Kevin Childs (Senior, Canyon HS): Swim – 100 yard Backstroke Division I Champion

Maxine Catig (Junior, Hart HS): Swim – 100 yard Backstroke Division I Champion

Tyler Cash (Junior, Canyon HS): Track and Field – High Jump Division II Champion

Ethan Danforth (Senior, Canyon HS): Track and Field – 3200 Meter Run Division II Champion

Shyann Franklin (Senior, Golden Valley HS): Track and Field – Shot Put Division II Champion

Solomon Strader (Junior, West Ranch HS): Track and Field – 400 Meter Run Division I Champion, Masters Meet Champion

Kai Wingo (Senior, Valencia HS): Track and Field – 800 Meter Run Division I Champion, Masters Meet Champion, California State Champion

Natalie Ramirez (Senior, West Ranch HS): Track and Field – Shot Put Division I Champion, Masters Meet Shot Put Champion, Masters Meet Discus Champion

A check in the amount of $149,000 was accepted from The Henry Mayo Newhall Foundation at the December 12, 2018, Board meeting to be used for scholarship purposes. These funds, plus $13,000 in accumulated interest, make possible the following scholarships for the Class of 2019: at each of the six comprehensive high schools – one (1) at $5,000, two (2) at $4,000, two (2) at $3,000, two (2) at $2,500, and one (1) at $1,500 [totaling $153,000]; and, at each of the four alternative high schools (Academy of the Canyons, Bowman High School, Learning Post/Hart at Home, and Sequoia School) – one (1) at $1,250 and one (1) at $1,000 [totaling $9,000].

The 2018/19 Santa Clarita Valley Scholarship Senior Sponsor Administrator Elaine Foderaro will be in attendance this evening.

Developed with input from teachers, administrators, parents, and students, the goals identified in the Hart District’s LCAP include:

• Ensure all students have access to highly qualified teachers, school site guidance counselors, Common Core State Standards (CCSS) aligned textbooks and materials, and safe and uncrowded school facilities in good repair.
• Increase and improve student achievement by providing rigorous and CCSS aligned curriculum and instruction in English, math, and social studies, and Next Generation Science Standards.
• Increase the number of students prepared for college and career by enrolling students in a broad course of rigorous study that includes career pathways and Career Technical Education courses.
• Cultivate a safe and positive school culture that supports all students’ personal and academic growth and encourages parent engagement.

Staff will present a brief overview of the proposed actions and services that will support each of these goals.

The District has prepared the budget using the Governor’s May Revision proposal as the basis for the budget assumptions, and notes that at the time of preparation, the State of California had not yet enacted a 2019/20 Budget Act.  Therefore, some of the assumptions included in the District’s budget plan may change.  In accordance with statute, the District will revise the Adopted Budget to reflect changes, as necessary, in projected income or expenditures within 45 days of the final State budget adoption.

The Governing Board will be presented with the action item to approve the District’s proposed 2019/20 Budget on June 19, 2019.

Resolution No. 18/19-36 will allow the Business Office staff, with the Superintendent’s approval, to prepare and submit routine budget revisions (technical adjustments within or between expenditure accounts and within or between resources necessary for the payment of District obligations) to LACOE for processing prior to Governing Board approval.  All routine budget revisions will be submitted to the Governing Board for adoption and ratification with the District’s interim reports and in conjunction with the annual year-end closing of the District’s financial records.

Routine budget revisions will not include any revisions, adjustments, or transfers impacting fund balance (i.e. increasing or decreasing revenues, reducing or increasing fund balance, or transfers between funds).  Such non-routine budget adjustments will continue to be presented to the Governing Board for approval prior to processing and submission to LACOE for review and approval.

This resolution is only effective for the 2019/20 fiscal year.

The revenues generated from the Proposition are deposited into a state account called the Education Protection Account (EPA).  School districts receive funds from the EPA based on their proportionate share of the statewide revenue limit.  A corresponding reduction is made to the school district’s revenue limit equal to the amount of their EPA entitlement.

Both Proposition 30 and Proposition 55 provided constitutional protection that the funds placed in the EPA are exclusively dedicated for classroom expenses, not administrative expenses.  Before June 30 of each year, the State Director of Finance is required to estimate the total amount of additional revenues that will be available for transfer into the Education Protection Account during the next fiscal year.

ESTIMATED FUNDS                          $37,064,319

ESTIMATED EXPENDITURES*        $37,064,319

*Consistent with prior years, the District will expend the funds on classroom teacher salaries and benefits.

An accounting of the actual amount received from the EPA and the related expenditures will be posted on the District’s website.

The TRANs’ size is based upon the District’s unique projected cash flow for 2019/20. The Bank of New York Mellon Trust Company are the pooled TRANs underwriters’ representative and sets these limits for the participating districts.

The District does project a negative cash flow during 2019/20. We anticipate a cash deficit need of up to $15,000,000, due to the timing of November/December state aid payments and receipt of property taxes.

The Wm. S. Hart Union High School District has not participated in the TRANs for several years.  However, the District is projected to experience a negative balance in December 2019.  LACOE will deposit the money into the District’s bank account in August 2019, repay half in January 2020, and the balance in May 2020. The total transaction costs, including issuance costs, have historically been approximately 2 percent.

To qualify for an emergency authorization, a person must be a college graduate, pass the California Basic Educational Skills Test (CBEST), be cleared through a fingerprint check, submit a complete application packet, pay necessary fees, complete additional specific requirements for the issuance of a particular authorization, and be covered by the Declaration of Need.

The District generally has a need to obtain temporary waivers and emergency permits for a small percentage of teachers.

1. Salary, Statutory and Health Benefits (Object 2000/3000)

Salaries reflect all applicable salary step and longevity increments for Personnel Commission staff.  The District’s Director of Fiscal Services provided the salary, statutory benefit, and health benefit costs.

2. Supplies and Equipment Replacement (Object 4000)

Amounts to cover general supplies, equipment, and expenses are budgeted as is essential in supporting the services provided.

3. Operating Expenses (Object 5000)

The budget includes funds to cover the cost of standard operating expenses, such as the online application system, test scanner, recruitment ads, commission memberships, and expenses incurred when using exam raters from other districts.

A request to allow the use of middle school grant eligibility for the construction of the Castaic High School Project to maximize the amount of state funding is presented for approval.

BACKGROUND

In December 2016, the District applied for state School Facility Program grants for the construction of the new Castaic High School Project.  The District’s application will soon be reviewed and eventually approved for funding by the Office of Public School Construction/State Allocation Board under the School Facilities New Construction Program.

Typically, in order to receive funding from the state, the District must have new construction grant eligibility at the grade level of the students for which the project will house.  The District currently has 2,153 ninth through twelfth grade eligibilities available for the Project application out of the maximum of 2,347 pupils grants that can be requested. In order to maximize the state grants for the Project, however, the state School Facilities Program allows districts to request new construction grant funding utilizing eligibility determined at a different grade level for all or a portion of the proposed Project.  In order to do so, the state requires the District’s Governing Board to publicly acknowledge by adopting a resolution and “housing plan” that the District is using state funding eligibility in an alternative manner.

STAFF ANALYSIS

The District proposes to utilize some of its middle school grade level pupil eligibility to request state funding for the Project.  The use of middle school eligibility will result in approximately $2.65 million more in state new construction grants.

If the Governing Board does choose to pursue the New Construction Program funds in this alternative manner, it is also important to note the following:

• If the District is concerned with using middle school eligibility to construct these high school classrooms, there is no guarantee that the middle school eligibility would remain available in the future.  The state program rules now require that a district’s eligibility be updated in the year in which the state reviews an application as opposed to when an application is filed. In other words, there’s no guarantee that the untapped middle school eligibility will be available in subsequent years.

• While the middle school pupil eligibility will be reduced as a result of the Project, there will likely be sufficient middle school eligibility to support the applications for funding for the projects at Placerita and Sierra Vista Junior High Schools based on the current eligibility assessment (but subject to demonstration of eligibility at the time the state reviews those applications).

The District will receive approximately $2.65 million in additional State grants for Castaic High School by approving this resolution.

Approve Resolution No. 18/19-35 and attached housing plan allowing the use of middle school grant eligibility for the construction of the Castaic High School Project to maximize the amount of state funding.

A contract for the Arroyo Seco Junior High School Column Repair Project to the lowest responsive/responsible bid, Blue Diamond Concrete is presented for award.

Bids were opened on June 5, 2019, for the Arroyo Seco Junior High School Column Repair Project. One bid was received. The bidder, Blue Diamond Concrete, is a responsive bid. Staff recommends awarding this project to the lowest responsive bidder, Blue Diamond Concrete.

$38, 400 from General Fund (01.0), Maintenance Budget.

A fee proposal from Ninyo & Moore for materials testing and inspection services for the Arroyo Seco Junior High School Column Repair Project is presented for approval.

While this project is considered repair and does not fall under the jurisdiction of the Division of the State Architect, KPFF, the project’s structural engineer, has advised staff that oversight of a materials testing lab is necessary. The materials testing  lab will be on call to test the strength of concrete and to certify the steel reinforcing bars used to repair the columns. The materials testing lab will also be on call to perform any other materials tests that the structural engineer finds necessary during the repair process.

$17,706 to be paid from the General Fund (01.0), Maintenance Budget.

Three contractors responded.  The contractor, Precision Pavement Striping, is the lowest responsive, responsible bidder.  Due to summer scheduling and contractor availability, this work started on June 10, 2019.  District staff is requesting ratification of the contract with the contractor.

Fee Amendment No. 1 from Lundgren Management Corporation for the Hart High School Two-Story Classroom Building, Tennis Court Expansion and Utility Infrastructure Project is presented for approval.

Lundgren Management Corporation’s (LM) agreement for Construction Management (CM) services for the project was Board approved on January 18, 2017. Since then, LM has performed multiple-prime bidding services, estimating and project oversight services for three phases of infrastructure, site work and related project services affiliated with the completion of the infrastructure and new two-story classroom building.

The project was scheduled to be completed in December 2019 (including close-out). Due to weather delays and unforeseen site soils conditions encountered during Phase 2B infrastructure and the building site-work portions of the project, the current project schedule shows a March 2020 completion.

LM is requesting additional fees for extended services from January through March (three months at $77,051/month).  LM is also requesting additional reimbursable expenses for providing site security services prior to the installation of the pre-fabricated building sections, after site delivery and while the buildings are on the Hart High School campus. The security has been necessary to protect the buildings during the evening and early morning hours, in addition to weekends.

As requested by the District, LM hired the security company (Copper Eagle) and has processed this cost through the existing reimbursable account. In conjunction with the revised project completion date, there are also additional reimbursable expenses (LM, inspector offices, and support services). Reimbursable expenses are billed, at cost (no-mark-up) and any remaining funds will not be billed to the District.

$231,153 plus $55,475 in reimbursable expenses from Measure SA (Fund 21).

Change Order No. 003 for the Hart High School Two-Story Modular Classroom Building Project for tasks related to mitigating a rain delay (American Modular Systems, Inc., (AMS) is presented for approval.

There was a higher than usual amount of rainfall this past winter, which delayed construction of the two-story modular classroom building by four to six weeks. To avoid costs related to the delays including extended overhead, a delayed delivery schedule, and consequently, a delayed completion of the building, AMS, Lundgren, and staff discussed options for recovering some of the time lost due to the rain delay.

A decision was made to make up the delay caused by the rain by re-sequencing the construction of the foundations. That re-sequencing made it necessary to (1) reshuffle the modular building arrangement on the site, (2) upgrade the size of the crane lifting the modules into place, (3) re-mobilize the crane, and (4) add additional No Parking dates on the street which required additional City permits. While this plan will allow recovery of the time lost due to rain delays, there is a cost for this change. However, Lundgren Management and staff believe that this cost is less than the cost for prime contractor and consultant extended overhead costs caused by the rain delay.

Change order requests for the Sierra Vista Junior High School Classroom Addition Project – Bid Package Nos. SV1801A-01 (Triangle Enterprise, Inc.), SV1801A-02 (K.A.R. Construction, Inc.), SV1801A-03 (AMG & Associates, Inc.), SV1801A-05 (Fischer, Inc.), and SV1801A-06 (RDM Industrial Products, Inc.) are presented for approval.

Bid Package No. 1, Change Order No. 3 (SV1801A-01 Triangle Enterprise, Inc.): $19,995.21

The Contractor is requesting compensation for work not shown on bid documents and cost for loss of production due to delays by Growthpoint Structures. The Contractor is also returning unused contractor allowance (see attached Change Order Authorization).

Bid Package No. 2, Change Order No. 4 (SV1801A-02 K.A.R. Construction, Inc.): $36,592.91

The Contractor is requesting compensation for work not shown on bid documents, additional work to bring a fire hydrant on-line early due to phased occupancy and a revision to grading plan. The Contractor is also returning unused contractor allowance to the District (see attached Change Order Authorization).

Bid Package No. 3, Change Order No. 5 (SV1801A-03 AMG & Associates, Inc.): $134,943.76

This change order includes several miscellaneous items that are due to incomplete bid documents (see attached Change Order Authorization); however, the majority of this change order is to complete work that was supposed to be completed by Growthpoint Structures.

Bid Package No. 5, Change Order No. 4 (SV1801A-05 Fischer, Inc.): $67,884.67

This change order includes several miscellaneous items that are due to incomplete bid documents (see attached Change Order Authorization). The change order also includes the cost to complete work that was supposed to be completed by Growthpoint Structures.

Bid Package No. 6, Change Order No. 2 (SV1801A-06 RDM Electric Co., Inc.): $9,734 credit

The Contractor is returning unused contractor allowance to the District.

WLC Architects and TELACU have thoroughly reviewed these change order requests and were successful in negotiating lower costs than originally requested by the contractors.

$249,682.55 from Measure SA (Fund 21).

Fee Amendment No. 02 from Sikand Engineering Associates to provide traffic engineering and civil engineering services for preparation of traffic signal and lane striping improvements at Sloan Canyon and Parker Road is presented for approval. These improvements are to be implemented, pursuant to mitigation measures in the Castaic High School Supplemental Environmental Impact Report (EIR).

Mitigation Measure T-4 in the Castaic High School Supplemental EIR (July 2014) states that six months before the opening of the school, the District shall request approval of the Los Angeles County Department of Public Works for installation of a traffic signal and striping a northbound right turn lane at the intersection of Sloan Canyon and Parker Road.

$37,234 from Measure SA (Fund 21).

The Governing Board, acting as the Legislative Body of CFD No. 90-1, is required to set a budget and authorize the levy and collection of special taxes within the boundaries of CFD No. 90-1 on an annual basis.

Resolution No. LB18/19-8 approves and adopts the attached Administration Report (Exhibit A to Resolution No. LB18/19-8) for CFD No. 90-1, which outlines the financial and administrative obligations and the special taxes proposed to be levied and collected within CFD No. 90-1 for the 2019/20 fiscal year.  All special taxes collected will be used for the purposes for which CFD No. 90-1 was established.

The Governing Board, acting as the Legislative Body of CFD No. 99-1, is required to set a budget and authorize the levy and collection of special taxes within the boundaries of CFD No. 99-1 on an annual basis.

Resolution No. LB18/19-9 approves and adopts the attached Administration Report (Exhibit A to Resolution No. LB18/19-9) for CFD No. 99-1, which outlines the financial and administrative obligations and the special taxes proposed to be levied and collected within CFD No. 99-1 for the 2019/20 fiscal year.  All special taxes collected will be used for the purposes for which CFD No. 99-1 was established.

The Governing Board, acting as the Legislative Body of CFD No. 2002-1, is required to set a budget and authorize the levy and collection of special taxes within the boundaries of CFD No. 2002-1 on an annual basis.

Resolution No. LB18/19-10 approves and adopts the attached Administration Report (Exhibit A to Resolution No. LB18/19-10) for CFD No. 2002-1, which outlines the financial and administrative obligations and the special taxes proposed to be levied and collected within CFD No. 2002-1 for the 2019/20 fiscal year.  All special taxes collected will be used for the purposes for which CFD No. 2002-1 was established.

The Governing Board, acting as the Legislative Body of CFD No. 2004-1, is required to set a budget and authorize the levy and collection of special taxes within the boundaries of CFD No. 2004-1 on an annual basis.

Resolution No. LB18/19-11 approves and adopts the attached Administration Report (Exhibit A to Resolution No. LB18/19-11) for CFD No. 2004-1, which outlines the financial and administrative obligations and the special taxes proposed to be levied and collected within CFD No. 2004-1 for the 2019/20 fiscal year.  All special taxes collected will be used for the purposes for which CFD No. 2004-1 was established.

The Governing Board, acting as the Legislative Body of CFD No. 2005-1, is required to set a budget and authorize the levy and collection of special taxes within the boundaries of CFD No. 2005-1 on an annual basis.

Resolution No. LB18/19-12 approves and adopts the attached Administration Report (Exhibit A to Resolution No. LB18/19-12) for CFD No. 2005-1, which outlines the financial and administrative obligations and the special taxes proposed to be levied and collected within CFD No. 2005-1 for the 2019/20 fiscal year.  All special taxes collected will be used for the purposes for which CFD No. 2005-1 was established.

The Governing Board, acting as the Legislative Body of CFD No. 2015-1, is required to set a budget and authorize the levy and collection of special taxes within the boundaries of CFD No. 2015-1 on an annual basis.

Resolution No. LB18/19-13 approves and adopts the attached Administration Report (Exhibit A to Resolution No. LB18/19-13) for CFD No. 2015-1, which outlines the financial and administrative obligations and the special taxes proposed to be levied and collected within CFD No. 2015-1 for the 2019/20 fiscal year.  All special taxes collected will be used for the purposes for which CFD No. 2015-1 was established.

In accordance with Education Code 44258.7 (c) and (d), the District may properly assign these teachers to elective classes for which they are capable but not specifically credentialed to teach.  (Elective class is defined as any class other than mathematics, English, science, or social science.)  A committee of teachers and administrators may be authorized to meet and approve the assignments for the semester.  The Governing Board must approve the establishment of the committee.

Committee members serve for one year.  The Hart District Teachers Association has routinely submitted the names of three qualified teachers to serve on this committee should there be a need to meet.  The Assistant Superintendent has also routinely been on the committee.

When reviewing teachers’ assignments, the committee looks for evidence that the person can effectively teach the course that is assigned.  They look at years of experience in teaching this or a similar course, college units in the discipline, special training or expertise in the subject area, the desire to teach the course, and other factors that seem appropriate.

All the Light We Cannot See – Publisher: Simon & Schuster– Author: Doerr – Course Area: – AP Literature – Grade:12 – All the Light We Cannot See is a novel written by American author Anthony Doerr, published by Scribner on May 6, 2014.  It won the 2015 Pulitzer Prize for Fiction and the 2015 Andrew Carnegie Medal for Excellence in Fiction.  Set in occupied France during World War II, the novel centers on a blind French girl and a German boy whose paths eventually cross.  According to AP® Central: An AP English course in Literature and Composition should engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students should consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.

Song of Solomon – Publisher: Vintage International – Author: Morrison – Course Area: – AP Literature – Grade: 12 – Song of Solomon is a 1977 novel by American author Toni Morrison.  It follows the life of Macon “Milkman” Dead III, an African-American man living in Michigan, from birth to adulthood.  This book won the National Book Critics Circle Award, was chosen for Oprah Winfrey’s popular book club, and was cited by the Swedish Academy in awarding Morrison the 1993 Nobel Prize in literature.  In 1998, the Radcliffe Publishing Course named it the 25th best English-language novel of the 20th century.  According to AP® Central: An AP English course in Literature and Composition should engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students should consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.

Beloved – Publisher: Vintage International– Author: Morrison – Course Area: – AP Literature – Grade: 12 – Beloved is a 1987 novel by the American writer Toni Morrison. Set after the American Civil War (1861–65), it is inspired by the story of an African-American slave, Sethe, who escaped slavery in Kentucky late January 1856 by fleeing to Ohio, a free state. Morrison had come across the story “A Visit to the Slave Mother who Killed Her Child” in an 1856 newspaper article published in the American Baptist and reproduced in The Black Book, a miscellaneous compilation of black history and culture that Morrison edited in 1974.  Beloved begins in 1873 in Cincinnati, Ohio, where the protagonist Sethe, a former slave, has been living with her eighteen-year-old daughter Denver.  Sethe’s mother-in-law, Baby Suggs, lived with them until her death eight years earlier.  Just before Baby Suggs’ death, Sethe’s two sons, Howard and Buglar, run away.  Sethe believes they fled because of the malevolent presence of an abusive ghost that haunted their house at 124 Bluestone Road for years.  The story opens with an introduction to the ghost.  The novel won the Pulitzer Prize for Fiction in 1988 and was a finalist for the 1987 National Book Award.  It was adapted during 1998 into a movie of the same name starring Oprah Winfrey.  A New York Times survey of writers and literary critics ranked it the best work of American fiction from 1981 to 2006.  The book’s dedication reads “Sixty Million and more”, referring to the Africans and their descendants who died as a result of the Atlantic slave trade.  According to AP® Central: An AP English course in Literature and Composition should engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students should consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.

Grade: 9-12

Department: Fine Arts/Practical Arts

In this two-semester, advanced course, students will build upon their experience and knowledge from 3D Game Art and Design. Through the process researching, analyzing and building game designs, students will continue to develop technical, artistic and collaborative skills transferable to many careers (film, special effects, illustration, computer programming, storyboarding, concept art, comic art, and game design). This course will provide students with the opportunity to explore different roles on a design team, such as design lead, mechanics engineer, level designer, character designer, animator or motion designer, and concept artist/digital painter.

Course Name:  3D Game Art and Design

Grade: 9-12

Department: Fine Arts/Practical Arts

This is a year-long introductory level Visual and Performing Arts course for 9th-12th graders where they have the opportunity to create 2D and 3D digital artwork within the context of video game design art. They will study the elements of art and principles of design, and apply them to the large variety of 2D and 3D artwork created in the modern video game context. Students will create artwork using both traditional and computer aided techniques, such as drawings, graphic art, painting, 3D model sculpting, and environmental “set” design.

Course Name:  AP World History: Modern (revised)

Grade: 10-12

Department: Social Studies

This two-semester course is designed to be the equivalent of a two-semester introductory college or university modern world history course. In AP World History students investigate significant events, individuals, developments, and processes in four historical periods from approximately 1200 C.E. to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; development and transformation of social structures; and technology and innovation.

Reason for revision: The College Board is making a change starting with the 2019-2020 school year. They have revised the course to decrease the amount of history coverage while allowing more time for depth of historical content and skill-building.

Course Name:  Culinary Hospitality I (revised)

Grade: 7-8

Department: Electives

This course is an Introductory, one semester course.  Students will be taught the basics at an intro level.  Students will develop skills in culinary.  Lessons will include safety and sanitation, basic cooking, basic baking, kitchen equipment, appliances and uses, culinary terminology, kitchen measurement and math, food guides, recipe instruction, and etiquette and manners.

Reason for revision:  Update credits, curriculum and sequencing for current course. Remove A/B from title.

Course Name:  Culinary Hospitality II (revised)

Grade: 8

Department: Electives

In this one-semester course, students in Culinary Hospitality II learn:  The scientific principles of food and nutrition, the relationship between health and proper nutrition, food guides, nutrition,  kitchen safety, emergency procedures, food safety and sanitation, kitchen skills, meal management, food preparation, food and culture, food production, food service, manners and etiquette, menu development, place setting, team work, use of tools, equipment and appliances,  career opportunities in the food industry, regulations in food service, and professional conduct in the workplace.  A main objective of this course is to demonstrate and utilize the practical skills of math, science, reading, and writing in a real world context.

Reason for revision: Update credits, curriculum and course sequencing. Remove A/B from title.

Course Name:  Cyber Security 1 Honors A/B

Grade: 9-12

Department: Practical Arts (CTE/CCR)

This two-semester course prepares students for a career in network administration and technical support with a focus on cybersecurity. The course includes a series of technical subjects that provide hands-on knowledge and skills in computer hardware, operating systems, networking, and security concepts. Industry-based curricula are utilized in a networked environment to assist in preparing students for industry recognized certifications.  Students go through intricate problem solving exercises that mimic the technical challenges of the real world. The program targets students preparing for careers in cybersecurity and information and communications technology. Activities in this course include work-based learning that connects students to industry and the local community.

Course Name:  Cyber Security 1 A/B

Grade: 9-12

Department: Practical Art (CTE/CCR)

This two-semester course prepares students for a career in network administration and technical support with a focus on cybersecurity. The course includes a series of technical subjects that provide hands-on knowledge and skills in computer hardware, operating systems, networking, and security concepts. Industry-based curricula are utilized in a networked environment to assist in preparing students for industry recognized certifications.  Students go through intricate problem solving exercises that mimic the technical challenges of the real world. The program targets students preparing for careers in cybersecurity and information and communications technology. Activities in this course include work-based learning that connects students to industry and the local community.

Course Name:  Cyber Security 2 A/B

Grade: 10-12

Department: Practical Art (CTE/CCR)

This two-semester course builds on the skills students developed in Cybersecurity I. In today’s Internet-dependent business environment, secure communications is critical to networks of all types including mobile devices. Students will learn how to analyze network risks and provide the appropriate countermeasures to reduce exposure from network threats. This course provides the hands-on skills necessary to secure computer information at both the system and network level. Activities in this course include work-based learning that connects students to industry and the local community.

Course Name:  Cyber Security 2 Honors A/B

Grade: 10-12

Department: Practical Art (CTE/CCR)

This two-semester course builds on the skills students developed in Cybersecurity I. In today’s Internet-dependent business environment, secure communications is critical to networks of all types including mobile devices. Students will learn how to analyze network risks and provide the appropriate countermeasures to reduce exposure from network threats. This course provides the hands-on skills necessary to secure computer information at both the system and network level. Activities in this course include work-based learning that connects students to industry and the local community.

Course Name:  Exploring Culinary I (revised)

Grade: 7

Department: Practical Arts (CTE/CCR)

In this one-quarter, exploratory course, students learn the basic principles of food and nutrition, the relationship between health and proper nutrition, kitchen safety, emergency procedures, food safety and sanitation, kitchen skills, meal management, food preparation,  manners and etiquette, place setting, team work, use of tools, equipment and appliances, and career opportunities in the food industry.

A main objective of this course is to demonstrate and utilize the practical skills of math, science, reading, and writing using Common Core Standards

Reason for revision: Update credits and curriculum

Course Name:  Exploring Culinary II (revised)

Grade: 7

Department: Practical Art (CTE/CCR)

In this one-quarter course, students learn the scientific principles of food and nutrition, the relationship between health and proper nutrition, kitchen safety, emergency procedures, food safety and sanitation, kitchen skills, meal management, food preparation, food and culture, food production, food service, manners and etiquette, menu development, place setting, team work, use of tools, equipment and appliances,  career opportunities in the food industry, regulations in food service, and professional conduct in the workplace.

A main objective of this course is to demonstrate and utilize the practical skills of math, science, reading, and writing in a real world context.

Reason for revision: Update credits and curriculum.

Course Name:  Exploring Design, Visual, and Media Arts

Grade: 9-12

Department: Practical Art (CTE/CCR)

This one-semester course is designed to introduce students to a variety of multimedia art sectors including photography, digital art, illustration, graphic design, and motion graphics. This course will provide students with the opportunity to practice using industry-standard software programs (such as Adobe Photoshop, Illustrator, InDesign, and After Effects). Students will learn about possible careers in the arts as well as how to use visual problem solving to produce work related to those industries.

Course Name:  Hip Hop and Literature

Grade: 9-12

Department: Electives

This one-semester course is specifically designed to incorporate culturally relevant material to bring CCSS English Language Arts standards to life for students.  This course will use the history of hip hop and hip hop lyrics to provide standards based instruction in ELA .  Students will use technology and have access to a variety of songs, artists, lyrical styles, etc., to increase literacy to help close achievement gaps.

Course Name:  JH Newcomer English

Grade: 7-8

Department: English

This one-semester course is specifically designed for Newcomers (Emerging students only). Newcomer students have been enrolled in US schools less than two full consecutive semesters.  This course provides ELA/ELD standards-based content instruction to introduce and teach students English so they can transition to grade-level English as quickly as possible. Students can only take this course a total of one year, based on enrollment date. Students will have access to technology and will receive a broad exposure to literacy in order to bridge proficiency gaps.

Course Name:  Patient Care A/B

Grade: 9

Department: Practical Arts/CCR

Patient Care is a two-semester, introductory course within the CTE Patient Care Pathway and is designed to introduce students to careers in the healthcare field.  With a focus on both theory and practical skills, students will learn the professional norms, skills, and competencies related to careers in healthcare.  This interdisciplinary course integrates concepts from social science, biological science, mathematics, and physical science disciplines and is based on core academic and career technical education standards. Students in the course will also cover the health education standards required for completion of 2.5 credits of health.

Course Name:  Practical Applications for Medical Professionals A/B

Grade: 11-12

Department: Electives/Practical Arts

This two-semester course will explore the many facets of public and medical health and well-being. Content will relate to individuals, the community, and the careers and institutions directly involved with health and wellness issues. Students will explore all domains of health including psychosocial, physical, and environmental elements and their impact on a person’s wellness. Students will examine how one’s culture, socioeconomic status, behaviors, attitudes, and heredity play a role in a person’s well-being. While working within allied medical field and community health organizations, students will better understand healthcare needs and the importance of health education and promotion. Students will learn transferable skills related to entry-level health occupations, explore career options, and become knowledgeable with post-secondary educational options. Integrated throughout the course are career preparation standards, desirable employee attributes and job seeking skills, as well as personal and interpersonal skills, problem solving, and communication skills.

Danielle Werts, a Golden Valley High School teacher, is requesting authorization to attend AP Environmental Science for Experienced Teachers training in San Antonio, TX, June 17-21, 2019.

Melissa Jenkins, a West Ranch High School teacher, is requesting authorization to attend the DECA AMPED Professional Development Conference in Providence, RI, June 24-27, 2019.

Matthew Stanich, a West Ranch High School teacher, is requesting authorization to attend Project Lead the Way Core Training in Denver, CO, July 7-19,2019.

La Mesa Junior High School staff Brittany Beard, Laura Frank, Jennifer Frias, Aaron Kirkland, Susan Lieberman, Michele Krantz, Jennifer Putt, Rebecca Rose, and Jeremy Strauss are requesting authorization to attend the RTI at Work Institute by Solution Tree in Bellevue, WA, September 22-25, 2019.

All expenses for Danielle Werts to attend the AP Summer Institute Environmental Science for Experienced Teachers will be paid through District Advanced Placement funds.

All expenses for Melissa Jenkins to participate in the DECA AMPED Professional Development Conference will be covered by the Career Technical Education Incentive Grant.

All expenses for Matthew Stanich to attend Project Lead the Way Core Training will be covered by the Project Lead the Way Grant.

All expenses for Brittany Beard, Laura Frank, Jennifer Frias, Aaron Kirkland, Susan Lieberman, Michele Krantz, Jennifer Putt, Rebecca Rose, and Jeremy Strauss to attend the RTI at Work Institute by Solution Tree will be paid through Title I funds.

Authorize Danielle Werts to attend AP Environmental Science for Experienced Teachers training in San Antonio, TX, June 17-21, 2019.

Authorize Melissa Jenkins to attend the DECA AMPED Professional Development Conference in Providence, RI, June 24-27, 2019.

Authorize Matthew Stanich to attend Project Lead the Way Core Training in Denver, CO, July 7-19, 2019.

Authorize Brittany Beard, Laura Frank, Jennifer Frias, Aaron Kirkland, Susan Lieberman, Michele Krantz, Jennifer Putt, Rebecca Rose, and Jeremy Strauss to attend the RTI at Work Institute by Solution Tree in Bellevue, WA, September 22-25, 2019.

This LCAP Federal Addendum provides LEAs with the opportunity to align program services to maximize the impact of federal investments in support of underserved students groups, and to align federally-funded programs with the state’s Local Control Funding Formula (LCFF) to ensure the most effective use of state and federal resources for underserved student populations.

Analysis of each plan reveals necessary updates and revisions. Each school site council has approved its revisions, after consulting with school leadership teams and advisory councils, and recommends them to the Board for approval.  All legal requirements remain in place for each plan that was approved in May 2018.  Annual evaluations conducted at that time meet the requirements of Board Policy 6190.

Attached are the revisions for the school plans of Golden Valley High School, Bowman High School and La Mesa Junior High School for the 2018/19 school year.  Goals and action plans remain aligned with LCAP District goals and school goals for increased student achievement.

Again this year, in keeping with the District Local Control Accountability Plan (LCAP), all schools have aligned their School Plan for Student Achievement goals with the four goals of the LCAP.

Each school site council has approved its respective School Plan for Student Achievement after consulting with required advisory groups and recommends it to the Board for approval.  All legal requirements have been met for each plan.  The annual evaluations will be conducted to meet the requirements of Board Policy 6190.

Because of the similarities in funding and the alignment with LCAP, each school plan is similar in design and format.  Attached is the plan for each Title I school for the 2019/20 school year.  Actual allocations will be determined in August when funding is provided by the District Title I grant.  To facilitate implementation, Board approval is requested.

Funds for the cost of these materials will not come from the District’s general fund. Schools will cover the entire costs of their needed consumables from their site funds.

This report may contain open purchase orders with not-to-exceed amounts facilitating regular small purchases from single vendors. Open purchase orders with not-to-exceed amounts facilitating larger purchases from single vendors may indicate a publicly bid contract number and/or the date the Governing Board approved the vendor.  In an effort to efficiently process payments, the accumulated total of these purchases may be processed and paid as a single transaction.

The one-time fee includes a dedicated implementation specialist, onsite set up for high value processes, custom district-wide training, data review and report for initial launches.

This agreement does not obligate the District to any commitment level.  Services are provided only upon District request; the District may terminate the agreement at any time, either with or without good cause.

Staff requests the use of the following California-approved piggyback contracts during the 2019/20 fiscal year:

California Multiple Award Schedule (CMAS) – for the purchase, warranty and installation of a wide variety of commodities, non-information technology services and information technology products and services, furniture and floor covering.

Cal-Save – for the purchase of technology and instructional resources at low cost from a statewide project designed to help California K-12 schools.

City of San Jose 14-15-01 – for the purchase of computer equipment peripherals, hardware and software. This contract does not include desktop computers/monitors, laptops, or tablets.

E&I – Contract CNR01262 for health care products and services

Glendale Unified School District piggyback agreement P13-18/19 – for the purchase of Apple computer products, services and related items.

Interlocal Purchasing System (TIPS) – Contract 180803 for sporting goods and equipment

Kern County Superintendent of Schools piggyback agreement PEPPM Technology Bidding and Purchasing Program  – for integrated AV systems, structured cabling, wireless access, video distribution and surveillance contractors.

Los Angeles County Office of Education – contracts for standard school supply and equipment, computer peripherals, tree-trimming services and fuel, as authorized per Education Code 38110 and 38112.

Naspo ValuePoint 2015-2020 Master Price Agreement Number MNWNC-108 – for computer equipment, peripherals and related services.

National Association of State Procurement (NASPO) SQ818, Addendum 7-14-99-20.01 – for small hand and power tools.

Omnia (formerly National IPA, and US Communities) – for the purchase of school supplies, office products and janitorial supplies that were competitively solicited, and publicly awarded for Government and Education.

Simi Valley School District piggyback agreement for Microsoft Products Agreement number 034-14M1 – for the purchase of EES Microsoft licensing for K-12 educational institutions in the State of California.

SourceWell (formerly NJPA) – for the purchase of school supplies, office products and janitorial supplies competitively awarded through industry leading vendors to its members.

South County Support Services Agency piggyback agreement Creative Bus Sales – for the purchase of buses.

The Cooperative Purchasing Network (TCPN) – for the purchase of commonly purchased products and services competitively solicited and awarded for public schools.

Waterford School District piggyback agreement A-Z Bus Sales Inc. – for the purchase of buses.

Dana and Dennis Bradford would like to present Sequoia School a check for $100.

Ami and Jose Gonzalez would like to present Sequoia School a check for $250 for student scholarships.

Jostens would like to present Golden Valley High School a check for $500 to be used for student scholarships.

SchoolsFirst Federal Credit Union would like to present Golden Valley High School a check for $600 to be used for student scholarships.

Castaic High School parents would like to present Castaic High School with $240 to be used for athletic training supplies.

Sue Reynolds-Buckley would like to donate a Bodyguard T460X treadmill to Valencia High School’s sports medicine program; the value is approximately $3000.

1. Stadium chairs (QTY 50, Canyon High School)

2. Vertical file cabinets (QTY 13, Warehouse)

3. Spin bike (Qty 17, Arroyo Seco Junior High School)

4. Tricep pushdown (QTY 2, Arroyo Seco Junior High School)

5. Vertical bench press (Qty 2, Arroyo Seco Junior High School)

6. Lat pull-down (Qty 1, Arroyo Seco Junior High School)

7. Leg extension (Qty 1, Arroyo Seco Junior High School)

8. Seated calf raise (Qty 1, Arroyo Seco Junior High School)

9. Standing calf raise (Qty 2, Arroyo Seco Junior High School)

10. Shoulder lateral raise (Qty 1, Arroyo Seco Junior High School)

11. Shoulder press (Qty 2, Arroyo Seco Junior High School)

12. Bicep Curl (Qty 2, Arroyo Seco Junior High School)

13. Lat pull/seated row (Qty 1, Arroyo Seco Junior High School)

14. Seated row back (Qty 1, Arroyo Seco Junior High School)

15. Flat bench press (Qty 1, Arroyo Seco Junior High School)

16. Horizontal leg press (Qty 1, Arroyo Seco Junior High School)

Pursuant to California Education Code Section 17546(c), staff requests the Governing Board, by unanimous vote of those members present, find that the property listed below is of insufficient value to defray the costs of arranging a sale and thereby authorize the property to be donated to a charitable organization deemed appropriate by the Board, or disposed of in the local dump.  All e-waste will be collected and certified to its proper disposal by an e-waste recycler.

1. Desks, various state of disrepair (QTY 30, Bowman High School)

2. Tire balancer, non-working (QTY 1, Hart High School)

3. Tire machine, non-working (QTY 1, Hart High School)

4. Engine stand, non-working (QTY 1, Hart High School)

5. Engine hoist, non-working (QTY 1, Hart High School)

6. Tool cabinet, broken (QTY 1, Hart High School)

7. Table, broken (QTY 2, Hart High School)

8. T-head, non-working (QTY 1, Hart High School)

9. T-shirt dryer, non-working (QTY 1, Hart High School)

10. Davis Wells press, non-working (QTY 1, Hart High School)

11. Refrigerator, non-working (QTY 1, Hart High School)

12. Metal teacher desk (QTY 2, Bowman High School)

13. Student chair, pink (QTY 18, Bowman High School)

14 Semi-circle table (QTY 1, Bowman High School)

The District currently accepts prequalification applications on a quarterly basis, and recently issued a notice inviting prequalification (RFQ1903A) for the April application period (April 1, 2019 to April 10, 2019).

The attached list reflects the addition of the first round of contractors approved during the April  2019 application window.

Staff proposes to enter into an agreement for the next three (3) years, specifically 2019/20, 2020/21, and 2021/2, allowing for a multi-year discount.  The District may terminate the agreement at any time, with or without cause, by providing a thirty (30) day written notice, and subject to a cancellation fee equal to 25 percent of the annual contract amount (estimated at $9,956) for any year not completed.

For the 2020/21 fiscal year only, the districts may elect to contract for a student yield factor study for an additional cost.

Staff recommends renewal of the agreement for the period of July 1, 2019, to June 30, 2020.  Either party may terminate the agreement with thirty (30) days prior written notice.

The agreement’s term is for the period of July 1, 2019, to June 30, 2020, and may be terminated at any time by either party upon ten (10) days written notice.

The term for these agreements is for the period of July 1, 2019, to June 30, 2020, and may be terminated by either party by giving written notice to the other party at least 90 days, but no more than 120 days, prior to the end of the then current one year term.

Approval of this proposal would allow staff to contract with CF Environmental, Inc., on multiple projects, not to exceed $15,000 per project and not to exceed $100,000 total for fiscal year 2019/20, without further Board approval until June 30, 2020.  If the cost for a project exceeds $15,000 and/or the total for all projects under this agreement are expected to exceed $100,000, staff will return to the Board to increase the allowable total for the fiscal year.

Having a master task agreement in place would allow staff to quickly address hazardous materials issues and concerns as they arise on projects.

Approval of this proposal would allow staff to contract with Architecture Plus Inc. on multiple projects, not to exceed $15,000 per project and not to exceed $100,000 total for fiscal year 2019/20, without further Board approval until June 30, 2020. If the cost for a project exceeds $15,000 and/or the total for all projects under this agreement are expected to exceed $100,000, staff will return to the Board to increase the allowable total for the fiscal year.

Having a master task agreement in place would allow staff to quickly address  issues and concerns as they arise on projects.

Proposals were requested from three companies, with two responding, of which, one company was responsive.  Staff recommends approving ACTenviro. The District has been working with ACTenviro for the past seven years.  Their fee is based on the prior year services needed by the District and is calculated on a time and materials basis.  Staff requests approval of services not to exceed $35,000, which will allow for routine and unforeseen circumstances.

Fee Amendment No. 1 from RT Project Solutions, LLC, for Division of the State Architect (DSA) inspection services for the Hart High School Infrastructure Phase 1B Project is presented for approval.

Fee Amendment No. 2 from Ninyo & Moore for geotechnical, materials testing, and inspection services for the Sierra Vista Junior High School Classroom Addition Project is presented for approval.

Due to several change orders that have been issued relating to added sidewalks, stairs, and site handrails/guardrails, Ninyo & Moore has been required to do additional testing of sub-grade base and the welding of the handrails/guardrails.

$5,932 from Measure SA (Fund 21).

Accept Notice of Completion for Bid Package No. GVCP1902A (R Dependable Const Inc.) for the Golden Valley High School Room 518 Remodel Project.

A Notice of Completion has been prepared for the Governing Board’s consideration for the following construction contract:

R Dependable Const Inc.

Bid Package No. GVCP1902A