 18, 2015
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children as well. Coordinator Jacobson reviewed data, various behavior and mental health
services, and types of settings services are provided in.
10. PROGRAM REPORT/PROFILE
10.1. REACH HIGHER Shasta Business Subcommittee’s Career Connections Report
Chris Dell, Director of STEM Education, introduced Theresa Flynn Gasman as the Reach Higher
Shasta Career Connections Coordinator. They provided an overview of members and goals of the
Business Committee Executive Team that exists to bridge the connection between local businesses
and community volunteers to schools. A video was shared explaining how businesses can connect
with schools and the on-line registration process to volunteer in different capacities. Programs
have been put in place to engage students starting with preschool through college. Celebrations
will be held to recognize the work of all involved. Next steps for the committee were shared.
Director Dell shared that the second annual Ignite Opportunity STEM Career Day will be held on
October 23, 2015 from 9:30 a.m.-2:00 p.m. at the Shasta District Fairgrounds. He provided an
overview of funding sources for the event open to 9th graders in six counties and invited the Board
to attend.
10.2. Northstate Secondary STEM Partnership Program Profile
Director Dell reported the grant serves middle and high school teachers. An overview of year one
teacher outcomes, year two content focus, a report from the 2015 summer institute, and the year
two unit study that includes coaching was provided. Attrition has resulted from teachers changing
positions, currently there are 55 teachers; full funding will remain in place as long as 50 teachers
continue to participate. A schedule of upcoming events was shared; the Board was invited to
attend.
11. SCIENCE PROGRAMS BIANNUAL UPDATE
11.1. Schreder Planetarium
Jennifer Baker, Executive Director of Curriculum and Instruction, reported that information
included in the agenda packet is similar to data shared recently with the Board as part of
discussions that have taken place regarding the Planetarium.
11.2. Whiskeytown Environmental School
Executive Director Baker apologized as some of the data included in the agenda packet is
inaccurate. A handout was provided with corrected budget information. It was noted that WES
has been placed under the Instructional Services Division with the vision of working on enhancing
the curriculum to meet Next Generation Science Standards. Services include 5th and 6th grade
residential outdoor science school, spring and fall day-program field labs, and five weeks of
summer camp.
12. STUDENT BOARD MEMBER REPORT
• Luke Ackerman, Anderson New Technology High School
Student Board Member Ackerman shared of Halloween festivities students are assisting with to
gain community service hours. An overview of various events scheduled and programs that have
been implemented to generate revenue for the school was provided.
November 18, 2015
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 Parker Harrell, Central Valley High School
Student Board Member Harrell reported on various club events, donation fundraising done for
community organizations, and sports. He shared that he applied for the student representative
position for the State Board of Education and was selected as one of 12 to be interviewed.
13. BOARD BUSINESS
13.1. Board Comments/Discussion/Reports/Correspondence
Board Member Tanner reported that College OPTIONS has held two trainings at the PDC. She
shared that the facility is wonderful and has saved the program money.
Board Member Manuel stated that at a recent ROP Board meeting concern was expressed with the
behavior of students in the Pathways Program located at the ROP campus. Superintendent
Armelino indicated staff is aware of the problem noting that meetings have been held, changes are
being implemented, and it will continue to be monitored. He added that the students do well when
they are in the ROP class, problems are occurring before and after school, when they transition
between classes, and when they are in the Pathways class.
13.1.1. Report from CCBE Conference Attendee
Board Member Hunter reported she attended the conference in September that was held in
Monterey. She attended several different sessions that included political landscape, what to expect
in the future for LCAP/LCFF, foster care and the impact on LCFF, social networking, chronic
absenteeism, Board governance and conversations. Appreciation was expressed by Board Member
Hunter for the opportunity to attend.
14. ACTION
14.1. Board:
14.1.1. Student Benefit Fund Mini-Grant Proposals
Superintendent Armelino shared that the amount available for grants in the Shasta County Board
of Education Student Benefit Fund administered by the Shasta Regional Community Foundation is
approximately $48,000 plus $3,000 that was not utilized last year. The following Student Benefit
Mini-Grant Proposals were submitted:
Program:
Early Childhood Services – Bridges to Success Program
Project Title: Bridges to Success – Support for Coordinator
Amount:
$12,000
Program:
Excel Academy
Project Title: Student Token Economy Incentive
Amount:
$2,000
Program:
K-3 Reading Support
Project Title: Fluency Instruction Trainer of Trainers (TOT)
Amount:
$10,000
Program:
North State STEM SCOE Beyond the Classroom STEM Education Committee
Project Title: Beyond the Classroom STEM Education Robotics Kits
Amount:
$21,078.50
November 18, 2015
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Program:
Schools of Hope
Project Title: Schools of Hope
Amount:
$2,000
TOTAL:
ACTION:
$47,078.50
Board Member Stegall moved to approve the five mini-grant proposals as
submitted. Vice-President Tanner seconded the motion. The motion was
approved unanimously.
14.2.1. PUBLIC HEARING to Receive Public Comment on Proposed General
Waiver Request – Educational Interpreter of California Code of Regulations,
Title 5, Sections 3051.16 (b)(3) Specialized Services for Low-Incidence
Disabilities
President MacFarland opened the Public Hearing at 3:40 p.m. Hearing no comments the hearing
was closed at 3:41 p.m.
14.2.2. General Waiver Request – Educational Interpreter of California Code of
Regulations, Title 5, Sections 3051.16 (b)(3) Specialized Services for LowIncidence Disabilities
Allison Rideout, Certified Educational Interpreter, reported that the waiver request is for one
interpreter who is an asset to the interpreter team and is working on becoming fully certified. She
provided an overview of certification requirements and how they are obtained. If the waiver is
approved by the Board, the waiver will be submitted to the State Board of Education for
consideration at their January meeting.
ACTION:
Board Member Gerard moved to approve item 14.2.2 as submitted. Board
Member Manual seconded the motion. The motion was approved unanimously.
15. SUPERINTENDENT’S REPORT
15.1. Grand Jury Report/Response
Superintendent Armelino indicated the summary of the Grand Jury Report that addressed after
school programs, recommendations for the County Office Project SHARE Program, and his
response to the findings were included in the agenda packet. Responses provided to the findings
were reviewed. Superintendent Armelino shared that recently he was requested to attend a
meeting with the Grand Jury Continuity Committee.
15.2. Other Comments
There were none.
November 18, 2015
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16. DISCUSSION
16.1. Board:
16.1.1. Chrysalis Charter School Annual Report
Irene Salter, Administrator of Chrysalis Charter School, shared the schools mission is the focus of
their LCAP and that Chrysalis is a teacher lead school where they want the students to think and
understand the materials they are presented. Enrollment has increased by nine students from last
year; there are currently 198 students with a capacity of 200-225. A charter school facility grant
has afforded the school a healthy budget allowing them to save for long-term plans. Administrator
Salter indicated that while the school does focus on test results, their Smarter Balanced test results
were very positive.
Staffing changes include a new office manager, a few new teachers, and a new Special Education
Director. Administrator Salter shared that staff met and set long-term goals which include
facilities, articulated field study guidelines, development of infrastructure for new funding sources,
and a new salary and benefit structure.
A 20th birthday celebration will be held for Chrysalis on Sunday, December 27, 2015, 6:30 p.m. at
the Turtle Bay Exploration Park Museum where the school was originally located. An invitation
will be forwarded to the Board.
Administrator Salter concluded by sharing that she will be back in early spring with a charter and
MOU renewal. She thanked the Board and County Office staff for their continued support.
16.1.2. Redding STEM Academy Annual Report
John Husome, Director of Redding STEM Academy, reported that while they have only been in
operation since the Board approved their charter in June, he wanted to provide an update. He
shared that enrollment is currently at 225 students, when the school was North Wood Discovery
Charter School enrollment was at 180-190. They have experienced a budget challenge as a result
of start-up costs which has caused a cash flow problem; however, a short-term loan has put them in
a better position.
With the charter being approved in June, staff had to move quickly from their old facility in
Mountain Gate to the Oasis campus. This has been stressful on staff, but they are working through
it as they enjoy the new facility. The school has three sports teams and has voted on “Rockets” as
their mascot.
Challenges include the playground area as it is not designed for an elementary school and the open
area has required extra staff being assigned to yard duty for better supervision. An intervention
program has been implemented and is utilized for students who do not assess well on Common
Core. Appreciation was expressed for LCAP assistance provided by County Office Instructional
Services staff.
Staff were trained over the summer and STEM curriculum was implemented the first couple weeks
of school. Director Husome provided an overview of what he observed in classes during visits he
made recently. Pictures included in the agenda packet were referred to.
November 18, 2015
Page 11 of 137
It was reported that North Woods Discovery Charter School is continuing to operate this year to
meet an obligation they have with the Gateway Unified School District who originally sponsored
them. There are three adults for the eight students in grades 1-6 that are served in the same class.
All the students live within the neighborhood where the school is located. Director Husome
indicated he tries to visit the class at least once a week and that the students are well served.
Director Husome thanked the Board for their support and indicated he hopes to be back soon with
another update.
16.2.1. Unaudited Actuals for 2014/15
Adam Hillman, Associate Superintendent of Administrative Services, referred to page 314 of the
agenda packet. He reported revenues and expenditures are very close to estimated amounts
reported in June; variances were reviewed.
Funds including legally restricted, nonspendable, assigned for economic uncertainty, Board
assigned, unassigned/unappropriated, and the ending fund balance on page 321 of the agenda
packet were reviewed. It was noted that comparisons between estimated and unaudited actuals are
consistent. Associate Superintendent Hillman indicated there is a healthy reserve, auditors have
been to the County Office three times, and barring any changes from the audit the balance will
remain the same.
Board Member Hunter requested detail on facility needs. Associate Superintendent Hillman
responded that the detail is in the deferred maintenance budget which is now within the General
Fund as it is no longer restricted. In December at first interim, funds spent to purchase the
building for Maintenance and Operations will be reflected which will result in the balance being
reduced. It was noted that remaining funds will be utilized for projects such as a new AC/heater
unit for the Magnolia building and other projects in the Facilities Master Plan. A reminder was
given that a lot of the work done at the Magnolia building was paid with insurance funds from
when the roof leaked.
An inquiry was made regarding funds designated for Retiree Insurance Obligations under Other
Board Goals. It was explained that the County Office has set up an irrevocable trust which has
been utilized as a tax insurance and that funds have been designated in the past for this purpose.
Associate Superintendent Hillman concluded by welcoming the Board to contact him or De’An
Chambless, Director of Business Services, at any time with questions.
16.3.1. Schreder Planetarium Survey to Schools and Discussion
Jennifer Baker, Executive Director of Curriculum and Instruction, referred to the proposed survey
questions included in the agenda packet and shared additional questions that came up since the
information was provided for the agenda packet. Discussion took place regarding questions to
include in the survey and it was agreed that an opening statement will be given to explain the
purpose of the survey, the estimated time it will take to complete it, and questions will pertain to
Science education and will include WES not just the Planetarium. In addition, the survey will
November 18, 2015
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have no more than five questions; some will have options to choose from and will be followed by
an opportunity to add comments. As the County Office does not have direct e-mails for all
teachers in the County, different resources will be used to get the electronic survey to as many
teachers as possible. Superintendent Armelino indicated the goal is to be able to include data
gathered from the survey in the next Board agenda packet.
President MacFarland reported Board Member Manuel has done an enormous amount of research
on possibilities for the Planetarium since the last meeting. Board Member Manuel provided a
handout with a summary of ideas she pursued that include financing, collaborating, reinvigorating
education programs, and reengaging the community. She noted that she ran across some dead
ends, but also came across some encouraging resources and potential partnerships. Contacts made
include the Lassen National Volcanic Park, Whiskeytown National Recreation Area, Astronomical
Society of the Pacific, and NASA. Funding possibilities include a NASA grant, The McConnell
Fund, Redding Rancheria Community Fund, business underwriting, crowd funding, and utilizing a
non-profit 501c3 group to do fund raising. As the information Board Member Manual provided
included website links for some of the resources, it will be e-mailed to the Board so they can easily
access the information.
Superintendent Armelino reported that Assistant Superintendent Flores has done a significant
amount of research on the NASA grant and that a grant writer was called in to meet with Cabinet
to discuss the grant. Assistant Superintendent Flores shared that a letter of intent was submitted
and reviewed the various areas required to qualify for the grant and contacts made to determine if
the County Office would qualify that have not resulted in a definite answer. She noted that
someone with a Science professor background would be needed to properly write the grant as it
requires documentation for each response.
Superintendent Armelino indicated since the last meeting three different quotes to replace the
Planetarium equipment have been obtained and it has been determine the perforated dome that is
currently in the Planetarium will work fine. Board Member Hunter inquired if leasing equipment
would be an option so the equipment would be updated on a regular basis. Superintendent
Armelino indicated this option will be looked into. Board President MacFarland made the
reminder that the issue is not funding for the equipment, but rather if it will be used. He added that
the survey results will be brought to the next meeting along with additional information gathered
by County Office staff for further discussion.
16.3.2. Administrative Regulation 0420 – Philosophy, Goals, Objectives and
Comprehensive Plans – School Plans/Site Councils (first read)
Assistant Superintendent Flores referred to page 333 of the agenda packet and indicated the
paragraph in red font was added by CSBA to reflect LCAP’s being in place. The policy will be on
the next Consent Agenda for a second read and approval.
17. SUGGESTIONS FOR FUTURE AGENDA ITEMS
There were none.
November 18, 2015
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18. REMINDERS/UPCOMING EVENTS
•October 19-23, 2015, 2:30-6:00 p.m. – Lights On! After School Events at Project SHARE Sites
•October 22, 2015, 10:00 a.m.-2:00 p.m. – Read for the Record at Preschool Sites Throughout
Shasta County
•October 23, 2015, 9:30 a.m.-2:00 p.m. – Ignite Opportunity STEM Career Day at Shasta County
Fair Grounds
•October 27, 2015, 9:00-11:00 a.m. – ECS Parent Advisory Council Meeting in Aspen Room at SCOE
•October 27, 2015, 2:30-4:30 p.m. – Alternative Education Collaborative Forum in Aspen Room at SCOE
•October 30, 2015, 12:30-2:00 p.m. – Harvest Festival at EXCEL
• November 2-3, 2015, 8:30 a.m.-3:00 p.m., Safe School Culture Summit at PDC
•November 5, 2015, 6:00-8:00 p.m. – Family Science Night at Chrysalis
•November 17, 2015, 3:00-4:30 p.m. – Alternative Education School Site Council in Room 8 at Oasis
•November 18, 2015, 10:00-11:00 a.m. – SWAG Meeting in Maple Room at SCOE
•November 18, 2015, 11:45 a.m. – Thanksgiving Feast at EXCEL
•November 18, 2015, 1:00-3:00 p.m. – ECS Leadership Advisory Council at ECS Conference Room
•November 20, 2015, 1:00-3:00 p.m. – Parent Q&A/Open House at Pathways North/South/ROP
19. NEXT MEETING – November 18, 2015, 1:30 p.m. at Shasta County Office of Education,
1644 Magnolia Ave., Redding, CA 96001
20. ADJOURN
President MacFarland adjourned the meeting at 5:28 p.m.
Respectfully submitted,
Tom Armelino, Shasta County Superintendent of Schools
Ex-Officio Secretary to the Board
November 18, 2015
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Shasta COE
Board Bylaw
Organization
BB 9100
Board Bylaws
Each year, the Governing Shasta County Board of Education shall hold an annual organizational
meeting. In any year in which a regular election of district County Board members is conducted,
the organizational meeting shall be held within a 15-day period beginning from the date upon
which a County Board member elected at that election takes office. During non-election years,
the meeting shall be held within the same 15-day period on the calendar. (Education Code
35143)
The day and time of the annual meeting shall be selected by the County Board at its regular
meeting held immediately prior to the first day of the 15-day period. On behalf of the Board, the
Superintendent shall notify The County Superintendent of Schools shall be notified of the day
and time selected. Within 15 days prior to the date of the annual meeting, the clerk of the
Board, with the assistance of the County Superintendent, shall notify in writing all County Board
members and members-elect of the date and time selected for the meeting. (Education Code
35143)
At this meeting the County Board shall:
1.
Elect a president and a clerk and/or vice president from its members the County Board
President/Vice- President Rotation Protocol (Exhibit 9100). Terms shall commence at the
conclusion of the annual organizational meeting.
2.
Appoint the Superintendent as secretary to the County Board
3.
Authorize signatures
4.
Approve a schedule of regular meetings for the year and a County Board governance
calendar stating the time when the County Board will address important governance matters
5.
Designate County Board representatives to serve on committees or commissions of
the district County Board or Shasta County Office of Education, other public agencies, or
organizations with which the district County Board or Shasta County Office of Education
partners or collaborates
(cf. 9140 - Board Representatives)
6.
Review and/or consider resources that define and clarify the County Board's governance
and leadership roles and responsibilities including, but not limited to, governance standards,
November 18, 2015
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meeting protocols, County Board rules and bylaws, and other County Board development
materials
(cf. 9000 - Role of the Board)
(cf. 9005 - Governance Standards)
(cf. 9230 - Orientation)
(cf. 9240 - Board Development)
(cf. 9320 - Meetings and Notices)
(cf. 9323 - Meeting Conduct)
Election of Officers
The County Board shall each year elect its entire slate of officers.
No Board member shall serve more than
consecutive year(s) in the same office.
(cf. 9224 - Oath or Affirmation)
The election of Board officers shall be conducted during an open session of the annual
organizational meeting.
Legal Reference:
EDUCATION CODE
5017 Term of office
35143 Annual organizational meeting date, and notice
35145 Public meetings
GOVERNMENT CODE
54953 Meetings to be open and public; attendance
ATTORNEY GENERAL OPINIONS
68 Ops.Cal.Atty.Gen. 65 (1985)
59 Ops.Cal.Atty.Gen. 619, 621-622 (1976)
Bylaw SHASTA COUNTY OFFICE OF EDUCATION
adopted: August 22, 2001 Redding, California
revised: December 10, 2008
revised: July 14, 2010
revised: January 9, 2013
proposed revision: November 18, 2015
November 18, 2015
Page 16 of 137
Credentials and Oaths for Temporary County Certificate
November 1, 2015
NAME
CREDENTIAL
EXPIRES
Angwin, Maria
(CUESD)
General Education Limited Assignment Permit
Multiple Subject
2/6/16
Bayless, Lisa
(CUESD)
Special Education Limited Assignment Permit
Moderate/Severe
2/5/16
Bellone, Lauren
(SCOE)
Emergency 30 Day Substitute Permit
2/12/16
Bourget, Stacey
(SCOE)
Preliminary Single Subject- English
Out of State
2/20/16
Breithaupt, Matthias
(Gateway)
Emergency CLAD Permit
2/20/16
Delaney, Devon
(CUESD)
Moderate/Severe
2/6/16
DeWalt, Stacy
(SCOE)
2/19/16
Dozier, Thomas
(CUESD)
2/8/16
Dunn, Blake
(SCOE)
2/6/16
Galbraith, Janelle
(SCOE)
2/7/16
Lamonica, Jennifer
(Pacheco)
Preliminary Multiple Subject-3 year Extension
2/9/16
Marker, Lauren
(EESD)
Emergency CLAD Permit
2/22/16
Roeschlau, Christine
(SCOE)
2/29/16
Self, Lorilee
(Shasta Head Start)
Child Development Site Supervisor Permit
2/16/16
November 18, 2015
Page 17 of 137
Credentials and Oaths for Temporary County Certificate
November 1, 2015
NAME
Syrrist, Nicholas
(SCOE)
CREDENTIAL
Uhles, Blake
(Indian Springs)
Clear Multiple Subject
12/23/15
Wolmar, Catarina
(Castle Rock)
General Education Limited Assignment Permit
Multiple Subject
2/1/16
November 18, 2015
EXPIRES
2/29/16
Page 18 of 137
California State Preschool Program (CSPP)
PHILOSOPHY
We believe in providing high quality early learning experiences for preschool aged
children, and in creating environments that nurture and prepare them to be
successful when they transition to Transitional Kindergarten/Kindergarten, and to
support them to become lifelong learners.
PROGRAM GOALS
• To support the optimal development of each child in all domains; cognitive,
physical, and social-emotional.
• To partner with parents to best meet the needs of the child.
• To provide daily opportunities to develop lifelong habits of good health and
nutrition.
• To develop skills of creativity, problem-solving, and critical thinking.
• To develop readiness skills in literacy, numeracy, science, social studies,
music, and art.
• To support children to manage their emotions and to develop empathy for
the feelings of others.
• To provide a physical environment that promotes safe, healthy, and active
play.
• To provide for family and community involvement opportunities.
• To support parents’ understanding and knowledge of child growth and
development, through participation in the child’s preschool experience.
November 18, 2015
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The Program achieves these goals through the following program components:
ADMINISTRATIVE
• The Shasta County Board of Education will serve as the governing Board for
ECS programs.
• The Board, parents, and staff will review the program goals. They will be
encouraged to participate in the setting of program goals.
• The Administrator of ECS will provide annual program updates to the
Board.
• The Board will review regulations as needed.
• The Administrator of ECS, with staff input, will prepare and present
proposed Child Development budgets in the spring. They will be reviewed
by the Business Superintendent and presented to the Board, per California
Education Code requirement.
SUPPORT SERVICES – Health & Social Services
• Appropriate support services through the Agency, or referral will be
available to children and families, including health screening, vision and
hearing testing.
• Referral for assessment for special education services.
• Referral for assessment for behavioral and mental health services.
• Referral for social services.
• Provides follow up on identified needs.
DEVELOPMENTAL PROFILE
• Each child will be assessed using the DRDP 2015 (Desired Results
Developmental Profile), within 60 days of enrollment, and twice per year
thereafter. If a child has a disability, and/or has an IEP, the DRDP shall be
completed with any necessary accommodations and adaptations. A DRDP
November 18, 2015
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is required for a child with an IEP, and the ECS teacher will collaborate with
the special education service provider to complete the DRDP.
• The child’s DRDP summary will be shared with the parent/family to discuss
and collaborate on shared goals for continued development.
• Administrative and Instructional staff will use DRDP data to review both
individual and classroom-wide results, and to help in the planning for the
individual needs of each student, and the classroom as a whole.
• When a preschool aged child will be transferring to a Transitional
Kindergarten or Kindergarten, the program will provide the parent or
guardian with information on the child’s development, and with permission
of the parent or guardian, may transfer this information to the child’s
receiving elementary school.
EDUCATION PROGRAM
• The program supports children by being developmentally, linguistically, and
culturally appropriate.
• The program supports the social/emotional development of children
through predictable routines and schedules, and by promoting emotionally
safe and healthy environments for them.
• The program supports the development of each child’s cognitive and
language skills by providing language and literature rich environments, and
planned activities that support emerging skills in numeracy, science, art,
writing, and movement.
• The program supports each child’s physical development (fine and large
motor) by providing activities and time, indoor and outdoor, for active play
and movement.
• The program provides support for healthy routines, nutrition, and safety.
FAMILY/COMMUNITY INVOLVEMENT
• All parents are provided with an Orientation to the program as their child
becomes enrolled.
November 18, 2015
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• Parents are encouraged to volunteer in their child’s classroom, by working
directly in the classroom, or in alternate ways by assisting in the preparation of
learning materials, participation in special events, or participation in
educational programs.
• Each teacher will communicate with parents/families through a newsletter,
Parent Board, notes, letters, and consistent personal contact.
• Parents are provided an opportunity for a minimum of 2 individual
conferences per year about their child’s growth and development.
• Classrooms will participate, as possible, in District Back to School and Open
House nights, and will encourage attendance and participation of preschool
families.
• Parent Advisory Committee (PAC) meetings will be held a minimum of 2 times
per year. One parent/guardian representative from each site will be solicited
to attend the PAC meetings. Program Action Plans will be shared, with
aggregate DRDP data, ECERS scores, and parent surveys. Other topics will be
generated by ECS Administration, with input from parents for additional
topics.
• Early Childhood Services will participate with other community partner
agencies on activities, programs, committees, and collective impact efforts
that support and promote positive outcomes for children, their families, and
the teachers and providers who care for them and that provides information
to the community regarding services available.
NUTRITION
• The program provides a nutrition component and meets the requirements
specified by the federal National School Lunch Program.
• Meals and snacks are used as an activity, with objectives for language and
social interactions, as well as educational opportunities about healthy foods
and health habits.
November 18, 2015
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STAFFING
• Appropriately qualified staff will be employed as Teaching Staff in the Child
Development Programs, including holding the required Child Development
Permit, and meeting educational requirements.
• The Human Resources and Early Childhood Services Departments will
routinely monitor staffing qualifications for Child Development Teaching
Staff, and will advise staff of time-sensitive issues related to their Child
Development Permits, TB skin testing, and CPR/First Aide certifications.
• Management and employee bargaining units will regularly meet and agree
upon performance evaluations and personnel policies, prior to expiration
of employee contracts.
• All Teaching Staff will be trained on ECS Policies and Procedures, and
updated items will be reviewed as they arise.
• ECS Administration will share data from DRDP, ECERS, and Parent Surveys
with Teaching Staff.
• Staff Development topics will be based on staff input, and Program data.
• Staff will be encouraged to continue their professional development, and
regularly informed of professional development opportunities.
• All Teaching staff will be evaluated per their bargaining unit contract, with
support provided for any required improvement.
PROGRAM EVALUATION
• The Program will implement an annual plan for self-evaluation, and will
complete the CDE Agency Annual Report by June 1 of each year.
• The Program will distribute and collect the Desired Results Parent survey,
and will compile and analyze the survey results as part of the self-review
and for program planning.
• Each classroom shall have an ECERS (Early Childhood Environmental Rating
Scale) completed annually as part of the self-evaluation process.
November 18, 2015
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• For any subscale receiving less than a 5 rating, the program will develop an
action plan for improvement. Program wide ECERS scores will be used for
program planning, and to inform staff development planning.
• Program-wide DRDP data will be used for the Annual Agency Report, and
will be shared with staff and families. Program-wide DRDP data will be
used for program planning, and to inform staff development planning.
• The Kindergarten Readiness Snapshot will be used to determine the
readiness of transitioning kindergartners, by linking their data to the
preschool they attended. KRS data will be used for program planning, and
to inform staff development planning.
November 18, 2015
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Superintendent
Tom Armelino
Board of Education
Diane Gerard
Rhonda Hull
Sharon Hunter
Steve MacFarland
Laura Manuel
William Stegall
To be leaders in educational excellence, offering support to
schools and community to ensure Shasta County students
receive a quality education preparing them for high school
graduation and success in career and college.
TO: Tom Armelino, County Superintendent of Schools
FROM: Heidi Schueller, Executive Director Administrator Support Services
DATE: October 28, 2015
SUBJECT: Addendum to Memorandum of Understanding Between Shasta County Office of Education,
Shasta County Superintendent of Schools, and Chrysalis Charter School
BACKGROUND
In June, 2011, Chrysalis Charter School, a public benefit nonprofit corporation, and the Shasta County
Office Board of Education and the Shasta County Superintendent of Schools entered into a
Memorandum of Understanding (“MOU”) for the purpose of providing a hands-on classroom based
school program for students residing within Shasta County or adjacent counties.
ANALYSIS
As part of Chrysalis Charter School negotiations and extensive collaboration with the Shasta County
Office of Education, it was determined that Chrysalis would no longer participate in the Health and
Wellness Benefits for employees through the Shasta County Office of Education and would offer,
instead, a small group, Blue Shield health plan and small group, Delta Dental plan for Chrysalis’
employees. Chrysalis currently cannot afford to pay for teachers’ health and dental benefits on top of
their gross salaries as other districts do, though that is the direction they are aiming for. The new Blue
Shield plan offers greater flexibility for teachers to either elect to participate in the health and dental
plan offered by Chrysalis, to self-insure, or to participate in a spouse’s plan. The teachers were
unanimous in the support for the new plan.
RECOMMENDATION
It is recommended that the Shasta County Office Board of Education and the Shasta County
Superintendent approve the attached MOU addendum dated 10/21/15.
1644 Magnolia Ave. | Redding, CA 96001 | Phone 530.225.0200 | Fax 530.225.0329 | www.shastacoe.org
November 18, 2015
Page 25 of 137
November 18, 2015
Page 26 of 137
Superintendent
Tom Armelino
Board of Education
Diane Gerard
Rhonda Hull
Sharon Hunter
Steve MacFarland
Laura Manuel
William Stegall
To provide leadership and assistance to the districts and
community partners in Shasta County to ensure all students
have equal access to a quality education that prepares them
to graduate from high school and obtain a high skilled, high
wage career.
To: Tom Armelino, County Superintendent of Schools
From: Jodie VanOrnum, Executive Director Student Programs
Date: November 9, 2015
Subject: 2016 COUNTY SARB BOARD NOMINEES
Background/ Analysis:
If a county SARB exists, the county superintendent of schools shall convene a meeting of the
county SARB to adopt plans to promote interagency and community cooperation and to reduce
the duplication of services provided to youth with attendance and behavior problems. (EC 48321
[a][4]). The Shasta County Board of Education is responsible for this. County SARB may also
provide guidance to local SARBs. (EC 48321[f]).
Effective SARBs establish policies and procedures that clarify their purposes and promote the
efficient conduct of business. When counties or districts organize a SARB, they must meet basic
organizational requirements if they are to be effective. These requirements include the need to:
Select a chairperson and arrange for clerical help. Establish tenure of membership to provide for
continuity and include new perspectives. Establish a meeting schedule that identifies when,
where and how often the SARB will meet. Consider the location of SARB meetings for the
convenience of representatives, parents and pupils. Maintain records that track SARB referrals
aby type, grade level, gender age, race and ethnicity. Determine which records are required for
the local SARB and develop a system for recordkeeping and storage. The SARB must maintain
records for in a manner that guarantees confidentiality and accessibility.
Nomination or Appointment of SARB Representatives: EC Section 48321 states that a
County SARB shall and a local SARB may include, but need not be limited to, all of the
following:
Parent
Representative of school district(s)
Representative from the county probation department
Representative from the county social services department
Representative from the county superintendent of schools office
Representative from law enforcement
Representative from community-based youth service centers
Representative from school guidance personnel
1644 Magnolia Ave. | Redding, CA 96001 | (530) 225-0200 | Fax (530) 225-0329 | www.shastacoe.org
November 18, 2015
Page 27 of 137
Representative from child welfare and attendance (CWA)
Representative from school or county health care personnel
Representative from a school, county, or community mental health program
Representative from the county district attorney’s office
Representative from the county public defender’s office
Other representatives as needed
Recommendation
Elect the attached members in accordance with the recommendation of their supervisor.
November 18, 2015
Page 28 of 137
SHASTA COUNTY SCHOOL ATTENDANCE REVIEW BOARD
MEMBERS 2015-2016
County SARB shall consist of representative of the community and agencies as set forth in Education Code 48321.
Members Name
School District/Agency
Phone #
Fax
E-Mail
#
Carol Ulloa –appointed by Shasta County Juvenile Assessment Center
Ph: 225-5230
[email protected]
Board of Education -Mandated Positions- 2680 Radio Ln
Fax: 225-5448
Redding, CA 96001
Probation
Paula Percy- appointed by Shasta County
Board of Education -Mandated PositionsParent/Health Care
Community Member
PO Box 494711
Redding, CA 96049
Eric Duesdieker - appointed by Shasta
County Board of Education - Mandated
Positions- District Attorney's Office
Shasta County District Attorney's Office 1355 Ph: 245-6364
West St.
Redding,
Fax: 245-6345
CA 96001
Ph: 243-4272
[email protected]
[email protected]
Laura Scott- appointed by Shasta County Shasta Co. Dept. Social Services
Board of Education -Mandated Positions- PO Box 496005
Program Manager-Dept of County Welfare Redding, CA 96049
Ph: 225-5837
Fax: 225-5087
[email protected]
Nicole Arsenault- appointed by Shasta
County Board of Education- Mandated
Position-School, County or Community
Mental Health
Ph: 225-0360
Fax: 225-0366
[email protected]
Ph: 225-0360
Fax: 225-0366
[email protected]
Ph: 255-4294
Fax: 225-4568
[email protected]
School Psychologist - Career Pathways to
Success Community School
3711 Oasis Rd.
Redding, CA 96003
Joan Jeffery appointed by Shasta County Shasta County Office of Education
Board of Education -SARB Chair Person - 1644 Magnolia Ave,
Mandated Positions-SCOE SARB Specialist- Redding, CA 96001
child welfare & attendance
Lt Butch Brown- appointed by Shasta
County Board of Education -Mandated
Positions-Law Enforcement AgencyRedding Police Dept
Redding Police Dept
777 Cypress Ave
Redding, CA 96001
Jennifer Richards-appointed by Shasta
Youth Violence Prevention Council
County Board of EducationMandated Pine St. Suite 250
Positions- Community based youth service Redding, CA 96001
center
1700 Ph: 244-7194
Fax: 244-4150
November 18, 2015
[email protected]
Page 29 of 137
Jodie VanOrnum-appointed by Shasta
County Board of EducationSARB
Administrator SCOE
Mandated
Position-Supt of Schools Rep
1644 Magnolia Ave,
Redding, CA 96001
Ph: 225-0360
Fax: 225-0366
[email protected]
Don Aust, Eastside SARB Chair
Representative- appointed by County
Superintendent of Schools
Black Butte Elementary School
7752 Ponderosa Way
Shingletown, CA 96088
Ph: 474-3125
Fax: 474-3118
[email protected]
Terri Wright- appointed by County
Superintendent of Schools-Mandated
Positions-School Guidance Personnel
Cottonwood Unifed School District
Vice Principal
20512 1st Street
Cottonwood, CA 96022
Molly Stimpel- Redding SARB Co-Chair
Representative-appointed by County
Juniper School
375 Ellis St.
Redding, CA 96001
Ph: 225-0045
Fax: 225-0049
[email protected];
Mark Telles, Gateway SARB Chair
Mt. Lakes High School
17752 Shasta Dam Blvd.
Shasta Lake City, CA 96019
Ph: 275-7000
Fax: 275-7006
[email protected]
Rich Hall- Redding SARB Co-Chair
Cypress Elementary School
2150 Civic Center Dr.
Redding, CA 96001
Ph: 225-0040
Fax: 225-0044
[email protected]
Patty Lennon - SARB Secretary for
Redding School District - additional
representative
Juniper School
375 Ellis St.
Redding, CA 96001
Ph: 225-0045
Fax: 225-0049
[email protected]
Jerry Vallotton - SUHSD SARB Chair
Representative - appointed by
Pioneer High School
2650 8th Street
Redding, CA 96001
Ph: 243-1880
Fax: 243-0753
[email protected]
Annie Payne & Terryl Hayes, Enterprise
SARB Co-Chair Representative-appointed
by Superintendent of Schools
Enterprise Elem School District
1155 Mistletoe Lane
Redding, CA 96002
Ph: 224-4160
Fax: 224-4161
[email protected] [email protected]
Brandt Shriner, AUHSD SARB Chair
Representative-appointed by
Margaret (Peggy) Huscher –appointed by
Shasta County Board of Education Mandated Positions- Public Defender
North Valley High
20083 Olinda Rd
Anderson, CA 96007
Shasta County Public Defender
1815 Yuba St.
Redding, CA 96001
Ph: 365-6054
Fax: 378-1264
[email protected]
Ph: 245-7598
Fax: 245-7560
[email protected]
November 18, 2015
[email protected]
347-3165
347-0247
Page 30 of 137
Shasta COE
Administrative Regulation
School Plans/Site Councils
AR 0420
Philosophy, Goals, Objectives and Comprehensive Plans
Each school shall have a school site council composed of the following: (Education Code
52852)
1.
The principal
2.
Teachers selected by the school's teachers
3.
Other school personnel selected by the school's other personnel
4.
Parent/guardian representatives, who may include parents/guardians of students attending
the school and/or community members, selected by parents/guardians of students attending the
school
5.
If the school is a secondary school, students attending the school selected by other such
students
Half of the school site council membership shall consist of school staff, the majority of whom
shall be classroom teachers. For an elementary school site council, the remaining half shall be
parent/guardian representatives. For a secondary school site council, the remaining half shall be
equal numbers of parent/guardian representatives and students. (Education Code 52852)
A County Office employee may serve as a parent/guardian representative on the school site
council of the school his/her child attends, provided the employee does not work at that school.
(Education Code 52852)
The bylaws of each school site council shall include the method of selecting members and
officers, terms of office, responsibilities of council members, time commitment, and a policy of
nondiscrimination.
School site councils may function on behalf of other committees in accordance with law.
(Education Code 52176, 54425; 5 CCR 3932)
School site councils shall operate in accordance with procedural meeting requirements
established in Education Code 35147.
(cf. 1220 - Citizen Advisory Committees)
November 18, 2015
Page 31 of 137
Single Plan for Student Achievement
Any County Office school that shall participate in any state or federal categorical program
specified in Education Code 64000 on an ongoing basis shall have a school site council which
shall approve and annually review and update a single plan for student achievement (SPSA). If
the school does not have a school site council, these responsibilities shall be fulfilled by a
schoolwide advisory group or school support group conforming to the composition requirements
of the school site council listed in the section "School Site Councils" above. (Education Code
64001)
(cf. 1431 - Waivers)
(cf. 6020 - Parent Involvement)
(cf. 6171 - Title I Programs)
(cf. 6174 - Education for English Language Learners)
(cf. 6184 - Continuation Education)
The SPSA shall be developed with the review, advice, and certification of any applicable school
advisory committees. (Education Code 64001)
Such groups may include, but are not limited to, a parent advisory committee established to
review and comment on the County Office local control and accountability plan (LCAP);
advisory committees established for English learner and special education programs; Western
Association of Schools and Colleges leadership teams; County Office or school liaison teams for
schools identified for program improvement; and other committees established by the school or
County Office.
(cf. 0460 - Local Control and Accountability Plan)
(cf. 0520.2 - Title I Program Improvement Schools)
(cf. 6190 - Evaluation of the Instructional Program)
The SPSA shall be aligned with the County Office LCAP and school goals for improving student
achievement. School goals shall be based on an analysis of verifiable state data identified
pursuant to law, and may consider any other data developed by the County Office to measure
student achievement. (Education Code 52062, 64001)
(cf. 0500 - Accountability)
(cf. 6162.5 - Student Assessment)
(cf. 6162.51 - State Academic Achievement Tests)
(cf. 6162.52 - High School Exit Examination)
The SPSA shall, at a minimum: (Education Code 64001)
1.
Address how funds provided to the school through specified categorical programs will be
used to improve the academic performance of all students to the level of the performance goals
established by law
November 18, 2015
Page 32 of 137
2.
Identify the means of evaluating the school's progress toward accomplishing those goals
3.
Identify how state and federal law governing the categorical programs will be
implemented
In addition to meeting the requirements common to all applicable school plans, the SPSA shall
address any content required by law for each individual categorical program in which the school
participates.
In developing or revising the SPSA, the school site council or other schoolwide advisory group
or school support group shall:
1.
Analyze student achievement data. Using measures of student academic performance, the
school shall identify significant patterns of low performance in particular content areas, student
groups, and/or individual students and determine which data summaries to include in the plan as
most informative and relevant to school goals.
2.
Assess the effectiveness of the school's instructional program in relation to the analysis of
student data.
3.
Identify a limited number of achievement goals and key improvement strategies to
achieve the goals. School goals shall reflect the needs identified at the school site while
aligning with goals identified in federally required County Office plans. The school shall specify
the student group(s) on which each goal is focused, the methods or practices that will be used to
reach the goal, and the criteria that will be used to determine if the goal is achieved.
4.
Define timelines, personnel responsible, proposed expenditures, and funding sources to
implement the SPSA.
The school site council or other schoolwide group shall approve the proposed SPSA at a meeting
for which public notice has been posted and then submit the SPSA to the Governing Board for
approval. (Education Code 35147, 64001)
The school site council or other schoolwide group shall regularly monitor the implementation
and effectiveness of the SPSA and modify any activities that prove ineffective. At least once per
year, the principal or designee shall evaluate results of improvement efforts and report to the
Board, school site council, advisory committees, and other interested parties regarding progress
toward school goals.
The school site council or other schoolwide group may amend the SPSA at any time. Any
revisions that would substantively change the academic programs funded through the
consolidated application shall be submitted to the Board for approval.
Regulation
First Read:
October 21, 2015
Proposed Adoption: November 18, 2015
November 18, 2015
Page 33 of 137
Shasta COE
Preschool/Early Childhood Education
AR 5148.3
Students
When approved by the California Department of Education (CDE) under the California State
Preschool Program, the County Office may operate one or more part-day preschool programs in
accordance with law and the terms of its contract with the CDE.
(cf. 5148 - Child Care and Development)
The County Office's preschool program shall include all required program components, as
described in 5 CCR 18272-18281 and AR 5148 - Child Care and Development, for the
educational program, the creation of a developmental profile for each child, staff development,
parent involvement and education, community involvement, health and social services, nutrition,
and program evaluation. (5 CCR 18271-28281)
Minimum Hours/Days of Operation
The district's part-day preschool program shall operate a minimum of three hours per day,
excluding time for home-to-school transportation, and for a minimum of 175 days per year
unless otherwise specified in the program's contract. (Education Code 8235; 5 CCR 18136)
Staffing Ratios
The preschool program shall maintain an adult-child ratio of at least one adult for every eight
children and a teacher-child ratio of at least one teacher for every 24 children. If the County
Office cannot recruit a sufficient number of parents/guardians or volunteers to meet the required
adult-child ratio, teacher aides shall be hired as necessary. (5 CCR 18135, 18290)
(cf. 1240 - Volunteer Assistance)
Wraparound Child Care Services
In accordance with its contract with the CDE, the County Office may offer full-day services to
meet the needs of eligible families through a combination of part-day preschool and wraparound
child care services that are offered for the remaining portion of the day or year following
completion of the preschool services. Child care and development services offered through this
program shall meet the requirements of general child care and development programs pursuant to
Education Code 8240-8244. (Education Code 8239)
November 18, 2015
Page 34 of 137
Wraparound services shall operate a minimum of 246 days per year unless otherwise specified in
the contract. For this period of time, part-day preschool programs shall operate 175-180 days and
general child care and development programs may operate a full day for the remainder of the
year after the completion of the preschool program. (Education Code 8239)
Family Literacy Services
When any district preschool program receives funding for family literacy services pursuant to
Education Code 8238.4, the Superintendent or designee shall coordinate the provision of:
(Education Code 8238)
1.
Opportunities for parents/guardians to work with their children on interactive literacy
activities, including activities in which parents/guardians actively participate in facilitating their
children's acquisition of prereading skills through guided activities such as shared reading,
learning the alphabet, and basic vocabulary development
2.
Parenting education for parents/guardians of participating children to support their
children's development of literacy skills, including, but not limited to, parent education in:
a.
Providing support for the educational growth and success of their children
b.
Improving parent-school communications and parental understanding of school structures
and expectations
c.
Becoming active partners with teachers in the education of their children
d.
Improving parental knowledge of local resources for the identification of and services for
developmental disabilities, including, but not limited to, contact information for the district
special education referral
3.
Referrals to providers of adult education and instruction in English as a second language
as necessary to improve parents/guardians' academic skills
(cf. 6200 - Adult Education)
4.
to:
Staff development for teachers in participating classrooms that includes, but is not limited
a.
Development of a pedagogical knowledge, including, but not limited to, improved
instructional strategies
b.
Knowledge and application of developmentally appropriate assessments of the prereading
skills of children in participating classrooms
c.
Information on working with families, including the use of on-site coaching, for guided
practice in interactive literacy activities
November 18, 2015
Page 35 of 137
d.
Providing targeted interventions for all young children to improve kindergarten readiness
upon program completion
(cf. 4131 - Staff Development)
Eligibility and Enrollment
Children eligible for the County Office's preschool program include those who will have their
third or fourth birthday on or before September 1 of the fiscal year that they are being served.
(Education Code 8208, 8235, 8236)
When a child is eligible for both the County Office preschool program and the a district's
transitional kindergarten program, the family may choose the most appropriate program for the
child. In accordance with the enrollment priorities described below, the child may be enrolled in
both programs provided that the child is not enrolled in both programs for the same time period
on the same day.
(cf. 5111 - Admission)
(cf. 6170.1 - Transitional Kindergarten)
Eligibility for subsidized preschool shall be as follows:
1.
Children shall be eligible for subsidized preschool services if their family is a current aid
recipient, income eligible, or homeless and/or the family's children are recipients of protective
services or have been identified as being, or at risk of being, abused, neglected, or exploited.
(Education Code 8235, 8263, 8263.1; 5 CCR 18131, 18134)
2.
Children shall be eligible for subsidized wraparound preschool and child care services if
their family meets at least one of the criteria specified in item #1 above or needs child care
services due to either of the following circumstances: (Education Code 8239, 8263)
a.
The child is identified by a legal, medical, or social services agency or emergency shelter
as a recipient of protective services or as being, or at risk of being, neglected, abused, or
exploited.
b.
The parents/guardians are engaged in vocational training leading directly to a recognized
trade, paraprofession, or profession; are employed or seeking employment; are seeking
permanent housing for family stability; or are incapacitated.
The Superintendent or designee shall consult the county's centralized eligibility list, when
available, or shall maintain a district waiting list in accordance with admission priorities. As
vacancies occur, applicants shall be contacted in order of their priority. (5 CCR 18106)
First priority for enrollment in a preschool program shall be given to neglected or abused
children age 3 or 4 years who are recipients of child protective services or who, based upon
November 18, 2015
Page 36 of 137
written referral from a legal, medical, or social service agency, are at risk of being neglected,
abused, or exploited. If unable to enroll a child in this category, the County Office shall refer the
child's parent/guardian to local resource and referral services so that services for the child can be
located. (Education Code 8236; 5 CCR 18131)
(cf. 1020 - Youth Services)
(cf. 1400 - Relations Between Other Governmental Agencies and the Schools)
(cf. 1700 - Relations Between Private Industry and the Schools)
After all children with first priority are enrolled, the district shall give second priority to eligible
children age 4 years who are not enrolled in a transitional kindergarten program prior to
enrolling eligible children age 3 years. (Education Code 8236)
After enrolling all eligible children who meet the criteria for subsidized services, up to 10
percent of the program's enrollment, calculated throughout the entire contract, may be filled with
children who exceed the age limitations and children whose family income is no more than 15
percent above the income eligibility threshold. (Education Code 8235; 5 CCR 18133)
The district may certify eligibility and enrollment up to 120 calendar days prior to the first day of
the beginning of the preschool year. After establishing eligibility at the time of initial enrollment,
a child shall remain eligible for the remainder of the program year. (Education Code 8237; 5
CCR 18082)
The district's decision to approve or deny a child's enrollment shall be communicated to the
family through a written Notice of Action mailed or delivered within 30 days from the date the
application is signed by the parent/guardian. (5 CCR 18094, 18095, 18118)
(cf. 5145.6 - Parental Notifications)
Subsequently, the Superintendent or designee shall mail or deliver a Notice of Action to a
parent/guardian at least 14 calendar days before any intended change in services, including, but
not limited to, an increase or decrease in fees, an increase or decrease in the amount of services,
or termination of services, due to any of the following circumstances: (5 CCR 18095, 18119)
1.
A determination during recertification or update of the application that the need or
eligibility requirements are no longer being met or the fee or amount of service needs to be
modified
2.
Failure of the parent/guardian to document the family's need or eligibility after the district
requested such documentation in writing
3.
An indication by the parent/guardian that he/she no longer wants the service
4.
The death of a parent/guardian or child
5.
The conclusion of a limited-term agreement, provided that the parent/guardian has been
November 18, 2015
Page 37 of 137
informed in writing of the date that the services would terminate
For each child enrolled in the County Office's preschool program, the Superintendent or designee
shall maintain a family data file containing a completed and signed application for services,
documentation of income eligibility, and a copy of all Notices of Action. For each child not
receiving subsidized services, the family data file shall also include records of the specific
reason(s) for enrolling each child, the child's family income, and evidence that the district has
made a diligent search for children eligible for subsidized services. (5 CCR 18130, 18133,
18081, 18084)
(cf. 1340 - Access to District Records)
(cf. 3580 - District Records)
(cf. 5125 - Student Records)
Fees and Charges
Fees for participation in the County Office's preschool program shall be assessed and collected in
accordance with the fee schedule established by the Superintendent of Public Instruction.
(Education Code 8273, 8273.2; 5 CCR 18078)
(cf. 3260 - Fees and Charges)
However, no fee shall be charged to an income-eligible family whose child is enrolled in a partday preschool program, a family that is receiving CalWORKs cash aid, or a family that is
otherwise exempted pursuant to Education Code 8273.1. (Education Code 8273.1; 5 CCR
18110)
In addition, any family qualifying for subsidized preschool on the basis of having a child who is
a recipient of child protective services, or having a certification by a county child welfare agency
that services continue to be necessary, may be exempt from these fees for up to 12 months. Any
family whose child is receiving subsidized preschool on the basis of being at risk of abuse,
neglect, or exploitation may be exempt from these fees for up to three months, unless the family
becomes eligible based on receipt of child protective services or certification of need by a county
child welfare agency. The cumulative period of exemption for these purposes shall not exceed 12
months. (Education Code 8273.1)
The Superintendent or designee shall establish a process which involves parents/guardians in
determining whether to require parents/guardians to provide diapers. This process shall also be
used to determine whether and how much to charge parents/guardians for field trip expenses,
within the limit specified in law. A child shall not be denied participation in a field trip due to the
parent/guardian's inability or refusal to pay the fee, and no adverse action shall be taken against a
parent/guardian for that inability or refusal. (Education Code 8273.3)
Disenrollment
When necessary due to a reduction in state reimbursements, families shall be disenrolled in the
November 18, 2015
Page 38 of 137
following order: (Education Code 8236, 8263.3)
1.
Children age 3 years whose families have the highest income in relation to family size
shall be disenrolled first, followed by children age 4 years whose families have the highest
income in relation to family size.
At each age level, if two or more families have the same income ranking, the child with
disabilities shall be disenrolled last. If there are no families that have a child with disabilities, the
child who has received services the longest shall be disenrolled first.
2.
Families of children age 3 or 4 years who are receiving child protective services or who
have been documented to be at risk of being neglected, abused, or exploited, regardless of
income, shall be disenrolled last.
Regulation
SHASTA COUNTY OFFICE OF EDUCATION
approved: October 9, 2013 Redding, California
proposed revision: November 18, 2015
November 18, 2015
Page 39 of 137
Fund Balance Summary
Fiscal26a
Fund 01 - CountySchoolService
Fiscal Year 2016 through 10/31/2015
Budget
Actual
Encumbrance
Balance
Avail
7,448,804.00
2,250,517.00
6,542,200.00
7,334,576.00
1,673,333.25
582,036.54
1,833,478.69
1,568,685.95
5,775,470.75
1,668,480.46
4,708,721.31
5,765,890.05
78%
74%
72%
79%
23,576,097.00
5,657,534.43
17,918,562.57
76%
REVENUES
LCFF Revenue Sources
Federal Revenue
Other State Revenue
Other Local Revenue
(8010-8099)
(8100-8299)
(8300-8599)
(8600-8799)
Total Revenues
EXPENDITURES
Certificated Salaries
(1000-1999)
4,489,685.00
1,307,563.52
2,635,801.83
546,319.65
12%
Classified Salaries
(2000-2999)
8,063,689.00
2,317,813.31
4,848,926.91
896,948.78
11%
Employee Benefits
(3000-3999)
4,297,911.00
1,226,448.32
2,625,201.81
446,260.87
10%
Books and Supplies
(4000-4999)
1,513,475.00
437,045.58
608,654.46
467,774.96
31%
Services & Operating Expenses
(5000-5999)
5,115,465.00
1,432,882.53
2,776,798.18
905,784.29
18%
Capital Outlay
(6000-6999)
349,000.00
1,046,295.22
59,411.80
Transfer of Indirect Costs
(7300-7399)
(880,269.00)
(36,796.87)
.00
(843,472.13)
96%
1,662,909.40
7%
Total Expenditures
(756,707.02) (217)%
22,948,956.00
7,731,251.61
13,554,794.99
627,141.00
(2,073,717.18)
(15,628,512.17)
105,685.00
50,000.00
.00
.00
.00
105,685.00
50,000.00
100%
100%
55,685.00
.00
.00
55,685.00
100%
Net Surplus/(Deficit)
682,826.00
(2,073,717.18)
(15,628,512.17)
Beginning Fund Balance
7,925,151.00
8,622,976.85
8,622,976.85
Net Ending Fund Balance
*** calculated ***
8,607,977.00
6,549,259.67
(7,005,535.32)
RevolvingCashReserve - 9711
18,375.00
.00
StoresReserve - 9712
155,000.00
.00
Operating Surplus/(Deficit)
OTHER FINANCING SOURCES/USES
Interfund Transfers In
Interfund Transfers Out
(8900-8929)
(7600-7629)
Total Other Financing Sources/Uses
Components of Ending Fund Balance
PrePaidExpenseReserve - 9713
100,000.00
.00
LegallyRestrictedBalance - 9740
570,815.00
.00
Assigned - 9780
6,374,787.00
.00
UnAssigned-Economic Uncert - 9789
1,089,000.00
.00
UnAssignedUnAppropriated - 9790
300,000.00
.00
8,607,977.00
.00
Ending Fund Balance
Selection
Grouped by Org, Fund - Sorted by Object, (Org = 30, Ending Date = 10/31/2015, Zero? = N,
Use SACS? = N, Restricted? = Y, Fnd = 01)
030 - Shasta County Office of Education
Page 1 of 1
Generated for MARY BOISSELLE (MBOISSELLE), Nov 2 2015
November 18, 2015
Page 40 of 137
10:39AM
Proposals from Community/Agency for Support Through Direct Funding or In-Kind Services
August-October 2015
Organization
AAUW
Project Title
Women in STEM
Conference
Requested Amount
In-kind secretarial
services
Date to
Cabinet Action
Cabinet
9/1/15
Approved
November 18, 2015
Date to
Board
n/a
Board Action
n/a
Amount
Granted
In-kind secretarial
services
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Special Education Board Report
November 18, 2015
EXCEL Academy (K-8 th grades)
Current Enrollm ent: 51 students
Total Capacity: 51 students
Transitions: 7 by Christmas
Staffing:
•
5 FTE Teachers
•
7.5 FTE’s Instructional Assistants (10 six hour aides)
•
1.3 FTE Administration
•
1 FTE Admin Assistant
•
.55 FTE Psychologist
Kings View Support:
•
2 Clinicians
•
2-4 behaviorists on campus daily
Net Cost Estim ate per student
•
After 30% SELPA Subsidy and LCFF Earned on ADA= $17,545 per year
Early Intervention Program:
Special Education services for children birth to 3 years (Shasta and Tehama Counties)
•
Funded Capacity 42
Current Enrollment: 45 with 3 children
transitioning
Staffing:
4 FTE Teachers
.4 FTE Speech/Language
Contract Occupational Therapist support 1 day per week
.4 FTE Nurse
.2 FTE Psychologist
.4 Administrator
Contract for Spanish Translator, approx. 4-6 days per month
Contract for Orientation and Mobility Specialist 1 day per month
November 18, 2015
Page 65 of 137
Special Education Board Report
November 18, 2015
Shasta Lake Regional Program for Deaf/Hard of Hearing Students:
Enrollment: 6
Staffing:
•
1 FTE Teacher
•
3 Interpreters at 6.85 hours daily
Itinerants serving Deaf/Hard of Hearing Student:
Staffing:
•
2 FTE Teachers
serving a total of 38 students currently
•
2 Interpreters @ 6.85 hours daily (with 2 additional vacant positions we are
recruiting for)
•
1 FTE Lead Educational Interpreter
Itinerants serving students who are Visually Impaired:
Staffing:
•
4 FTE Teachers serving a total of 69 students
•
1 FTE Braillist
Pathways SDC (7 th – 12 th grades)
Enrollm ent: 6
Staffing:
•
1 FTE Teacher
•
.75 FTE Instructional Assistant
Resource Specialist Program (serving All Pathways programs, Richard B. Eaton
School, and Independent Study Charter students)
Enrollm ent: 19
Staffing:
•
1 FTE RSP Teacher
November 18, 2015
Page 66 of 137
Board Presentation
11/18/15
Career Pathways to Success
Pathways North - at Educational Resource Center (ERC); grades 9-10
Teacher: Chris Van Meier
Enrollment*: 13 students
Pathways North - Special Day Class
Teacher: Janeen Seim
Enrollment: 5 students
Pathways ROP – at Shasta-Trinity Regional Occupational Center; grades 11-12
Teacher: Deb Dewitt
ROP Participation: 3
Pathways South - in Anderson; grades 9-12
Teacher: Carie Webb
ROP Participation: 4
Shasta County Juvenile Court School - in Juvenile Rehabilitation Facility
Teachers: Jamie Patton & Mike Kelly (20%)
Shasta County Independent Study Charter School
Dave Lambert – 29 students
Phil Lambert – 28 students
Lisa Middy – 25 students
Mike Haworth – 24 students
Mike Kelly (80%) – 21 students
* Enrollment: as of 11/9/15
November 18, 2015
Page 67 of 137
A California Math and Science
Partnership Grant
Curiosity Magnified K-2
STEM Partnership (CMSP)
November 18, 2015
Page 68 of 137
Curiosity)Magnified)Goals)
Science'
Inves7ga7on'
using...'
Wri7ng'in'
Science'&'Math'
about'
Inves7ga7on'
Process'&'
Outcomes'
Math'
Knowledge'&'
Skills''
Curiosity''
KH2'NGSS'
Science'and'
Engineering'
Prac7ces'
Standards'of'
Mathema7cal'
Prac7ce'
CMSP’s'primary'goals'and'
objec7ves'are'to:''
1)''improve'teachers’'and'students’'
subject'ma?er'knowledge;''
2)''expose'teachers'directly'to'
challenging'curriculum;''
3)''enhance'the'ability'of'the'
teacher'to'provide'instruc7on'and'
prac7ce'in'the'effec7ve'use'of'
contentHspecific'pedagogical'
strategies;'and''
4)''use'of'data'and'assessments'to'
inform'classroom'prac7ce.''
November 18, 2015
Page 69 of 137
CMSP Teacher Participation
Year 1
2015-2016
• 
• 
• 
• 
• 
Grade K - 25 teachers
Grade 1 - 18 teachers
Grade 2 - 28 teachers
19 Districts
26 Schools
November 18, 2015
Page 70 of 137
CMSP
Partnership
Profile
Core)Partners)
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
Regional)Partners/
Collabora7ve'
• 
• 
• 
• 
• 
• 
• 
• 
Pacheco'Union'School'District'(LEA)'
'Shasta'County'Office'of'Educa7on'
REACH'HIGHER'Shasta'
First'5'Shasta'
Whiskeytown'Environmental'School/'
Schreder'Planetarium'
Turtle'Bay'Explora7on'Park'
The'McConnell'Founda7on'
North'State'STEM'
November 18, 2015
Pacheco Union School District (LEA)
Simpson University (IHE)
Shasta College (IHE)
Bella Vista Elementary School District
Bethel Christian School
Black Butte Elementary School District
Cascade Union Elementary School District
Columbia School District
Enterprise Elementary School District
French Gulch-Whiskeytown School District
Gateway Unified School District
Grant Elementary School District
Happy Valley Union School District
Igo/Ono/Platina Union School District
Junction Elementary School District
Millville Elementary School District
Mountain Union School District
Redding Elementary School District
Shasta Union Elementary School District
Whitmore Union School District
Page 71 of 137
CMSP Leadership
Team Members
Professional Development Team
•  Rebecca Lewis, Project Director, Shasta COE
•  Shani Golovay, Science IHE, Simpson University
•  Harold Lund, Math IHE, Simpson University
•  Debra Griffin, Math IHE, Shasta College
•  Tom Martin, Technology IHE, Shasta College
•  Sherry Rodgers, STEM Coordinator, Shasta COE
•  Wendy Hall, STEM Coordinator, Shasta COE
•  Linda Shumate, STEM Coordinator, Shasta COE
•  Nathan Fairchild, STEM Coordinator, Shasta COE
•  Haylie Blalock, Project Assistant, Shasta COE
Additional Core Partnership Team Members
•  Jennifer Baker, SCOE & Co-Op Districts
•  Rob Adams, Redding SD
•  Steve Henson, Gateway SD
•  Dale Porter, Enterprise Elementary SD
•  Clay Ross, Columbia SD
•  Mindy DeSantis, Millville Elementary SD
•  Debbi Armstrong, Bethel Christian School
•  Tom Forbes, Public Works Evaluation
November 18, 2015
Page 72 of 137
Year'1:'Life'
Year'2:'Earth'
Year'3:'Physical'
K:'Interdependent'
Rela7onships'in'Ecosystems'
K:'Weather'&'Climate'
K:'Forces'&'Interac7ons'
1:'Structure,'Func7on,'and'
Info'Processing'
1:'Space'Systems'
1:'Waves:'Light'&'Sound'
2:'Ecosystems,'Interac7ons,'
Energy,'and'Dynamics'
2:'Earth's'Systems'
2:'Structure'&'Proper7es'of'
Ma?er'
Year)1:'Opera7ons'and'
Algebraic'Thinking'
Year)2:)Number'and'
Opera7ons'in'Base'Ten'
November 18, 2015
Year)3:)Measurement'&'
Data/Geometry'
Page 73 of 137
CMSP Program Design &
Professional Development Components
In'Depth'
Training'
(Intensive)'
Grant'Requirements:'
•  60'hours'Intensive'
•  24'hours'Follow,Up'
Lesson'Study'
(Intensive'&'
Follow'up)'
Coaching''
(Follow'Up)'
November 18, 2015
Page 74 of 137
CMSP Program Design
November 18, 2015
Page 75 of 137
Lesson Study Concept
•  Select/Develop'a'science)inves7ga7on)that'would'require'
students'to'solve'using'their'
–  math)conceptual)knowledge)and)skills,))
–  math)prac7ce)standards,'as'well'as'the''
–  engineering)design)standards''
•  Determine'how'to'have'students'record'their'
inves7ga7on'process'and'outcomes'(wri7ng,'photos,'etc.)'
November 18, 2015
Page 76 of 137
'
CMSP Lesson'Study'Design'
November 18, 2015
Page 77 of 137
Summer,
Ins3tute,
November 18, 2015
Summer,Ins3tute,
Page 78 of 137
Summer'Ins7tute'Results'
In'a'survey'conducted'by'Public'Works'(Grant'Evaluators),'
CMSP'teachers'were'asked'what'was'the'most'beneficial'aspect'
of'the'summer'ins7tute.'
CMSP'teachers'reported'the'most'beneficial'elements'of'the'
summer'ins7tute'were:'
•  collabora7on'with'other'teachers'
•  learning'about'what'STEM'is'and'being'introduced'to'NGSS'
•  assistance'in'resources'and'books'
•  hands'on'materials'and'Math'Talks'
•  the'workshop'help'to'decrease'their'anxiety'regarding'
NGSS/CCSM'
November 18, 2015
Page 79 of 137
Summer'Ins7tute'Results'
November 18, 2015
Page 80 of 137
Ques7ons?'
Rebecca Lewis
Curiosity Magnified Project Director
Phone: (530) 225 – 0134
2985 Innsbruck Drive, Redding, CA 96003
[email protected] ~ www.shastacoe.org
November 18, 2015
Page 81 of 137
Facilities & Technology Update
November 18, 2015
FACILITIES
RSTEM PLAYGROUND
RSTEM is working toward installing a new playground in the vacant space between the office and the
track. RSTEM will be installing new fencing, and SCOE will relocate the existing trash enclosure.
MAINTENANCE YARD
SCOE Maintenance staff is busy organizing, sorting, and beginning to move into the new Maintenance
Yard. Our lease at the current location expires at the end on December.
We are working on some improvements to the building, including enclosing an interior office for the
Maintenance Supervisor, and adding a roll up door to allow us to park all the SCOE vehicles inside at
night.
We will also be doing some repair to the parking lot and adding pavement for access to the new roll up
door.
M&O Staff are working with departments who had records stored in the old warehouse to cull out
records that past their required retention period.
RENOVATION AND REPAIR GRANT
M&O and ECS staff and working together to determine the best use of the remaining grant funds that
expire on June 30, 2016. Much needed improvements are being considered for the Mistletoe and Shasta
Meadows playgrounds. Priorities have been set and quotes are being gathered for projects including
replacement of play structures and installation of sand play features. Final projects will be determined
and sent to the State for approval after quotes arrive.
CENTRAL VALLEY PRESCHOOL
The transfer of the Central Valley Preschool buildings to Gateway Unified School District is complete.
If within the next five years, SCOE desires to open a preschool in the Gateway district boundaries, they
have agreed to provide SCOE with a classroom that meets licensing requirements.
DEFERRED MAINTENANCE PLAN (SEE ATTACHED)
WORK ORDER SNAPSHOT
November 18, 2015
Page 82 of 137
TECHNOLOGY
CALIFORNIA LEGISLATIVE STAFF EDUCATION INSTITUTE INTERVIE
PDC AUDIO VISUAL SYSTEM
BIIG GRANT
Broadband Infrastructure Improvement Grant (BIIG)
• Reason
o “Last Mile” connections are generally the biggest challenge.
•
Goal
o Have telecom providers install fiber optics (since it is the most ‘future proof’ and
upgradeable) to underserved locations. However, other options are considered if
necessary.
•
Amount available
o Round 1
 $27 Million
o Round 2
 $50 Million
•
Sites
o Round 1 – All sites scheduled to move to 1 Gbps circuits
 Castle Rock
 Indian Springs Elem School District
• Expected due date by early January
 Oak Run Elementary
• Fiber install complete
 Shasta elementary
• Complete- passing Data as of 2015-10-06
 Whitmore Union Elementary School
• Expected due date first quarter 2016
o Round 2
 Priority
• First priority will be given to school sites with a current connection below
20 Kbps per student, that will be unable to administer the 2016 computerbased CAASPP and are unable to improve their Internet connection
• Second priority will be given to schools with less than 100 Kbps per
student and which have limited options to improve their connections for
the computer-based CAASPP
November 18, 2015
Page 83 of 137

Eligible Sites (Carrier bids are due by December 4th)
• WES Camp
o Priority 1
• Chrysalis Charter
o Priority 2
• SILC
o Priority 2
• French Gulch – Whiskeytown Elementary
o Priority 1
o From round 1
• Igo-Ono Elementary
o Priority 1
o From round 1
• Platina Elementary
o Priority 1
o From round 1
• Mountain Union Elementary
o Priority 1
• Trinity County Office of Education
o Priority 2
o Scheduled to connect to SCOE if approved
November 18, 2015
Page 84 of 137
Deferred Maintenance Plan*
2015‐16 GF 2015‐16 ECS
$3,000
$10,000
$12,500
$25,000
$0
$5,000
$12,000
$14,000
Abestos
Electrical
Flooring HVAC
Lead Abatement
Painting
Paving
$59,000
$49,000
$40,500
Plumbing
Roofing
Tree Maintenance
Wall Systems
$30,000
$11,000
$7,000
$45,000
$27,000
$5,000
$4,000
$5,000
$251,500
$112,500
Total
2016‐17 GF 2016‐17 ECS
$15,000
$10,000
$115,000
$25,000
2017‐18 GF 2017‐18 ECS
$0
$5,000
$5,000
$14,000
$3,000
$10,000
$62,000
$25,000
$0
$5,000
$10,000
$14,000
2018‐19 GF 2018‐19 ECS
$3,000
$10,000
$5,000
$25,000
2019‐20 GF 2019‐20 ECS
$3,000
$10,000
$5,000
$25,000
$0
$5,000
$5,000
$14,000
$0
$5,000
$35,000
$14,000
Sample Projects Completed in 2014‐15
$5,000
$10,000
$11,000
$30,000
$17,000
$5,000
$20,000
$10,000
$30,000
$11,000
$7,000
$25,000
$7,000
$5,000
$4,000
$5,000
$30,000
$11,000
$7,000
$25,000
$271,000
$60,000
$214,000
$21,000
$7,000
$5,000
$4,000
$5,000
$30,000
$11,000
$7,000
$25,000
$7,000
$5,000
$4,000
$5,000
$30,000
$11,000
$7,000
$13,000
$7,000
$5,000
$4,000
$5,000
$67,000
$141,000
$85,000
$125,000
$55,000
$3,939
1524 Magnolia (SELPA) Carpet Downstairs ($5K)
EXCEL Exterior Painting ($8K)
$11,550
Oasis Exterior Paint ($20K)
$27,790
Oasis Ext Dry Rot & touch up Paint ($14K)
$33,000
$995
AHERA 3‐Year Re‐Inspection ($3K)
$10,000
see above
$2,700
Oasis Casework ($55k) (sample room only)
Transportation Paving ($250K) $207,547
$3,508
1544 Magnolia (Preschool) Ext Painting ($4K)
$12,750
Hilltop Interior Painting (10K)
Hilltop Interior Hall & RR Painting ($4K)
see above
Prarie Rest Room Walls (3.8K)
$4,500
Replaced ceiling tiles, doors, and mini blinds at Oasis as needed
Five Year total for ECS
Average
Five Year total for GF $1,002,500
Average
$200,500
General Fund Projects by FY:
2015‐16
Magnolia LowerParkingLot SealCoat ($11K)
Maintenance Yard Paving Repairs ($30)
Oasis Casework ($12K)
Oasis Exterior Paint ($28K)
Oasis Drainage ($8K)
1524 Magnolia (SELPA) Exterior Painting ($15K)
1524 Magnolia (SELPA) Porch Repairs ($20K)
Trans. Train Rm/Lead Dvr Flooring ($7.5K)
Trans. Exterior Painting ($11K) Schedule
Jun 2016
Nov 2015
Dec 2015
Jul 2015
Nov 2015
May 2016
Apr 2016
Jun 2016
Apr 2016
2016‐17
Oasis Carpet Classrooms ($100K)
General Fund Projects by FY (continued):
ECS Projects by FY:
2017‐18
ERC Carpet ($25K)
EXCEL Carpet ($25K)
Oasis N & S Parking Lot Seal Coat ($30K)
2015‐16
Hilltop Exterior Painting ($30K)
Lassen View Linoluem ($7K)
Lassen View Preschool Ext Painting ($3K)
Prairie Preschool Interior Paint ($2.5K)
Shasta College (SILC) Carpet ($7K)
ShastaCollege (SILC) Interior Paint($3K)
ShastaCollege (SILC) Exterior Paint($3K)
2016‐17
Hilltop Parking Lot Seal Coat ($10K)
2018‐19
2017‐18
Magnolia Upper Lot Seal Coat (10K)
Juniper Interior Painting ($6K)
Transportation Seal Coat ($10K)
Juniper Exterior Painting ($6K)
Prairie Preschool Carpet ($5K)
2019‐20
Oasis Admin Interior Paint ($16K)
2018‐19
Hilltop Carpet ($30K)
Prairie Exterior Paint ($7K)
$379,500
$75,900
Automatic gate at transportation
Red Bluff parking lot
Schedule
Mar 2016
June 2016
Jun 2017
Trans. Shop Office/Brkrm Abate($12K)/Floor($10K)
ERC Interior Painting ($14K)
EXCEL Interior Painting ($14K)
EXCEL Drainage ($20K)
Jul 2016
Jul 2016
Jul 2016
Jul 2016
*THIS PLAN DOES NOT INCLUDE MAGNOLIA HVAC
2019‐20
Hilltop Exterior Trim Paint ($5K)
November 18, 2015
Page 85 of 137
PUBLIC HEARING NOTICE
NOTICE OF PUBLIC HEARING
OF THE
The Shasta County Board of Education will hold a public hearing to accept
public comment on the proposed General Waiver Request of
CCR, Title 5, Sections 3043 (d) which requires a minimum of 20 school days of attendance of four
hours each for an extended school year (summer school) for special education students.
Approval of the waiver will allow services to be provided for 5 hours per day for 15 days.
The Public Hearing will be held on November 18, 2015 at 3:00 pm at the
Shasta County Office of Education, Board Room,
1644 Magnolia Ave., Redding, CA 96001.
Posted November 12 and November 16, 2015
Record Searchlight
November 18, 2015
Page 86 of 137
November 5, 2015
MEMORANDUM
TO:
FROM:
Gina Murphy, Principal, Special Education
Kathy Thompson, Director, Special Education
SUBJECT:
Extended School Year Waiver of 20 Day Calendar
This memo is to request approval to renew the previous waiver approving our Special Education
Department to adopt a 15 day, 5 hour per day schedule for Extended School Year operations.
The request is to waive California Code of Regulations Title 5, Section 3043(d), which requires a
minimum of 20 school days of attendance of four hours each for an extended school year
(summer school) for special education students.
The 15 day schedule has provided appropriate academic support for students and reduced
necessary transportation costs for district stakeholders. The schedule provides students with
educational access for the purpose of assuring that they retain their present level of growth and
to assure that recoupment of current levels is maintained. This schedule also aligns with all
regional program extended school year schedules.
Beginning in 2014, CDE adopted an online process for the waiver application. This memo will be
uploaded into the Waiver Request System as well as a statement of approval dates from the
Shasta County Board of Education and Program Advisory Committee. In addition, the signed
memorandum informing bargaining units will uploaded to the Waiver Request System.
The period of request for our renewal waiver will cover the 2016 Extended School Year session.
Please review and consider approval.
Thank you.
November 18, 2015
Page 87 of 137
Education Code
Education Code
Annual organizational meetings
EC 35143
The governing board of each school district shall hold an annual organizational meeting. In a
year in which a regular election for governing board members is conducted, the meeting shall be
held on a day within a 15-day period that commences with the date upon which a governing
board member elected at that election takes office. Organizational meetings in years in which no
such regular election for governing board members is conducted shall be held during the same
15-day period on the calendar. Unless otherwise provided by rule of the governing board, the day
and time of the annual meeting shall be selected by the board at its regular meeting held
immediately prior to the first day of such 15-day period, and the board shall notify the county
superintendent of schools of the day and time selected. The clerk of the board shall, within 15
days prior to the date of the annual meeting, notify in writing all members and members-elect of
the date and time selected for the meeting.
If the board fails to select a day and time for the meeting, the county superintendent of schools
having jurisdiction over the district shall, prior to the first day of such 15-day period and after the
regular meeting of the board held immediately prior to the first day of such 15-day period,
designate the day and time of the annual meeting. The day designated shall be within the 15-day
period. He shall notify in writing all members and members-elect of the date and time.
At the annual meeting the governing board of each high school district, union high school
district, and joint union high school district shall organize by electing a president from its
members and a clerk.
At the annual meeting each city board of education shall organize by electing a president from its
members.
At the annual meeting the governing board of each other type of school district, except a
community college district, shall elect one of its members clerk of the district.
As an alternative to the procedures set forth in this section, a city board of education whose
members are elected in accordance with a city charter for terms of office commencing in
December, may hold its annual organizational meeting required in this section between
December 15 and January 14, inclusive, as provided in rules and regulations which shall be
adopted by such board. At the annual meeting the city board of education shall organize by
electing a president and vice president from its members who shall serve in such office during
the period January 15 next to the following January 14, unless removed from such office by
majority vote of all members of the city board of education.
November 18, 2015
Page 88 of 137
California School Board Association
Page 1 of 2
County Board Governance Workshop
Overview
This two-day workshop is one of the best opportunities for newly elected and first-term trustees as well as
experienced board members to learn about their unique role and responsibilities. County board members
can sharpen their skills on effective governance, finance, appellate role and community leadership .
Participants explore the board's role in each area and will be able to apply these processes on their board.
The Program
CCBE, in collaboration with CSBA, is proud to offer a new county board governance workshop January
29 – 30 in Sacramento at the Sacramento Convention Center. This two-day training will provide county
board members with in-depth county focused learning opportunities on budget and finance, the county
board role as an appellate body involving interdistrict transfers, expulsions, legislative advocacy and
community leadership, charter school approval, appeals and oversight and networking opportunities to
meet with other county and district board members. Participants will explore the county board’s role in
each of these areas and will be able to apply these processes on their board. Superintendents: Attend with
your board member(s) and we’ll waive your registration fee.
As a member of your county governance team, it’s essential that you have the right tools to work
effectively. That’s why CCBE in collaboration with CSBA is proud to offer this new county board
workshop. New and first-term board members, as well as experienced board members and
superintendents, will all benefit from this training. You won’t want to miss out on this county board
training.
Effective Governance
This will be a collaborative session including county board members and new and first-term district board members that will
include information on the role and critical aspects of board governance, the attributes of a highly effective governance team
and what every board member needs to know about the district and county office.
Finance
Learn how to review financial reports, methods for setting budget priorities that reflect the goals of the county office and tools
for adopting and monitoring the county budget.
Appellate Role
Understand county specific roles as appellate decision makers by addressing the common elements of appeal procedures
generally and the importance of understanding the standard and scope of review in an appellate process. Learn about the legal
standards for charter school appeals, revocation and best practices, expulsion and interdistrict transfer appeals, as well as
practical considerations and real-life scenarios.
Community Leadership
Learn tools, tips and resources on how to build community support for education and how to create positive relationships and
productive cultures that lead to strong results in their local communities.
Presenters
Renee Hendrick, Assistant Superintendent, Orange COE
Luan Rivera, Governance Consultant, CSBA
Stephanie Medrano Farland, Executive Director, Collaborative Solutions for Charter Authorizers
John Yeh, Partner, Burke, Williams & Sorensen
Manuel Buenrostro, Policy & Programs Officer, CSBA
Bryan DeBlonk, Legislative Director, CSBA
Aaron O’Donnell, Partner, Atkinson, Anderson, Loya, Ruud, & Romo
Sherman Garnett, Board Member, San Bernardino COE
November 18, 2015
http://theccbe.org/Events/CountyBoardGovernanceWorkshop.aspx?p=1
Page 89 of 137
11/10/2015
California School Board Association
Page 2 of 2
Fee: $299 (Registration fee includes lunch and materials.)
Schedule: Friday, January 29 - Saturday, January 30, 2016
Registration opens at 8:00 a.m.
Schedule for both days: 8:30 a.m. – 4:30 p.m.
Location: Sacramento Convention Center
Housing
A block of rooms has been secured at the Sheraton Grand Sacramento hotel located at 1230 J Street,
Sacramento, CA 95814 with a room rate of $159 single/double. Please call the hotel reservations at
1-800-325-3535 and reference CSBA to receive the group rate. The cutoff date to make reservations is
Jan. 5, 2016. This room block is limited, so be sure to make your room reservation today! Once this room
block is sold out, rooms at the Sheraton Grand may still be available but at the prevailing rates.
If you have any questions, please contact Charlyn Tuter.
© 2010 California School Boards Association | All Rights Reserved
3251 Beacon Blvd. West Sacramento, CA 95691
www.csba.org
Tel. (800) 266-3382
November 18, 2015
http://theccbe.org/Events/CountyBoardGovernanceWorkshop.aspx?p=1
Page 90 of 137
11/10/2015
DEVELOPMENT
The 2015-16 LCAP was developed in collaboration with Doreen Fuller, DeAn Chambless and
Nancy Warsinger. Minor revisions were made upon the recommendation of the CDE consultant.
The CDE approved the attached LCAP in August 2015. Major components include provision of
career services, enhanced professional development, blended learning opportunities, and
increased communications with stakeholders.
STAKEHOLDER ENGAGEMENT
Stakeholder engagement continues to be an embedded in our LCAP. Stakeholder engagement
will be sought through School Site Council, the Alternative Education Forum, Parent
Achievement Nights, and Parent and Student Surveys, etc. Student Focus Groups will be
conducted in the spring to assess the perception and needs of our students in relation to the
programming we are providing.
GOAL PROGRESS
The attached LCAP Dashboard graphically portrays goal progress. Goals measuring student
academic progress are under revision. Governor Brown signed SB 172, prompting the need to
revise Goal 3. The current replacement of the CAHSEE score is the Achieve 3000 College and
Career Readiness score. This may change at the second semester. Teachers are also piloting
Achieve 3000 for the provision of a student reading lexile level and the ILearn Math application
for math progress. While it is early in the year, areas of concern are related to student attendance:
low daily averages and high chronic absenteeism. It is difficult to hold parents accountable for
student attendance due to changes in prosecution requirements and Probation’s primary focus is
high-risk offenders. This places a significant emphasis on classroom teachers to develop a
culture and environment that entices students to attend school.
LCAP REVISIONS
Our alternative education team will continue to review the progress made towards
implementation of the LCAP and progress towards established goals. The attached flyers
demonstrate our LCAP’s at a glance.
November 18, 2015
Page 91 of 137
ShastaCountyOfficeofEducation
LCAPDashboard–November18,2015
Pathways
GOALI:80%ofalternativeeducationstudentsparticipatinginapreandpostMathand
EnglishLanguageArtsdiagnosticsummativeassessments,willdemonstrategrowthintheir
scores.
BASELINE
Highly Qualified
Teachers &
Misassignment Enrollment in AG
EL
Reclassification
EL increased
proficiency
MAP data
Standards
Implementation
1
ST
2
nd
ENDOF
YEAR2016
2015-16
Target
Maintain
HQT 100%
Misassignments
0%
100%
N/A
0%
25% increase
N/A
N/A
50% increase
N/A
50% increase
ELA 44%
increased
Math 53%
increased
N/A
REVISED to
ACHIEVE and
ILEARN
Inprogress 100% **0 Days due to
program moves
TBD
32 Days
10 days, as of
11/6/15 Minimum Day
Collaborations
●
●
Met
Target
✓
X
N/A
N/A
N/A
N/A
N/A
N/A
●
●
Operate Summer
School
●
●
30 Days of
Collaboration/PD
●
●
Summer School
Improvedor
same
KEY
✓
Yes
●
Improved
No
●
●
Stayed the Same
X
●
On Track
Did Not Improve
UpdatedonWednesday,November11,2015
November 18, 2015
Page 92 of 137
Pathways
GOAL2:PositiveBehaviorInterventionStrategieswillbeimplementedinclassrooms,
reducingreferralsandbehaviorreportsby50%,effectivelyincreasingstudent’saccess
toinstructionalminutesandincreasingattendanceto90%.` 71%
Chronic
Absenteeism
72.4% (over 100
students with
>10%
absenteeism
Pupil Suspension
Rates 20% decrease
20% decrease
Counseling 48 counseling
hours (with
Rick Crowley)
as of 11/6/15
300 hours
# of CMH clients
Health Consults
<1visit
perday
ST
69.8%
.16 referrals per
student
attendance day 66 Boys Council
Sessions
Girls’ Groups
County Mental
Health 20
students – 200%
increase
454 visits/ 158 =
2.9 visits per day
86 vision and
hearing
screenings
2
505 Suspensions 1
Student
Attendance
Rates
nd
2015-16
Target
90%
BASELINE
74.5%
4 suspensions
ENDOF
YEAR2016
Less than 10%
of enrollment on
daily basis
Improvedor
same
●
●
Met
Target
X
X
●
●
●
●
●
●
●
●
●
●
Discipline
Referrals
Arrests at School
In school 652
Out of school 499
Referrals 1029
in school 0
Out of school 3
Referrals 4
Decrease by
20%
14-15
15
0
Decrease by
20%
* Suspensions (Full, Partial, and Class Period) KEY
✓
Yes
●
Improved
No
●
●
Stayed the Same
X
●
On Track
Did Not Improve
November 18, 2015
Page 93 of 137
Pathways
GOAL3:80% or more of the students will demonstrate increased progress towards Career and
College Readiness as measured by the Achieve Lexile Assessment. BASELINE
ST
2nd
In progress
49% Below
51%
Approaching or
higher
2013-14
Math40.5%
2013-14
ELA41.4%
%
Demonstrating
College and
Career
Readiness
CAHSEE Pass
rate Math
N/A
CAHSEE Pass
rate ELA
CAASPP Data
1
ENDOF
YEAR2016
2015-16
Target
80%
MetTarget
N/A
●
Feb. 2015
Math 55%
Feb. 2015
ELA 67.4%
Improvedor
same
CAASPP 11th
gr.
26% met/exceed
ELA
0% met/exceed
Math
GOAL4:100%percentofparents/caregiversandstudentswillreporthavingpersonalcontact
withastaffmemberregardingtheprogressoftheirstudenttowardsacademicandcareer
goalsofthestudentasmeasuredbyparentandstudentsurveys.
Number of
Respondents
Knowledge of
career
readiness
BASELINE
Parents –
19/212
Students –
32/212
49%
1
ST
Spring
Spring
Spring
ENDOF
YEAR2016
nd
2 Knowledge of
Graduation
Requirements
69%
FAFSA
Completion
Parent
Events/Achieve
ment Night
0
In Progress
45 parent
2015-16
Target
100%
participation in
survey
100%
knowledge of
career
readiness
100%
knowledge of
grad.
requirements
70% increase
2 Events
4 Achievement
Nights
Improvedor
same
MetTarget
●
●
●
●
●
●
●
●
●
●
November 18, 2015
Page 94 of 137
Pathways
GOAL5:100%ofstudentswillexplorecareerfieldsandhaveexposuretotheworkplaceand
collegeasdocumentedinINDIVIDUALIZEDCareerandLEARNINGPLANor10yearplans,and
teacherlessonplans.
BASELINE
College/Career
Events College Visits
Career
Orientation
Course 1
18 Events
Job Partners 4;
College Visit
STEM Day;
Employability
Day – 7
businesses;
Driver’s Ed
Course
ENDOF
YEAR2016
nd
9 students
8 Students
Participants: 58
16 Students
10 Career
Choices
4 Google
Classroom
2 ROP
enrollment
Participants 8 Current
15 Total
100% Every student
has ILCP
in Drive
2
None
Attempted
80% developed;
Streamlining
procedures
necessary for
2015
4
**
Certification
Courses
2
ROP Enrollment ROP
Participants: 11
Experiential
Work Program
Shasta College
Preview Day
1- PWN
5-PWS
2-ISC
Individualized
Plans w/focus
on careers
ST
2015-16
Target
20% increase
in student
participation
Improvedor
same
MetTarget
●
●
●
●
●
●
●
●
●
●
●
●
20% increase
in student
participation
50% of
enrollment will
complete
orientation
course
100%
20% increase
in student
participants
100% pass rate
for participants
N/A
N/A
KEY
✓
Yes
●
Improved
No
●
●
Stayed the Same
X
●
On Track
Did Not Improve
November 18, 2015
Page 95 of 137
Pathways
GOAL6:Countywide,SCOEwillcoordinateservicestoensurethatservicesforexpelledyouthare
providedbySCOEincooperationwithlocaldistrictswiththegoalofdecreasingexpulsionand
suspensionandensuringexpelledstudentshaveappropriateprograms.(Expelledyouthareincluded
withintheunduplicatedcountsofstudentsreceivingserviceswhichareincludedaboveforstudents
inSCOEprograms.)**WILLBEPROVIDEDATNEXTUPDATE
100% of 9-12th
gr will be
eligible to enroll
in SCOE Alt.
Ed.
100% of 7-8th gr
will be eligible
to enroll in
consortia
programs
100% of LEA’s
will contribute to
development of
Expulsion Plan
BASELINE
**
1
ST
**
**
**
2 **
100%
ENDOF
YEAR2016
nd
Improvedor
same
MetTarget
●
●
●
●
100%
2015-16
Target
100%
100%
✓
●
GOAL7:SCOEwillcoordinateservicescounty-wideinaccordancewiththefosteryouthgrant
andEDCODEandreviewtheplanannuallyforchanges.**WILLBEPROVIDEDATNEXTUPDATE
30 FY will
receive YVPC
mentoring
80% will pass
classes with C
or better
Participate in
RPRC, SST’s,
IEP’s
10% decrease
in FY placement
in Alt.
Ed./Continuatio
n
20% decrease
in FY referrals
to SARB
BASELINE
22
80%
375
38
**
1
ST
2015-16
Target
ENDOF
YEAR2016
nd
2 **
30
**
80%
**
**
**
Improvedor
same
MetTarget
November 18, 2015
Page 96 of 137
Tobeleadersineducationalexcellence,offeringsupporttoschoolsandcommunitytoensureShastaCountystudentsreceivea
qualityeducationpreparingthemforhighschoolgraduationandsuccessincareerandcollege.
Alternative Education
Local Control Accountability Plan 2014 - 2017
With the leadership of the Alternative Education Programs and from the recommendations and feedback received from
teachers, students, parents/guardians, support staff and other stakeholders, SCOE has developed an LCAP that provides
solutions to the challenges we face. It provides us with real ways to measure our performance along the way. As a Team we
can provide better results that will better serve our students and families.
MissionStatement(WhatWeDo)
♦
Todevelopeducated,sociallyresponsible
citizens.
Goals (What We Want to Accomplish)
Goal 1:
80% of alternative education students participating in a pre
and post Math and English Language Arts diagnostic
summative assessments, will demonstrate growth in their
scores.
Goal 2:
Positive Behavior Intervention Strategies will be implemented
in classrooms, reducing referrals and behavior reports by 50%,
effectively increasing student’s access to instructional minutes
and increasing attendance to 90%.
Goal 3:
80% or more of the students will demonstrate increased
progress towards Career and College Readiness as measured
by the Achieve Lexile Assessment.
Goal 4:
100% percent of parents/caregivers and students will report
having personal contact with a staff member regarding the
progress of their student towards academic and career goals of
the student as measured by parent and student surveys.
Goal 5:
100% of students will explore career fields and have exposure
to the workplace and college as documented in
INDIVIDUALIZED Career and LEARNING PLAN or 10
year plans, and teacher lesson plans.
Goal 6:
Countywide, SCOE will coordinate services to ensure that
services for expelled youth are provide by SCOE in
cooperation with local districts with the goal of decreasing
expulsion and suspension and ensuring expelled students have
appropriate programs. (Expelled youth are included within
the unduplicated counts of students receiving services which
are included above for students in SCOE programs.)
Goal 7:
SCOE will coordinate services county-wide in accordance
with the foster youth grant and ED CODE and review the plan
annually for changes.
Vision(WhereWeWanttoBe)
♦
ShastaCountyOfficeofEducation’s
AlternativeEducationProgramisaSafe,
Caring,SupportiveEnvironmentwhere
academicandbehavioralSuccessisachieved
throughrespectandcooperationamongstaff,
studentsandparents/guardians.
ExpectedSchool-wideLearningResults
♦
Studentswillachievesuccessin:
♦ Academics
∗ Reading,Writing,andMath
♦ Behavior
∗ Responsibility
∗ Reliability
∗ Communication
♦ Citizenship
∗ CareerReadiness
∗ CommunityConnections
∗ Civility
Contact Information:
Tom Armelino,
Superintendent
(530) 225-0227
Jodie VanOrnum,
Executive Director
(530) 225-0360
Dr. James Burger,
Director
(530) 338-3170
Strategies (How We Will Achieve Our Goals)
♦ Provideahigh-quality,well-roundededucationalexperiencetoallstudentsthat
isrigorous,safe,engagingandincorporatescareerandcollege-readinessopportunities
throughourpartnershipwithROP.
♦ Buildstrongrelationshipswithstudents,familiesandthecommunitytoincreasetrust
andsharedresponsibility.
♦ Alignresourcestoaccomplishprioritieswithinabalancedbudget.
November 18, 2015
Page 97 of 137
For more information on Shasta County Office of Education’s LCAP http://www.shastacoe.org/page.cfm?p=3416
Shasta County Ind epend ent Study Charter
Local Control Accountability Plan 2014 - 2017
With the leadership of the Alternative Education Programs and from the recommendations and
feedback received from teachers, students, parents/guardians, support staff and other stakeholders,
SCOE has developed an LCAP that provides solutions to the challenges we face. It provides us with
real ways to measure our performance along the way. As a Team we can provide better results that
will better serve our students and families.
MissionStatement(WhatWeDo)
♦
Todevelopeducated,sociallyresponsible
citizens.
Goals (What We Want to Accomplish)
Goal 1:
95%ofindependentstudystudentswill
earncredittowardsgraduation
requirements(9-12)ortowards
promotiontothenexthighergrade(7-8).
Goal 2:
80% or more of the students will
demonstrate increased progress towards
Career and College Readiness as
measured by the Achieve Lexile
Assessment.
Goal 3:
100%percentofparents/caregiversand
studentswillreporthavingpersonal
contactwithastaffmemberregarding
theprogressoftheirstudenttowards
academicandcareergoalsofthestudent
asmeasuredbyparentandstudent
surveys,aswellasIndividualizeLearning
andCareerPlans.
Vision(WhereWeWanttoBe)
♦
ShastaCountyOfficeofEducation’s
AlternativeEducationProgramisaSafe,
Caring,SupportiveEnvironmentwhere
academicandbehavioralSuccessisachieved
throughrespectandcooperationamongstaff,
studentsandparents/guardians.
ExpectedSchool-wideLearningResults
♦
Studentswillachievesuccessin:
♦ Academics
∗ Reading,Writing,andMath
♦ Behavior
∗ Responsibility
∗ Reliability
∗ Communication
♦ Citizenship
∗ CareerReadiness
∗ CommunityConnections
∗ Civility
Contact Information:
Tom Armelino,
Superintendent
(530) 225-0227
Jodie VanOrnum,
Director
(530) 225-0360
Dr. James Burger,
Director
(530) 338-3170
Strategies (How We Will Achieve Our Goals)
♦ Provideahigh-quality,well-roundededucationalexperiencetoallstudentsthat
isrigorous,safe,engagingandincorporatescareerandcollege-readiness.
♦ Buildstrongrelationshipswithstudents,familiesandthecommunitytoincreasetrust
andsharedresponsibility.
♦ Alignresourcestoaccomplishprioritieswithinabalancedbudget.
November 18, 2015
Page 98 of 137
For more information on Shasta County Office of Education’s LCAP http://www.shastacoe.org/page.cfm?p=3416
BOARD DISCUSSION ITEM
To:
Board of Education
From:
Judy Flores, Assistant Superintendent
Subject:
Educator Effectiveness Funding
________________________________________________________________
BACKGROUND
AB 104, Section 58 and SB 103, Section 8 appropriate $490,000,000 for the Educator
Effectiveness program in FY 2015/16. Funds will be disbursed based on certificated
staff reported to CDE for 2014/15 at approximately $1,466 per FTE. The Educator
Effectiveness funds are specifically to be used for professional development, coaching,
and support services, as outlined in Section 58 of Assembly Bill (AB) 104, Chapter 13,
statutes of 2015 and amended by Section 8 of Senate Bill (SB) 103, Chapter 324,
statutes of 2015
The funds may be spent in 2015/16, 2016/17 and 2017/18.
As a condition of receiving funds, the County Office is required to:
 Develop and adopt a plan delineating how the funds will be spent. The plan must
be explained in a public meeting of the governing board of the school district and
then be adopted in a subsequent public meeting
 Report detailed expenditure information to the California Department of
Education (CDE) on or before July 1, 2018, including, but not limited to, specific
purchases made and the number of teachers, administrators, or paraprofessional
educators that received professional development
FUNDING
The County Office will receive one-time revenues of $71,860. The funds can be spent
over a three year period during 2015/16 through 2017/18.
November 18, 2015
Page 99 of 137
PLANNED USE
Administration requests the approval to use the Educator Effectiveness Funding to
support the following activities along with any associated indirect costs.




Beginning teacher and administrator support and mentoring, including, but
not limited to, programs that support new teacher and administrator ability to
teach or lead effectively and to meet induction requirements adopted by the
Commission on Teacher Credentialing and pursuant to Section 44259 of the
California Education Code (EC).
Professional development, coaching, and support services for teachers who
have been identified as needing improvement or additional support by LEAs.
Professional development for teachers and administrators that is aligned to
the state content standards adopted pursuant to sections 51226, 60605,
60605.1, 60605.2, 60605.3, 60605.8, 60605.11, 60605.85, as that Section read
on June 30, 2014, and 60811.3, as that Section read on June 30, 2013, of
the EC.
To promote educator quality and effectiveness, including, but not limited to,
training on mentoring and coaching certificated staff and training certificated staff
to support effective teaching and learning.
November 18, 2015
Page 100 of 137
Additional Questions/ Projector Costs, and Survey Results.
By Nate Fairchild, James Alspach, Chris Dell, and Jennifer Baker. September –
November 2015.
Research Questions and Answers
Explore the use of the Planetarium by Shasta College.
Two professors assign public shows as extra credit for their students. The total
estimated by these professors is about 140 (100 per year by Professor Reed and 40
by Professor Carico).
Will the projector work in our dome considering its size and perforations?
Yes. The perforations are standard in most domes and are not a problem according
to all three manufacturers. As for the value of the highest resolutions for our uses,
all salespeople said the 2560 x 1600 HD would be adequate for our small dome.
They could not promise that a higher resolution would be noticeable.
Can we use our existing shows?
Yes. If we use Evans and Sutherland there is no fee for upgrading licensed shows.
What is the cost of a new projector?
This varies from low-end, non-HD projectors with analog audio at about $120,000 to
4K projectors with high-end digital audio for $410,000. Below is our recommended
system. It’s an HD system with digital audio that offers a quality experience to our
students and community and would cost $362,350 (does not include cost to install).
Can we lease the equipment?
No. The vendors do not offer an option to lease the equipment.
Results of survey conducted with Shasta County teachers in October –
November 2015. (survey results attached, a handout with tallied comments will be
provided at the meeting)
November 18, 2015
Page 101 of 137
November 18, 2015
Page 102 of 137
Science Survey - Google Forms
11/10/15, 4:36 PM
[email protected]
Edit this form
123 responses
View all responses
Publish analytics
Summary
What would be helpful to you, as a teacher, to support STEM (Science,
Technology, Engineering, and Math) education?
ready to go lesson plans- tried and true
Be part of the STEM Grant
nothing really I feel real good about it.
To have training at the elementary level that includes a guide-like teacher's edition so we can
implement STEM more effectively at the elementary level.
I would like someone to give me a list of websites/resources to go with each of the science
topics I teach in my grade. The ideas we have found as a team or at the trainings have been
great so far. I would like an organized list by unit that I could reference each year rather than
the piecemeal method I have going so far.
For science, ready to go kits For technology, do not take away our existing older computers
when we get the new ones... Simple technology lessons that support what is on the report
card Engineering, same as science... ready to go kits Math, still learning EveryDay Math... so
far so good!
Training as to what it is.
science manipulatives
It would be helpful if our LA curriculum actually integrated science in meaningful ways. We do
the opposite (integrating LA into STEM) but it would be nice to have it go both ways!
Bring lessons to school with hands on activities.
I would love for someone to vet and offer me great curriculum, along with the materials
needed to implement it.
To have the materials/ tools to implement stem in the classroom.
A compiled list of STEM lessons websites that focus on the NGSS standards.
I would like easy to use, portable kits that are age appropriate.
More kid friendly curriculum with kid friendly activities and low or no cost. Low cost or free
field trips tied to curriculum and transportation provided. Hands on activities.
https://docs.google.com/forms/d/10wMmKuJrmi1jPNWNTM8YSHnKkzegmBtpMorVycG4htw/viewanalytics
November 18, 2015
Page 1 of 19
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11/10/15, 4:36 PM
We would benefit from help with networking with other science teachers in the county. We
could also use help with purchasing or sharing lab/demonstration equipment...similar to what
is happening with robotics kits.
Training and hands on kits for experiments and such.
A super bomb curriculum with textbooks and related trade books my kids can read without a
ton of support.
Resources and time.
funding to purchase materials time to prep activity
Access to updated NGSS FOSS kits, GEMS, and robotics kits.
1 to 1 computers in my classroom! Supplies for science and presenters to visit to share about
STEM to my students.
I would love to teach more STEM. However, we are very limited on time.
To be able to have preschool students be able to enjoy the STEM education at Whiskey town
and Schrader Planetarium.
Training -- how to integrate STEM in the classroom, how to engage students, etc, all while still
teaching my subject matter.
training in our grade level
Not sure
Integrated curriculum lesson plans.
I would like to see speakers come to the schools to get kids excited and/ or let teachers who
are not STEM focused get new ideas for the classroom and incorporating STEM into other
aspects of the curriculum.
Replenish FOSS kits and offer professional development in their curriculum.
5th Grade STEM training
Lessons where I get to take supplies and a lesson plan home with me.
A budget for consumable science supplies....soil, seeds, containers...
Training and supplies. The supplies that are consumable.
Resources for experiments/projects
I feel that there is a lot of support to creatively engage students in the available STEM
activities. I am confident that I will be introduced to even more ideas as the year progresses.
Training, supplies, updated curriculum
We need materials. Ours are so out dated so we purchase out of our own pocket. Many
activities don't get done because of this.
A place to check out supplies that might be needed for a project. Also a current list of things
that could be checked out.
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11/10/15, 4:36 PM
Ready made lessons tied into our set curriculums.
It would be helpful to know about field trips, public speakers that would align with our new
standards.
An exciting interactive curriculum, with plenty of hands on activities.
Grade level and NGSS appropriate lessons
"experts" visiting the campus for demonstrations
simple, concise lesson plans with previously organized field study items, great, kid-friendly
videos with study guides and tests
Time - to plan, collaborate, etc.
Science materials! Good working microscopes, cameras, scales and other calibrated vessels,
etc.
Time to implement amidst a growing number of mandated, non-negotiable demands on
instructional time.
Ready to use lesson plans and ideas for investigations.
Realistically, I need resources. There aren't really any trainings that would be helpful. I need
time to prepare and resources. If I were given that, then I would be able to incorporate many
more STEM activities.
More manipulative, classroom calculators for each student
TIME Workshops Curriculum
Lots of hands on experiments that jibe with the standards at my grade level. A fund to help me
buy and assemble the materials that I need.
TIME!!!
STEM lessons that support standards., not just adding a engineering project because it is fun.
More classroom materials and manipulatives would be helpful.
A budget to purchase supplies, and go on field trips.
Professional development and funding for supplies and time to set up.
Coaching. It is nice to have someone help plan and inspire me. I think as teachers we tend to
always be a day behind and aren't always willing to jump in and try a new "recipe." The
coaching has already helped me to think about how I can extend a lesson into all the STEM
areas.
Materials and access to opportunities to take our kids to events or field trips to see what is
possible. Training is great, but materials are even better!
Small groups
A virtual forum to interact with colleagues.
Engaging NGSS lessons to present to students, with materials included.
November 18, 2015
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Time management ideas and a class set of computers! Guests coming into the classroom
with careers in any of the above areas would be fabulous!
Materials, technology, lessons
teacher training to better understand science concepts we may be fuzzy on. How to make
boring science more exciting?
More time to experiment with the lessons and do some research.
More engineering curriculum for Life Science topics. More space for maintaining multi-day
assignments for 160 students over 5 periods, such as a two-room arrangement or a large
shop-style space where there is an area for lecture-style or student research activities and
another area for hands-on activities. Financial support for gaining materials initially and for
maintenance and resupply of materials on an ongoing basis.
More coordination between careers and school. Perhaps have a list of companies and
representatives who could come to the school sites to educate students on their career path,
or be able to give tours of their workplace so students can get a better idea of what those
fields are like.
More time to teach this subject, or ways to tie it into what we are already required to be
reading and common core math.
If we didn't have to spend so much time on implementing Treasures with fidelity and could
have time to plan STEM activities that would correlate with the Treasures curriculum that
would be helpful. Field trips seem to be so costly in entrance fees for the students so it makes
it hard to take them.
more readily available lessons for kindergarten. It takes a lot of time to try to put one together
that incorporates STEM
Videos of the experiments for students who cannot do them in the classroom. Visiting
scientists that will come to the classroom and provide hands on opportunities for students
Schroeder planetarium
As we're moving toward implementation the NGSS, I am looking for curriculum to teach the
new standards. with the curriculum comes new sets of materials and changes to the
assessment of student achievement. I still don't know what this is going to look like, so it's
hard to say what will be needed.
Currently, I am working on using chromebooks in the classroom. I haven't had any training
with these devices so I'm feeling like I need support to make them a viable way to incorporate
technology in education. I would love to know ways to connect the STEM subjects with the
chromebooks.
More GEMS style kits and training on how to tie in with NGSS (maybe new kits ??)
science budget, science supplies in kits. more time in the day.
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11/10/15, 4:36 PM
More PD about NGSS (although the grant is doing this)
The STEM program has been extremely helpful. Kids need more hands on experiences that
do come out of a teacher's pocket book. I would do more with my kids if I had a budget for it.
Right now I spend about $50 a month supplementing public education in my classroom. The
time involved shopping and planning for those experiences are also time consuming.
Not sure what is available even.
The North State STEM Grant, supplies that go with the lessons we are introduced to, time to
plan
Technology training that is meaningful.
I would like more exhibits targeting middle and high school as many LOCAL hands-on
exploration opportunities are for younger students. Turtle Bay Exploration Park, for example,
often have neat exhibits but most are for K-6th grade.
Specialized teaching in 4th 5th grade is what, in my opinion, creates a stellar program.
More lessons to use and lots of materials to build STEM projects with.
Money for materials and field trips
It would be helpful to have resources, and have a list emailed to us of the resources we can
check out. I've heard of some kits at the county office, but have no idea how to go about
checking out the kits.
Doing it.
Funding for materials... Meter sticks, Timers, Wooden supplies, Etc.
Time Less scripted curriculum in writing and reading that would allow for these subjects to be
integrated thematically
Funding to purchase materials for labs, increased resources for materials.
Grade Level Specific teachers' guide book, with examples of units and lessons that integrate
all four areas.
Training on the new standards, a current textbook, ideas for good demonstrations and easy
experiments that are doable within the time/space constraints of a self-contained classroom,
supplies and equipment
material resources.
Continue to provide STEM activities, lesson plans and links to online links.
Hands on training
Easier to pick up the GEM materials as we are an outlying district, as far as the GEM kits.
Lessons that are integrated with language arts, science, math, art, and engineering, that we
could just pick up and use.
Time
training
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New Science curriculum, STEM curriculum
It would be helpful to have money to go outside the classroom. I feel that I am restricted to
class since the cost of buses is so high. So I feel that it would be really helpful if I had people
come to me with projects or presentations that they could share. For instance, maybe
someone could bring materials to the class that I couldn't afford but could be shared for a
day?
More training opportunities, partnering middle schools with Shasta County high schools for
peer teaching regarding science concepts, job/career shadowing for middle school students,
help with transportation and other costs for field trips.
Activities with the supplies that don't take more than 45 minutes
Funds Curriculum (ideas)
A monthly newsletter with STEM ideas to use in the classroom.
I think examples of stem lessons for second grade that are tied to both our math and science
standards.
Modified programs (SDC)
Would like to have a "science" lab that could be permanently set up so kids could walk right in
and do an experiment. Alta Mesa actually did have one that the 7th/8th graders used a long,
long time ago. This would probably be for older kids, but maybe as early as 5th... they could
do science experiments. I focus quite a bit on Science and Math -- the future!
Teachers need to see strong STEM teaching modeled and then be given the resources and
support to implement the concepts in the classroom.
$ to support the field trips available, such as the Planetarium and Museums More lessons
regarding Technology/Engineering
Age appropriate lesson plan ideas.
Hard to say...I'm a music teacher.
1 day Workshops & trainings throughout the school year. Access to materials needed for
STEM lessons. Collaborative grade level meetings to discuss challenges & successes in the
classroom.
More classroom funds to complete cool projects. More time in the day to teach STEM.
Having our own special ed. curriculum
yes
More opportunities at workshops (single day) with ready to go lessons...
A budget for STEM material building kits. Maybe mini grants.
science training with the new standards
More funding for supplies. Prep time increase-- Science labs involve a significant amount of
prep.
November 18, 2015
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11/10/15, 4:36 PM
Supplies that are needed from our district
What science field trips do you take?
Schreder Pla…
WES field labs
Museums
Nature Trails
STEM Ignite
None of the…
0
10
20
Schreder Planetarium
33
26.8%
WES field labs
40
32.5%
Museums
53
43.1%
Nature Trails
56
45.5%
STEM Ignite
8
6.5%
None of the above
15
12.2%
30
40
50
Other field trips
Sutte'rs Fort River Trip Shasta Caverns Shasta Dam Cascade Theater Whiskeytown-Camden
House
Shasta Caverns,
Clear Creek
Trying Turtle Bay this year, but have not gone yet. We went many years ago, but with budget
cuts have not been in a long while.
Life Science Day at Turtle Bay Museum and Exploration Park (2 of the last 3 years - did not
make it last year).
The windmills at Hatchet Mountain (still planning, I haven't talked to the windmill people yet),
REU.
Wyntour Gardens, Redding Transfer Station, Axner's, and Redding Radio Station.
Shasta Caverns
WES Camp Schreder Planetarium SOMETIMES TB Museum OFTEN Arboretum walk
November 18, 2015
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11/10/15, 4:36 PM
OFTEN Do you just want Science Field Trips listed?
I don't take field trips for science because 1) am a second year untenured teacher, 2) because
I am in a middle school such that pulling my students disrupts many other teachers, 3) I don't
have the time or energy to organize it. The program wouldn't let me submit this survey without
clicking on a box in the previous question. Please disregard my answer there.
Lassen National Park, Ide Adobe, REU at Turtle Bay, Coleman Fish Hatchery, Logging
Conference
Turtle Bay Arboretum
WES Camp - 5th Shasta Caverns -4th Coleman Fish Hatchery 2nd Mt. Lassen - 3rd
Joss House, Weaverville Weaverville Museum &Tour Turtle Bay Walks- Arboritum & Sundial
Bridge Pumpkin Patch- usually Hawes Lassen Park- Manzanita Lake hike & Museum
Camden House & hike Whiskeytown Falls & Flume Trail hike Music at Cascade Theatre Play
at Cascade Theatre Old Shasta Museum and Ruins hike Gaumer's Rock and Jewelry Store
Battle Creek Fish Hatchery and hike FG Cemetery hike and clean up Nature Hikes in FG area
We rotate the field trips. We are taking multiple grades and want to go on many different field
trips each year.
We send our students to WES camp.
BLM, China Grove, on Clear Creek Road Coleman Fish Hatchery Fire Department
Turtle Bay when they have something appropriate.
Fur trappers field trip: (reenactment), Red Bluff, Ida Adobe Sacramento: Sutter's Fort, CA
Indian Museum, Capitol Gold Mining: Clear Creek with rangers and tour Tower House
HSU'S Marine Lab
2nd grade goes to Shasta Caverns, Police and Fire stations, and Cascade Theater.
One week at WES Camp for our 5th graders
Shasta cavern, kayak tours
I have taken my class to most of these locations. I is too costly to go to all of them.
I take my class to a pumpkin patch/farm every year.
We try to go to Cascade Christmas or a play put on by California Theater Company.
Unfortunately we don't get to take field trips. Lack of money
REI program at Turtle Bay Museum Redding Recreation science program at Whiskeytown.
Gaumer's Rock shop in Red Bluff In the past I have gone t t he Schreder Planetarium, nature
trails, and WES field labs.
WES Camp
Hayfork Wetlands Turtle Bay Exploration Park
I am new to the district. At this time I am not sure.
November 18, 2015
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11/10/15, 4:36 PM
Coleman Fish Hatchery Mt. Lassen
Cadavors
My second grade classes have participated in the Schreder Planetarium and WES filed lab
field trips in the past.
Hawes Pumpkin Patch. Maybe this year Whiskey town Pond Exploration
Shasta College Farm
We have gone to Turtle Bay museum because we can walk there from our school. Having
over 200 students per grade level makes it difficult to organize a field trip because we 1) need
to pull students out of other classes and 2) costs are high with so many students.
No field trips at all but because I was forced to choose one of the options above I chose one
even though we never take field trips.
National Parks/Recreation Areas Whiskeytown Lake is very supportive of Teachers bringing
students out & for classroom visits. Shasta Caverns Underground Classroom Tour is a great
one too!
After studying plant development, we go to the pumpkin patch and see all the different stages
of the pumpkins in the fields.
I take my students to Science Works Museum in Ashland Oregon where their experience
matches my Foss Science
I used to take my kids to Shasta College when I was in SMART science...those were great
labs! I'd like something like them back!
WES Camp, 1/2 week experience
History
Shasta Caverns Hatchet Ridge CA Academy of Sciences Exploratorium
We visit Lassen Park, Old Shasta for Gold Mining, Sutter's Fort Reenactment in Red Bluff,
Sacramento, Cascade Theatre, Shasta Dam
Klamath National Wildlife Refuge, GIS Day, Mt Shasta Nordic Center, Medford NOAA/NWS
Office, Nature Conservancy Big Springs Ranch
Old Shasta, Shasta Dam, Shasta Caverns, musicals, and plays.
Shasta Dam
The BEST field trips we took were to the Redding Recycling Center, but those are no longer
permitted by the city. We've had wonderful experiences with field trips that were brought to
our site, such as the Wildlife Rescue.
Turtle Bay Museum Sacramento Zoo Sundial Bridge S.J. Denham Plays and more
Hawes - From field to fork Simpson College - Career day Would love to go on the WES trip,
but would cost over $300 just for the busing.
Coleman Fish Hatchery Lassen Park Subway Cave Old Shasta
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Turtle Bay
We go out on hikes, explorations, etc. every week--Palo Cedro Park, Anderson River Park,
Massacre Flats, Lima Ranch, and many more...
HSU Marine Lab Shasta College Whiskeytown National Recreation Area Arcata Marsh
Coleman Fish Hatchery
Coleman National Fish Hatchery, would love to take more but it cost so dang much and the
buses are expensive too.
Redding Library, Coleman Fish Hatchery
exploratorium in San Francisco on occasion.
Sacramento Zoo, Cascade Theater performances, Pumpkin patch.
Guest speakers from science, technology, and engineering fields
Ballet, heritage days.
The above mentioned is as a science club not a class.
musical performances, Hawes Farms
Turtle Bay Park, use of the arboretum, Sacramento zoo
Lassen Park Shasta caverns Big Lagoon California Science Academy
this is my first year as a teacher
Paddle Science
Build It! Lassen National Park Shasta Dam Shasta Caverns Shasta Lake
Sierra Cascade Logging Field Trip. ATTN: Question #2 requires a response. I chose Shreder
but I have not actually gone on a field trip there.
Shasta Caverns Shasta Dam Redding Electric Utility presentation at Turtle Bay
Shasta Caverns Lassen Volcanic National Park Burney Falls Cascade Theatre live
performances
If you have NOT taken your class to the Schreder Planetarium, why not?
Cost
Content not ali…
Not aware of fi…
Cost
47
52.8%
Content not aligned to science standards
23
25.8%
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Not aware of field trip options
37
41.6%
Other reasons for NOT taking Schreder Planetarium field trips
n/a
When we went before (10 years ago) it was not worth the cost, and the host person was
grumpy.
It cost too much
Up until this year we didn't because we spent time fund raising for WES. That is paid for now
so the Planetarium may be an option.
Getting to see the night sky without having a night time event.
Our primary teachers take the kids every year, so by the time they are in 5th grade the
students have already been at least 4 times.
Transportation costs associated with taking large numbers of students to the Schreder
New teacher at school.
Other grades go.
First Grade's Earth Science focus has been Meteorology, rather than Astronomy. We strive to
give our students a different focus each school year. That way, all the areas can be covered
and we aren't simply repeating from the previous year.
See above.
I took my third graders several years ago. Space/planets/moon, etc. is taught in the 3rd
grade. Schreder Planetarium is awesome. I have taken my family.
See above.
I believe the subject matter is too advanced for the age I teach.
I have been there in the past and it was not worth the cost of admission.
Through SDC we are too small a group to do our own field trips, we participate in the
mainstream field trips offered
Our bus transportation has been limited.
Busing
We go in February
It's not in my grade level -- most high school students are not interested.
We live one hour away.. :)
We have not been getting info about the Planetarium.
The second graders at our school go
I went to the Planetarium a few years back, when I had a 5th grade class.
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Easy, fun, high interest from kids.
Lack of time
(for not taking) distance...we are almost a 2 hour bus ride away and we have to bring around
100 students at a time, which is sometimes a problem for field trips
Not sure it is for 8th grade students
The last time I took my class there, it cost a large portion of my yearly classroom budget, and
the presentation consisted of a slide show on the ceiling. I was very disappointed and haven't
returned since.
Bussing issues in our district.
The Planetarium puts on a show with Big Bird.
We can only pick a few field trips every year so we are limited to resources.
We visit about every 3-4 years.
Travel from Happy Valley (bus cost)
Restrictions on school transportation and restrictions limiting school field trips.
My grade level does not study planets.
NA
The cost is a bit high for what you get...the curriculum needs an update. It has been a few
years since I went there, but I would love to go again if the content was modernized a bit.
We go each time we are studying the solar system.
Would love to go ...just doesn't seem to align with our content for fourth grade.
Not interested.
Only allowed two busses per year for field trips.
Time
Study of the solar system.
Funding
This field trip seemed to be "designated" s a third grade topic.
Our district only allows two field trips per year and they are already chosen for us. One is to
Turtle Bay and the other is to the Cascade Christmas Program.
Most of the kids have seen most of the shows when they were younger.
No
It is to much for kindergarten. Last time we went, a few years ago, the kids lost interest and
got very antsy and had difficulty sitting through presentations. More appropriate hands on
activities would be helpful the younger kids.
Limited number of field trips. Limited availability of busses.
we are going this year
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Did not know it was an opiton for Kinders.
limited use of buses for field trips--have to choose top 3
Not enough resources due to limits on fieldtrips.
The facility is great and an incredible resource, but the technology needs an update. The
students still enjoy the programs though, just took a trip today.
I have not asked or organized a field trip.
I do not teach Science.
If you have NOT taken your class to WES for a field lab, why not?
Cost
Content not ali…
Not aware of fi…
Cost
34
46.6%
Content not aligned to science standards
11
15.1%
Not aware of field trip options
41
56.2%
Other reasons for not taking WES field lab field trips
n/a
It's not in my grade level.
We send the 6th graders in our school to environmental camp on the coast because it is
cheaper. We also like the different environment.
Mixed grade classroom. So we go every few years. Not every year. I teach 1-3. That is not a
choice.
Time away from the classroom.
They are SOOOOO expensive!!!
Our primary teachers take the kids every year, so by the time they are in 5th grade the
students have already been at least 4 times.
see above
Other grades go.
No....I LOVE WES!
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It is similar to what we do all the time on field study, so it seems redundant to pay for the
service although I am sure it is good.
See above.
Students already go in the 5th grade.
Cost
No enough time to squeeze it in this year. I have been the past two years though.
The time that the program is offered for kindergarteners, the weather is usually not good
Bus costs are prohibitive. When I taught second grade, the WES program was not very
vigorous.
The last time I attended, I brought my class, as arranged, and there were no guides available.
Had I not participated in the field trip prior years, I would have been "lost". It seems too
expensive for the limited activities.
What is WES?
They don't fit into what I need, that is my specialty.
We go in May
this is my first year as a teacher
Same as before. We are not allowed no more then two field trips per year.
I teach physical science in 8th grade, and WES would not be appropriate. I love WES, and
am a former instructor, as a matter of fact.
Set up for kids under 5th grade
We live one hour away.. :)
We have considered it.
Meaning I teach 7th and 8th grade
Grade level team consensus.
Again, the increased cost of the WES camp field trip for day trips has made this field trip too
expensive with transportation.
Lack of parent support (transportation).
I think of WES for elementary grades. Are there middle school level options available?
Again we are limited to how many field trips we can take, but I love WES for field trips and
have taken my class on trips there.
Busing. Too hard to get the bus, and too expensive.
Our 5th graders go to French Creek
5th attends a week at WES
NA
We have Turtle Pond, Sulfur Creek, and Turtle Bay Museum next to the Sacramento River
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just a short walk away. With those so close we don't need to rely on a bus schedule or pay for
one.
I think that they are something that the science club fundraises for
Most students have all ready experienced WES camp as 5th or 6th graders.
I had to mark WES even though we do none of those. Does not make sense,.
My school district allows only three busses per grade level for field trips each year, and I have
not been able to recruit enough parent drivers to do additional trips.
Did not know it was an opiton for Kinders
There are costs involved and we already have four field trips we typically take each year.
We have gone, but cost is a huge factor.
We HAVE gone to WES, but had some less than ideal experiences. We found it not to be
worth the time invested.
New teacher at school
We planned on it last year, but I think it will happen this year.
The docents make or break the trip. I have had good docents and not so good ones. We
opted to not go this year due to the hit or miss experiences we have had.
They all get there in 5th grade, Shasta Caverns and Shasta Dam trump WES
What's available for 4th grade? What about the cost?!? Will our district pay for such?
What grade level do you teach?
24.4%
30.1%
39%
Kindergarten - Second grade
48
39%
Third grade - Fifth grade
37
30.1%
Sixth grade - Eighth grade
30
24.4%
High School
8
6.5%
Is there anything else that you would like to share with us regarding Science
education?
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In ideal world, I would have more training, planning time, collaboration time, cutting edge
curriculum, all the materials needed to execute the curriculum, help obtaining and organizing
the materials, more physical space to deal with storing and managing long term materialsheavy projects, training on more effective and efficient ways to summatively assess according
to new PEs in the NGSS, and more cross curricular planning and support in reading science
text and in writing arguments, etc. And smaller classes (23 or 24 students) to be better able to
facilitate project-based, investigation-rich science (i.e. real world science). Thanks for
asking/listening:)
I teach K-3rd grade, and incorporate our greenhouse and life systems (worm bin). Field trips
require an hour bus ride so we would love to have science activities brought to us, even once
a year.
There is so little in the area in the way of science it would be a shame to close the
Planetarium. Update the technology to HD and make it like an IMAX theater and you would
have field trips booked during the day and public shows sold out at night.
It would be great to teach these a the Preschool grade level also! These children are very
interested in science and love to experiment and explore!!!
I like the Growing Up Wild guide.
Need grade appropriate modified programs for SPED
I would like smaller class sizes and more help in the classroom.
I think that it would be great to have my students outside more, but I'm just not sure how to do
it.
SCOE STEM Grant is awesome.
I would like to take more field trips but often the cost is too excessive. I have options to work
with CWA but can't afford the bussing to field trips. Often the cost of the event is free, but we
need a bus and driver to get there.
It would be helpful to have a schedule of grade level focused science field trips by school or
district. I feel as a third grade teacher it takes away the excitement of going to WES camp if
they went in K-2.
We need more hands on curriculum for students who are kinesthetic learners.
We need to other hands-on agriculture science to our kids. We don't just need engineers, we
need farmers.
If we had kits already prepped or a science budget.....it would be helpful. I do more science
and projects at the end of the school year.
It would be great to have supplies to help support more hands on lessons in the classroom
The STEM program has done an excellent job of modeling and encouraging the teaching of
STEM in classrooms throughout the regions covered by the grant. This is what is needed to
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move teachers and students away from the textbook and question model of science teaching.
We need more of it. I would like to take my kids to the local Anderson River Park for bird
watching this spring. The park has a lot to offer for science.
A good place to spend education dollars.
With new common core standards there is little time for any science. I was part of the Science
grant and love teaching it, but am pressed to teach so many other things I am finding it hard
to fit in. Very Sad
I really like the direction this is going! I was involved in Smart Grant a few years ago & would
love to be able to bring my students out to Shasta College Hands on Labs with Scott Croes
again! That was very valuable & would love to see that partnership renewed!
I think it would be helpful if there was an opportunity at the college... or if there were like
roaming teachers who could come to your school and do a particular type of lab, like
dissection, etc. Kids love having someone other than their everyday teacher.
NGSS will be very difficult to put into place without specific help writing Pacing Guides.
Your form wouldn't let me submit without choosing a field trip that we go to (question 2) so I
chose the nature trails one because occasionally we get to do some work outside but it's not a
field trip.
Would love it if our school had a Lab separate from our classroom to utilize for experiments.
It would be great to have a Maker's lab somewhere.
Science is about the world around us and how it works. We need to experience it first hand, in
our hands! This means we need to see it and touch it and manipulate it. We need to have
funds to get us to the real world opportunities right here in the beautiful north state on field
trips and funds to bring stuff into our classrooms. Just talking, reading, and watching videos
about cool stuff isn't enough.
love it
I need more class time! It would be great if there was a language arts program that was
science/ social studies based. Or if there was a science program that was also focused on
language arts stuff, it would help the time issue.
It's just my 2nd year teaching, so I don't quite know enough to even have great questions yet.
I do know that kids get so excited about science. Anything I can learn about how to focus and
channel that energy into useful learning experiences would be awesome! I am totally willing to
learn and be trained how to succeed in science. :)
I would love to be involved in a grant that included 3rd graders. Teachers at my school LOVE
their training through the K-2 grant
Looking at the NextGen science standards, some seem restrictive with how specific they are.
As with other standards, if an area is not covered in a previous grade, it will be difficult to
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teach the standard at my specific grade level. Support with being able to roll out the NextGen
standards as a cohesive unit at our school site is needed.
We love STEM!!
Loving the STEM grant.
At Sequoia Middle School, we are looking at migrating to the NGSS integrated model over the
next few years. Under the integrated model, earth, life, and physical science topics will be
spread throughout 6th-8th grades. Providing curriculum-based experiences will need to shift
their grade targets accordingly. For example, ecosystems will change from 6th grade to 7th
grade, while the solar system shifts from 8th grade to 6th grade.
I would like to do more science in my classroom. I believe that hands-on learning through
science can provide valuable experiences which students can also write and read about.
Science, can be linked across curriculum if we have the right tools.
If I had more aid time in my class I would love to take my kids outside to learn in the ultimate
classroom!!!
No
I would love to see more NGSS training specific to grade level.
It is so easy to do fairly well, and with the internet and Pinterest, you can easily find lots of
different experiments.
Science is learned through questioning, investigating and concluding based on evidence. I
would love to see more opportunities that support my curriculum.
I hope that teachers get either a supply room full of anticipated materials to use- consumable
and non consumable. Often having so much pressing preparation already leaves little time for
good preparation for other subjects, such as sciences, art & other subjects. Maybe teachers
would teach more hands on lessons if they could easily access what they needed for those
lessons. Most often, it seems that, teachers are going out and buying what they need with
their own $ as they go.
It is important. There is just too much on the plate of most 4-5 teachers. We need more
encouragement to integrate. All of this compartmentalized teaching doesn't leave time for
social studies and science.
Curriculum map could also be helpful.
Number of daily responses
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60
45
30
15
0
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Shasta COE
Board Policy
Preschool/Early Childhood Education
BP 5148.3
Students
The County Board recognizes that high-quality preschool experiences help children ages 3-4
years to develop knowledge, skills, abilities, and attributes necessary for a successful transition
into the elementary education program. Early education programs should provide
developmentally appropriate activities in a safe, adequately supervised, and cognitively rich
environment.
Collaboration with Community Programs
The Superintendent or designee shall collaborate with the local child care and development
planning council, other public agencies, organizations, the county office of education, and/or
private preschool providers to assess the availability of preschool programs in the community
and the extent to which the community's preschool needs are being met. The Board encourages
the development of a comprehensive districtwide and/or countywide plan to increase children's
access to high-quality preschool programs.
(cf. 1020 - Youth Services)
(cf. 1400 - Relations Between Other Governmental Agencies and the Schools)
(cf. 1700 - Relations Between Private Industry and the Schools)
(cf. 5148 - Child Care and Development)
The Superintendent or designee shall provide information about preschool options in the
community to parents/guardians upon request.
County Office Preschool Programs
When the Board determines that it is feasible, the County Office may contract with the California
Department of Education (CDE) to provide preschool services in facilities at or near district
schools.
The Board shall approve for the County Office's preschool program a written philosophical
statement, goals, and objectives that reflect the cultural and linguistic characteristics of the
families to be served and address the program components specified in 5 CCR 18272-18281 and
the accompanying administrative regulation. (5 CCR 18271)
The Board shall set priorities for establishing or expanding services as resources become
available, giving consideration to the benefits of providing early education programs for at-risk
children and/or children residing in the attendance areas of the lowest performing district
November 18, 2015
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schools.
(cf. 0520.2 - Title I Program Improvement Schools)
(cf. 6171 - Title I Programs)
On a case-by-case basis, the Board shall determine whether the district shall directly administer a
preschool program or contract with a public or private provider to offer such a program.
Facilities for preschool classrooms shall be addressed in the district's facilities master plan,
including an assessment as to whether adequate and appropriate space exists on school sites. As
necessary, the Superintendent or designee shall provide information to the Board regarding
facilities financing options for preschool classrooms and/or facilities available through partnering
organizations or agencies.
(cf. 1330.1 - Joint Use Agreements)
(cf. 7110 - Facilities Master Plan)
(cf. 7210 - Facilities Financing)
Because parents/guardians are essential partners in supporting the development of their children,
the Superintendent or designee shall involve them in program planning.
(cf. 5020 - Parent Rights and Responsibilities)
The Superintendent or designee shall coordinate planning efforts for the district's preschool
program, transitional kindergarten program, and elementary education program to provide a
developmental continuum that builds upon children's growing skills and knowledge.
(cf. 6011 - Academic Standards)
(cf. 6170.1 - Transitional Kindergarten)
The district's program shall be aligned with preschool learning foundations and curriculum
frameworks developed by the CDE which identify the knowledge, skills, and competencies that
children typically attain as they complete their first or second year of preschool. The program
shall be designed to facilitate children's development in essential skills related to language and
literacy, mathematics, physical development, health, visual and performing arts, science,
history-social science, English language development, and social-emotional development.
The district's preschool program shall provide appropriate services to support the needs of
English learners and children with disabilities.
(cf. 6164.4 - Identification and Evaluation of Individuals for Special Education)
(cf. 6174 - Education for English Language Learners)
The County Office shall encourage volunteerism in the program and shall communicate
November 18, 2015
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frequently with parents/guardians of enrolled children regarding their child's progress.
(cf. 1240 - Volunteer Assistance)
To maximize the ability of children to succeed in the preschool program, the program shall
support children's health through proper nutrition and physical activity and shall provide or make
referrals to available health and social services as needed.
(cf. 3550 - Food Services/Child Nutrition Program)
(cf. 5030 - Student Wellness)
(cf. 5141.31 - Immunizations)
(cf. 5141.32 - Health Screening for School Entry)
(cf. 5141.6 - School Health Services)
The Superintendent or designee shall ensure that administrators, teachers, and paraprofessionals
in district preschool programs possess the appropriate permit(s) issued by the Commission on
Teacher Credentialing, meet any additional qualifications established by the Board, and
participate in professional development opportunities designed to continually enhance their
knowledge and skills.
(cf. 4112.2 - Certification)
(cf. 4112.4/4212.4/4312.4 - Health Examinations)
(cf. 4112.5/4212.5/4312.5 - Criminal Record Check)
(cf. 4222 - Teacher Aides/Paraprofessionals)
Preschool admissions policies and procedures shall be in writing and available to the public.
Such policies and procedures shall include criteria designating those children whose needs can
be met by the program and services, the ages of children who will be accepted, program
activities, any supplementary services provided, any field trip provisions, any transportation
arrangements, food service provisions, and a health examination requirement. (CCR 18105; 22
CCR 101218)
The Superintendent or designee shall ensure that subsidized preschool is provided to eligible
families to the extent that state and/or federal funding is available and shall establish enrollment
priorities in accordance with Education Code 8263 and 5 CCR 18106.
***Note: The following paragraph is optional. Pursuant to Education Code 8235, programs
operated under the CSPP are part-day programs only. Education Code 8239 encourages the
provision of "wraparound child care services" which combine part-day preschool and general
child care services to provide a full day of services for qualifying families; see the accompanying
administrative regulation for program requirements.***
The Superintendent or designee shall recommend strategies to link the County Office's preschool
November 18, 2015
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program with other available child care and development programs in the district or community
in order to assist families whose child care needs extend beyond the length of time that the
district's part-day preschool program is offered.
The Superintendent or designee shall develop and implement an annual plan of evaluation which
conforms to state requirements. (5 CCR 18279)
The Superintendent or designee shall regularly report to the Board regarding enrollments in
County Office preschool programs and the effectiveness of the programs in preparing
preschoolers for transition into the elementary education program.
(cf. 0500 - Accountability)
Legal Reference:
EDUCATION CODE
8200-8499.10 Child Care and Development Services Act, especially:
8200-8209 General provisions for child care and development services
8230-8233 Migrant child care and development program
8235-8239 California State Preschool Program
8240-8244 General child care and development programs
8250-8252 Programs for children with special needs
8263 Eligibility and priorities for subsidized child development services
8263.3 Disenrollment of families due to reduced funding levels
8300-8303 Early Learning Quality Improvement System Advisory Committee
8360-8370 Personnel qualifications
8400-8409 Contracts
8493-8498 Facilities
8499.3-8499.7 Local child care and development planning councils
48000 Transitional kindergarten
HEALTH AND SAFETY CODE
1596.70-1596.895 California Child Day Care Act
1596.90-1597.21 Day care centers
120325-120380 Immunization requirements
CODE OF REGULATIONS, TITLE 5
18000-18434 Child care and development programs, especially:
18130-18136 California State Preschool Program
18295 Waiver of qualifications for site supervisor
80105-80125 Permits authorizing service in child development programs
UNITED STATES CODE, TITLE 20
6311-6322 Title I, relative to preschool
6319 Qualifications for teachers and paraprofessionals
6371-6376 Early Reading First
6381-6381k Even Start family literacy programs
6391-6399 Education of migratory children
November 18, 2015
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9831-9852 Head Start programs
9858-9858q Child Care and Development Block Grant
CODE OF FEDERAL REGULATIONS, TITLE 22
101151-101239.2 General requirements, licensed child care centers, including:
101151-101163 Licensing and application procedures
101212-101231 Continuing requirements
101237-101239.2 Facilities and equipment
OF FEDERAL REGULATIONS, TITLE 45
1301-1310 Head Start
Management Resources:
CSBA PUBLICATIONS
Expanding Access to High-Quality Preschool Programs, 2008
California Preschool Learning Foundations
14-02 Enrolling and Reporting Children in California State Preschool Programs, April 2014
12-08 Disenrollment Due to 2012-13 Budget Reduction for California State Preschool
Programs, Management Bulletin, July 2012
Dream Big for Our Youngest Children: Final Report of the California Early Learning Quality
Improvement System Advisory Committee, 2010
Preschool English Learners: Principles and Practices to Promote Language, Literacy, and
Learning, 2nd ed., 2009
Prekindergarten Learning Development Guidelines, 2000
First Class: A Guide for Early Primary Education, 1999
U.S. DEPARTMENT OF EDUCATION PUBLICATIONS
Good Start, Grow Smart, April 2002
WEB SITES
CSBA: http://www.csba.org
California Association for the Education of Young Children: http://www.caeyc.org
California Children and Families Commission: http://www.ccfc.ca.gov
California County Superintendents Educational Services Association: http://www.ccsesa.org
California Department of Education: http://www.cde.ca.gov
California Head Start Association: http://caheadstart.org
California Preschool Instructional Network: http://www.cpin.us
Child Development Policy Institute: http://www.cdpi.net
Cities, Counties, and Schools Partnership: http://www.ccspartnership.org
First 5 Association of California: http://www.f5ac.org
National Institute for Early Education Research: http://nieer.org
National School Boards Association: http://www.nsba.org
Preschool California: http://www.preschoolcalifornia.org
U.S. Department of Education: http://www.ed.gov
First Read: November 18, 2015
November 18, 2015
Page 126 of 137
Shasta COE
Board Policy
Student Use Of Technology
BP 6163.4
Instruction
The County Board intends that technological resources provided by the County Office be used in
a safe and responsible manner in support of the instructional program and for the advancement of
student learning. All students using these resources shall receive instruction in their proper and
appropriate use.
(cf. 0440 - District Technology Plan)
(cf. 1113 - District and School Web Sites)
(cf. 1114 - District-Sponsored Social Media)
(cf. 4040 - Employee Use of Technology)
(cf. 6163.1 - Library Media Centers)
Teachers, administrators, and/or library media specialists are expected to review the
technological resources and online sites that will be used in the classroom or assigned to students
in order to ensure that they are appropriate for the intended purpose and the age of the students.
The Superintendent or designee shall notify students and parents/guardians about authorized uses
of County Office technology, user obligations and responsibilities, and consequences for
unauthorized use and/or unlawful activities in accordance with this Board policy and the County
Office's Acceptable Use Agreement.
County Office technology includes, but is not limited to, computers, the County Office’s
computer network including servers and wireless computer networking technology (wi-fi), the
Internet, email, USB drives, wireless access points (routers), tablet computers, smartphones and
smart devices, telephones, cellular telephones, personal digital assistants, pagers, MP3 players,
wearable technology, any wireless communication device including emergency radios, and/or
future technological innovations, whether accessed on or off site or through County Office
-owned or personally owned equipment or devices.
Before a student is authorized to use County Office technology, the student and his/her
parent/guardian shall sign and return the Acceptable Use Agreement. In that agreement, the
parent/guardian shall agree not to hold the County Office or any County Office staff responsible
for the failure of any technology protection measures or user mistakes or negligence and shall
agree to indemnify and hold harmless the County Office and County Office staff for any
damages or costs incurred.
(cf. 6162.6 - Use of Copyrighted Materials)
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The County Office reserves the right to monitor student use of technology within the jurisdiction
of the County Office without advance notice or consent. Students shall be informed that their use
of County Office technology, including, but not limited to, computer files, email, text messages,
instant messaging, and other electronic communications, is not private and may be accessed by
the County Office for the purpose of ensuring proper use. Students have no reasonable
expectation of privacy in use of the County Office technology. Students' personally owned
devices shall not be searched except in cases where there is a reasonable suspicion, based on
specific and objective facts, that the search will uncover evidence of a violation of law, County
Office policy, or school rules.
(cf. 5145.12 - Search and Seizure)
The Superintendent or designee may gather and maintain information pertaining directly to
school safety or student safety from the social media activity of any district student in
accordance with Education Code 49073.6 and BP/AR 5125 - Student Records.
(cf. 5125 - Student Records)
Whenever a student is found to have violated Board policy or the County Office’s Acceptable
Use Agreement, the principal or designee may cancel or limit a student's user privileges or
increase supervision of the student's use of the County Office's equipment and other
technological resources, as appropriate. Inappropriate use also may result in disciplinary action
and/or legal action in accordance with law and Board policy.
(cf. 5125.2 - Withholding Grades, Diploma or Transcripts)
(cf. 5144 - Discipline)
(cf. 5144.1 - Suspension and Expulsion/Due Process)
(cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))
The Superintendent or designee, with input from students and appropriate staff, shall regularly
review and update procedures to enhance the safety and security of students using County Office
technology and to help ensure that the County Office adapts to changing technologies and
circumstances.
Internet Safety
The Superintendent or designee shall ensure that all County Office computers with Internet
access have a technology protection measure that protects against access to visual depictions that
are obscene, child pornography, or harmful to minors and that the operation of such measures is
enforced. (20 USC 6777; 47 USC 254; 47 CFR 54.520)
To reinforce these measures, the Superintendent or designee shall implement rules and
procedures designed to restrict students' access to harmful or inappropriate matter on the Internet
and to ensure that students do not engage in unauthorized or unlawful online activities.
November 18, 2015
Page 128 of 137
Harmful matter includes matter, taken as a whole, which to the average person, applying
contemporary statewide standards, appeals to the prurient interest and is matter which depicts or
describes, in a patently offensive way, sexual conduct and which lacks serious literary, artistic,
political, or scientific value for minors. (Penal Code 313)
The County Office’s Acceptable Use Agreement shall establish expectations for appropriate
student conduct when using the Internet or other forms of electronic communication, including,
but not limited to, prohibitions against:
1.
Accessing, posting, submitting, publishing, or displaying harmful or inappropriate matter
that is threatening, obscene, disruptive, or sexually explicit, or that could be construed as
harassment or disparagement of others based on their race/ethnicity, national origin, sex, gender,
sexual orientation, age, disability, religion, or political beliefs
(cf. 5131 - Conduct)
(cf. 5131.2 - Bullying)
(cf. 5145.3 - Nondiscrimination/Harassment)
(cf. 5145.7 - Sexual Harassment)
(cf. 5145.9 - Hate-Motivated Behavior)
2.
Intentionally uploading, downloading, or creating computer viruses and/or maliciously
attempting to harm or destroy County Office equipment or materials or manipulate the data of
any other user, including so-called "hacking"
3.
Distributing personal identification information, including the name, address, telephone
number, Social Security number, or other personally identifiable information, of another student,
staff member, or other person with the intent to threaten, intimidate, harass, or ridicule that
person
The Superintendent or designee shall provide age-appropriate instruction regarding safe and
appropriate behavior on social networking sites, chat rooms, and other Internet services. Such
instruction shall include, but not be limited to, the dangers of posting one's own personal
identification information online, misrepresentation by online predators, how to report
inappropriate or offensive content or threats, behaviors that constitute cyberbullying, and how to
respond when subjected to cyberbullying.
Legal Reference:
EDUCATION CODE
49073.6 Student records; social media
51006 Computer education and resources
51007 Programs to strengthen technological skills
60044 Prohibited instructional materials
PENAL CODE
313 Harmful matter
502 Computer crimes, remedies
November 18, 2015
Page 129 of 137
632 Eavesdropping on or recording confidential communications
653.2 Electronic communication devices, threats to safety
6501-6506 Children's Online Privacy Protection Act
6751-6777 Enhancing Education Through Technology Act, Title II, Part D, especially:
6777 Internet safety
254 Universal service discounts (E-rate)
312.1-312.12 Children's Online Privacy Protection Act
54.520 Internet safety policy and technology protection measures, E-rate discounts
COURT DECISIONS
New Jersey v. T.L.O., (1985) 469 U.S. 325
Management Resources:
CSBA PUBLICATIONS
Cyberbullying: Policy Considerations for Boards, Policy Brief, July 2007
FEDERAL TRADE COMMISSION PUBLICATIONS
How to Protect Kids' Privacy Online: A Guide for Teachers, December 2000
WEB SITES
CSBA: http://www.csba.org
American Library Association: http://www.ala.org
California Coalition for Children's Internet Safety: http://www.cybersafety.ca.gov
Center for Safe and Responsible Internet Use: http://csriu.org
Federal Communications Commission: http://www.fcc.gov
Federal Trade Commission, Children's Online Privacy Protection:
http://www.ftc.gov/privacy/privacyinitiatives/childrens.html
U.S. Department of Education: http://www.ed.gov
Policy SHASTA COUNTY OFFICE OF EDUCATION
adopted: July 11, 2001 Redding, California
revised: October 25, 2006
revised: November 28, 2007
proposed revision (first read): November 18, 2015
November 18, 2015
Page 130 of 137
Regulation deleted per CSBA as it is being replaced by new Exhibit
6163.4 presenting a sample Acceptable Use Agreement
AR 6163.4
Instruction
The principal or designee shall oversee the maintenance of each school's technological resources
and may establish guidelines and limits on their use. All instructional staff shall receive a copy
of this administrative regulation, the accompanying County Board policy, and the district's
Acceptable Use Agreement describing expectations for appropriate use of the system and shall
also be provided with information about the role of staff in supervising student use of
technological resources. All students using these resources receive training in their proper and
appropriate use.
(cf. 0440 - District Technology Plan)
(cf. 4040 - Employee Use of Technology)
(cf. 4131- Staff Development)
Teachers, administrators, and/or library media specialists shall prescreen technological resources
and online sites that will be used for instructional purposes to ensure that they are appropriate for
the intended purpose and the age of the students.
(cf. 6163.1 - Library Media Centers)
Online/Internet Services: User Obligations and Responsibilities
Students are authorized to use county office equipment to access the Internet or online services
in accordance with County Board Policy, the user obligations and responsibilities specified
below, and the Shasta County Office of Education's Acceptable Use Agreement.
1.
The student in whose name an on-line services account is issued is responsible for its
proper use at all times. Students shall keep personal account numbers and passwords private and
shall only use the account to which they have been assigned.
2.
Students shall use the County Office's system safely, responsibly and primarily for
educational purposes.
3.
Students shall not access, post, submit, publish, or display harmful or inappropriate
matter that is threatening, obscene, disruptive, or sexually explicit, or that could be construed as
November 18, 2015
Page 131 of 137
harassment or disparagement of others based on their race/ethnicity, national origin, sex, gender,
sexual orientation, age, disability, religion, or political beliefs.
(cf. 5131 - Conduct)
(cf. 5145.3 - Nondiscrimination/Harassment)
(cf. 5145.7 - Sexual Harassment)
(cf. 5145.9 - Hate-Motivated Behavior)
Harmful matter includes matter, taken as a whole, which to the average person, applying
contemporary statewide standards, appeals to the prurient interest and is matter which depicts or
describes, in a patently offensive way, sexual conduct and which lacks serious literary, artistic,
political, or scientific value for minors. (Penal Code 313)
4.
Unless otherwise instructed by school personnel, students shall not disclose, use, or
disseminate personal identification information about themselves or others when using electronic
mail, chat rooms, or other forms of direct electronic communication. Students are also cautioned
not to disclose such information by other means to individuals located through the Internet
without the permission of their parents/guardians.
Personal information includes the student's name, address, telephone number, Social Security
number, or other individually identifiable information.
5.
Students shall not use the system to encourage the use of drugs, alcohol, or tobacco, nor
shall they promote unethical practices or any activity prohibited by law or County Board policy
or administrative regulations.
(cf. 3513.3 - Tobacco-Free Schools)
(cf. 5131.6 - Alcohol and Other Drugs)
6.
Students shall not use the system to engage in commercial or other for-profit activities.
7.
Students shall not use the system to threaten, intimidate, harass, or ridicule other students
or staff.
8.
Copyrighted material shall be posted online only in accordance with applicable copyright
laws. Any materials utilized for research projects should be given proper credit as with any other
printed source of information.
(cf. 5131.9 - Academic Honesty)
(cf. 6162.6 - Use of Copyrighted Materials)
9.
Students shall not intentionally upload, download, or create computer viruses and/or
maliciously attempt to harm or destroy county office equipment or materials or manipulate the
data of any other user, including so-called "hacking."
(cf. 5131.5 - Vandalism, Theft and Graffiti)
November 18, 2015
Page 132 of 137
10.
Students shall not attempt to interfere with other users' ability to send or receive email,
nor shall they attempt to read, delete, copy, modify, or use another individual's identity.
11.
Students shall report any security problem or misuse of the services to the teacher or
principal.
The County Office reserves the right to monitor the system for improper use without advance
notice or consent.
Students shall be informed that computer files and electronic communications, including email,
are not private and may be accessed by the district for the purpose of ensuring proper use.
(cf. 5145.12 - Search and Seizure)
Whenever a student is found to have violated County Board policy, administrative regulation, or
the district's Acceptable Use Agreement, the principal or designee may cancel or limit a student's
user privileges or increase supervision of the student's use of the district's technological
resources, as appropriate. Inappropriate use also may result in disciplinary action and/or legal
action in accordance with law and County Board policy.
(cf. 5144 - Discipline)
(cf. 5144.1 - Suspension and Expulsion/Due Process)
(cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))
Regulation
SHASTA COUNTY OFFICE OF EDUCATION
approved: July 11, 2001
Redding, California
revised: November 28, 2007
Deleted (first read): November 18, 2015
November 18, 2015
Page 133 of 137
Shasta COE
Exhibit
E 6163.4
Instruction
ACCEPTABLE USE AGREEMENT AND RELEASE OF COUNTY OFFICE FROM
LIABILITY (STUDENTS)
The Shasta County Office of Education authorizes students to use technology owned or
otherwise provided by the County Office as necessary for instructional purposes. The use of
County Office technology is a privilege permitted at the County Office's discretion and is subject
to the conditions and restrictions set forth in applicable Board policies, administrative
regulations, and this Acceptable Use Agreement. The County Office reserves the right to
suspend access at any time, without notice, for any reason.
The County Office expects all students to use technology responsibly in order to avoid potential
problems and liability. The County Office may place reasonable restrictions on the sites,
material, and/or information that students may access through the system.
Each student who is authorized to use County Office technology and his/her parent/guardian
shall sign this Acceptable Use Agreement as an indication that they have read and understand the
agreement.
Definitions
County Office technology includes, but is not limited to, computers, the County Office's
computer network including servers and wireless computer networking technology (wi-fi), the
Internet, email, USB drives, wireless access points (routers), tablet computers, smartphones and
smart devices, telephones, cellular telephones, personal digital assistants, pagers, MP3 players,
wearable technology, any wireless communication device including emergency radios, and/or
future technological innovations, whether accessed on or off site or through County Office
-owned or personally owned equipment or devices.
Student Obligations and Responsibilities
Students are expected to use County Office technology safely, responsibly, and for educational
purposes only. The student in whose name district technology is issued is responsible for its
proper use at all times. Students shall not share their assigned online services account
information, passwords, or other information used for identification and authorization purposes,
and shall use the system only under the account to which they have been assigned.
November 18, 2015
Page 134 of 137
Students are prohibited from using County Office technology for improper purposes, including,
but not limited to, use of County Office technology to:
1.
Access, post, display, or otherwise use material that is discriminatory, libelous,
defamatory, obscene, sexually explicit, or disruptive
2.
Bully, harass, intimidate, or threaten other students, staff, or other individuals
("cyberbullying")
3.
Disclose, use, or disseminate personal identification information (such as name, address,
telephone number, Social Security number, or other personal information) of another student,
staff member, or other person with the intent to threaten, intimidate, harass, or ridicule that
person
4.
Infringe on copyright, license, trademark, patent, or other intellectual property rights
5.
Intentionally disrupt or harm County Office technology or other County Office
operations (such as destroying County Office equipment, placing a virus on County Office
computers, adding or removing a computer program without permission from a teacher or other
County Office personnel, changing settings on shared computers)
6.
Install unauthorized software
7.
"Hack" into the system to manipulate data of the County Office or other users
8.
Engage in or promote any practice that is unethical or violates any law or Board policy,
administrative regulation, or County Office practice
Privacy
Since the use of County Office technology is intended for educational purposes, students shall
not have any expectation of privacy in any use of County Office technology.
The County Office reserves the right to monitor and record all use of County Office technology,
including, but not limited to, access to the Internet or social media, communications sent or
received from County Office technology, or other uses. Such monitoring/recording may occur at
any time without prior notice for any legal purposes including, but not limited to, record
retention and distribution and/or investigation of improper, illegal, or prohibited activity.
Students should be aware that, in most instances, their use of County Office technology (such as
web searches and emails) cannot be erased or deleted.
All passwords created for or used on any County Office technology are the sole property of the
Shasta County Office of Education. The creation or use of a password by a student on County
Office technology does not create a reasonable expectation of privacy.
Personally Owned Devices
November 18, 2015
Page 135 of 137
If a student uses a personally owned device to access County Office technology, he/she shall
abide by all applicable Board policies, administrative regulations, and this Acceptable Use
Agreement. Any such use of a personally owned device may subject the contents of the device
and any communications sent or received on the device to disclosure pursuant to a lawful
subpoena or public records request.
Reporting
If a student becomes aware of any security problem (such as any compromise of the
confidentiality of any login or account information) or misuse of County Office technology,
he/she shall immediately report such information to the teacher or other County Office
personnel.
Consequences for Violation
Violations of the law, Board policy, or this agreement may result in revocation of a student's
access to County Office technology and/or discipline, up to and including suspension or
expulsion. In addition, violations of the law, Board policy, or this agreement may be reported to
law enforcement agencies as appropriate.
Student Acknowledgment
I have received, read, understand, and agree to abide by this Acceptable Use Agreement and
other applicable laws and County Office policies and regulations governing the use of County
Office technology. I understand that there is no expectation of privacy when using County Office
technology. I further understand that any violation may result in loss of user privileges,
disciplinary action, and/or appropriate legal action.
Name: _________________________________
(Please print)
Grade: _______________________
School: ___________________________________________________________________
Signature: _______________________________ Date: _______________________
Parent or Legal Guardian Acknowledgment
If the student is under 18 years of age, a parent/guardian must also read and sign the agreement.
As the parent/guardian of the above-named student, I have read, understand, and agree that my
child shall comply with the terms of the Acceptable Use Agreement. By signing this Agreement,
I give permission for my child to use County Office technology and/or to access the school's
computer network and the Internet. I understand that, despite the County Office's best efforts, it
is impossible for the school to restrict access to all offensive and controversial materials. I agree
to release from liability, indemnify, and hold harmless the school, County Office, and County
November 18, 2015
Page 136 of 137
Office personnel against all claims, damages, and costs that may result from my child's use of
County Office technology or the failure of any technology protection measures used by the
County Office. Further, I accept full responsibility for supervision of my child's use of his/her
access account if and when such access is not in the school setting.
Name: ________________________________
(Please print)
Date: _____________________
Signature: _________________________________________________________
Exhibit
First Read: November 18, 2015
November 18, 2015
Page 137 of 137

Packet - Shasta County Office of Education

Transcription

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