Agenda...2020/09/30 · Agenda – Board of Education Page 4 September 30 2020 Classified Personnel...

Agenda

Regular Meeting of the Board of Education Pomona Unified School District

September 30, 2020 – 6:00 p.m.

TO WATCH OR LISTEN TO THE VIDEO STREAM ONLINE GO TO:

https://proudtobe.pusd.org/PUSDLive/

PUBLIC COMMENT GUIDELINES:

Public comment may be provided during the meeting by dialing the phone number and participant access code listed below. The operator will notify callers when it is their turn to provide public comment. Public comment will be limited to three minutes per each public speaker. Additional time will be given for translation. Members of the public wishing to dial in for public comment should view the live-stream of the meeting. The number is provided below. • Prior to making public comment, speakers who are watching or

listening to the video stream online should make sure the volume on their computer is muted to avoid an echoing or feedback sounds during the call.

• Each speaker will be allotted three minutes of public comment for each agenda item.

• Please use the phone number provided below: o Phone number: (669) 900-9128 o Meeting ID: 861 8722 4261 o Participant Access Code: 726033540

Submit written comments in advance to [email protected]. In order to help ensure that board members have sufficient time to review all comments, items received by 9:00 a.m. on Wednesday, September 30, 2020 will be distributed to all Board Members. The following information should be included in the body of the email:

o Commenter’s first and last name o Organization affiliation, if applicable o Agenda item number or general comment


mailto:[email protected]

Agenda – Board of Education September 30 2020

Agenda

Regular Meeting of the Board of Education Pomona Unified School District

This meeting will be available to the public electronically via YouTube at https://proudtobe.pusd.org/PUSDLive/ with members of the Board of Education and District personnel participating via Zoom. Members of the public who wish to address the Board of Education may do so via email at [email protected] by 9:00 a.m., Wednesday, September 30, 2020 or by calling during the meeting at (669) 900-9128 and entering the meeting ID 861 8722 4261 followed by the participant access code 726033540.

September 30, 2020 Public records related to the public session agenda that are distributed to the Governing Board less than 72 hours before a regular meeting, may be inspected by the public on Pomona Unified School District’s website at proudtobe.pusd.org by clicking the “Current Board Agenda” tab under the “District Resources” banner. Call to Order 5:00 p.m. Roll Call

Adrienne Konigar-Macklin President Andrew S. Wong Vice President

Frank Guzman Member Roberta A. Perlman Member

Jason A. Rothman Member

Closed Session 5:05 p.m. A. Announcement of Closed Session Items

1. Employee Discipline/Dismissal/Release/ Retirement Pursuant to California Government Code section 54957(b)(1) (3 Cases: 20-021-003; 20-021-008; and 20-021-009)

2. Conference with Legal Counsel Pursuant to California Government Code Section: 54956.9 Subdivision (d)(1) Regarding Pending Litigation (1 Case: OAH Case No. 2020060442)

B. Public Comment on Closed Session Items




C. Adjourn to Closed Session Closed session may be held in either the Board Room or the Superintendent’s Conference Room

1. Opening Business 6:00 p.m. 1.01 Reconvene to Regular Session

1.02 Pledge of Allegiance 1.03 Announcement of Action Taken in Closed Session 1.04 Superintendent’s Comments - Corrections or Additions to the Agenda

1.05 Student Representative Comments 1.06 Associated Pomona Teachers’ Representative Comments 1.07 California School Employees’ Association Representative Comments

1.08 Audience Comments 2. Information Items/Presentations

2.01 Superintendent Oral Communications on Agenda Items 2.02 Staff Report: Energy Conservation Project

3. Consent Calendar (Consent Calendar includes items 3-8 listed below. All of these

items will be considered and voted on together unless specifically removed for individual consideration.)

3.01 Oral Communications on Consent Calendar Items Only 3.02 Consent Calendar

4. Educational Services

4.01 Professional Meeting Attendance General Approval for 2020-21 4.02 Certificated Personnel – Special Assignments 4.03 Classified Personnel – Special Assignments 4.04 Amendments

5. Human Resources Certificated Personnel

5a.00 Administrative Assignments 5a.01 Resignations 5a.02 Leave of Absence (with or without pay) 5a.03 Changes of Assignment, Salary or Status 5a.04 Elections 5a.05 Election – Substitute Teachers 5a.06 Salary Reclassification 5a.07 Coaches 5a.08 Special Assignment – Department Chairperson 5a.09 Special Assignment – Elementary Combination Class 5a.10 Special Assignment – Unit Leaders 5a.11 Rescission 5a.12 Release of Substitute Teacher 5a.13 Amendments


Classified Personnel 5b.00 Administrative Assignment 5b.01 Resignations 5b.02 Leave of Absence (without pay) 5b.03 Change of Assignment, Salary or Status 5b.04 Elections 5b.05 Summer Employment 5b.06 Temporary Assignments 5b.07 Special Assignments 5b.08 Special Assignment – Child Development Training 5b.09 Special Assignment – Opening of School 5b.10 Bilingual Stipend 5b.11 Education Stipend 5b.12 Rescission of Amendment 5b.13 Amendments Non-Classified Personnel 5c.01 Elections 5c.02 Release of Substitutes and Non-Classified Employees

6. Position Control

6.01 Certificated – Establishment of Fund for Position: Itinerant Art Teacher 6.02 Certificated – Establishment of Fund for Position: Coordinator, Board Certified

Behavior Analyst 6.03 Certificated – Establishment of Fund for Position: Principal on Assignment 6.04 Certificated – Establishment of Fund for Position: Principal on Assignment

7. Business Services

7.01 Business Services: Amendments 7.02 Facilities Agreement: Durham School Services, L.P. 2020-21 7.03 Fiscal Agreement: Claremont Graduate University (RLC) 7.04 Fiscal Agreement: Mt. San Antonio College (AB 288 Courses) 7.05 Fiscal Agreement: Mt. San Antonio College (Non-AB 288 Courses) 7.06 Fiscal Agreement: NCS Pearson, Inc. dba Certiport 7.07 Fiscal Agreement: Zearn, Inc. 7.08 Special Education Agreement: Houghton Mifflin Harcourt Publishing Company 7.09 Special Education Agreement: N2Y, LLC

8. General

8.01 Commencement Activities: Spring 2021 9. Special Action Items

9.01 Oral Communications on Special Action Items Only 9.02 Approval of Learning Continuity and Attendance Plan

10. Open Oral Communications 10.01 Audience Comments

10.02 Board and Superintendent Oral Communications and Concluding Comments

Agenda – Board of Education September 30 2020 11. Continued Closed Session (If necessary)

11.01 Re-adjourn to Continue Closed Session 11.02 Reconvene to Open Session 11.03 Announcement of Action Taken in Closed Session

Next Board Meeting: Regular Board Meeting – Wednesday, October 21, 2020 at 6:00 p.m. 12. Adjournment

12.01 Adjournment 12.02 Note to Members of the Audience


Note to Members of the Audience

Addressing the Board Notice of the means by which members of the public may observe the meeting and offer public comment: Members of the public may observe the meeting electronically via YouTube at https://proudtobe.pusd.org/PUSDLive/ Public participation in this meeting will take place by means of a public call in number and email address allowing members of the public who wish to comment on agenda items to call during the meeting or to send their comments via email. To address the Board of Education, please do either of the following:

1. Email your comments for the Board Members to review prior to the meeting to [email protected], or

2. Call (669) 900-9128 and enter the meeting ID 861 8722 4261 followed by the participant access code 726033540 during the meeting.

Each member of the public wishing to address the Board of Education will be allowed three minutes for their comment. A maximum of twenty 20 minutes may be allowed for public presentations and/or comments on any one subject. Written comments received by 9:00 a.m., Wednesday, September 30, 2020, will be distributed to Board Members. Public Accessibility In accordance with ADA requirements, members of the public requiring accommodations for this meeting are invited to call (909) 397-4800, extension 71002 by 5:00 p.m., September 14, 2020 to request reasonable accommodations. District personnel will swiftly address and resolve any reasonable requests for accommodation received by the above date and time. Distributing Materials If you have materials for Board members, please email those materials to [email protected]

Resolving Complaints For efficient handling of complaints, please obtain a complaint form from the District website at proudtobe.pusd.org, fill it out, and either email it to [email protected] or mail the form to the Superintendent’s Office, Pomona Unified School District, 800 South Garey Avenue, Pomona, CA 91766. Maintaining Orderly Meetings Government Code Section 54957.9 authorizes the Board to maintain order at its meetings. No boisterous, disorderly, or disruptive conduct will be permitted. The Board may order that individuals be removed or that the entire virtual meeting be cleared as required to maintain order. Individuals not participating in the disturbance may be allowed to remain or return to the virtual meeting at the discretion of the Board. Members of the media not participating in the disturbance will be permitted to remain in the virtual meeting.






Announcing School Board Meetings Board Agendas are available for review at least 72 hours before each meeting (Gov. Code § 54954.2(a)) at the following locations:

• Pomona Unified School District’s website at proudtobe.pusd.org • Education Center, 800 South Garey Avenue, Pomona

Upon request, this agenda will be made available in appropriate alternative formats to persons with disabilities, as required by Section 202 of the American Disabilities Act of 1990.

2. Information Items/Presentations

Subject 2.01 Superintendent Oral Communications on Agenda Items

Meeting Sep 30, 2020 - Regular Board Meeting

Access Public

Type Information

2. Information Items/Presentations

Subject 2.02 Staff Report: Energy Conservation Project


Access Public

Type Information

3. Consent Calendar

Subject 3.01 Oral Communications on Consent Calendar Items Only


Access Public

Type

3. Consent Calendar

The following items are of a routine nature and may be adopted as a single item (items 3 through 8). The Boardmay remove items from the Consent Calendar for individual consideration.

Subject 3.02 Consent Calendar


Access Public

Type Action (Consent)


It is recommended that the Board of Education rescind the list submitted at the June 24, 2020, Board meeting andapprove the attached recommending that members of the Board of Education, the Superintendent, DeputySuperintendent, Assistant Superintendents, Administrative Directors, Directors, Executive Assistants or alternateswho will serve in the same capacity and are approved by the Superintendent, be authorized to attend indicatedprofessional meetings during the 2020-21 school year. All personnel will attend in paid status and with all actualand necessary expenses reimbursed as set forth in administrative regulations. Necessary expenses/registrationfees will be prepaid upon approval of the Superintendent. Reimbursement will be made from appropriate funds. See Attachment: 4.01 Rationale: Attendance at many professional meetings, conferences, inservices, workshops are required to facilitatecompliance with regulations, guidelines, and approved activities of specially funded programs. Approval to attendessential meetings permits District personnel to meet routine management tasks in an orderly manner.

File Attachments4_01ProfMeetingBlanket_20-21.pdf (49 KB)

Subject 4.01 Professional Meeting Attendance General Approval for 2020-21


Access Public

Type Information

https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTQL3P548F33/$file/4_01ProfMeetingBlanket_20-21.pdf

Re: 4.01 Professional Meeting Attendance General Approval for 2020-21 Board Agenda Date: 9/30/20

Page 1 of 10

1. 1Million Project

2. Adult Education & Family Literacy Act, Sections 225 and 231

3. Advancement Via Individual Determination (AVID)

4. Advisory Councils on Hispanic Affairs, Black Affairs, and Asian-Pacific Affairs

5. After School Program in Region XI Expanded Learning Technical Assistance Unit (ELTAU) (ASPIRE) LACOE CORRECTED

6. After School Programs

7. After School Support & Information System, Before & After School (Grant Administration System for ASES) – (ASSIST)

8. Alliance of Schools Cooperative for Insurance Programs (ASCIP)

9. American Association of School Administrators (AASA)

10. American Dietetic Association

11. American Red Cross

12. American Suicidology Association ADDED

13. Association for Career and Technical Education (ACTE)

14. Association for Persons with Severe Disabilities (also known as TASH)

15. Association for Supervision and Curriculum Development (ASCD)

16. Association of California School Administrators (ACSA)

17. Association of Energy Engineers (AEE) Southern California

18. Association of Latino Administrators & Superintendents (ALAS)

19. Association of Mexican-American Educators (AMAE)

20. Association of School Business Officials (ASBO)

21. BOOST (Best Out of School Time) Leadership Team CORRECTED

22. Bright Prospect

23. Broad Foundation

24. California Academy of Nutrition and Dietetics

25. California Adult Education Administrators Association (CAEAA)

26. California Adult Literacy Professional Development Project (CALPRO)

27. California After School Network (CAN) CORRECTED

28. California Alliance of African American Educators (CAAAE)


Page 2 of 10

29. California Alternative Payment Program Association (CAPPA)

30. California Association for Bilingual Education (CABE)

31. California Association for Health, Physical Education, Recreation and Dance (CAHPERD)

32. California Association for the Gifted (CAG)

33. California Association of Administrators of State and Federal Education Programs (CAAFSEP) (CAASFEP) CORRECTED

34. California Association of African-American Superintendents and Administrators (CAAASA)

35. California Association of Black School Educators (CABSE)

36. California Association of Latino Superintendents and Administrators (CALSA)

37. California Association of Regional Occupational Programs (CAROP)

38. California Association of School Business Officials (CASBO)

39. California Association of School Psychologists (CASP)

40. California Association of Supervisors of Child Welfare and Attendance (CASCWA) CORRECTED

41. California Association of Vocational Administrators (CAVA)

42. California Charter Schools Association

43. California Child Care Resource and Referral Network

44. California City School Superintendents

45. California Coalition of Black School Board Members (CCBSBM)

46. California Consortium for Independent Study

47. California Continuing Education of the Bar (CCEB)

48. California Council for Adult Education (CCAE)

49. California Council of School Attorneys

50. California County of Superintendent’s Educational Services Association (CCSESA)

51. California Department of Education (CDE)

52. California Department of Health Care Services (DCHS)

53. California Educational Research Association (CERA)

54. California Educational Technology Professionals Association (CETPA)

55. California Head Start Association (CHSA)


Page 3 of 10

56. California IT in Education (CITE) formerly California Educational Technology Professionals Association (CETPA) ADDED

57. California Latino School Boards Association (CLSBA)

58. California Mathematics Council (CMC)

59. California PBIS (Positive Behavior Intervention Systems) Coalition ADDED

60. California Regional Occupational Centers/Programs (CAROCP)

61. California School Age Consortium (CalSAC)

62. California School Age Families Education (Cal SAFE)

63. California School Boards Association (CSBA)

64. California School Health Centers Association (CSHC)

65. California School Nurses Association Organization (CSNO) CORRECTED

66. California School Nutrition Association (CSNA)

67. California School Public Relations Association (CalSPRA)

68. California Speech Language Hearing Association (CSHA)

69. California’s Coalition for Adequate School Housing (CASH)

70. CalWORKs (California Work Opportunities and Responsibility to Kids)

71. Categorical Programs Directors

72. Celebrating Educational Opportunities for Hispanic Students

73. Chambers of Commerce

74. Chief Technology Officers Mentor Program

75. Child 360 (Formerly known as LAUP)

76. Child Care Alliance of Los Angeles

77. Child Care and Development Planning Council of San Bernardino County CORRECTED

78. Child Development Policy Institute

79. Child Nutrition and Food Distribution

80. City of Diamond Bar, California

81. City of Pomona, California

82. Coalition for Adequate Funding for Special Education

83. Code.Org

84. College Board


Page 4 of 10

85. Common Sense Media

86. Comprehensive Adult Student Assessment Systems (CASAS)

87. Computer Science Teachers Association (CSTA)

88. Computer Using Educators (CUE)

89. Congressional Black Caucus ADDED

90. Connected Learning Summit

91. Consortium for School Networking (CoSN)

92. Cooperative Organization for the Development of Employee Selection Procedures (CODESP) ADDED

93. Council for Exceptional Children (CEC)

94. Council of Occupational Education (USDOE/COE)

95. CSforALL (Computer Science for All Students) Consortium CORRECTED

96. Curriculum and Instruction Steering Committee (CISC)

97. Deeper Learning

98. East San Gabriel Valley Consortium for Career and Technical Education

99. EdTech Team

100. Every Child California

101. Families In Schools

102. Federal Financial Aid

103. First 5 School Readiness Initiative

104. FriEd Technology

105. Future Ready Schools

106. Gifted and Talented Education (GATE) Program

107. Google

108. Greater Los Angeles Area SELPA (GLAAS) ADDED

109. Green California Schools and Community Colleges

110. Hewlett Packard (HP)

111. ImmersiveEd

112. iNacol Blended Learning Conference

113. Inland Empire Code Consortium


Page 5 of 10

114. Innovation Forum

115. International Center for Leadership Education (ICLE)

116. International Society of Technology in Education (ISTE)

117. Jet Propulsion Company

118. Joint Powers Authority (JPA)

119. Kiwanis Club

120. LACOE Purchasing Advisory Committee

121. Latino/a Educational Association of Pomona (LEAP)

122. Lead 3.0

123. Lego Education

124. Los Angeles County Administrators of Special Education (LACASE)

125. Los Angeles County Arts Commission (LACAC)

126. Los Angeles County Board of Supervisors

127. Los Angeles County Child Care Planning Committee

128. Los Angeles County Childcare Centralized Eligibility List (CEL)

129. Los Angeles County Department of Children and Family Services

130. Los Angeles County Department of Public Health Service Planning Area (SPA)

131. Los Angeles County Facilities Network

132. Los Angeles County Head Start

133. Los Angeles County Office of Education (LACOE)

134. Los Angeles County Office of Education (LACOE) After School University

135. Los Angeles County Office of Education (LACOE) Employee Assistance Service for Education (EASE) ADDED

136. Los Angeles County Office of Education (LACOE) Instructional Technology Outreach (ITO)

137. Los Angeles County Office of Education (LACOE) Positive Behavior Intervention Systems (PBIS)

138. Los Angeles County School Business Officials (LACSBO)

139. Los Angeles County School Trustee Association (LACSTA)

140. Model Schools


Page 6 of 10

141. Mount San Antonio College (MSAC)

142. Mount San Antonio College Regional Consortium for Adult Education (MTSAC-RC)

143. National Academy Foundation (NAF)

144. National Aeronautics and Space Administration (NASA)

145. National Alliance of Black School Educators (NABSE)

146. National Association for Bilingual Education (NABE)

147. National Association for the Education of Homeless Children and Youth (NAEHCY)

148. National Association of Elementary School Principals (NAEsP)

149. National Association of Federal Education Programs Administrators (NAFEPA)

150. National Association of Latino Elected and Appointed Officials (NALEO)

151. National Association of Latino School Board Members

152. National Association of Pediatric Nurse Practitioners (NAPNAP)

153. National Association of School Nurses (NASN)

154. National Association of School Psychologists (NASP)

155. National Association of School Superintendents (NASS)

156. National Association of Secondary School Principals (NASSP)

157. National Black Child Development Institute

158. National Center for Family Literacy

159. National Head Start Association (NHSA)

160. National School Boards Association (NSBA)

161. National School Boards Association (NSBA) Council of School Attorneys

162. National School Public Relations Association (NSPRA)

163. National Staff Development Council

164. Netop

165. Optimist International

166. Personnel Administrators Academy

167. Personnel Institute

168. Pivot Learning Partners

169. Pomona Alliance of Black School Educators (PABSE)


Page 7 of 10

170. Pomona Host Lions Club

171. Pomona Lions Club

172. Pomona Pride ADDED

173. Pomona Public Library Foundation ADDED

174. Pomona Youth and Family Master Plan/Pomona’s Promise

175. Pupil Motivation and Maintenance Program

176. Pupil Retention Block Grant Annual Meeting

177. Q Users Experience National Student Information System User Conference (QUE) (aka Zangle) CORRECTED

178. Regional Occupational Program (ROP)

179. Rotary Club

180. Route to Marker (RTM) Education Congress

181. San Bernardino County Superintendent of Schools

182. San Gabriel Valley Education Consortium (SGVEC)

183. School Business Executives (SBE)

184. School Device Coverage

185. School Employers Association of California (SEAC)

186. School Energy Coalition (SEC)

187. School Health Program Managers Meetings

188. School Improvement Grant (SIG)

189. School Mental Health Association ADDED

190. School Nutrition Association (SNA)

191. School Services of California (SSC)

192. SchoolDude University

193. Securly

194. Soroptimist International of Pomona Claremont

195. South Coast Air Quality Management District (SCAQMD)

196. Southern California Child Care Resource and Referral Network

197. Southern California School Nutrition Association (SCSNA)

198. Southern California Superintendents


Page 8 of 10

199. Special Education Local Plan Area Administrators (SELPA) of California

200. Sprint ConnectED

201. State and County CalWORKs

202. State Board of Education (SBE)

203. State General Educational Development (GED)

204. State Performance Plan Technical Assistance (SPP – TAP) Project

205. State Special Education Local Plan Area Administrators

206. Stemscopes

207. Student Assessments

208. Systematic ELD and Constructing Meaning ADDED

209. Technolink Association

210. The California Arts Project (TCAP)

211. The Cotsen Foundation

212. The Learning Center @ Fairplex ADDED

213. The Learning Connection (TLC)

214. The Learning Council

215. T-Mobile EmpowerEd

216. United States Department of Education Federal Student Aid

217. Universal Service Administrative Company (USAC)

218. Urban Institute

219. Urban Special Education Leadership Collaborative (EDC)

220. Viewsonic

221. Visual and Performing Arts (VAPA)

222. Vocational Education Act

223. Western Regional Council on Educating Black Children (WRCEBC)

224. Work Experience Education Program (WEE)

225. Workforce Investment ACT (WIA) Title II

226. Worldwide Interactive Network (WIN)

227. Conferences, Meetings and Inservices related to:


Page 9 of 10

a. Adopt-A-School Programs

b. Adult and Career Education

c. After School Programs ADDED

d. All Day Kindergarten

e. Annual State GED Conference

f. Budget and Financial Services

g. Business Services

h. Career guidance and counseling

i. Categorical Programs

j. Child Development

k. Collective Bargaining

l. Community-School activities

m. District Wellness, Nutrition, Obesity and related issues

n. Drug, Alcohol, and Tobacco Education

o. English Learners ADDED

p. Federal Student Financial Aid Conference

q. Food service, nutrition, dietetics, and food safety and sanitation

r. Fulfilling legislative mandates and District goals

s. Governance of District

t. Head Start

u. Health and Human Services

v. Implementation of state and federal categorical programs

w. Implementation of state curriculum, instruction, staff development, and evaluation programs

x. Information Technology Systems

y. Instructional Technology

z. Job fairs for recruitment of certificated and classified personnel

aa. Maintenance, Operations and Facilities issues

bb. Older Adult Education, Gerontology, or Senior Services

cc. Parent Education and Parent Involvement


Page 10 of 10

dd. Prevention and intervention strategies for at-risk youth

ee. Professional development and vocational industry standards

ff. Property and liability issues

gg. Protecting the District's interest in special projects or development of new proposals

hh. Public relations, public affairs, and public participation

ii. Pupil Resources and Child Welfare

jj. Purchasing

kk. Regional Occupational Program

ll. Research, statistics, and data analysis

mm. Restructuring programs

nn. Risk Management

oo. Safe Schools

pp. School Security Services

qq. School-to-Career

rr. Service Learning

ss. Special Education services in fulfilling federal and state mandates

tt. State and Federal Programs (formerly Categorical Programs) ADDED

uu. State Special Education Local Plan Area Meetings

vv. Transitional Kindergarten

ww. Workers' Compensation


It is recommended that the Board of Education approve or ratify the special assignments of the followingcertificated personnel, or appropriately qualified alternates who will serve in the same capacity as listed below.Payment will be made in accordance with Appendix V, and Appendix X, Section IV or with Appendix IV,Child Development Certificated Salary Schedule of the Agreement between the Pomona Unified School DistrictBoard of Education and the Associated Pomona Teachers. The specific purposes of the special assignments are as follows: A. To provide support with work permits throughout the District; Regional Occupational Programs/Career

Technical Education; July 1, 2020, through August 9, 2020.Funding: Career Technical Education Incentive Grant010-63870-0-3820-1000-1130-700-0000 – Not to exceed 30 hours per person. 1. Castro, Celia E.2. Cruz, Anna M.3. Hinostroza, Carlos R.4. Mendez Jr., Jesus H.

Appendix X, Section IV - .001 of the factor step of the member’s class on the base salary schedule.Rate: $40.985 - $50.008Appendix IV Administrative Regulation 4153. Rate $35.208-$49.659 per hour-ROP Salary Schedule.Administrative Regulation 4121. Rate $35.208 per hour.

Subject 4.02 Certificated Personnel – Special Assignments


Access Public



It is recommended that the Board of Education ratify the following classified personnel, or appropriately qualifiedalternates who will serve in the same capacity, to participate in specified special assignments. Payment will bemade at the employee's regular rate of pay. The specific purposes of the special assignments are as follows: A. To assist with supporting extended learning opportunities beyond the regular school year; School ofExtended Educational Opportunities; July 6, 2020, through July 31, 2020.

LCFF – Supplemental/Concentration (SEEO)090-00000-0-3300-2700-2440-914-0110 – Not to exceed 136 hours per person. 1. Lima, Claudia A.

LCFF – Supplemental/Concentration (SEEO)090-00000-0-3300-2700-2440-914-0110 – Not to exceed 82 hours per person. 2. Munoz, Laura N.

Subject 4.03 Classified Personnel – Special Assignments


Access Public



It is recommended that the Board of Education approve the following amendments to action taken at a previousBoard meeting. See Attachment: 4.04

File Attachments4_04Amendments.pdf (36 KB)

Subject 4.04 Amendments


Access Public


https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTQL4D54B241/$file/4_04Amendments.pdf

Re: 4.04 Amendments Board Agenda Date: 09/30/20 1. Board Agenda Date: 9/11/19

Agenda Item: 4.04 Professional Meeting Attendance Page 4 of 9, Item 12, Advanced Placement US History Change to reflect the correct account number:

Change from: 010-40350-0-1110-1000-5220-700-6264 Change to: 010-00000-0-0000-2700-5220-350-2300 2. Board Agenda Date: 11/13/19

Agenda Item: 4.05 Professional Meeting Attendance Page 6 of 6, Item 18, Best Out of School Time (BOOST) Leadership Team Meeting Change to reflect correct name and revised dates of conference.

Change from: Best Out of School Time (BOOST) Leadership Team Meeting April 28, 2020-May 1, 2020 Change to: Best Out of School Time (BOOST) Team Meeting April 27-30, 2021

3. Board Agenda Date: 1/15/20

Agenda Item: 4.05 Professional Meeting Attendance Page 2 of 9, Item 4, Thinking Maps Training of Trainers Change to reflect revised location of conference and dates

Change from: Alhambra, CA $1,520 March 18-20, 2020; March 30-31, 2020 Change to: Online $1,136 October 1-2, 2020; November 5-6, 2020; and November 20, 2020 4. Board Agenda Date: 1/15/20

Agenda Item: 4.05 Professional Meeting Attendance Page 6 of 9, Item 20, Best Out of School Time (BOOST) Leadership Team Meeting Change to reflect revised dates of conference.

Change from: April 27, 2020 - May 2, 2020 Change to: April 25, 2021 - May 1, 2021

Re: 4.04 Amendments Board Agenda Date: 09/30/20 5. Board Agenda Date: 1/15/20

Agenda Item: 4.05 Professional Meeting Attendance Page 6 of 9, Item 21, Best Out of School Time (BOOST) Leadership Team Meeting Change to reflect revised dates of conference.

Change from: Best Out of School Time (BOOST) Leadership Team Meeting April 28, 2020 - May 1, 2020 Change to: Best Out of School Time (BOOST) Team Meeting April 27 - 30, 2021

6. Board Agenda Date: 07/15/20

Agenda Item: 4.07 Classified Personnel – Inservice Page 1 of 2, Item A, Educational Services Change to reflect correct account number.

Change from: 010-33120-0-1110-2130-1930-xxx-2201 Change to: 010-33120-0-1110-2130-2930-xxx-2201 7. Board Agenda Date: 09/16/20

Agenda Item: 4.03 Certificated Personnel – Special Assignment Page 21 of 21, Item U, Regional Occupational Programs/Career Technical Education Change to reflect correct dates.

Change from: June 1, 2020 Change to: August 5, 2020, to June 30, 2021

5. Human Resources

It is recommended that the Board of Education approve or ratify the following report for Certificated Personnel. The following items are included in the attached report: 5a.00 Administrative Assignments5a.01 Resignations5a.02 Leave of Absence (with or without pay)5a.03 Changes of Assignment, Salary or Status5a.04 Elections5a.05 Election - Substitute Teachers5a.06 Salary Reclassifications5a.07 Coaches5a.08 Special Assignment - Department Chairperson5a.09 Special Assignment - Elementary Combination Class5a.10 Special Assignment - Unit Leaders5a.11 Rescission5a.12 Release of Substitute Teacher5a.13 Amendments See Attachment

File Attachments5.01 Certificated Board Report 9-30-20.pdf (109 KB)

Subject 5.01 Certificated Personnel


Access Public


https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTQL6B54FFFA/$file/5.01%20Certificated%20Board%20Report%209-30-20.pdf

Certificated Personnel – September 30, 2020

Page 1 of 12

5a.00 Certificated – Administrative Assignments It is recommended that the Board of Education approve the following administrative changes of assignment. The salary data indicates the step and column applicable to the particular employee on the current salary schedule.

Name From To Effective 1. Marmolejo-Reymundo,

Diana I. Coordinator, Pupil & Community Services 042(6)1,2

220 working days Pupil & Community Services

Director, Pupil & Community Services 062(4)1,2

225 working days Pupil & Community Services

10-1-20

2. Walks-Harper, Krystana

Administrative Director, Pupil & Community Services 064(3)1,2,3 225 working days Pupil & Community Services

Asst. Superintendent, Pupil & Community Services 065(1)1,2,3 225 working days Pupil & Community Services

10-1-20

1Administrative Salary Schedule 2Longevity Stipend 3Doctorate Stipend 5a.01 Certificated Personnel – Resignations It is recommended that the Board of Education approve or ratify the following certificated resignations.

Name

Assignment

Reason

Effective Close of Business

1. Pena, Ana M. Perm. Tchr. Elem. – Vejar

Retirement1 6-1-21

2. Baca, Susan O. Perm. Tchr. Early Head Start Child Development

Retirement 6-30-20

3. Mattey, Daniel Joseph

Prob. Tchr. Sec. – Emerson

Teaching Elsewhere 9-11-20

4. Muret, Stephanie Y. Perm. Tchr. Elem. – Ranch Hills

Retirement1 6-1-21

5. Scales, Lisa School Nurse Health Services

Other 9-1-20

6. Young, Anna Elizabeth

Perm. TLC Tchr. Elem. – Philadelphia

Teaching Elsewhere 9-18-20

1Members will be eligible for a five percent (5%) off-schedule payment during the last year of service with the District, provided the member has completed twenty-five (25) years of credited service and has tendered an irrevocable letter of resignation at least ten (10) months in advance of the June 30th (on or before September 30th) in which the member plans to retire.


Page 2 of 12

5a.02 Certificated Personnel – Leave of Absence (with or without pay) It is recommended that the Board of Education ratify the following certificated leave of absence with or without pay.

Name Status Reason Effective

1. Lopez, Stephany Perm. Tchr. Infant Care1,2,3 9-14-20 through 10-2-20

1Family Care and Medical Leave 2California Family Rights Act 3AB 2393 – Parental Leave 5a.03 Certificated Personnel – Changes of Assignment, Salary or Status It is recommended that the Board of Education ratify the changes of assignment, salary or status for the following certificated personnel. A. 10 month position/188 working days – Effective 8-6-20 through 6-1-21

Name From To 1. Rafael, Paula Perm. Tchr.

Elem. – Lincoln V-17

Resource Tchr. Elem. – Lincoln V-171

B. 12 month position/220 working days – Effective 10-1-20 through 6-30-21

Name From To 1. Jolly, Calondra S. Sr. Hi. Asst. Principal

Sec. – Pomona 036(7)2,3

215 working days

Tchr. Specialist Sec. – Ed. Services I-C(19)4

C. 10 month position/188 working days – Effective 10-1-20

Name From To

1. Reyes, Rosanne Prob. Intervention Tchr. Elem. – Lopez I-B(1)4

Prob. Tchr. Elem. – Lopez V-2

1Resource Teacher Stipend 2Administrative Salary Schedule 3Longevity 4Special Projects Salary Schedule

5a.04 Certificated Personnel – Elections A. It is recommended that the Board of Education ratify the election of the following certificated

employees for the 2020-21 school year.

I. 11 month position/198 working days – Effective 9-14-20

Name Site Status Salary Data 1. Lanter, Andrea K. La Verne Charter Prob. Elem. Counselor IV-1


Page 3 of 12

5a.04 Certificated Personnel – Elections (continued)

II. 10 month position/188 working days – Effective 9-14-20 through 6-1-21

Name Site Status Salary Data 1. De Leon, Minerva

Aguilar Marshall Temp. Intervention Tchr. I-B(1)1

2. Gordon, McKenna Randall

Golden Springs Temp. Intervention Tchr. I-C(1)1

3. Lizarraga, Delia Marie Emerson Temp. Tchr. III-1 4. McCandliss, Emily Jill Armstrong Temp. Tchr. II-1

5. Stockman, Corena Zoe Washington Temp. Intervention Tchr. I-A(1)1

6. Vesper-Nogal, Julianne Kristine

Diamond Point Temp. Intervention Tchr. I-A(1)1

III. 10 month position/188 working days – Effective 9-16-20

Name Site Status Salary Data 1. Jorgenson, Hayden

Brooks Diamond Ranch Prob. Tchr. (Intern) II-1

IV. 10 month position/188 working days – Effective 9-16-20 through 6-1-21

Name Site Status Salary Data 1. Martinez, Ryan Anthony Palomares

Academy Temp. Tchr. V-1

V. 10 month position/188 working days – Effective 10-1-20 through 6-1-21

Name Site Status Salary Data 1. Castillo, Brianna Faith Fremont Academy Temp. Intervention Tchr. I-A(1)1

2. Gehrig, Angelika Garey Temp. Tchr. IV-1 3. Nunez, Ruben Diamond Ranch Temp. Tchr. III-1

VI. 10 month position/188 working days – Effective 10-1-20 through 6-1-21

Name Site Status Salary Data 1. Pulido, Liliana Child Dev. Temp. Tchr. I-C(1)2

2. Rodriguez, Maria Angelica

Child Dev. Temp. Tchr. I-E(1)2

1Special Projects Salary Schedule 2Child Dev. Salary Schedule B. It is recommended that the Board of Education approve the following certificated personnel to

serve as temporary teachers on an hourly basis, as needed, for the Regional Occupational Program. Classes are scheduled from October 1, 2020 through June 1, 2021. Payment will be made in accordance with Administrative Regulation 4153.

Name Benefit Range 1. Sweiss, Abeir 25 hrs.

(24+ hrs./wk.) 2. Ledesma, Eric M. 30 hrs.

(24+ hrs./wk.)


Page 4 of 12

5a.05 Certificated Personnel – Elections – Substitute Teachers

A. It is recommended that the Board of Education approve the elections of the following certificated personnel to serve as a substitute teacher from time to time, as needed. Payment will be made in accordance with Administrative Regulation 4121.

Name 1. Ching, Darrin C. 2. Wise, Jourdan T.

B. It is recommended that the Board of Education approve the following personnel to serve as

a substitute teacher as needed for the Regional Occupational Program (ROP) on an hourly basis. Payment will be made in accordance with Administrative Regulation 4153.

Name 1. Garcia, Carlos A.

5a.06 Certificated Personnel – Salary Reclassifications It is recommended that the Board of Education approve or ratify the following certificated salary reclassifications. These employees have met the District requirements for advancement on the salary schedule.

Name From To Effective 1. Aceves, Miguel III-6 IV-6 10-1-20 2. Carrillo, Mario II-2 III-2 10-1-20 3. Gao, Liang III-1 V-1 8-5-20 4. Green, Cindy 36(7)1,2 36(7)1,2,3 11-1-20 5. Harper, William IV-31 V-31 10-1-20 6. Lu, Lu II-1 IV-1 10-1-20 7. Oceguera, Christina I-C(2)4 I-E(2)4 11-1-20 8. Savala, Stephanie I-D(3)4 I-E(4)4 9-1-20 9. Wright, Dalley Elizabeth II-4 V-4 11-1-20

1Administrative Salary Schedule 2Longevity 3Doctorate Stipend 4Child Development Salary Schedule 5a.07 Certificated Personnel – Coaches A. It is recommended that the Board of Education ratify the election of the following personnel

for an extra assignment for the 2020-21 school year.

Payment will be made at the end of the particular activity in accordance with Administrative Regulation 4153(a)(b) and the Agreement between the Pomona Unified School District Board of Education and the Associated Pomona Teachers.

High School

Diamond Ranch

Funding: High School Sports Program 010-00000-0-1501-1000-1170-310-1401 Certificated 010-00000-0-1501-1000-2170-310-1401 Classified


Page 5 of 12

5a.07 Certificated Personnel – Coaches (continued)

Name Sport Factor 1. Brockett, Yesenia M. Assistant Cross Country 0.100 (50%) 2. Johnson, Kenyatta1,2 Assistant Football 0.100 (50%) 3. Llanos, Jennifer1,2 Head Varsity Soccer – Girls 0.125 4. Staricka, Damian J.1,2 Assistant Football 0.100 (50%)

Ganesha


Name Sport Factor 1. Acosta, Robbie A.1,2 Assistant Varsity Soccer – Girls 0.100 (75%) 2. Cayer, Donald E. Assistant Varsity Baseball 0.100 3. DuBenion, Allen D.1,2 Head Varsity Volleyball – Girls 0.125 4. DuBenion, Allen D.1,2 Assistant Varsity Volley – Boys 0.100 (75%) 5. Green, Tony J.1,2 Head Varsity Baseball 0.125 6. Oregel, Jose A.1,2 Varsity Assistant Cross Country – Girls 0.100 7. Ortega, Stephanie1,2 Assistant Varsity Softball 0.100 8. Richardson, Robert K.1,2 Assistant Varsity Basketball – Girls 0.100 (75%) 9. Rodriguez, Elisa1,2 Rally Advisor 0.100 (50%)

10. Roldan-Lopez, Manuel1,2 Head Varsity Track 0.125 11. Spirlin, Vincent1,2 Head Varsity Basketball – Girls 0.125 12. Teel, Linda D.1,2 Rally Advisor 0.100 (50%) 13. Walker, Drake M.1,2 Head Varsity Basketball – Boys 0.125 14. Zeigler, Shahana Juanita1,2 Assistant Varsity Basketball – Girls 0.100

Garey

Funding: High School Sports Program 010-00000-0-1110-1000-1170-330-2300 Certificated 010-00000-0-1501-1000-1170-330-1401 Certificated 011-00000-0-1501-4200-1170-330-1401 Certificated 010-00000-0-1501-1000-2170-330-1401 Classified Name Sport Factor 1. Bedolla, Daniel1,2 Head Varsity Tennis – Girls 0.125 (75%) 2. Escorcia-Ruiz, Sabrina1,2 Assistant Soccer – Girls 0.100 3. Lojero, Octavio R. Speech 0.100 4. Martinez, Eduardo B.1,2 Assistant Varsity Soccer – Boys 0.100 5. Mc Gaha, John M. Athletic Director 0.125 6. Mc Gaha, John M. Head Tennis – Girls 0.125 7. Muneton, Juan1,2 Head Varsity Soccer – Boys 0.125 8. Muneton, Juan1,2 Head Varsity Cross Country – Boys 0.125 9. Nguyen, Thach Q.1,2 Head Varsity Basketball – Boys 0.125

10. Olvera, Nicacio A.1,2 Assistant Soccer – Girls 0.100 11. Padilla, Cristian F.1,2 Head Varsity Soccer – Girls 0.125 12. Padilla, Cristian F.1,2 Head Varsity Volleyball – Girls 0.125


Page 6 of 12

5a.07 Certificated Personnel – Coaches (continued)

Pomona


Name Sport Factor 1. Mendez, Jaanai I.1,2 Rally Advisor 0.100 2. Valdez, Oscar Junior Varsity Volleyball – Girls 0.100

1These non-credentialed personnel have met requirements under Title V of the California Administrative Code, Section 5532. 2Assembly Bill (AB) 346 expands AB 1025 and requires all non-certificated employees and volunteers that supervise, direct or coach a student activity, to obtain an Activity Supervisor Clearance Certificate (ASCC) or to clear dual fingerprints with both the DOJ and FBI.

Appendix X, Section II – Payment for the above high school athletics coaching and activity assignments will be made in the amount of the factor indicated times Class I of the factor step of the Teachers’ Salary Schedule. Payment shall be made at the end of the sports season. $6,148.00 (0.150 Factor) $5,123.00 (0.125 Factor) $4,099.00 (0.100 Factor) $3,074.00 (0.075 Factor) Trainers $4,500 for Fall, $4,000 for Winter and Spring seasons.

B. It is recommended that the Board of Education ratify the election of the following personnel

for an extra assignment for the 2020-21 school year.

Payment will be made at the end of the particular activity in accordance with Administrative Regulation 4153(a)(b) and the Agreement between the Pomona Unified School District Board of Education and the Associated Pomona Teachers.

Middle School

Palomares Academy

Funding: High School Sports Program 011-00000-0-1505-4201-2170-250-9103 Classified Name Sport Factor 1. Dukes, Brandi R. Rally Advisor 0.100 (50%) 2. Hemmans, Tiawain Omar1,2 Athletic Coordinator 0.065

1These non-credentialed personnel have met requirements under Title V of the California Administrative Code, Section 5532. 2Assembly Bill (AB) 346 expands AB 1025 and requires all non-certificated employees and volunteers that supervise, direct or coach a student activity, to obtain an Activity Supervisor Clearance Certificate (ASCC) or to clear dual fingerprints with both the DOJ and FBI.

Appendix X, Section II - Payment for the above middle school athletics coaching and activity assignments shall be made in the amount of the factor indicated times Class I of the factor step of the Teachers’ Salary Schedule. Payment shall be made at the end of the sports season. $1,353.00 (0.033 Factor) $2,664.00 (0.065 Factor)


Page 7 of 12

5a.08 Certificated Personnel – Special Assignment – Department Chairperson It is recommended that the Board of Education ratify the payment for the following certificated personnel for their special assignment in addition to their regular salary for the 2020-21 school year. Funding: Palomares Academy 011-00000-0-1110-2110-1970-250-0000 Name Department Amount 1. Castaneda, Roberto Rodriguez English $ 500 2. Dukes, Brandi Rene Science 1,000 3. Ngo, Huyen Minh Math 1,000 4. Young, Emily Christine English 500

5a.09 Certificated Personnel – Special Assignment – Elementary Combination Class

It is recommended that the Board of Education ratify the special assignment for the following certificated personnel for the 2020-21 school year.

Payment will be made in accordance with the Agreement between the Pomona Unified School District Board of Education and the Associated Pomona Teachers. Funding: General Fund 010-00000-0-1110-1000-1170-100-2200 Name Site Effective 1. Bowerman, Colleen Lynn Harrison 8-11-20 through 9-11-20 2. Martinez, Deborah Ann Harrison 8-11-20 through 5-28-21 3. Mc Conathy, Kim M. Philadelphia 8-11-20 through 5-28-21 4. Tangsouvanh, Josephine Philadelphia 8-11-20 through 5-28-21

Appendix X, Section II - $1,639.40 per year (0.040 of the factor step of Class I on the base salary schedule). 5a.10 Certificated Personnel – Special Assignment – Unit Leaders A. It is recommended that the Board of Education ratify the special assignment for the

following certificated personnel for the 2020-21 school year.

Payment will be made in accordance with the Agreement between the Pomona Unified School District Board of Education and the Associated Pomona Teachers.

Unit Leaders – $500/Year I. Child Development – Head Start/Dosage

120-52100-0-7110-1000-1110-830-6301 - 55% 120-52114-0-7110-1000-1110-830-6301 - 45%

Name 1. Perez, Ines C. 2. Valenzuela, Ramona C.


Page 8 of 12

5a.10 Certificated Personnel – Special Assignment – Unit Leaders (continued)

II. Child Development – Head Start/State Preschool 120-52100-0-7110-1000-1110-830-6301 - 55% 120-61050-0-8500-1000-1110-830-9788 - 45%

Name 1. Barron-Smith, Suzanne Alicia

III. Child Development – Head Start/Dosage Expansion/Dosage

120-52100-0-7110-2110-1910-830-6301 - 80% 120-52102-0-7110-2110-1910-830-6301 - 10% 120-52114-0-7110-2110-1910-830-6301 - 10%

Name 1. Khachatryan, Yelena

IV. Child Development – Head Start Quality Improvement

120-52109-0-7110-2110-1910-830-6301

Name 1. Twaddell, Sheila S.

V. Child Development - Early Head Start

120-52113-0-7110-1000-1110-830-6312

Name 1. Aguilar, Andrea Consuelo 2. Provens, Adriana Beatriz 3. Zuniga, Rocio Del Pilar

VI. Child Development – CCTR

120-61050-0-8500-1000-1110-830-9712

Name 1. Billing, Diane Michelle 2. Wade, Rosemary

VII. Child Development – EHS/EHS Quality Improvement/EHS CCP/EHS CCP Quality

Improvement 120-52113-0-7110-2110-1910-710-6312 - 17% 120-52107-0-7110-2110-1910-710-6312 - 61% 120-52110-0-7110-2110-1910-710-6312 - 5% 120-52108-0-7110-2110-1910-710-6312 - 17%

Name 1. Walters, Sharon K.

VIII. Lexington

Funding: LCFF – Supplemental Concentration – Grade Level Lead 011-00000-0-1110-2110-1970-137-2300

Name 1. Atkins, Denise L. 2. Gomez, Cecilia I.


Page 9 of 12

5a.10 Certificated Personnel – Special Assignment – Unit Leaders (continued)

Name 3. Gonzales, Michelle Vega 4. Hill, Simon Q. 5. Hood, Lakeisha N. 6. Martinez, Timothy D. 7. Warburton, Sarah E. 8. Wong, Cindy V.

IX. Lorbeer


Name 1. Blair, Alison M. 2. Salgado, Pamela Sue

X. Vejar


Name 1. Romero, Sara 2. Soriano, Elizabeth B.

B. It is recommended that the Board of Education ratify the special assignment for the

following certificated personnel for the 2019-20 school year.

Payment will be made in accordance with the Agreement between the Pomona Unified School District Board of Education and the Associated Pomona Teachers.

Unit Leader – $500/Year

I. Funding: La Verne – TTL

091-00000-0-1110-2110-1970-915-0110

Name 1. Lacuata, Frances J.

Appendix X, Section III - $500/year Rate - $50.00/per month, tenthly Appendix X, Section III - $250/year Rate - $25.00/per month, tenthly


Page 10 of 12

5a.11 Certificated Personnel – Rescission It is recommended that the Board of Education rescind its action taken at the September 16, 2020 Board meeting approving the Special Assignment – Unit Leader for the following personnel for the 2020-21 school year. Item 5a.17, #K-I

La Verne Charter Funding: La Verne – TTL 091-00000-0-1110-2110-1970-915-0110 Name 4. Lacuata, Frances J.

5a.12 Certificated Personnel – Release of Substitute Teacher It is recommended that the Board of Education ratify the release of the following substitute teacher pursuant to Education Code 44953.

Name Effective 1. Hall, Susan T. 9-8-20

5a.13 Certificated Personnel – Amendments It is recommended that the Board of Education approve the amendments to action taken at previous Board meetings.

1. Board Agenda Date: 7-15-20 Agenda Item – 5a.05 – Page 5 of 14 Certificated Personnel – Changes of Assignment, Salary or Status Change to correct salary data in the TO column. Item B. #12. Figueroa, Erick From: IV-174 To:

V-174

44% Additional Duties Stipend

2. Board Agenda Date: 9-16-20 Agenda Item – 5a.03 – Page 3 of 23 Certificated Personnel – Changes of Assignment, Salary or Status Change to include footnote in the From and TO column. Item D. #1. Wagner, Jennifer M. From: V-27 To:

V-275

5Doctorate Stipend


Page 11 of 12

5a.13 Certificated Personnel – Amendments (continued) 3. Board Agenda Date – 9-16-20 Agenda Item – 5a.04 – Page 4 of 23 Certificated Personnel – Elections Change to correct status and add ending date. Item E. #1. Itosu, Tatiana From: Prob. Tchr.

Effective 9-17-20

To: Temp. Tchr. Effective 9-17-20 through 6-30-21

and

Change to correct start date. Item G. #1. Mancilla, Lisette From: 9-21-20 To:

9-9-20 4. Board Agenda Date – 9-16-20 Agenda Item – 5a.15 – Page 13 of 23 Certificated Personnel – Special Assignment – Sixth Period Change to correct funding account number. Item E. II. #1. - 4. From: 010-902750-0-1110-1000-1130-320-5515 To: 010-90750-0-1110-1000-1130-320-5515 Item F. II. #1. - 12. From: 010-00000-0-1110-1000-1130-330-2300 To: 010-90750-0-1110-1000-1130-330-5515

5. Board Agenda Date: 9-16-20 Agenda Item – 5a.17 – Page 15 & 18 of 23 Certificated Personnel – Special Assignment – Unit Leaders Change to correct funding name. Item B. II. #1. From: Funding: LCFF – Supplemental Concentration - TTL To: Funding: Title I - TTL

and


Page 12 of 12

5a.13 Certificated Personnel – Amendments (continued) Change to correct funding name and account number. Item K. I. #1. - 4. From: Funding: LCFF – Supplemental Concentration - TTL 091-00000-0-1110-2110-1970-915-0000 To: Funding: La Verne Charter - TTL 091-00000-0-1110-2110-1970-915-0110 Item K. II. #1. From: Funding: LCFF – Supplemental Concentration – Grade Level Lead 091-00000-0-1110-2110-1970-915-0000 To: Funding: La Verne Charter – Grade Level Lead 091-00000-0-1110-2110-1970-915-0110

and

Change to correct funding name. Item L. #1. - 4. Funding: LCFF – Supplemental Concentration – Grade Level Lead From: Funding: Title I – Grade Level Lead

5. Human Resources

It is recommended that the Board of Education approve or ratify the following report for Classified Personnel. The following items are included in the attached report: 5b.00 Administrative Assignment5b.01 Resignations5b.02 Leave of Absence (without pay)5b.03 Change of Assignment, Salary or Status5b.04 Elections5b.05 Summer Employment5b.06 Temporary Assignments5b.07 Special Assignments5b.08 Special Assignment - Child Development Training5b.09 Special Assignment - Opening of School5b.10 Bilingual Stipend5b.11 Education Stipend5b.12 Rescission of Amendment5b.13 Amendments See Attachment

File Attachments5.02 Classified Board Report 9-30-20.pdf (58 KB)

Subject 5.02 Classified Personnel


Access Public


https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTQL7L552FDF/$file/5.02%20Classified%20Board%20Report%209-30-20.pdf

Classified Personnel – September 30, 2020

Page 1 of 6

5b.00 Classified – Administrative Assignment It is recommended that the Board of Education approve the following administrative change of assignment. The salary data indicates the step and column applicable to the particular employee on the current salary schedule.

Name From To Effective 1. Meza, Fernando Asst. Superintendent

065(3)1,2,3 225 working days Pupil & Community Services

Asst. to the Superintendent, Facilities and Operations 065(3)1,2,3 225 working days Facilities Planning

10-1-20

1Administrative Salary Schedule 2Longevity Stipend 3Doctorate Stipend 5b.01 Classified Personnel – Resignations It is recommended that the Board of Education approve or ratify the resignation of the following classified employees.

Name

Assignment

Reason

Effective Close of Business

1. Diaz, Roberto Custodian – Certified Diamond Point

Retirement1 11-30-20

2. Estrada, Maddie Food Services Worker I Food & Nutrition Services (Allison)

Retirement1 5-29-20

3. Guerrero, Bernadette

Accounting Technician Child Development

Change of Occupation 9-25-20

4. Lucero, Lorraine Custodian – Certified Decker

Change of Occupation 9-30-20

5. Mitchell, Rosalyn Attendance Clerk Fremont Academy

Retirement1 9-30-20

6. Murad, Hala M. Elementary School Library Clerk Golden Springs

Retirement1 1-5-21

7. Nunez, Lydia Secretary, Data Processing Village Academy

Retirement1 12-30-20

1Eligible for Retiree Benefits


Page 2 of 6

5b.02 Classified Personnel – Leave of Absence (without pay) It is recommended that the Board of Education ratify the following leave of absence without pay. Name Assignment Reason Effective 1. Garcia, Malorie N. Paraeducator, Special

Ed./SH San Jose

Study 9-21-20 through 5-21-21

5b.03 Classified Personnel – Change of Assignment, Salary or Status It is recommended that the Board of Education approve the following change of assignment, salary or status. The salary data indicates the step and column applicable to the employee on the current salary schedule. Name From To Effective 1. Vargas, Lorraine A. Sr. Technical Assistant,

Human Resources (Confidential) 43F1

8 hours/day 12 month position Human Resources

Human Resources Supervisor (Confidential) 52E1

8 hours/day 12 month position Human Resources

10-1-20

1Longevity Stipend 5b.04 Classified Personnel – Elections

It is recommended that the Board of Education approve the following classified personnel who will fill vacant positions. The salary data indicates the step and column applicable to the particular employee on the current salary schedule.

Name Assignment Salary Effective 1. Madrid, Elias J. Construction Trades

Technician I Maintenance & Operations

38A 8 hours/day 12 month position

10-5-20

2. Villa, Victoria Senior Social Worker (Management) School Mental Health Services

60A 8 hours/day 11 month position

10-1-20

5b.05 Classified Personnel – Summer Employment

It is recommended that the Board of Education ratify the following classified personnel who assisted with the preparation for the opening of school from August 3 through August 5, 2020. Salary placement will be at employee’s own rate of pay. Not to exceed 18 hours.

Funding: COVID Account 010-32200-0-0000-7200-2230-XXX-8700

Name Classification Site 1. Sandoval, Cynthia Instructional Aide, P.E. Marshall


Page 3 of 6

5b.06 Classified Personnel – Temporary Assignments It is recommended that the Board of Education ratify the following classified temporary assignments. The salary data indicates the step and column applicable to the particular employee on the current salary schedule. Name From To Effective

1. Avila Celis, Karla Family Service Advocate, Bil. 34D 8 hours/day 12 month position Child Development

Child Dev. Nutrition Supervisor 52A 8 hours/day 12 month position Child Development

8-20-20 through 10-31-20

2. Guillen, Jesus Technology Specialist 48D 8 hours/day Instructional Technology

Technology Specialist 48D1

8 hours/day Instructional Technology

7-1-20 through 6-30-21

3. Mejia, Xiomara I. Data Entry Clerk 22F1,2

8 hours/day 12 month position Adult & Career Education

Data Entry Clerk 22F1,2,3

8 hours/day 12 month position Adult & Career Education

7-1-20 through 12-31-20

1Bilingual Stipend 2Longevity Stipend 3Additional Duties Stipend

5b.07 Classified Personnel – Special Assignments A. It is recommended that the Board of Education ratify the following classified personnel who

provided additional support to school sites, departments, and the District Parent Center from September 14, 2020 through December 18, 2020. Salary placement will be at the employee’s own rate of pay. Not to exceed 40 hours per person.

Funding: LCAP 011-00000-0-0000-2495-2230-700-8751

Name 1. Aguilar, Norma 2. Franco Urbina, Xochitl G. 3. Perez, Mary L.

B. It is recommended that the Board of Education ratify the following classified personnel who

will translate Individualized Education Program (IEP) for special education students in accordance with Federal and State mandates as needed for the first semester of the 2020-21 school year. Not to exceed 80 hours.

Funding: Special Education 010-65000-0-5001-2109-2930-700-4902

Name 1. Mercado, Liliana Espinoza


Page 4 of 6

5b.08 Classified Personnel – Special Assignment – Child Development Training It is recommended that the Board of Education ratify the following classified personnel or qualified alternate who will serve in the same capacity to participate in a specific training on August 7, 2020. Not to exceed 3 hours.

Funding: Child Development Program 120-52100-0-7110-1090-2920-710-6301 Name Name 1. Alcaraz, Omega Michelle 14. Lagunas, Bethiana 2. Bryan, Connie Sue 15. Lopez, Gloria 3. Camaton, Isabel Lastenia 16. Novelo Pasos, Veronica Maricruz 4. Caro, Laura 17. Ojeda De Quezada, Martha 5. Carlos, Maria Refugio 18. Oliva, Vanessa M. 6. Chavez, Rosalina 19. Ponce De la Torre, Beatriz 7. Cerda, Maria De Lourdes 20. Rosas-Vidal, Lizzette 8. Euceda, Neira 21. Ruiz Morales, Brandy 9. Gonzalez, Susana 22. Saucedo, Martha

10. Hernandez, Guadalupe 23. Sebastian Jeronimo, Alicia 11. Hurtado De Sanchez, Maria Del R. 24. Sibrian, Imelda 12. Martinez Dimas, Maricruz 25. Torres, Nisa 13. McAdoo, Marcee Nicole 26. Yanez, Antonia 5b.09 Classified Personnel – Special Assignment – Opening of School

It is recommended that the Board of Education ratify the following classified personnel who assisted with the preparation for the opening of school from August 4 through August 5, 2020. Salary placement will be at employee’s own rate of pay. Not to exceed 19.5 hours per week per person.

Elementary Campus Supervisors

Funding: COVID Account 010-32200-0-0000-7200-2230-180-8700 Name Site 1. Estrada, Veronica Lopez 2. Lopez, Delfina Lopez 5b.10 Classified Personnel – Bilingual Stipend It is recommended that the Board of Education ratify the payment of a bilingual stipend for the following classified employee who used a language other than English effective for the 2020-21 school year. Level I – Beginning Funding: LCFF-Instructional Technology 011-00000-0-0000-2110-2410-700-5602

Name Classification Site 1. Baldonado, Jeanell A. Administrative Secretary I Instructional Technology


Page 5 of 6

5b.11 Classified Personnel – Education Stipend It is recommended that the Board of Education ratify the payment of a stipend for the following classified employee that has been identified as "highly qualified" for the 2020-21 school year. This stipend is in compliance with Article 18:6 as agreed on between the Board of Education and Chapter 14 of the California School Employees Association. Payment for this stipend will come from the appropriate funding source. Name Classification/Site Stipend

1. Cuellar, Ana G. Instructional Aide, Child Dev. Adult and Career Education

$ 500

5b.12 Classified Personnel – Rescission of Amendment It is recommended that the Board of Education approve the rescission of the following amendment approved at the September 16, 2020. #3. Board Agenda Date: 8-19-20 Raygoza, Cynthia 5b.13 Classified Personnel – Amendments It is recommended that the Board of Education approve the amendments to action taken at previous Board meetings. 1. Board Agenda Date: 3-10-20

Agenda Item – 5b.01 – Page 1 of 8 Classified Personnel – Resignations

Change to correct effective close of business date.

Item: A. # 4. Luevano, Maria Adela From: 9-8-20 To: 9-30-20

2. Board Agenda Date: 6-24-20

Agenda Item – 5b.05 – Page 7 of 18 Classified Personnel – Summer Employment

Change to correct hours.

Item: A. # 4. Alanis Zavaleta, Diana Esneda # 5. Arteaga, Veronica Theresa # 6. Paredes Avila, Blanca Esthela # 7. Ozaeta-Uriate, Sonia From: 100 hours To: 230 hours


Page 6 of 6

5b.13 Classified Personnel – Amendments (continued) 3. Board Agenda Date: 9-16-20

Agenda Item – 5b.04 – Page 3 of 11 Classified Personnel – Elections

Change to correct effective date.

Item #1. Barbosa, Herminia From: 10-1-20 To: 10-12-20


Agenda Item – 5b.06 – Page 5 of 11 Classified Personnel – Bilingual Stipend

Change to correct funding source.

Item #B. From: Supplemental & Concentration

011-00000-0-0000-2700-2410-310-0000

To: Supplemental & Concentration 011-00000-0-0000-2700-2410-164-0000


Agenda Item – 5b.10 – Page 8 of 11 Classified Personnel – Summer Employment


Item #C. From: General Fund

010-00000-0-1501-8200-2240-310-1401

To: COVID Account 010-32200-0-0000-2700-2430-700-7417


Agenda Item – 5b.12 – Page 9 of 11 Classified Personnel – Tuition Reimbursement - Professional Growth


From: Funding Source: General Fund 010-73110-0-3300-2700-5220-914-0000

To: Funding Source: Classified School Employee Professional Development Block Grant 010-73110-0-0000-7490-5810-220-7415

5. Human Resources

It is recommended that the Board of Education approve or ratify the following report for Non-Classified Personnel. The following items are included in the attached report: 5c.01 Elections5c.02 Release of Substitutes and Non-Classified Employees See Attachment

File Attachments5.03 Non-Classified Board 9-30-20.pdf (18 KB)

Subject 5.03 Non-Classified Personnel


Access Public


https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTQL8B5548AE/$file/5.03%20Non-Classified%20Board%209-30-20.pdf

Non-Classified Personnel - September 30, 2020

Page 1 of 1

5c.01 Non-Classified Personnel – Elections It is recommended that the Board of Education approve or ratify the election of the following non-classified personnel to serve from time to time, as needed. I. College Intern/Tutor – $15.00/hr.

Funding: LCFF/Supplemental Concentration 011-00000-0-1110-1000-2130-330-0000

Name Site 1. Torres, Iris C. Garey

II. College Intern/Tutor – $15.00/hr.

Funding: Educational Services/TLC 010-60100-0-1110-1000-2130-700-6010

Name 1. Mercado, Chasity T. 2. Ramirez Murillo, Ruby

III. College Intern/Tutor – $15.00/hr.

Funding: Schools Improvement Grant (SIG) 010-31800-0-1110-1000-2130-XXX-0000

Name Site Site Number 1. Garcia, Ivan L. Barfield 116 2. Orta, Vanessa C. Lopez 180

5c.02 Non-Classified Personnel – Release of Substitutes and Non-Classified Employees It is recommended that the Board of Education ratify the release of the following substitutes and non-classified personnel.

Name Effective Close of Business

1. Furutan, Kristen C. 8-28-20 2. Ortiz, Alejandra M. 8-31-20

6. Position Control

It is recommended that the Board of Education approve the budgeting of funds for the following temporary position:

Position to be Funded:Itinerant Art Teacher - TemporaryAPTSchedule A01-01-21 through 06-30-21Educational Services

Requisition: #211027 Funding: LCFF- Supplemental & Concentration011-00000-0-1700-1000-1110-700-0800 Rationale:Per LCAP approval, G1-A14: The temporary Itinerant Art Teacher position is needed to provide support to the Visual/Performing Artsprogram and department needs. The art and music program will be expanded to support extended learning opportunities for morestudents and to increase community relations. The use of these funds will include staff, professional development, materials andsupplies, and competition expenses to improve students feeling connected and promote good attendance and academicachievement. There are sufficient funds to cover this temporary position.

Subject 6.01 Certificated - Establishment of Fund for Position: Itinerant Art Teacher


Access Public


6. Position Control

It is recommended that the Board of Education approve the budgeting of funds for the following positions:

Position to be Funded:Coordinator, Board Certified Behavior AnalystPAC E - Administrator041220 working daysSpecial Education Requisitions: #211096, #211456

Funding: Special Education010-65000-0-5001-2109-1310-700-4905 Rationale:The Coordinator, Board Certified Behavior Analyst positions are needed to assist and provide additional support to the departmentand district. There are sufficient funds to cover these positions.

Subject 6.02 Certificated - Establishment of Fund for Position: Coordinator, BoardCertified Behavior Analyst


Access Public


2

6. Position Control


Position to be Funded:Principal on AssignmentPAC E - Administrator05810-1-20 through 6-30-21Educational Services Requisition: #211358

Funding: Title I/LCFF-Instructional Technology/Educational Services010-30100-0-0000-2110-1310-700-6409 (50%)011-00000-0-0000-2110-1310-700-5602 (40%)010-00000-0-0000-2110-1310-710-8700 (10%) Rationale:The temporary Principal on Assignment position is needed to provide administrative support to the department. Funding from theDirector, Educational Technology position is being used to fund this temporary position. There are sufficient funds to cover thistemporary position.

Subject 6.03 Certificated - Establishment of Fund for Position: Principal on Assignment


Access Public


2

6. Position Control


Position to be Funded:Principal on AssignmentPAC E - Administrator0511-1-21 through 6-30-21Pupil & Community Services Requisition: #211500

Funding: Title I/Community & Employee Relations010-30100-0-0000-2110-1310-710-0000 (20%)010-00000-0-0000-7200-1310-710-8504 (80%) Rationale:The temporary Principal on Assignment position is needed to provide administrative support to the department. Funding from theCoordinator, Pupil & Community Services position is being used to fund this temporary position. There are sufficient funds to coverthis temporary position.

Subject 6.04 Certificated - Establishment of Fund for Position: Principal on Assignment


Access Public


2


It is recommended that the Board of Education approve the following amendments to action taken at a previous Board Meeting: 1. Board Agenda Date: 09/16/20 Agenda Item: 7.15 - Fiscal Agreement: GoNoodle, Inc. Amend to correct funding: From: 011-00000-0-1110-1000-4340-143-0000 - Madison ($1,725) To: 011-00000-0-1110-1000-4340-143-7417- Madison ($1,725) 2. Board Agenda Date: 09/16/20 Agenda Item: 7.25 Fiscal Agreement: Mindset Works, Inc. Amend to correct funding: From: 010-30100-0-1110-1000-4340-230-0000 To: 011-00000-0-1110-1000-4340-230-0000

Subject 7.01 Business Services: Amendments


Access Public



Subject 7.02 Facilities Agreement: Durham School Services, L.P. 2020-21


Access Public


It is recommended that the Board of Education ratify the fifth year of a five-year agreement between Pomona Unified School Districtand Durham School Services, L.P. for pupil transportation services, Bid No. 15(15-16)PUR, at the following rates effective September1, 2020, through August 31, 2021. The transportation rates for the 2020-2021 school year have been adjusted upward by 3.4% whichrepresents the February 2020 Consumer Price Index (CPI) for Los Angeles County.

Rates (based on 4 hours and 50 miles) are as follows: Home to School 19-20 Rates 20-21 Rates20 – 30 Passenger Bus $336.87 $348.1131 – 50 Passenger Bus $400.26 $413.8751 – 70 Passenger Bus $400.26 $413.8771 – 84 Passenger Bus $497.39 $513.98

Wheelchair Buses4 Wheelchairs & 4 walk-on students bus N/A N/A4 Wheelchairs & 6 walk-on students bus $400.26 $413.61

Alternative Fuel Buses31 – 50 Passenger Bus (Propane) N/A $413.8751 – 70 Passenger Bus (Propane) N/A $413.8771 – 84 Passenger Bus (CNG) $497.39 $513.98

Funding: Transportation/Home-to-School010-30100-0-1110-1000-5110-700-6421010-30100-0-1110-1000-5811-700-6421

Funding: Transportation/Athletic & Field TripsVarious Department and Site AccountsVerification of sufficient funding will be made prior to processing

Funding: Special Education010-97240-0-5760-3600-5811-901-0000

Rationale:Under this agreement, Durham School Services will provide home-to-school transportation for regular students, special education,field trips, athletic events, and academy transportation on an as-needed basis. A copy of the agreement is in the office of theAssistant Superintendent/Chief Business Officer.


It is recommended that the Board of Education approve an agreement between Pomona Unified School District and ClaremontGraduate University (CGU) for the purpose of data use in the Regional Learning Collaborative (RLC), including sharing and use ofconfidential or de-identified student-level, disaggregated and aggregated, and institutional data. The term of this agreement is August1, 2020, through July 31, 2025. There is no cost to the District.

Rationale:Approval of this agreement will allow the CGU (RLC Core Support entity) to advance the goals and implement the shared strategicplans of the Regional Learning Collaborative.

Legal Counsel has reviewed the agreement and has advised that it is sufficient for the intended purpose. A copy of this agreement isin the office of Assistant Superintendent/Chief Business Officer.

Subject 7.03 Fiscal Agreement: Claremont Graduate University (RLC)


Access Public



It is recommended that the Board of Education ratify an agreement between Pomona Unified School District and Mt. San AntonioCollege District in Walnut, California, to provide an AB288 Dual Enrollment Program for students at various District high schools. Mt.San Antonio College will provide appropriate curriculum, instruction, student services and will award college credit for AB288 coursesprovided at the request of the District high schools. This agreement is effective July 1, 2020, through June 30, 2021. There will be nocost to the District. Rationale:Ratification of this agreement will allow Pomona Unified School District to provide AB288 course offerings that will meet the samestandards as courses offered at Mt. San Antonio College. Legal Counsel has reviewed the agreement and has advised that it is sufficient for the intended purpose. A copy of the agreement isin the office of the Assistant Superintendent/Chief Business Officer.

Subject 7.04 Fiscal Agreement: Mt. San Antonio College (AB 288 Courses)


Access Public



It is recommended that the Board of Education ratify an agreement between Pomona Unified School District and Mt. San AntonioCollege District in Walnut, California, to provide a Non-AB 288 Dual Enrollment Program for students at various District high schools.Mt. San Antonio College will provide appropriate curriculum, instruction, student services and will award college credit for Non-AB288 courses provided at the request of the District high schools. This agreement is effective July 1, 2020, through June 30, 2021.There will be no cost to the District. Rationale:Ratification of this agreement will allow Pomona Unified School District to provide Non-AB 288 course offerings that will meet thesame standards as courses offered at Mt. San Antonio College. Legal Counsel has reviewed the agreement and has advised that it is sufficient for the intended purpose. A copy of the agreement isin the office of the Assistant Superintendent/Chief Business Officer.

Subject 7.05 Fiscal Agreement: Mt. San Antonio College (Non-AB 288 Courses)


Access Public



It is recommended that the Board of Education approve an agreement between Pomona Unified School District and NCS Pearson,Inc., a Minnesota corporation doing business as Certiport, with offices in American Fort, Utah, to provide digital education andservices to Career Technical Education (CTE) students enrolled in Regional Occupational Program (ROP). This agreement iseffective August 20, 2020, through June 30, 2021. The total cost of this agreement is at an amount not to exceed $14,763. Funding: Carl D. Perkins Grant010-35500-0-3820-1000-4340-700-0000 Rationale: Approval of this agreement will allow Certiport, Inc. to provide online learning through Adobe Campus Licenses to ROP studentsenrolled in Arts Media, Business, Information Technology, and Marketing utilizing Certiport Metrix to enhance their skills needed forIndustry. The service includes certification and digital badges for students. Adobe Campus license includes 500 Exams and unlimitedGMetrix practice tests for the following titles: Photoshop, Illustrator, InDesign, Premier and After Effects. MOS Classroom Licenseincludes 500 Exams for Word, PowerPoint, Excel, Access, Outlook, GMetrix practice tests license for Microsoft Office. MicrosoftTechnology Associate Campus License includes 100 Exams, 30 seats GMetricx for Microsoft Technology Associate, 30 students canaccess the software at one time. Access to these tools will allow students to complete their industry training. Legal Counsel has reviewed this agreement and has advised that it is sufficient for the intended purpose. A copy of this agreement isin the Office of the Assistant Superintendent/Chief Business Officer.

Subject 7.06 Fiscal Agreement: NCS Pearson, Inc. dba Certiport


Access Public



It is recommended that the Board of Education approve an agreement between Pomona Unified School District and Zearn, Inc., aDelaware nonprofit corporation with offices in New York, New York, to provide a subscription for District elementary school staff andstudents to access interactive math programs online. The term of this agreement is October 1, 2020, through June 30, 2021, and thetotal cost is at an amount not to exceed $67,500. Funding: CARES Funding010-32200-0-1110-1000-4340-700-5601 - ($65,000) Funding: Charter School091-00000-0-1110-1000-4340-915-0110 La Verne Charter ($2,500)

Rationale:Approval of this agreement will allow staff and students to continue using the Zearn Math online resources that support statestandards. Legal Counsel has reviewed the agreement and has advised that is sufficient for the intended purpose. A copy of this agreement isin the office of the Assistant Superintendent, Chief Business Officer.

Subject 7.07 Fiscal Agreement: Zearn, Inc.


Access Public



It is recommended that the Board of Education approve an agreement between Pomona Unified School District and Houghton MifflinHarcourt Publishing Company, a Massachusetts corporation in Boston, Massachusetts, to provide licenses for reading and mathprograms to the District’s Special Education Program at various sites. The term of this agreement is August 15, 2020, throughAugust 15, 2023. The total agreement amount is not to exceed $420,310. Funding: Cares Funding010-32200-0-1110-1000-4340-700-4900 Rationale:Approval of this agreement will allow Houghton Mifflin Harcourt Publishing Company to provide licensing and use of the Read 180Universal program and Math 180 Digital-First Intervention Plan program at various school sites. Read 180 Universal is designed toprovide support to the English Language Arts/English Language Development framework for California public schools to meet theneeds of students at risk for academic difficulties, English Learners, and students with disabilities. Math 180 is designed to providefocused intervention in various math concepts and skills that aligns with California Content Standards for mathematics. Legal Counsel has reviewed the agreement and has advised that it is sufficient for the intended purpose. A copy of the agreement isin the Office of the Assistant Superintendent/Chief Business Officer.

Subject 7.08 Special Education Agreement: Houghton Mifflin Harcourt PublishingCompany


Access Public



It is recommended that the Board of Education approve an agreement between Pomona Unified School District and N2Y, LLC, anOhio limited liability company located in Huron, Ohio, to provide licenses for a leveled reading program for the District’s SpecialEducation program at various sites. The term of this agreement is July 1, 2020, through June 30, 2021. The total agreement amountis not to exceed $56,281.71. Funding: Lottery010-63000-0-1110-1000-4340-700-0000 Rationale:Approval of this agreement will allow N2Y, LLC to provide licensing and use of the Unique Learning Systems program at variousschool sites. N2Y is a standards-based curriculum designed for Special Education students. Curriculum is implemented in theDistrict’s Moderate/Severe Program and ASRD Program. Legal Counsel has reviewed the agreement and has advised that it is sufficient for the intended purpose. A copy of the agreement isin the Office of the Assistant Superintendent/Chief Business Officer.

Subject 7.09 Special Education Agreement: N2Y, LLC


Access Public


8. General

It is recommended that the Board of Education approve the following schedule of 2021 spring commencement activities and relatedcosts for the senior high schools, academies, Adult and Career Education, and the School of Extended Educational Options. The maximum total cost for the 2021 spring commencement activities is not to exceed $172,000. See Attached:

File Attachments8.01_ Proposed 2021 Commencement Dates.pdf (189 KB)

Subject 8.01 Commencement Activities: Spring 2021


Access Public


https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTKQQH694561/$file/8.01_%20Proposed%202021%20Commencement%20Dates.pdf

Commencement: Wednesday, May 26, 2021, 4:00 p.m.

ADULT AND CAREER EDUCATION

Commencement: Wednesday, May 26, 2021, 5:30 p.m.

-----------------------------------------------------

PARK WEST HIGH SCHOOL

Commencement: Thursday, May 27, 2021, 4:00 p.m.

VILLAGE ACADEMY HIGH SCHOOL


GAREY HIGH SCHOOL


POMONA HIGH SCHOOL


-----------------------------------------------------

FREMONT ACADEMY OF ENGINEERING & DESIGN

Commencement: Friday, May 28, 2021, 4:00 p.m.

PALOMARES ACADEMY OF HEALTH SCIENCES


DIAMOND RANCH HIGH SCHOOL


GANESHA HIGH SCHOOL


Re: 8.01 Commencement Activities 2021 Board Agenda Date: 09/30/20

SCHOOL OF EXTENDED EDUCATIONAL OPTIONS

9. Special Action Items

Subject 9.01 Oral Communications on Special Action Items Only


Access Public

Type

9. Special Action Items

Senate Bill 98, Section 43509, established the Learning Continuity and Attendance Plan (Learning ContinuityPlan), which is intended to balance the needs of all stakeholders, including educators, parents, students andcommunity members, while streamlining stakeholder engagement and condensing several preexisting plans. Itcombines the intent behind Executive Order N-56-20, which extended the timeline for the 2020-21 Local ControlAccountability Plan (LCAP) and required a written report to the community, and the ongoing need for LEAs toformally plan for the 2020-21 school year, amid the uncertainty caused by the COVID-19 pandemic. Rationale:The complete Learning Continuity and Attendance Plan was made available for review to solicit input andfeedback from members of the public regarding the plan prior to the September 16, 2020 public hearing. The Board is scheduled to approve the Learning Continuity and Attendance Plan at the Board meeting ofSeptember 30, 2020.

File Attachments9.02 PUSD2020 Learning Cont. & Attendance Plan REV FINAL DRAFT.pdf (360 KB)

Subject 9.02 Approval of Learning Continuity and Attendance Plan (REVISED)


Access Public

Type Action

https://go.boarddocs.com/ca/pomona/Board.nsf/files/BTSUUX7DCF19/$file/9.02%20PUSD2020%20Learning%20Cont.%20%26%20Attendance%20Plan%20REV%20FINAL%20DRAFT.pdf

California Department of Education, July 2020

Learning Continuity and Attendance Plan (2020–21)

Local Educational Agency (LEA) Name Contact Name and Title Email and Phone

Pomona Unified School District Zoila Savaglio, Director State and Federal Programs

[email protected] (909) 397-4800 extension 23621

General Information [A description of the impact the COVID-19 pandemic has had on the LEA and its community.]

In the midst of a worldwide pandemic, Pomona Unified and its community has continued to be resilient despite the many challenges. Families have shared that they are worried about the implications of the pandemic. It is affecting family employment, caregiving, educational goals, and their health. Parents are anxious about the uncertainty around students’ return to school and being an integral support system in their child’s academics. To compound matters, families have experienced loss of family members due COVID-19 and isolation from loved ones causing significant social-emotional effects, especially for children. Students have shared that they are concerned about returning to school, the health of their family and fear of what is to come. This quarantine has heightened the stress level in the community of Pomona. These factors have influenced how PUSD is responding to the needs of our students and families not only in terms of academic learning, but also in the social emotional area.

Stakeholder Engagement [A description of the efforts made to solicit stakeholder feedback.] Pomona Unified School District began engaging stakeholders with a needs assessment in 2019 - 20 and we have continued reaching out to parents, community members, staff and students for feedback. Our timeline for the LCAP Survey for 2019-20 ended abruptly, yet valuable stakeholder feedback was obtained. As COVID19 school closures took place, we gained and improved our understanding of current needs and possible solutions via conversations with groups of parents, students, city leaders and labor groups via a number of surveys and meetings. Our school sites maintained communication with parents and community last year during the closure and through the summer to gather site-specific feedback. This year, many of them have already published yearly calendars for parent meetings in 2020-21. Ten (10) Town Hall meetings have been conducted thus far at the district level with attendance in the hundreds and our regularly scheduled District Advisory Committee (DAC), District English Learners Advisory Committee (DELAC) and Parent Advisory Committee (PAC) meetings are active and serving as another source of two way communication and plan review for parents. These meetings provided opportunities for questions, comments and feedback. Teachers in the kindergarten through twelfth grade provided feedback on the needs of their students as they are providing Distance Learning. The feedback received from these meetings were an


PUSD FINAL DRAFT Page 2

integral part of the Learning Continuity and Attendance Plan leading to more informed decision making. The draft of the plan was reviewed by stakeholders and brought to the Board of Education during a public hearing on September 16th. Questions posed to the Superintendent were considered prior to taking the plan to the Board of Education for approval on September 30, 2020. In addition, the district has been working with city governance to coordinate feedback and provide resources to our families. All district meetings are conducted in English and Spanish to accommodate our large Hispanic population. Advertisement has been provided via social media, phone blasts, local newspapers, our own web sites and district and school marquees throughout the city. At the suggestion of parents, we asked at parent meetings that those in attendance would help contact neighbors to remind them of the opportunities to participate in meetings and specific training so more families can be involved. The communication has been varied and ongoing as we work together to provide the resources our students need to forge stronger and longer lasting partnerships between schools and families.

[A description of the options provided for remote participation in public meetings and public hearings.]

Stakeholder engagement is important to the governing board and during this unprecedented time, we have provided options that facilitate remote participation to ensure stakeholder input. All of our Board meetings are available to the public electronically via YouTube at https://proudtobe.pusd.org/PUSDLive/ with members of the Board of Education and District personnel participating via Zoom. Members of the public who wish to address the Board of Education may do so via email to: [email protected] or by leaving a voicemail comment at (909) 397-4800 at extension 71002. Members of the public who wish to call in during the meeting and present their comments personally may do so and the phone calls will be placed in order on the queue so they may address the Board personally. Any comments in a language other than English will be translated to ensure language barriers are mitigated. In accordance with ADA requirements, members of the public requiring accommodations for this meeting are invited to call (909) 397-4800, extension 71002 beginning 8:00 a.m., two days prior to the meeting date and up to midnight, the day before the meeting to request reasonable accommodations. District personnel will swiftly address and resolve any reasonable requests for accommodation received by the above date and time.

[A summary of the feedback provided by specific stakeholder groups.] Stakeholder feedback was provided prior to the school closing, and continued after the closure of our schools and as we begin the 2020-21 school year. Some of the ideas and trends that emerged from various stakeholders included:

● Academic tutoring ● Social emotional support for students ● Distribution of technology ● Better connectivity ● Training on the use of technology ● Improved access to grade level curriculum ● Enrichment activities such as art and music

Families shared the need for the continuation of school meals and ongoing communication from their School and District level leadership to ensure that their families were informed as the situation changed and as resources were identified. The need for students to have




materials at home was shared by teachers and families, and some families of elementary school age students requested to have printed materials and paper packets to ensure students continued learning using multiple modalities.

Teachers, parents and administrators expressed the need for professional development on the use of technology, Social Emotional support and various models of instruction and safety measures that would be implemented as we planned for a safe return to school. All of this work has been done collaboratively with stakeholders.

[A description of the aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input.]

The Learning Continuity and Attendance Plan was developed with stakeholders’ input at its core. Actions included in the plan were designed to meet the needs of students, families, teachers and administrators. Some examples of aspects of the plan that were influenced by stakeholder input include: * Feedback from students, teachers, administrators and families regarding electronic devices and connectivity influenced the distribution of Chromebooks and hot spots which began on March 13 and has been ongoing. These devices have been made available to students and staff who needed them to be able to support students remotely. * Feedback from students, families and staff for materials and supplies resulted in distribution of backpacks with school materials and for art materials to our students enrolled in art classes. * Feedback from administrators, teachers, classified staff, and parents asking for training resulted in Professional Development and training for teachers and parents.

* Feedback from administrators, teachers and parents asking for better access to online learning licenses resulted in various district wide agreements with companies like Achieve3000, Edgenuity, DoTheMath, etc. *Feedback from administrators, teachers, students and parents requesting an increase in social-emotional services resulted in Bounce Back (K-5), CBITS(6-12) and Sky Breathing. *Feedback from administrators, certificated and classified staff asking for protocols regarding health and safety resulted in the purchase and installation of personal protective equipment (PPE).

* Feedback from families influenced the nutrition services distribution to 6 sites within our district and we are in the process of expanding the number of sites that will distribute food to the students in the district. As we received input regarding specific needs from stakeholders, actions started to be considered, funded and implemented. These actions were presented to DAC, DELAC, PAC parents, community members and staff. Some services were increased based on their feedback prior to bringing the plan to our Board for public review and final approval.


Continuity of Learning In-Person Instructional Offerings [A description of the actions the LEA will take to offer classroom-based instruction whenever possible, particularly for students who have experienced significant learning loss due to school closures in the 2019–2020 school year or are at a greater risk of experiencing learning loss due to future school closures.]

Pomona Unified classroom-based instructional schedule model includes a two prong approach. First and foremost, is the safety of our students, staff and families and secondly, the need to assess students who may have experienced some learning loss due to the school closures and the remediation of such loss. Once PUSD is approved to reopen for in-person classroom based instruction, protocols that have been developed in consultation with public health guidance and CDE will be implemented to ensure the safety of students and staff. The initial stages of returning to face to face instruction will include the hybrid model of instruction which will divide students into two cohorts to minimize the number of students in the classroom on a daily basis. Less pupil contacts will facilitate some of the following protocols to be implemented: * Students, employees and contracted workers will be required to wear face coverings * Fewer students will be assigned to the classroom on a daily basis * All desks or individual work spaces are separated by at least six (6) feet apart * Social Distancing Protocol will be posted at or near the entrance of the relevant facility and in all classrooms * The number of visitors that enter a facility will be minimized and they will be expected to maintain a minimum of six (6) feet of physical space from each other * Additional hand sanitizer stations will be placed at or near the entrance of each facility and in strategic places within the school * Wellness checks will be conducted daily and all high touch surfaces will be disinfected regularly In order to identify students who have experienced significant learning loss due to the school closures, our systemic cycle of assessment will include initial screenings, formative and summative assessments. The assessments will support PUSD in identifying the possible loss of learning that each student has experienced, identifying students that need individualized intervention, as well as monitoring the learning progression of each student. Initial assessments in English Language Arts (ELA), English Language Development (ELD) and Mathematics are aligned with the adopted instructional materials and will provide stability for students and staff, and help determine learning gaps in content knowledge and skill.

Elementary Initial Assessments are differentiated by grade level to identify the specific literacy skills where possible learning loss needs to be identified by monitoring for student learning progression.


Grade Level

Initial Assessment for Identifying Learning Loss

Formative Progress Monitoring Summative Assessments

Kinder- garten

Benchmark Advance Diagnostic BIA 1 Initial ELPAC Exam - TBD students Identified by HLS Express Placement(ELs) ESGI - Kinder Readiness

Benchmark Advance Interim Assessments 2&3 Systematic ELD Unit Exams

Benchmark Advance Summative Exam Summative ELPAC (ELs)

1st-2nd Benchmark Advance Diagnostic BIA 1 DORA Reading Diagnostic ADAM Mathematics Diagnostic Initial ELPAC (ELs as needed)

Benchmark Advance Interim Assessments 2&3 Mathematics District Interim Assessments Systematic ELD Unit Exams(ELs)

Benchmark Advance Summative Exam Summative ELPAC (ELs)

3rd-5th grade

Benchmark Advance Diagnostic BIA 1 Achieve 3000 Level Set ADAM Mathematics Diagnostic Exam

Benchmark Advance Interim Assessments 2&3 Achieve 3000 Automatic Monthly Lexile Adjustment Mathematics District Interim Assessments Systematic ELD Unit Exams

SBAC ELA SBAC Mathematics Summative ELPAC (ELs)

6th-8th grade

Achieve 3000 Level Set ADAM Mathematics Diagnostic exam

ELA District Interim Assessments Mathematics District Interim Assessments

SBAC ELA SBAC mathematics Summative ELPAC (ELs)

9th Achieve 3000 Level Set ELA District Interim Assessments Achieve 3000 Post Exam


Grade PUSD 9th Grade Placement Test

Mathematics District Interim Assessments

Summative ELPAC

10th-12th Grade

Achieve 3000 Level Set ELA District Interim Assessments Mathematics District Interim Assessments

Achieve 3000 Post Exam SBAC ELA-Mathematics(11th) Summative ELPAC

Actions Related to In-Person Instructional Offerings

Description Total Funds Contributin

g Nurses will develop a plan consistent with the Health Departments guidance to ensure staff and student's health and safety.

$30,314 N

In guidance with the Department of Public Health, protective equipment, materials and supplies will be provided to maintain the health and safety of students, staff, parents and community members.

$2,212,975 N

Distance Learning Program Continuity of Instruction [A description of how the LEA will provide continuity of instruction during the school year to ensure pupils have access to a full curriculum of substantially similar quality regardless of the method of delivery, including the LEA’s plan for curriculum and instructional resources that will ensure instructional continuity for pupils if a transition between in-person instruction and distance learning is necessary.]

Based on our student population and community needs, PUSD developed a distance learning plan that incorporates a continuum of delivery strategies in alignment with the guidance outlined in CA Dept. of Education and LACOE. PUSD’s Distance Learning Plan is available on the district’s website and contains both short and long term approaches to support all students through various online platforms. The curriculum and instructional resources utilized will remain as core curriculum regardless of the method of delivery. Teachers continue to use grade level curriculum and grade level standards to connect with students as well as integrate Social, Emotional and Behavioral Instruction and support via Zoom and Google Hangout. Teachers also assign work and provide practice of skills through the use of various apps and websites. PUSD is taking on a blended learning approach, where teachers are encouraged to provide both synchronous/online supports through web conferencing tools as well as asynchronous/independent learning through various digital learning tools such as Seesaw, Flipgrid, Google Classroom, Pear Deck, Edpuzzle, Adobe Spark, Desmos, online Core


resources, and more personalized learning and intervention programs. These resources allow teachers to maintain uninterrupted student engagement and instruction regardless of the method of delivery. For high school students in particular, online courseware through Edgenuity is an option for all teachers who would like to use rigorous and accessible, standards aligned digital content as a supplemental resource for students, in addition to their Core. Ongoing parent engagement meetings take place at each school site as led by the site administrative team aimed at supporting parents on their role as co-educators. Teachers and other staff at the site have worked to reach all students over the phone or via digital communication. In addition, we have implemented a variety of learning management and communication tools in order to stay connected with students: Google classroom, REMIND, Zoom, Kami and Screencasting software. CORE Curriculum/Online for Elementary: -ELA-Benchmark Advance -SPED-iRead, System 44, Read 180, Unique Learning System -Math-Eureka Math, ZEARN -Writing- Achieve 3000 -Science-StemScopes CORE Curriculum/Online for Middle School: -ELA-Edgenuity, Achieve 3000 -SPED-System 44, Read 180 Unique Learning System -Math- Edgenuity, Eureka Math, Desmos -Science-Gizmos, Stemscopes * Edgenuity to supplement additional core and elective classes CORE Curriculum/Online for High School: -ELA-Content Core, Achieve 3000 -SPED- Read 180, Unique Learning System -Math- Big Ideas -Science-Gizmos, Stemscopes


* Edgenuity to supplement additional core and elective classes

Access to Devices and Connectivity [A description of how the LEA will ensure access to devices and connectivity for all pupils to support distance learning.]

Based on surveys, district committee meetings, school site meetings and Town Hall meetings, stakeholders have shared the need for devices and connectivity. Ensuring access and connectivity is imperative in today’s Distance Learning. Because PUSD was in the last phase of 1:1 implementation when the school closure took place and most of our students already had their own Chromebook, we were able to round up Chromebooks that were not assigned to students and quickly distribute technology to all of our students TK - Adult Transition. Chromebooks are distributed with accessories such as power cord, stylus, and case. Current students will keep the Chromebook that was checked out to them last year as we start the new school year. Transitional K, Kindergarten and new students received their device at the start of the school year, based on site schedules for check-out, along with other materials. A Telephone Helpline for Tech Support is available Monday-Friday 8-4 pm. Current students with a Chromebook that is not working will use the current Student Technology Support Form (English and Spanish) and access support remotely (technician will call) and through the District Drive -Thru Service. The progress of students receiving special education and related services is regularly monitored and through data collected including assessments, a determination on the need of other supports such as assistive technology may be in place to support students with technology based accommodations and supports. PUSD has the vision to expand the walls of the classroom to “everywhere, all the time learning.” PUSD will support the vision by providing opportunities and environments that equip, inspire, and empower all learners to effectively use technology and become self-directed, goal oriented, and productive members of the communities. This becomes more relevant in the current distance learning environment brought about by COVID-19. Internet connectivity through Wi-Fi hotspots is available for families who are unable to provide Internet at home. Due to the need, PUSD has ordered additional hotspots. We continue to look for additional ways to support our PUSD families in accessing robust Internet, including partnering with outside organizations such as the California Emerging Technology Fund. As in the spring and summer, we will continue to provide technological support to students and families via the Student Technology Request Form link on the district website and telephone support via the Helpdesk. Parent/Family technology training will continue monthly in partnership with Pupil and Community Services’ Parent University, as well as individual school site parent meetings. Training through Zoom will be offered on an ongoing basis. Additional training videos/resources are provided through the district websites, as well as pushed out through district communication channels, and school sites. Login information and directions to access district resources and Chromebooks is posted to the district website and through a flier format.

Pupil Participation and Progress [A description of how the LEA will assess pupil progress through live contacts and synchronous instructional minutes, and a description of how the LEA will measure participation and time value of pupil work.]


Teachers will engage in daily live interaction in all grades, TK-12. To monitor student interaction and engagement, a system is in place where attendance is measured by a student's synchronous participation with their classroom teacher and time value of work assigned to independent work during asynchronous learning. A completion of regular assignments and contact between the student and a teacher accounts towards the student’s daily participation. Daily synchronous participation is blended with the student’s weekly time value of work assigned, to measure the totality of the student’s participation. Academic progress is measured via in class assessments and student completion of work packets. Certificated staff communicates daily with parents and guardians of students who are not participating to share information regarding their student’s academic progress. PUSD’s instructional model combines both synchronous and asynchronous student engagement. The Distance learning instructional schedule is as follows: -Grades TK-K = no fewer than 180 minutes (combined daily live interaction and distance learning) -Grades 1-3 = no fewer than 230 minutes (combined daily live interaction and distance learning) -Grades 4-6 = no fewer than 240 minutes (combined daily live interaction and distance learning) -Grades 7-12 = no fewer than 240 minutes (combined daily live interaction and distance learning)

Distance Learning Professional Development [A description of the professional development and resources that will be provided to staff to support the distance learning program, including technological support.]

Since the school closure, Educational Services has provided a myriad of Professional Development throughout the summer and well into the opening of the new academic school year. Special Education Paraprofessionals have been provided with training to continue to support student instruction. Both substitute teachers and newly credentialed staff received an orientation on the distance learning tools focusing on the need of each individualized group. Overall, PD sessions have been offered in a variety of content areas, Social Emotional Learning (SEL), and technology workshops such as Zoom, Google Classroom, Seesaw, etc. They have been provided from self-selection to assigned training forum. These have helped support teachers and administrators with the transition to distance learning. Teacher Specialists, Teachers on Assignment, Technology Teacher Leads, Academic Coaches, Literacy Coaches, Counselors and administrators were able to participate in these trainings and collaborate as they improve their skills with online instruction. Simultaneously, Educational Technicians have created a Distance Learning Staff webpage for credentialed staff providing videos and tutorials on all of the online resources being used in PUSD. In addition, the PUSD website has a multitude of online learning reference links, newsletters with current updates on distance learning tools, contacts for a range of educator needs, and troubleshooting information for the online resources.


Staff Roles and Responsibilities [A description of the new roles and responsibilities of affected staff as a result of COVID-19.]

In order to maximize services for our students and families, a number of staff had to adapt their typical roles and responsibilities during this school closure. Some of the more significant changes were in: Food and Nutrition Department - Employees had to quickly set up assembly lines to package and distribute meals to students curbside rather than preparing and serving meals in a cafeteria. Maintenance and Operations Department - Custodial staff employees were reassigned to deep cleaning facilities and the night crew joined day custodians to deep clean schools and other buildings rather than keeping their assigned schedule of maintenance. Elementary Campus Supervisors and security staff (CSOs/CSA) - These employees have assisted in material collection and distribution, including collection and sorting of books last year and the organizing and distribution of materials for this new school year rather than supervising students before, during and after school. They also supported staff by preparing packets for those students who requested paper pencil packets. Additionally, they helped with food distribution, line control, temperature checks (with training), exposure management (social distancing protocols) and light cleaning and sanitizing high contact areas such as door handles, light switches, sink handles in classrooms, tables, student desk chairs (employees do their own work station). They have made phone calls for attendance, and to help library clerks with family outreach. Technology Staff and Media / Library Clerks - Supported students and families in training on how to access electronic resources and answering the phone lines when students or parents called with challenges regarding access to online tools as well as distribution of technology in addition to providing remote assistance in our libraries or computer labs. Health Assistants - have performed temperature checks (with training), developed compliant procedures for isolation (students) and exposure management (Supporting the Exposure Management Plan) Clerical Staff (Typist Clerk/Secretary I and II/Office Managers) - Answered phones remotely to support families in any way they could to connect them with resources in our system or in the community rather than tending to their usual duties of attendance and tending to families and students who came into the front office. Also assisted with temperature checks (visitors) and with training and exposure management (notices for direct contact and possible exposure). Paraeducators (Special Education) and Instructional Aides for PE & Music - Assisted with small group instruction under the supervision of a certificated staff member. They also assisted with light cleaning and sanitizing in their assigned classroom, high contact areas, door handles, light switches, sink handles in classrooms, tables, and student desk chairs. Locker Room Attendants - Assisted with temperature checks (with training), phone calls (computer phone tree), light cleaning and sanitizing in their assigned classroom, high contact areas, door handles, light switches, sink handles in classrooms, tables, student desk chairs.


Counselors - Reaching out to families regarding their well-being and progress with their school work in addition to counseling students towards graduation and class schedules. Certificated staff - This group took a more active role in reaching out to our students and families to ensure their well-being as well as academic progress and attendance in addition to their duties as primary instructional leaders.

Supports for Pupils with Unique Needs [A description of the additional supports the LEA will provide during distance learning to assist pupils with unique needs, including English learners, pupils with exceptional needs served across the full continuum of placements, pupils in foster care, and pupils who are experiencing homelessness.]

Homelessness: Given the challenges of mobility, poverty, and trauma, keeping in touch with students and families experiencing homelessness can be a challenge in the best of times. With school buildings closed, and students and families moving even more frequently due to COVID-19, maintaining connections is even more difficult. At the same time, the anticipated increase in homelessness over the coming months makes keeping in touch more important than ever. Senior Social Workers have been utilizing all available means of communication to reach families and students: email, text, Remind, Instagram, Snapchat, “curbside” home visits, etc. They have reached out to unaccompanied youth directly. Once connected, a regular schedule to stay in touch will be created and inquiries about supporting students and families may need to stay safe, healthy, and engaged in school. There have been follow-up weekly “check-ins” regarding the current living situation and learning accommodations. Students experiencing homelessness have been prioritized for resources provided to all students, including devices and connectivity. Resources have been delivered to students who lack transportation to pick them up. Students have also been provided unlimited high-speed data, including hotspots and cell phone data to ensure all assignments are completed and students and families remain connected with social workers, teachers, mentors, and peers. PUSD’s plan also includes meeting learning challenges beyond basic connectivity and devices, such as providing portable chargers for students without access to electricity; offering virtual supplemental academic support through School On Wheels; and maintaining mentorship relationships with our unaccompanied youth. Programs such as PIP, PALS, Just Us 4 Youth are just some of the programs we have in place to continue supporting the needs of our homeless population. We have been screening students for trauma caused by extended shelter-in-place orders in unsafe living situations and increased economic stress. In addition, we have been connecting students with community mental health providers to support students and their families virtually. As a continued support, we remain connected with community agencies providing food, health care, mental health, shelter, and housing to families or youth, and find out what is available and how families can access it.


Students with Disabilities: Each child’s Individual Education Plan (IEP) has been implemented to the extent possible in the distance learning model. The IEP has continued to be the blueprint for distance learning instruction and will be implemented in full when normal school operations resume. Specialized academic instruction, utilizing specific curriculum as appropriate to the needs of the student as well as modifications and accommodations being implemented as indicated in the student’s IEP have continued. Provision of related services such as language and speech services, counseling, adapted physical education, health and nursing services, occupational therapy, physical therapy will continue. Special Education Paraprofessionals have also received training to continue to support students with an IEP. Annual, triennial, and requested IEP team meetings will continue to be held virtually (that is, online or through telephone conference, at this time). PUSD Special Education team has worked on a plan to commence special education assessments as soon as possible while being mindful of the students’ and staffs’ safety. At the beginning of the 2020-21 school year, parents received a written plan that provided an overview of how student’s IEP service will be implemented using the District's COVID-19 distance learning instruction model. Teachers and providers will ensure that you receive progress reports on your child’s IEP goals, during distance learning. English Learners:

To meet the linguistic needs of English Learners (EL’s) during distant learning, district level staff has provided professional learning for teachers on best practices for implementing Designated ELD remotely. PUSD has partnered with EL Achieve to adapt and create in person Designated ELD curriculum and lessons into online PowerPoints that continue the acquisition of the English Language. Each lesson employs a gradual release model that provides EL students opportunities to develop their abilities to Speak, Listen, Read, and Write the English Language. Designated ELD is provided by grade level spans: Kindergarten, 1-2, 3-4, 5-6 and by Proficiency Level. Additional support for students identified as beginners will be provided through site Resource Teachers and District Teachers Specialist through small group instruction at their specific EL Level. Designated ELD will continue for English Learners on a daily basis during the regular school day. At the Secondary Level Designated ELD will be provided for students identified as a newcomer or with an ELPAC Score of 1-2. Newcomers with 3 years or less, will receive one to two periods of Designated ELD depending on their needs as Identified by Initial ELPAC Scores and the Express Placement Test. Long Term English Learners have been able to access the AVID Excel Course at the Middle School level. At the High School Level, Newcomers and English Learners will be enrolled in courses ranging from ELD I-III depending on their language acquisition as measured by the Summative ELPAC. Integrated ELD is provided by all content areas through a district wide focus on structures speaking and listening activities as well as evidence based reading and writing. Additional Support for English Learners will be provided to all students with a score of 1-3 on the 2018-19 and 2019-20 Summative ELPAC by providing a license to the Imagine Learning. Imagine Learning program is an online program that provides personalized and adaptive pathway proficiency in Reading, Writing, Listening, and Speaking. All English Learners K-2 will also work with the personalized early literacy skill platform Smarty Ants. English Learners in the 3rd-12th grade will also receive support in their reading comprehension through weekly guided reading intervention lessons with the Achieve 3000 learning platform. Finally, school sites have allocated resources to provide after school tutoring for English Learners to support their progress towards Reclassification.


Foster Youth: Students have been provided with electronic devices as well as hot spots to ensure that they had access to online resources as well as paper packets upon request. We are working on a more robust connectivity infrastructure that will provide all students in Pomona with the ability to access multiple online resources and ensure equity of access to distance learning. Frequent and ongoing communication with families using a variety of channels was established to identify students’ needs and provide resources. The Family Support & Resource Center has stayed open Monday through Friday to provide basic needs such as food, personal supplies and linkages to community resources while our Senior Social Workers connected families to housing and other health and mental supports. Counselors and school based Social workers have continued their work with identified families as we addressed the social emotional and academic needs of this most vulnerable population. In addition to the services above, the Foster Youth population in the district benefited from the services of our Foster Liaisons, Mental Health Supervisors, Youth Educational Specialists and Children Youth Family Collaborative (CYFC) which have continued to support individual foster students. We have also added small group tutoring through the National College Board Foundation for our foster youth group. They also work with the Department of Children and Family Services (DCFS), Probation and Los Angeles County of Education (LACOE) who continue to coordinate a network of resources that are made available to students. Our Pupil Services department has also been working directly with community partners to provide physical and mental health support for our Foster Youth. Students with Special Needs: IEP teams consult and collaborate with specialists to ensure the student's needs are met. Additionally, we have our Special Education staff, program specialists, etc., support teams, and teachers to collaborate, discuss progress, and assist with concerns families may have. The offer of a free appropriate public education (FAPE) is discussed in the context of an IEP meeting that may include current levels, goals, progress, and services. In addition, numerous resources and training are provided to help teachers meet the needs of students. The Special Education department also provides curriculum and intervention materials through licensed programs, such as the use of Read 180 Universal program and Math 180 Digital-First Intervention plan program at various school sites. Read 180 Universal is designed to provide framed English language arts / English language development support for California public schools to meet the needs of students at risk of academic difficulties, English Learners, and students with disabilities. Math 180 is designed to provide a focused intervention in various mathematical concepts and skills that align with the California Content Standards for mathematics. African American Students: PUSD is continuing to provide learning opportunities to close the achievement gap of our African American students, such as Bright Prospects. Mentoring programs such as Brother’s Forum, Just Us 4 Youth, National College Resource Foundation, and Regional Learning Collaborative are programs designed to address their educational and mentoring needs.


Actions Related to the Distance Learning Program

Description Total Funds

Contributing

Library Clerk hours will continue to support continuity of learning and allow the targeted student groups to access the libraries through Distance Learning in support of literacy development. Distance Learning training will also continue to further their ability to support our targeted student groups and reduce learning loss.

$1,012,095 Y

Targeted online learning opportunities will continue for designated student populations to minimize learning loss and/or accelerate student learning, which can include additional staffing, materials, licenses, substitutes and consultants from the online curriculum providers for professional development/training.

$316,596 Y

To ensure students', including the identified student groups, Distance Learning and future technology needs are enhanced, and the students obtain college and career readiness through academic success, the district will provide resources (technology-including peripherals/equipment, digital learning resources/tools, materials) and learning supports (staff, professional learning opportunities through district trainings, outside consultants).

$1,498,164 Y

Ongoing and job-embedded professional development will be provided in order to build the capacity of adult learners in the system to transform practice, promote equity and inclusiveness, increase teacher effectiveness and efficacy during Distance Learning and impact identified students’ learning throughout the school year. Training, coaching and one on one support will also be provided to staff throughout the year in order to address the behavioral and social-emotional needs of students while in school and to deepen the understanding of teaching with technology to improve and elevate student learning by supporting instructional objectives. Other topics of professional development may be added as data and pupil learning loss needs are analyzed and aligned to district initiatives.

$1,954,053 Y

To ensure students', including the identified student groups, current and future technology needs are enhanced, and the students obtain college and career readiness through academic success, Technology Teacher leads (TTLs) and other site teacher leaders will provide Distance Learning support and training to teachers. TTL's and other teacher leaders will be supported with such things as Distance Learning funding for educational technology related certifications, materials and supplies, in-service and class release time to work with other teachers in leveraging technology to mitigate student learning loss.

$370,403 Y

In order to have continuity of learning, Fremont School of Engineering and Design, Palomares Academy of Health and Science and Village Academy of Media and Information Technology will provide Distance Learning support for students, as they become College and Career ready. The academies were created to supplement the educational program provided in our comprehensive High Schools to ensure students have access to a broad course of study. Academies are housed at separate facilities to ensure an optimum

$2,132,408 Y


setting so that the needs of our English Learners, Foster Youth, and Low-income students can be met. Additional administrators consisting of Assistant Principals are at each site whose duties are to primarily support targeted students. Support personnel will be hired to staff these special settings to ensure students receive academic, behavior and attendance support and mitigate learning loss to address challenges specific to ELs, Foster Youth, and Socio-Disadvantaged students in an effort to increase students meeting A-G requirements to be college and career ready. The staffing at the academies is enhanced by additional teachers above the standard base staffing ratios which allows courses beyond the core curriculum, including but not limited to Project Lead the Way, NAF, and CTE. During Distance Learning, students will be supported by additional staff that will assist with research, literacy and other duties pertaining to media centers at the High School level. Training and materials will be provided.

$1,012,627 Y

At the elementary level, the art and music program, as well as other extracurricular activities, will enhance student engagement, promote positive attendance and serve as social-emotional support. This action supports Low-income, Foster Youth and EL students by providing opportunities to participate in enriching competitive activities in which they would otherwise not be able to participate, thus, gaining access and opportunity to excel in areas other than academics.

$1,584,985 Y

Small group instruction and/or intensive one-to-one intervention will be provided using non-fictional texts to support instruction in reading comprehension, writing, vocabulary, fluency, and foundation skills to set reading gains and minimize learning loss to students with interrupted education such as Low-income students, English Learners, and Foster Youth.

$575,000 Y

Professional development and Distance Learning collaboration opportunities will be provided on a variety of topics such as State Standards, technology integration, positive behavior support, and other areas as identified by a needs assessment to build capacity to meet the needs of targeted students. PD will focus on specific school site needs and may include coaching opportunities to support continuity of learning.

$2,497,718 Y

Teacher Specialists and support staff provide coaching/training to classroom teachers on intervention strategies for students at the highest level of the multi-tiered pyramid of support and assist with learning loss strategies to improve social and emotional behavior. Para educators will also be trained to support students.

$889,744 Y

Veteran teachers work with beginning teachers to support them through the credentialing process as they refine their instructional strategies to support English Learners, Foster youth and low income students. Substitute release days will allow for participating teachers and support providers to work collaboratively and observe continuity of learning instructional practices that meet the needs of our significant sub-groups.

$656,364 Y

Administrators will continue to support at risk-students by encouraging positive behavior, problem-solving strategies and restorative justice practices which will minimize expulsions and suspensions and lead to better attendance.

$622,918 Y

Increased access to a technology-rich learning environment to targeted student groups to support $1,957,878 Y


continuity of learning to assist in closing the achievement gap. Computer technicians will ensure that response time for 1:1 student devices used for instruction is minimized. Counseling staff will continue to attend to the specific needs of incoming 9th-grade students to ensure a successful transition into the High School systems and minimize pupil learning loss.

$493,600 Y

Additional counselors at each elementary school will be provided to support our Response to Intervention Plan. This staff will work with Foster Youth, Homeless, English Learners, and Low-income students to provide direct services addressing the academic and social-emotional needs of our students with the goal of increasing academic achievement and attendance rates while decreasing behavior referrals.

$1,466,346 Y

Individualized academic tutoring will be provided to students after school as well as homework support to reduce learning loss.

$1,320,000 N

Students will continue to receive art instruction and supplies to maintain a continuity of learning from home. $442,354 N A variety of two-way communication tools will facilitate ongoing contact with students, teachers and families to maintain academic progress and a support system during Distance Learning.

$126,891 N

Online tools will be provided for academic support in core areas for students with special needs. $420,310 N Distance Learning professional development, connectivity, devices and software will be provided to Classified staff to continue support services for special education students.

$481,500

N

Classified staff will be provided with laptops in order to continue providing access to library and media technology resources and support during continuity of learning.

$69,955 N

Certificated staff will be provided with time and materials for Professional Development in order to continue providing Distance Learning whereby increasing student engagement and minimize learning loss.

$174,287 N

Certificated staff and students will be provided with the necessary tools and equipment in order to maintain continuity of learning and minimize learning loss.

$1,370,003 N

Math learning activity packets will be provided for primary grade students in order to support their academic instruction.

$500,000 N

Classified staff is providing support in distributing supplies and devices for the reopening of schools. $173,080 N Working with the community, small group supervision will be provided for PUSD students during the school day to maintain continuity of learning in a safe environment (Elementary and Middle School).

$512,000 N

Additional hotspots will be purchased to provide ongoing connectivity to students during Distance Learning. $1,849,788 N Distance learning tools for engagement in the core content areas will be purchased to provide academic support and achievement for students.

$1,838,250 N


Pupil Learning Loss [A description of how the LEA will address pupil learning loss that results from COVID-19 during the 2019–2020 and 2020–21 school years, including how the LEA will assess pupils to measure learning status, particularly in the areas of English language arts, English language development, and mathematics.]

Pomona Unified will assess pupils to measure learning status multiple times throughout the year using a combination teacher observation, curriculum assessments, and formal district wide assessments. Measuring of learning status begins with daily live interaction with certificated staff that conduct student observation of participation and mastery of standards through daily independent practice. Learning Status will be measured by-weekly and end of unit exams from the Benchmark Advance ELA Curriculum, End of Unit Exams for the Systematic ELD, and mid/end of module units for Eureka Math. The district will employ District Interim Assessments administered twice a year to measure learning status on essential math and ELA standards. Progress Reports for English Learner students using Imagine Learning will be monitored though District PLCs on a monthly basis. Finally, reading comprehension Lexiles will be monitored for all third through twelfth grade students on a monthly basis.

Grade Level Formative Assessments for Student Learning

Kindergarten Benchmark Advance Interim Assessments 2&3 Systematic ELD Unit Exams

1st-2nd Benchmark Advance Interim Assessments 2&3 Mathematics District Interim Assessments Systematic ELD Unit Exams(ELs)

3rd-5th grade Benchmark Advance Interim Assessments 2&3 Achieve Automatic Monthly Lexile Adjustment Mathematics District Interim Assessments Systematic ELD Unit Exams

6th-8th grade ELA District Interim Assessments Mathematics District Interim Assessments

9th Grade ELA District Interim Assessments Mathematics District Interim Assessments

10th-12th Grade ELA District Interim Assessments Mathematics District Interim Assessments


Pupil Learning Loss Strategies [A description of the actions and strategies the LEA will use to address learning loss and accelerate learning progress for pupils, as needed, including how these strategies differ for pupils who are English learners; low-income; foster youth; pupils with exceptional needs; and pupils experiencing homelessness.]

Pomona Unified will have school sites use the following to address learning loss and accelerate learning progress for students: Professional Development on: -Social/Emotional wellness to recognize signs and symptoms of stress, anxiety, depression and trauma in staff and students; -Conduct mental health screenings and assess for mental health readiness and level of trauma -Continue to coordinate the delivery of support groups via virtual meetings or tele (mental) health; and, -Activate the District Crisis Team to address psychological and emotional concerns.

PUSD Narrative: Addressing Learning Loss and accelerating learning progress will revolve around accurate initial diagnostic assessment, continuation of daily designated and integrated ELD, opportunities to participate in small group intervention during and after the regular school day and use of personalized online platforms.

1. Initial Diagnostics: All students will take initial diagnostics exams in the areas of English and Mathematics. Specific attention will be given to the analysis of the performance of English Learners. English Learners demonstrating significant learning loss will be identified for Tier II Interventions at the beginning of the academic school year.

2. Designated and Integrated ELD: the adopted curriculum “Systematic ELD” will continue to be implemented in daily Designated ELD sessions provided in grade level and proficiency groups as much as possible. Students identified as beginners/newcomers will have their ELD time provided by the school Resource Teacher of district Teacher Specialist. AVID Excel and Designated ELD I, II, III will continue to be offered at the Middle School and High School. ELD I, II, III support classes will be offered at the high school level to ensure that English Learners have a Designated ELD class every academic quarter. Dual Language Program in both Mandarin and Spanish will continue.

3. PUSD will contract 41 Intervention Teachers ensuring that each site has 1 certificated staff member that will provide small group intervention via zoom in distance learning and small group in a hybrid setting. English Learners will be selected and have access to daily small group instruction via the site intervention teacher and Reading Coach. In addition, English Learners will be identified early for participating with outside school vendors such as Middle Tree, National College Board, and Princeton review for Advanced Placement.


4. English Learners will have access to online platforms for accelerating learning. English Learners in grades K-2 will work with the Smarty Ants Early Literacy Program. This program will be made available to older students who are newcomers as needed. All English Learners will have access to Smarty Ants in Spanish to continue developing their Native Language if it is Spanish. English Learners in grades 3-12 will participate in guided reading intervention on informational text via the Achieve 3000 platform. The district will provide intervention via Imagine Learning Licenses to each student identified as an English Learner so that they can work independently on reading comprehension, vocabulary development, and writing skills during asynchronous distance learning sessions.

Our low-income, homeless and foster youth will continue to receive academic support with Children Youth Family Collaborative (CYFC) for individual students, and the National College Board Foundation continues to provide small group tutoring. Additional academic services to this group include Mentoring Program (Claremont students), School on Wheels, social workers to increase support for parents and students, availability of tutors (online), PIP and PALs programs, and Just Us 4 Youth. Pupil Services has also created partnerships to provide support for physical and mental health, school based social workers and counselors, provide educational materials as needed, and connect students to any necessary resources.

The IEP teams consult and collaborate with the specialists to ensure that the student’s needs are met. Additionally, we have our Special Education staff, program specialists, etc., supporting teams and teachers to collaborate, discuss progress, and assist with concerns that families may have. Offer of a Free and Appropriate Public Education (FAPE) is discussed in the context of an IEP meeting that may include present levels, goals, progress and services. Additionally, numerous resources and training are provided to support teachers in meeting student needs.

The Special Education department also provides curriculum and intervention materials through licensed programs such as the use of the Read 180 Universal program and Math 180 Digital-First Intervention plan program at various school sites. Read 180 Universal is designed to provide support to the English Language Arts/English Language Development framed for California public schools to meet the needs of students at risk for academic difficulties, English Learners, and students with disabilities. Math 180 is designed to provide focused intervention in various math concepts and skills that aligns with California Content Standards for mathematics.

Our African American population will be provided with partnership and academic programs such as Brother’s Forum, Just Us 4 Youth, National College Resource Foundation, Bright Prospects, Regional Learning Collaborative and student groups/clubs. Programs that will meet on a regular basis to provide academic strategies resulting in positive outcomes.

Effectiveness of Implemented Pupil Learning Loss Strategies [A description of how the effectiveness of the services or supports provided to address learning loss will be measured.]


Pomona Unified will determine the effectiveness of services or supports to address learning loss using multiple measures. School sites will use several tools to gauge the learning loss exhibited by students. Elementary level: -ESGI for Kinder -DORA Literacy Assessment -Diagnostic assessments from the adopted reading curriculum -Achieve 3000 Level Set -ELPAC scores (for ELs) -Math module assessments -ADAM mathematics assessments -Benchmark assessments Middle and high school levels: -District interim assessments -Achieve 3000 Level Set -Math module assessments -MDTP readiness assessments -Diagnostic tools At all levels, schools can use any CAASPP and/or ELPAC data (as applicable) to measure learning status. District wide consistency in grading: Elementary- Standards Based grading and ELD grades (as applicable; for secondary Content Based grading (A-F) per class. School sites will have the flexibility to use some of the following instructional tools: SeeSaw, Pear Deck, EdPuzzle, Google Suite for Education, and/or Adobe Spark. In addition, district wide implementation of the following learning management and communication/ live interaction tools to communicate to students and parents the measurement of learning loss: Google Classroom, Remind, Zoom, Screencasting software, and/or Kami.


Actions to Address Pupil Learning Loss

Description Total Funds

Contribu- ting

Consultants such as Improving Educational Outcomes (IO Education), Illuminate, and Educlimber will assist with data information systems that will allow staff to monitor progress and mitigate learning loss in order to make instructional decisions using a variety of achievement and performance measures. This data will guide instructional strategies to ensure Low Income, English Learners, Foster Youth and R-FEP students are able to access the content standards. DIA assessments will be developed and discussed during parent conferences (e.g. Release teachers to facilitate data analysis, personnel to utilize data analysis systems & SBAC Data). These actions include transcripts and placement data, SBAC interim assessments, DORA, ESGI, DIA assessments and parent conferences. The system will be personalized to address and monitor academic interventions and progress as related to multi-tiered systems of support. Professional development activities will be delivered as needed, with related costs which may include PD costs, Substitutes, Teacher Special assignments and Classified pay.

$ 436,953 Y

Identified students will participate in Distance Learning summer learning opportunities around the area of literacy, English Language Development and Mathematics. Teacher pay, materials and supplies will be part of the budget in order to provide these learning opportunities.

$406,796 Y

District will continue to support academic achievement and college and career readiness of targeted students in order to decrease the academic achievement gap and minimize pupil learning loss, by providing additional sections, staffing, materials, and professional development as needed through continued implementation of AVID Elementary and AVID Secondary at targeted schools.

$793,177 Y

District will continue the AVID Excel program to support academic achievement and college and career readiness of English Learners and Redesignated fluent English proficient students to decrease the academic achievement gap. English Learners will benefit from a summer Distance Learning program to enhance language skills.

$200,066 Y

Students at secondary schools will be supported by providing teachers access to coaching, shared planning, data analysis, and instructional support in order to increase academic success and improve graduation rates.

$1,620,215 Y

Interventions will be provided to students in core subject areas in order to close the achievement gap and reduce pupil regress. These interventions will be focused on pre-literacy in primary grades and academic interventions up to 8th grade.

$249,737 Y

Mathematics Investment Schools will be identified based on academic indicators to receive additional support for students who are struggling to succeed in math and make progress towards graduation. The support will include after school tutoring, sub release days for teacher planning and training and academic coaches.

$1,291,254 Y


English Language Arts Investment Schools will be identified based on academic indicators and will receive additional support for students who are struggling to succeed in ELA and make progress towards graduation. The support will include after-school tutoring, sub release days for teacher planning and training and academic coaches.

$558,003 Y

District will enhance the designated ELD program for our English learners at the Elementary and Middle school levels by creating lessons and providing kits conducive to Distance Learning. Staff will engage in professional learning, data analysis, and collaboration in order to provide our English learners with opportunities for robust language learning that will equip them for high academic achievement.

$2,123,641 Y

Staff will provide additional learning opportunities to close the achievement gap and increase graduation rates for the identified student groups. These will include sixth period and special assignments before and after school and during the summer months.

$836,477 Y

Schools will continue to be staffed and supported by qualified teachers, administrators, and staff who are providing additional services to designated students. Staffing will include additional teachers to implement MTSS (Multiple Tier Support Systems). A Teacher Specialist will support the work on a part-time basis to coach and analyze student data to ensure that the needs of the whole student are being addressed and they graduate College and Career Ready. Para-professionals will be added to support student achievement and mitigate student learning loss.

$572,907 Y

Human and financial support will continue to be provided in order to increase the district level communication with parents and community members and to conduct literacy outreach for students in the primary grade levels. To maintain continuity of learning, technology support and materials and supplies will be provided to assist with the interaction of families and schools.

$351,336 Y

Staff will be provided with a full day at the beginning of the first semester and three (3), two-hour blocks of time outside the teacher's work day at the beginning of the second semester to perform duties such as analyzing data to prepare learning environments that are conducive to student continuity of learning. This data analysis will be used to provide feedback as to best practices in order to support student learning and social-emotional needs of the low-income students, English Learners and Foster Youth.

$1,248,862 Y

Additional counselors at each secondary school will continue to provide support for our Response to Intervention Plan. This staff will work with Foster Youth, Homeless, English Learners, and Low-income students to provide direct services addressing the academic and social-emotional needs of our students with the goal of increasing academic achievement and attendance rates while decreasing behavior referrals.

$689,864 Y

National College Resource Foundation (NCRF) will work to close the achievement gap, lessen the economic disparities and prepare students to enter the workforce with the goal to end racism and racial inequality.

$720,000 N

JUST US 4 YOUTH will provide opportunities to heal through tutoring and mentoring by developing students’ individual character, leadership, and vocational skills.

$2,552,564 N

Bright Prospects will provide math tutoring for our 8th grade students, while fostering leadership and academic skills.

$454,080 N


Student Interns from Regional Learning Collaborative will provide students with tutoring and mentoring to minimize pupil regress in core academic areas.

$169,000 N

Mental Health staff will receive Professional Development on a skill-based intervention program that is aimed at relieving symptoms of depression and general anxiety among children exposed to trauma will be offered to students to minimize reactions to stress and trauma and create a normal education atmosphere.

$12,000 N

Certificated staff will provide academic intervention to students experiencing learning loss. $3,474,360 N Professional Development on academic intervention and substitute coverage will be provided to Intervention teachers to service students who are experiencing Learning Loss.

$365,704 N

Mentoring will be provided to African-American students in order to help with the effects of the pandemic in minority communities.

$120,000 N

Special Education staff will receive professional development and provide additional support to special education students. Supplemental curriculum and technological devices including computers, materials and supplies will also be provided to mitigate the learning loss.

$1,000,000 N

Mental Health and Social and Emotional Well-Being [A description of how the LEA will monitor and support mental health and social and emotional well-being of pupils and staff during the school year, including the professional development and resources that will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community.]

PUSD recognizes the impact COVID-19 has had on our students and families. We have implemented a system where we can address and support their needs so they can begin to focus on their academics. Several of the mental health support systems implemented like Cognitive Behavioral Intervention for Trauma in Schools (CBITS), Bounce Back and Youth Mental Health First Aid provide students, families and staff with a skill set of interventions in improving social and emotional well-being. In addition, the emotional support and wellness programs provided, such as CARE and conscious Discipline Support Network will provide emotional support sessions in a range of areas from grief to anxiety to depression to both students and families. Professional development along with mental health programs and resources have begun since the closure and is ongoing. PD for all appropriate school staff & administrators consists of recognizing signs and symptoms of stress, anxiety, depression and trauma in students and staff. Staff will conduct mental health screenings & assessments for mental health readiness & level of trauma as needed. We have also activated a District Crisis Team to address psychological and emotional concerns. The coordinated work continues to provide support groups via virtual meetings or by telehealth and the Trauma-Informed Social Emotional Learning Approach System. We have made it a priority to maintain contact with families, especially those who are the most vulnerable. We include training on responding to increased trauma due to shelter in place orders in unsafe living situations and increased economic stress. Surveying the students and families for emotional and basic needs and ensuring equitable access to learning materials especially technology and


internet access. Connecting students and families to other services, they may need. Creating an online presence for community resources and continued support for students and families. This will include community stakeholder information, crisis hotlines, webinars, handouts/psychoeducation on different topics, PUSD IT support, health, and parenting support.

Pupil and Family Engagement and Outreach [A description of pupil engagement and outreach, including the procedures for tiered reengagement strategies for pupils who are absent from distance learning and how the LEA will provide outreach to pupils and their parents or guardians, including in languages other than English, when pupils are not meeting compulsory education requirements, or if the LEA determines the pupil is not engaging in instruction and is at risk of learning loss.]

PUSD leadership has worked collaboratively with our bargaining units, teachers, administrators and families, to ensure two way communication as we design and implement our procedures for compliance with SB98 as it related to compulsory education and chronic absenteeism. Teachers and administrators received training on record keeping of students’ participation and strategies to re-engage students.

Tier1 Attendance Interventions: (3-9 absences)

● Clear attendance expectations communicated to families in English or Spanish depending on the family's preference.

● Confirmation of correct parent contact information

● 1st CARE letter generated

● Auto-dial notification to family for each absence also in the family’s primary language whenever possible.

● Conversation with student and family regarding attendance by school staff

● Positive attendance/engagement acknowledged

● Accurate attendance data in SIS

● Attendance reviewed by site team weekly

● Personalized early outreach to eliminate barriers

● 2nd CARE letter generated

Tier 2 Attendance Intervention: (9-15 absences)

● 3rd CARE letter generated

● Student Success Team meeting


● School Attendance Review Team conference

● Child Welfare and Attendance

● School Site supports

● SMH/FRC, Health, and other referrals if appropriate

Tier 3 Attendance Intervention: (16 or more absences)

● Child Welfare and Attendance support

● Intensive Case Management and Review weekly for progress; amend attendance plan if needed

● Possible referral to a district School Attendance Review Board Hearing

● Additional referrals for individualized support needs

A feature that has been added to our SIS is an alert notification when a student misses 60% (3 days) in a school week. The notification will be sent to the administrator through the attendance system and the school counselor will also be notified in the elementary schools. This process will assist in communicating in real time with the student who is missing instruction 3 days in a week. When a student is coded with connectivity issues, there is a notification alert routed to the administrator through the over attendance system to help communicate with possible technical assistance.

School Nutrition [A description of how the LEA will provide nutritionally adequate meals for all pupils, including those students who are eligible for free or reduced-price meals, when pupils are participating in both in-person instruction and distance learning, as applicable.]

PUSD has been providing meals to our students in a non-congregate setting since March. These procedures were developed taking into account the safety guidelines provided by the Center for Disease Control (CDC) and the County of Los Angeles Public Health guidelines. Food distribution procedures and locations are advertised via social media, web pages, banners, digital Kiosks, local newspapers and parent meetings. Staff has been trained in the procedures for: • Food distribution, which included wearing protective equipment such as face masks and gloves, hand washing, etc. • Social distancing such as keeping 6ft. distance from families and other employees. • Set up for drive thru curbside service consisting of placing food in the trunk of the vehicle or truck beds. Tables and canopies being 6ft. away from vehicles and food for walk-ups being placed on a pushcart for family to pick up themselves.


As soon as our schools closed in March 2020, we began distributing meals at six locations and it has now been increased to twelve locations (Garey, Emerson, Palomares, Golden Springs, Harrison, Kellogg, Washington, Ganesha, Lincoln, Lopez, Vejar, Simons). Breakfast and Lunch meals are available to all K-12 students at no cost. The meals are available for drive thru pickup Monday through Friday from 7:30 to 9:30 a.m. These sites were chosen based on geographic attendance and accessibility, ability to handle drive up, curbside pick-up and traffic issues to facilitate the process for our families. Touchless Service - Families were given a barcode that will be scanned when meals are picked up. Students do not need to be present to receive their meals. Recently, PUSD has re-applied this year for CEP (Community Eligibility Provision) and we were once again approved. This starts the 4 year cycle over and allows us to be able to continue feeding all of our TK-12 students at no cost. As PUSD transitions to food service operation on-site and the hybrid model is implemented, we will operate and ensure compliance with Child Nutrition Program requirements for equipment, supplies, menu and meal service.

Additional Actions to Implement the Learning Continuity Plan

Section Description

Total Funds Contributi

ng Mental Health & Social and Emotional Well-Being

Crisis intervention and mental support staff will provide strong guidance and support to meet the social-emotional and behavioral needs of students. Staff includes administration and program specialists as well as mental health supervisors and senior social workers who will deploy to assist students who need emotional/behavior support. Training will be provided to address the needs of the targeted population. Materials and supplies will be purchased as needed.

$2,067,005 Y

Pupil and Family Engagement and Outreach

Staff will serve as liaisons between Foster Care youth, their families, schools and county agencies to provide services specific to the needs of this population.

$1,136,307 Y

Nurses and health assistants will support low-income students who do not have access to basic medical care with referrals and follow-ups during school hours.

$2,339,345 Y

Mental Health & Social and Emotional Well-Being

Social and emotional support programs will provide clinical therapy to PUSD educators, students & families focusing on grief, loss, dealing with change and uncertainty in both crisis and non-crisis situations.

$393,250 N

Mental Health & Social and Emotional Well- Conscious Discipline Support Network for teachers is a trauma- $35,000


Being informed evidence based program to help build a community of resilience for elementary and secondary students.

N


Services to provide mental health and well-being techniques to promote positive mental health and outreach for students will be provided to parents, teachers and students to help lower anxiety, stress and depression.

$273,160 N

School Nutrition Staff, materials and devices will be provided to create a safe and healthy nutrition environment for students and families throughout the phases of continuity of learning.

$3,445,348 N


Health clerks will be provided with computer devices in order to maintain the records of students well being throughout the district and monitor the welfare and safety of staff, students and families.

$107,100 N

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students Percentage to Increase or Improve Services

Increased Apportionment Based on the Enrollment of Foster Youth, English Learners, and Low-Income students

35.01% $63,818,684

Required Descriptions [For the actions being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the needs of these students.]

Distance Learning Program Pomona is a large city and with the closure of the only library in the city the availability of resources to the community is even more limited. English Learners, Foster Youth and Low-income students in our schools benefit from the extension of Library clerk hours at the Elementary schools to support literacy by maintaining the school library open a wider range of hours,which allows for continuity of learning and minimize learning loss. Clerks will also receive training to allow them to support literacy initiatives at each school.


Our Low-income, English Learners and Foster Youth who experience the need to recover credits in order to graduate benefit from the use of credit recovery licenses. Teachers are paid for special assignment hours to support the work with an online A-G compliant program and substitute time has been added to ensure high needs students have teachers who are well trained in the use of the program. Many of our Low-income students rely on our schools to integrate technology in their classrooms in order to have access and opportunity for careers and higher education once they leave our schools. Staff, equipment, and training have been funded to contribute to learning spaces in our district, which provide 21st Century learning opportunities. Providing a technology-rich environment during Distance Learning and beyond will provide our English learners, Foster Youth, and Low-income with engaging instruction while minimizing academic regress. Classroom teachers require support to address the academic and social-emotional needs of English learners, Low-income and Foster Youth. Ongoing, job-embedded coaching and professional development is an efficient way of transforming instructional practices and addressing the social-emotional and academic needs of students impacted by COVID-19. By supporting staff who have daily contact with our students in the areas of behavior management, content specific pedagogy and integrations of various learning modalities, the educational experience of our unduplicated students will be safe and positive. This will lead to a stronger sense of connectivity, engagement and success for our students as they graduate and become productive adults. Many of our Low-income, Foster Youth and ELs come to us with large gaps in their experience with the use of technology and depend on our teachers to provide additional support in using the technology to access content. The Technology Teacher Leads (TTL) program supports teachers at each school to maintain continuity of learning with the use of technology and provides additional access to students who otherwise may not have the opportunity to use technology at home. Especially with the heightened need during Distance Learning, facilitating in-class and regular support to all teachers with the integration of Technology Teacher Leads is essential to augment the use of technical devices for our students and narrow the technology divide. Low-income students, Foster Youth, and English learners come to us with a gap in experiences that makes a broad course of study necessary if we are to prepare them for future career paths and graduation. Our academies challenge and prepare our students while maintaining continuity of learning in Engineering, Health & Science, Media and Informational Technology in small school settings. The use of Project Based Learning in our academies enhances the experience for students, which we anticipate will result


in a reduction of student learning loss and individuals better prepared for graduation and post-secondary careers. Students attending our academies have shown to have high graduation rates and all 3 academies have a blue status in the California Dashboard for graduation. Employment in science, technology, engineering and math (STEM) occupations has grown 79% since 1990, from 9.7 million to17.3 million, outpacing overall U.S. job growth. There’s no single standard for which jobs count as STEM, and this may contribute to a number of misconceptions about who works in STEM and the difference that having a STEM-related degree can make in workers’ pocketbooks. Especially now during Distance Learning, many of our Low income, Foster Youth and EL students do not have access at home to resources that enable them to research class assignments. Students at the High and Middle School levels benefit from having the libraries staffed by Media Technicians to guide them with activities related to research, media usage for school projects and reduce learning loss. These opportunities will increase access to other learning experiences as they progress to postsecondary education and careers. Our unduplicated student groups come to us with limited cultural experiences and especially during this time of COVID-19 the arts are critical for these groups. PUSD continues to implement Whole child practices, by augmenting services to our Foster Youth, Low-income and English Learners through art and music. The art and music programs will help students connect with others, express themselves, process stress, and stay engaged in creative learning. English Learners, Foster Youth and Low-income students enter school with academic gaps and their exposure to non-fiction content is limited. Online, non-fiction adaptive programs will foster student engagement, facilitate differentiated small group instruction and minimize learning loss. By providing differentiated online instruction students will receive language scaffolding and content support to core curriculum, which will lead to literacy gains.

Professional Development (PD) on content specific areas and Distance learning have been identified as a need for our English Learners, Low-income students, and Foster Youth. In addition, social/behavioral issues are critical during COVID-19 for all of our unduplicated student groups. Social and emotional support is an area of special focus for our Foster Youth who experience trauma and stress as they transition to the foster care system and often are less able to achieve academically at school. English Learners have an academic language barrier and teachers must collaborate to refine their practice in order to meet their linguistic and academic needs. Staff is actively engaged in supporting teachers and collaborating in PLCs both during the school year and during the summer to improve academic achievement and behavior at each of our schools in order to ensure that differentiated instruction is


available to our most needy students. The integration of technology to maintain continuity of learning is important as we work to close the divide for our Foster Youth, English learners, and low-income students. Therefore, teachers are receiving support to maximize the proper use of technology. English learners, Foster Youth, and Low-income students come to school with a variety of out of school-based issues. The Multi-Tiered System of Support (MTSS) model will provide quality instruction, intervention and assessment practices that ensure the student receives the appropriate level of support to be successful and minimize pupil learning loss. Teacher Specialists will also provide ongoing coaching to teachers, who can provide effective pupil learning loss strategies to students at the highest level of the MTSS pyramid. Paraprofessionals will receive additional training to support classroom instruction. New teachers are in need of coaching to ensure that they are using the best strategies available when working with Low-income, Foster Youth and English Learners. Veteran teachers will provide coaching and lesson demonstration to ensure our students succeed and maintain continuity of learning. Low-income students, Foster Youth and English Learners, especially those new to the country, arrive in our schools with unique backgrounds. These special circumstances necessitate well-trained adults in order to provide a stable environment and guide students as they acclimate to school. PBIS training will be provided to selected certificated staff to improve interpersonal relations leading to a decrease in behavioral issues and in-school suspensions and expulsions. This service will lead to positive behavior, problem solving and a social emotional support system for students. During Distance Learning and because we understand that technology access is a vital component in education and provides access to future careers and that many Low-income families may not have access to technology at home, Computer Technicians are assigned to a school site to promptly resolve issues to support the use of technology by students, staff, and parents. When Low-income, ELs and Foster Youth students receive support with the use of technology on a routine basis, they are better prepared to succeed in their academic work and will be less impacted by learning loss. Our Low-income, EL and Foster Youth students are having difficulty with the transition from 8th to 9th grade. They struggle academically and socially which has resulted in student dropout rates. This group of students will be provided with intentional academic and social-emotional support by counselors in order to provide a pathway to a successful academic and positive peer network system. This support system will allow our students to maintain continuity of learning, complete high school and graduate.


Primarily with COVID-19, counselors today play a vital role in the lives of our young students. Our Foster Youth, English Learners and Low-income students enter school with academic gaps and social-emotional needs. By having elementary counselors provide prevention and early identification, they will be able to address the academic, personal, and social needs of these students, in an effort to reduce or eliminate learning delays, promote academic success, improve daily attendance, minimize stress and anxiety.

Pupil Learning Loss With Distance Learning, Low-income, Foster Youth, and English Learners will come to us with educational gaps. Staff and consultants that support our District Interim Assessment (DIA) data and data analysis reports will allow for targeted instruction needed in ELA, Math and Language Acquisition for English Learners, Foster Youth and low-income students. In addition, staff will support the data analysis by monitoring student progress, implementing learning loss strategies and improving academic achievement. The data analysis and teacher collaboration around Low-income, English Learners and Foster Youth provides the basis for extended summer Distance Learning and additional supports during the school year via intervention programs. Targeted and effective pupil learning loss strategies will be implemented to reap the necessary academic gains. The AVID program supports Low-income, English Learners and Foster Youth groups who need strategies to reflect, question and self-advocate rather than just repeating and memorizing academic work. The AVID program promotes motion, communication, and team building activities such as Socratic Seminars, Collaborative Study Groups, peer tutoring, and Philosophical Chairs which are effective strategies to minimize learning loss and improve student success as they prepare for graduation and careers. Services exclusively provided to our unduplicated student group include Avid Excel, a summer program provided through Distance Learning and a contract with Children Youth and Family Collaborative. Our English Learners need to overcome language barriers as well as learn the content specific material to minimize student learning loss. Avid Excel, which is used with English Learners at the secondary level to support language acquisition, focuses on building language skills while also providing opportunities for ELs to collaborate around content specific lessons. This additional support will help ELs to reclassify prior to graduation. At the secondary level there are a number of English Learners, Foster Youth and Low-income students who need very much focused support to reduce learning loss, improve academic achievement and reach graduation. Additional staff funded with S/C funds allow us to provide the targeted support that our students need by enabling us to provide small classes so the students can benefit from having a


teacher that can concentrate more time on them. Teacher coaches will also provide in-class support with strategies and evidence-based interventions to target the learning loss gaps in ELA and Mathematics increasing the graduation rate. CAASPP data shows that our Low-income, ELs and Foster Youth students in 3rd grade need additional support in Language Arts and Mathematics. In order to monitor the progress of our students and minimize learning loss, diagnostic tools and intervention programs are purchased to assist in monitoring progress at the early grade levels. With the support of these tools and better focus on their learning loss gaps, the student will reach third grade with a better understanding of the subject matter. Based on academic indicators and the absence of a traditional classroom forum, English learners, Foster Youth, and Low-income students need additional support in mathematics. Specific school sites have been identified as Math Investment Schools and will receive supplementary content area coaching, staff to assist with lowering the class size and monitoring student progress, training for parents to support students during Distance Learning and materials and supplies to maintain the continuity of learning. This additional support will assist in bringing up the achievement in each of the targeted content areas. Assessments and pupil learning loss due to COVID-19 indicate that English learners, Foster Youth, and Low-income need further targeted support in English Language Arts. Specific sites that were identified as ELA Investment Schools will receive additional content area coaching, staff to assist with lowering the class size and monitoring student progress, Distance Learning training for parents to support students at home and materials and supplies to maintain the continuity of learning. This additional support will assist in increasing the achievement in English Language Arts. Reclassification data indicates there is a need for students at selected sites to meet the specified criteria to reclassify as English proficient. There is also an academic gap for ELs due to their linguistic needs and now the added impact of loss of learning. School sites will be provided with concentrated resources for English language development. These sites will receive sub release days for teacher training and planning, and ELD academic coaches will provide targeted English language instruction and Constructive Meaning materials. This additional support will assist in bridging the linguistic gaps and moving students towards reclassification. English Learners, Foster Youth, and Low-income students have a wide gap in their academic achievement by the time they reach middle and high school. In order to facilitate the closing of this achievement gap and mitigate the learning loss due to COVID-19, this action provides additional support by funding additional teachers to provide additional learning opportunities, including 6th period assignments. The extra support will lead to closing the achievement gap for these unduplicated students.


We have a need to provide focused behavioral and academic support to some of the students who have experienced difficulties and hardships heavily impacted by the pandemic resulting in academic gaps. Schools with a larger concentration of students at the highest levels for the pyramid of Multiple Tier of Support Systems (MTSS) are assigned additional staff to support students. This focused support will provide individual assistance and a sense of belonging to our Low-income, ELs and Foster Youth students to increase attendance and progress academically. Many of our Low-income, ELs and Foster Youth students enter the primary grade levels with an academic vocabulary deficit due to lack of school experiences. Families of young students will be trained on how to support early literacy at home, Distance Learning. This support includes technology programs for early literacy, accessing tutorials online, etc. This additional support work with the families will serve as a foundation for success in school. Analyzing academic, attendance and behavioral needs for English Learners, Foster Youth and Low-income students is a priority as we refine best instructional practices for our students. Teachers will be allotted time during the school year to review student data and plan for differentiated instruction and behavior systems that will support student academic achievement and engagement and minimize the learning loss caused by the pandemic. This analysis will allow them to improve instruction and help students achieve academic success. The aggregate data by classroom, content area, and assignment types will assist them in identifying and interpreting patterns of student groups. Our Foster Youth, English Learners and Low-income adolescents face unique and diverse challenges, both personally and developmentally that impact their academic achievement. In addition to the current stress of the pandemic, they must deal with academic gaps that might be significant. Social pressures brought on by peer groups and social media may make it challenging for them to focus on academic achievement. Foster Youth, English Learners and the low-income student will have the support of additional counselors that can provide guidance and the needed personal attention to this group of students as they make concrete and compounded decisions as they enter adulthood. The effectiveness of this action will be monitored via attendance and academic progress reports during the school year.

Additional Actions to Implement the Learning Continuity Plan Some of our Low-income, ELs and Foster Youth students experience trauma in their personal lives which interferes with learning and COVID-19 has impacted them even further. Staff will provide assistance with mental health and behavior to identified students by responding to district-wide needs as a crisis arises. The staff will assist families by connecting them to social and medical services and


other needed resources. Being able to assist families and students with resolving trauma on a timely basis will expedite their return to school and academic achievement. Foster Youth have unique needs related to academics and emotional issues that require services that are specific to them. Our consultant Children Youth and Family Collaborative (CYFC), Mental Health Supervisor, staff and Foster Youth Liaisons will work with Foster Youth students to ensure identification, school enrollment, attendance, and support with learning loss and maintain continuity of learning to maximize their opportunities for academic success. The family will also be supported with evidence-based programs that promote social, emotional and academic competence. By providing focused support to our Foster Youth, their behavioral and academic achievement will improve. Health and safety has been significantly highlighted due to the pandemic. Foster Youth and Low-income students and families in our community benefit from having Nurses at the secondary level and an increase in Health Assistant accessibility at the elementary level, as many of their health needs go unmet due to limitations. This staff member provides routine basic care and screening as well as helping to connect our families to health services in the community. Better health promotes attendance, social and emotional well-being and improved learning.

[A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.]

Our unduplicated students groups benefit from receiving additional academic services via tutoring and small group instruction while participating in either the distance learning or in person learning programs. Additionally, linguistically targeted supports have been put in place to address the needs of English Learners who might need this support due to the closure of schools and the lack of English role models in a community where Spanish is a dominant home language. Understanding that unduplicated student groups have a higher need for social emotional support, our services have been increased with the targeted use of school counselors and the integration of Socio Emotional Learning (SEL) lessons provided by teachers who have received Professional Development in this area and the hiring of consultants experienced in youth therapy.

Families of unduplicated students are part of the comprehensive outreach effort, which is provided in English and Spanish to accommodate for families that do not speak English. The number of training sessions provided to the families on technology, emotional well-being and resources available to the community has increased during this unprecedented time to facilitate parent participation and creating two way communication.


Non-congregate meals are part of the benefits our families receive district wide and our Family Resource Center helps families to get in contact with food banks, and other organizations that can provide additional support.

10. Open Oral Communications

Subject 10.01 Audience Comments


Access Public

Type

10. Open Oral Communications

Subject 10.02 Board and Superintendent Oral Communications and Concluding Comments


Access Public

Type

11. Continued Closed Session (If necessary)

Subject 11.01 Re-adjourn to Continue Closed Session


Access Public

Type


Subject 11.02 Reconvene to Open Session


Access Public

Type


Subject 11.03 Announcement of Action Taken in Closed Session


Access Public

Type

12. Adjournment

Subject 12.01 Adjournment


Access Public

Type

12. Adjournment

Subject 12.02 Note to Members of the Audience


Access Public

Type

Agenda...2020/09/30 · Agenda – Board of Education Page 4 September 30 2020 Classified Personnel...

Documents

Transcript of Agenda...2020/09/30 · Agenda – Board of Education Page 4 September 30 2020 Classified Personnel...