Mark highlights 12 08 2017

MARK Highlights

Manteca Unified School Board

the

December 2017, Issue 1

Why?

Making a positive difference to each and every student daily. facebook.com/ proudtobemusd

Hour of Code see page 14

Contents At Our Schools

D E C E M B E R 2 017, ISSUE 1

MUSD School Board

Point Break at Golden West

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President Stephen J. Schluer, Area 6

Lincoln Students Aim Higher

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Vice President Bob Wallace, Area 7

Komure’s Walk/Jog-A-Thon

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Board Clerk Evelyn Moore, Area 5

Life Choices & Consequences

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Joshua Cowell Breakout EDU

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WRHS Students Featured in National Art Show

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Nancy Teicheira, Area 4

GECAC After School Advantage Wellness Competition

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MUSD Superintendents

Eric Duncan, Area 1 Kathy Howe, Area 2 Michael Seelye, Area 3

Superintendent

Community Outreach

Jason Messer

Manteca Buffaloes are D-3 Section Champions

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SHS Freshman 101 Career Fair

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Dr. Clark Burke

Building Telescopes at LHS

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Roger Goatcher

Deputy Superintendents

Vision

Department News MUSD and the Hour of Code

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Region 4 PIQE Graduates 50 Parents

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AIA Sierra Valley Award for Design Merit 2017

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Manteca Unified School District will ensure every school day is relevant, rigorous, and leads students to become productive and engaged members of a global society while residing in the central valley.

Board Attends CSBA-AEC

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Mission

RYLA students attend Manteca Rotary Luncheon

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MUSD Receives CALPADS Data Management Recognition

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Increased Pension Costs for Schools

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Manteca Unified School District is committed to providing a safe environment where all students will thrive with the tools, resources and support needed to achieve their academic and personal potentials.

On the cover: A student celebrates his successful completion of a coding project. Photo by Carolyn Johnson, George McParland teacher.

The Mark Highlights is published twice per month, on average.

Superintendent’s Office: It is a publication Community Outreach Manteca Unified School District of the MUSD Superintendent’s Office Community Outreach team. Highlights content is contributed on a rotating basis by every school site in the district. Highlights is

intended to be a reflection of the MUSD Vision and Mission, because above all, we value making a positive difference to each and every student daily.

The Mark Highlights Team are: Victoria Brunn Executive Editor and MUSD Director of Community Outreach vbrunn@musd.net

Peter Gale Design, Writing, and Editing pgale@musd.net Lindsay Stayner Content Coordination, Editing, and Design lstayner@musd.net Note to school site contributors: please send photography at the highest resolution possible. When emailing from a cell phone, please use “actual size.”

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A t O u r Scho o l s

Point Break at Golden West

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Submitted by: Sheri Gates Golden West Prinicipal

We are proud of our students and their focus on learning to Stop, Think, and Act.” Joel from Point Break brought two powerful programs to students attending Golden West.

The program selected, “Violence & Spilled Milk,” was for students in grades 3rd-5th. It reminded us that every person is responsible for his or her own actions, and each one of us must learn to control our emotional response to anger.

Students learned behavioral tools such as “Stop, Think, and Act” and were warned of the impact actions can have on others.

“Bad Timing” was the program for students in 6th-8th grade. It raised awareness to the crucial impact bullying and

cyberbullying has in the lives of people of all ages.

Students learned ways that they could make a positive impact against bullying and cyberbullying.

As Joel left Golden West he shared, “What great students! Truly, very impressed by your students!”

The Golden West 49er’s strive daily to live the mantra, “Pride in yourself, Pride in your school, Pride in everything you do!”

We are proud of our students and their focus on learning to “Stop, Think and Act” in a way that makes a positive difference for all.

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A t O u r S ch ools

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Lincoln Students Aim Higher

Submitted by: Mahlon Lott Lincoln Junior High Science Teacher

This has been our culminating project for our 8th grade science section on “Motion and Force� for the past 6 years.

Students are tasked with creating a bottle rocket out of a plastic two liter bottle.

Students are tasked with creating a bottle rocket out of a plastic two liter bottle.

This is a two-person project where students can search the internet for information on how to construct the rocket, then create a rocket that can launch itself to the highest point possible. The propellant used is 400 ML of water and 40 PSI air pressure.

Students can attach anything they would like to the rocket. However, if students have a cone and parachute that deploys during launch, they receive extra credit.

With our results taken during the

launch, we show the forces that were applied to the rocket and how much gravitational force it had to overcome to be able to launch.

Overall winners are selected from each class based on the apex of their rocket’s flight. These students receive both extra credit and a prize.

This project is implemented before Thanksgiving, and we invite the school out to observe the activity.

Our STEM elective class conducts the activity and launches their own model rockets at the very end.

STEM students are graded based on their participation and successful launch of their model rocket.

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A t O u r Scho o l s

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Komure’s Walk/Jog-A-Thon Submitted by: Jeff Podesto George Komure Principal

PTC raised money to help support school events.

George Komure’s Parent Teacher Club held our Annual Walk/Jog-A-Thon and it was another huge success!

Participants ranging from students, teachers, support staff, and parent volunteers got involved.

The PTC raised money to help support school events, field trips, and materials for programs that enhance student learning.

Raising awareness of the importance of exercise on a regular basis is a key component of this event.

We want to thank all of the volunteers and staff who lend a hand in making this event bigger and better every year.

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Life Choices & Consequences Submitted by: Sonya Arellano New Vision Principal

They witnessed an actual sentencing hearing conducted by the honorable Judge Vlavianos.

New Vision Students participated in “Choices and Consequences,” a DUI prevention program, where they witnessed an actual sentencing hearing conducted by the honorable Judge Vlavianos.

Students witnessed first hand the consequences of driving under the influence.

At the end of the hearing, there is an interactive session with the judge and attorneys where they answered questions from students.

Students also heard from individual Folsom and Central California Women’s Facility inmates. A panel of inmates were live streamed to share their stories.

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Joshua Cowell Breakout EDU

A t O u r Scho o l s

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Joshua Cowell students broke out of their normal learning routines with an intense game of breakout EDU. This challenging collaboration requires students to analyze clues to discover answers that lead them to open a series of locks.

Inside the locked box is a learning or teamwork reward.

For this game, the learning journey and feeling of accomplishment are big rewards.

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WRHS Advanced Art Students Featured in National Art Show Submitted by: Kira Eadington WRHS Art Dept.

Right: Isis Camacho’s “Fractured” Far right: Jella Mae Batac’s “Breaking Barriers Between Movements” Below: Tyler Blea’s “Fractured Portrait”

Twelve WRHS advanced art student’s artworks were displayed at a national level juried high school art show in North Lake Tahoe November 30th.

This is a huge achievement for these students. A juried show means that they are not guaranteed entry to the show, their artwork must be chosen.

There were approximately 100 attendees throughout the night made up of students, parents, teachers, and the faculty of Sierra Nevada College.

All that attended were impressed by the level of artwork our students submitted.

Featured students included: Alex Cazares, Tyler Blea, Isis Camacho, Samantha Casarez, Mariana Espinoza, Justice Stitt, Shannen Posadas, Lauren Alfaro, Jella Batac, Annel Mercado, Manuel Montes, and Carolina Mendez.

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C o m mu n it y C o r n er

GECAC After School Advantage Program Wellness Competition Submitted by: Oscar Munguia Give Every Child a Chance Program Director

“It opened my eyes on where the food I eat comes from.”

Students at Give Every Child A Chance After School Advantage Program participate in a Wellness Competition twice a year as part of the Health Education Program.

Students and staff work together to create a wall, magazine, or a video of their chosen topics.

Through this project, students learn about different health topics, as well as the value of teamwork to create their project.

Some of the topics chosen by students in the past have been: reducing screen

time, sugary drinks, effects of fast food media, healthy eating on a budget, and most recently, where does our food come from.

“I loved working on the wellness wall because it opened my eyes on where the food I eat comes from,” said August Knodt student Angel Chavez.

Students also create informational handouts, which are distributed to parents at the program regarding their chosen topic.

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Manteca Buffaloes Varsity Football Team are D-3 Section Champions

Submitted by: Fernanda Almaguer Community Outreach Intern

“We came out and played like we were hungry.”

On December 1st, 2017—under Friday night lights and the stands packed at Lincoln High’s Spanos Stadium— Manteca High School’s varsity football team defeated rival Oakdale High 34-17 for the San Joaquin Division III Section title.

This is the sixth overall section title for the Buffs.

Manteca High and Oakdale High have been long rivals for more than 90 years and both teams are considered the best two teams in the VOL.

With that said, Friday’s game was a big deal considering the Buffaloes lost against the Mustangs 36-15 early in the season and were not expected to make a comeback.

According to running back Michael Frisby, “We came in with the idea of revenge and the excitement to play a great game in the hope of beating our real rivals.”

That’s exactly what Manteca High accomplished. Star player Jorge Cedano, scored two touchdown catches helping the Buffaloes secure their 6th section title.

According to junior lineman Jorge Cedano, winning another section title, “feels great! There’s no other feeling like this.”

“Our game plan was really good, but it wasn’t only the game plan,” Manteca linebacker Ferrin Manuleleua said to the Manteca Bulletin reporter. “It was our attitude. Everybody doubted us.

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C o m mu n it y O u t r e ach

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Photographs courtesy of Hime Romero, Manteca Bulletin.

“Winning another section ring...I couldn’t feel more blessed.”

Nobody gave us a chance to beat them.

That just sat with us wrong. We came out and played like we were hungry.”

Friday’s game was suspenseful throughout the whole game, with Oakdale taking the lead at half time and Manteca sealing the game right before it ended.

The Bulletin also reported that quarterback Gino Campiotti connected with eight different

receivers, finishing 19 of 26 for 251 yards and five touchdowns.

“Our receiving corps is the best I’ve ever seen,” Campiotti said to the Bulletin. “I have five different guys, maybe six, that I can go to at any time and know they’re going to make a big play. The connection is just there, and we’re playing good football.”

Head coach of Manteca High’s varsity football team, Eric Reis stated,

“Winning another section ring is a feeling that not a lot of people get to feel and I couldn’t feel more blessed.”

Manteca High’s Sac-Joaquin Section Division III championship football team has been paired with St. Francis of Mountain View for the CIF State Division II-A Northern California Regional Bowl Game, which takes place at Guss Schmiedt Field this Saturday. Kickoff is scheduled for 6 p.m.

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SHS Freshman 101 Career Fair

Submitted by: Madi Boyd Community Outreach Intern

“It made me realize the potential that I have. I take my education a lot more seriously now.”

Below: Parents and students fill the Sierra High School cafeteria at last year’s Career Fair Night.

Above: Fabian Barba displays his Ideal Career Project on marketing at last year’s Career Fair Night.

Freshman year can be a scary one for a lot of students. It’s easy to be overwhelmed by the reality of another four years in school before becoming an adult, but luckily, there is a class for that!

Success 101 is a required course for all incoming freshmen, and the program progresses with the students as they move into their sophomore, junior, and senior year. This is to ensure that they will have a plan for the future, rather than graduating and not having a plan for their next life step.

On Thursday, November 30th, there was a Career Fair night in which parents came to see their student’s Ideal Career Project.

This project displays

research on the student’s desired career, as well as what the job entails.

“Students showcase their ‘ideal career’ projects to parents at the Career Fair night. We talk about skills, and we talk about career goals for students,” said Mrs. Fast, the Sierra Get Focused Stay Focused Coordinator. “It’s not like a typical research-a-career kind of project. It matches the career to the student and their personalities.”

Priscilla Maldonado, is glad to have Success 101 as one of her classes. “It made me realize the potential that I have. I take my education a lot more seriously now.”

A total of 90 students attended, and an estimated 80 parents and community members came as well. The focus of the night was on the parents, who were given parent planners that coordinate with their child’s career and future.

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Building Telescopes at LHS Submitted by: Jessika McCuaig Community Outreach Intern

“I learned how to work productively as a team, honestly.”

LHS’s astronomy classes have been busy building telescopes.

Jeffrey Baldwin has required his third and fourth period classes to build these scopes out of the materials he provides, as well as fix any of the scopes that were made from the previous school year.

First, he had his class improve the older telescopes to get a feel for how they work. Soon enough, the whole class started creating their own.

Baldwin provides his own mirrors that he makes in his shop for the students’ scopes.

The goal is to get all the telescopes ready and running by the end of the term, so students who want to gaze at the stars can take the liberty upon themselves to check out a scope.

Right: The nearly completed studentbuilt telescope.

How the telescope building process works: students are given an optical tube with the optics, focuser, and eyepiece already attached. They need to sand down some wood into circles that would hold their mirror.

Then, Baldwin helps them calculate where exactly the mirror needs to

be placed in the tube for optimum optics. Students then need to fashion a connecter box, rocker box, and ground board.

Although the process sounds strenuous, it is fairly simple; just as the reason behind the task. “[Astronomy is] better to observe it for real than to read about it,” said Baldwin. “Students won’t learn from watching, they’ll learn by doing.”

When asked what they learned from building telescopes, senior Juan Luna said, “I learned how to work productively as a team, honestly.”

“Also, just the general knowledge of how a telescope works,” adds senior Rheina Robles. “Before starting this project, I had no idea how a telescope functioned; all those mirrors, the finder, the scope, everything. Learning about every piece’s function was most definitely cool.”

“I think the most fun part was the power tools,” said Luna. “Of course, there was always the fear of getting hurt, but Baldwin was always there to aid and teach us.”

The two classes are on track to finish the scopes before winter break.

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MUSD and the Hour of Code

Submitted by: Kathy Ruble Director of CTE and STEM

On the week of December 4-8, many MUSD students participated once again in the annual Hour of Code.

According to hourofcode.com, The Hour of Code started as a one-hour introduction to computer science, designed to demystify “code”, to show that anybody can learn the basics, and to broaden participation in the field of computer science.

The Hour of Code takes place each year during Computer Science Education Week. Computer Science Education Week is held annually in recognition of the birthday of computing pioneer Admiral Grace Murray Hopper (December 9, 1906).

Every student should have the opportunity to learn computer science.

It helps nurture problem-solving skills, logic and creativity. By starting early, students will have a foundation for success in any 21st-century career path.

The Hour of Code is driven by an unprecedented coalition of partners that have come together to support the Hour of Code — including Microsoft, Apple, Amazon, Boys and Girls Clubs of America and the College Board.

Code.org tutorials work on all devices and browsers. Tech needs for nonCode.org tutorials can be found on code.org/learn in the tutorial specific description.

Besides the students, another “learner” is the educator who gains the confidence after one hour that they can teach computer science even though they may not have a college degree as a computer scientist.

Tens of thousands of teachers decide to pursue computer science further, either attending professional development or offering follow-on Online courses, or both.

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Region 4 PIQE Graduates 50 Parents

Submitted by: Compensatory Education Dept.

Mrs. Rosa Picon Mejia provided the parent address.

On November 28th, Region 4 graduated 50 parents from the Parent Institute of Quality Education!

A fantastic ceremony was held in the Sierra HS Library. Mr. Clark presided at the meeting and congratulated parents on their commitment to their students’ education while discussing the partnership between schools and the community.

Mrs. Rosa Picon Mejia provided the parent address in which she discussed

parents roles in helping their children succeed at school.

The keynote was provided by Mrs. Victoria Brunn, who gave a passionate speech on the importance of education to open doors and unlock dreams.

All graduates received several certificates through PIQE, which also partners with the California State University system, to support all students in their learning.

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AIA Sierra Valley Award for Design Merit 2017: Shasta Elementary Submitted by: Facilities Department The American Institute of Architects (AIA) Sierra Valley Chapter encompasses eight counties in central California. They are actively involved in many issues that affect their membership community, such as: education, housing, urban and rural design, building standards, public awareness, legislative issues and environmental safeguards.

Their awards are given on a biannual basis. The criteria of the Design Merit award are: 1. Projects must be within the last five years 2. Projects are reviewed by a jury of architects for design excellence of Interior Projects, New Construction, Renovations, Planning and Tenant Improvements

Construction Budget Total New Square Footage Phased Construction Time

The Shasta Elementary School Expansion was submitted for this award by TPH Architects because the new layout promotes a strong campus identity and creates real and perceived student security.

The relocation of the Administration Office to the front of the campus has created a clear and controlled point of public access. Relocating the kindergarten wing to the back of the campus has insulated Shasta’s young students within the campus.

The jury of architects commented that the Shasta Elementary School Expansion efficiently modernized an antiquated campus layout to thrive in a modern world and has created a welcoming environment.

$7,200,000 12,349 12 349 11 months

Entrance Before

Shasta Elementary School Modernization and Expansion

Construction Budget

$7,200,000

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On December 7, MUSD Rotary Youth Leadership Award students attended the Manteca Rotary Luncheon.

RYLA’s intent is to encourage students to be more effective servant leaders.

RYLA is not a camp intended to teach leadership skills (it is assumed that the students in attendance already possess those skills), however the following topics naturally arise in the course of RYLA activities and discussions: •

Fundamentals of leadership

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Ethics of positive leadership

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Qualities of a “servant leader”

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Importance of communication skills in effective leadership

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Conflict management and problem solving

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Building self-esteem and self confidence

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Elements of community and global citizenship

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RYLA Students Attend Manteca Rotary Luncheon

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Rotary’s purpose of service to the community and world

MUSD Attendees: Karina Berber, SHS Alejandra Quiaoit, SHS Kaylee Bays, MHS Maddison DeMatteo, MHS Arturo Avila, MHS Joshua Craighead, MHS

Board Attends CSBA-AEC

MUSD Student Board Members and Board Trustees attended the California School Board Association Annual Education Conference in San Diego from November 30 to December 2.

Investing in MUSD students, these board members attended to get information, share insights, find solutions and ways to raise student achievement levels. More than 100 highly focused sessions were offered this year.

This is the only leadership development opportunity that offers the governance perspective. MUSD Board Members partner directly with

leaders in the education arena and collaborated with their peers to tackle the issues MUSD faces.

Whether it’s issues related to budget and finance, student achievement, governance, school safety, common

core, community engagement, communication or collaboration, this premier event focuses on key areas to guide governance teams through tough fiscal times.

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MUSD Receives CALPADS Data Management Recognition We are honored to qualify for the 2016-17 California Longitudinal Pupil Achievement Data System (CALPADS) Data Management Recognition.

Congratulations to our teams! Thank you for your support for the submission and maintenance of high-quality data!

MUSD Extends our congratulations to all those involved in CALPADS submissions, including site and district administrators and staff who work with student data. In addition to the certificate, we will be recognized on the CALPADS Data Management Recognition webpage at http://fcmat.org/Pages/DataSubmission-Recognition-Program. aspx.

MUSD Extends our congratulations to all those involved in CALPADS submissions.

Data from CALPADS are used for many significant purposes, including the Local Control Funding Formula, the test registration system for the California Assessment of Student Performance and Progress, and the

Accountability Progress Reporting system.

Manteca USD staff working with CALPADS are integral to keeping CALPADS up-to-date with current, accurate data.

The California Department of Education and the Fiscal Crisis & Management Assistance Team/ California School Information Services (FCMAT/CSIS) have established the CALPADS Data Management Recognition Program to formally commend LEAs that have met all CALPADS deadlines in a given year.

The CALPADS Data Management Recognition for 2016-17 is being awarded to LEAs that completed the following CALPADS Data Submissions by the deadline listed below:

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January 26, 2017 – Fall 1

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March 23, 2017 – Fall 2

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August 25, 2017 – EOY1*, EOY 2, EOY 3 & EOY 4 *

* (only required if LEA has grades 10-12) Thank you to CDE and FCMAT/CSIS representatives: Jerry Winkler Director Educational Data Management Divsion Nancy Sullivan Chief Operations Officer

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Increased Pension Costs for Schools See the full CSBA info graphic story here.

The impact ofof pension The impact pension The grim effects cost increases onon cost increases of schools rising costs on California’s California’s California’sschools schools In 2017, CSBA convened a meeting of governing board members from school 2017, CSBA convened a meeting of governing board to members districtsInand county offices of education throughout California examinefrom school  employer California already ranks 45th nationally inon districts and county offices of education throughout California to their examine the effects of rising contributions to CalPERS and CalSTRS rising employer contributions toper CalPERS CalSTRS on their per-pupil funding, $3,462 student below schools,the andeffects discussofhow these cost pressures are affecting theirand ability to and discuss these cost pressures affectingtakeaways their ability to the average. provide schools, their students withnational ahow quality education.

Severalare important provide theirare students with a quality education. Several important takeaways from their findings reflected in this report. from their findings are reflected in this report.

Cuts are happening now, and it’s only going to get worse While many school districts and county offices have been able to avoid program cuts in the current year, most if not all recognize that cuts are coming. Many vital programs are being forced to operate with less, or will be cut altogether.

Question: Pensions outpacing COLA Question: Is your school district or county Weighted average Cost-of-living Is your school ortocounty adjustment office having toofuse district reserves pension office cost increases for K-12to education having to use reserves cover increasing pension costs? in 2017-18 in costs?

2017-18 budget cover increasing pension

$12,156 National Average

With pension contributions set to rank With pension contributions $8,694 California nearly triple by 2024…

45th set to nearly triple by 2024…

1.56% 1.87% 52% said YES  52% said YES

Source: Ed Week 2013-14 through 2014-15

43% said they have already cut programs that are saidControl they have cut programs that are included43% in their Local andalready Accountability Plan (LCAP).

included  in their Local Staff areControl first toand go.Accountability Plan (LCAP).

68% of those who have not yet cut programs anticipate making cuts Due to who risinghave pension contributions, school districtsmaking and cuts 68% inofdeficit those notthe yet cut 2 programs anticipate and/or engaging spending in next to 3 years.

58% 58%

Weighed average of Projected cost-of-living of those who said projected pension of cost adjustment for K-12 those who said NO indicate that cuts have education in 2018-19* increases in 2018-19

NObeen indicate thattocuts have already made avoid 2.15% already made to avoid using2.23% reserves, orbeen that their reserve using reserves, or that their reserve level is already down to the *Source: School Services of CAisFinancial Projection Dartboard level already down to the state-required minimum. state-required minimum.

county offices spending of education withnext vacant and/or engaging in deficit in the 2 tocertificated 3 years. and classified positions are leaving many of those positions unfilled, and temporary staff are not being brought back. Pay increases for existing staff are being reduced or eliminated,1making harder recruit and retain outitof 4 to school districts and quality teachers and staff.1 out of 4 school districts and county offices of education that reported county offices of education that reported a positive budget certification for 2016-17 a positive budget certification for 2016-17 have reported a qualified or negative budget  Staff cutscertification invariably result inalarger class sizes. budget have for reported qualified or negative 2018-19.

California already ranksboard 45th in pupil-teacher In December 2016, the CalPERS voted to lower the system’s certification for 2018-19.

The scope of CalPERS On the chopping block and CalSTRS increases

Some of the programs, initiatives and positions California’s schools have already cut or may soon be forced to cut due to rising costs include:

expected rate offor return onInternational investments In my district, the 2017-18 fiscal year, Academic coaching Baccalaureate Program ratios and 48th in pupil-staff ratio.

In my district, for the year, (or “discount rate”) from 7.5 percent to 7 percent.

The board of CalSTRS made a similar decision in2017-18 February ongoing operational costs for major items fiscal2017.

1 out of 3 school districts and county Administrative staff ongoing operational costs for major items 1 out costs ofthat 3were school districts and county these decisions LCAP support & technical While large increasesoffices to employer already expected, mean that employer contributions to such as supplies and services, health care and of education reported a positive After School Education & Safety assistance supplies and to services, health care and offices of education that indicate reportedthat a positive (ASES) such Pupils perbudget teacher pension costsasare projected increase by $8.2 certification for 2018-19 both systems could rise even higher. budget for 2018-19 indicate that they made cuts certification or plan program rankto reduce

they madeto cuts plan to reduce program spending in order 22.5 California 4avoid h a qualified or 5 tor spending in order to avoid a qualified or

negative budget certification.

Combined PERS/STRS Employer Costs certification.

15.1 National Avg.negative budget Source: NEA (2015-16) School districts and county offices of education statewide are facing School districts andstudents county offices ofmember education statewide are facing several mounting cost pressures from healthcare, transportation, utilities, All staff: per staff several mounting pressures from healthcare, transportation, declining enrollment andcost other sources.

CSBA urges additional fundingutilities, rankurges additional funding enrollment andimpact other of sources.

CSBA from thedeclining state to help the increased contributions to 11offset California BY 2023-24: $9.97 billion 4 8 th contributions the as state help offset impact increased to pensionsfrom as well theto myriad rising the costs facingofCalifornia’s schools. pensions as 8 well as theAvg. myriad rising costs facing California’s schools.

National

$1,608 per student

Source: NCES (2014-2015)

IN 2013-14: $3.08 billion

$497

Leadership development pension costs areincrease projected to increase Athletic coaches million while the LCFF is projected atby $8.2 Music teachers millioncreating while the LCFF increase is projected at Careermillion, Technical Education $2.2 a potential structural $2.2 million, creating aPhysical potential deficit of approximately $6 million justEducation onstructural Class size reduction Public safety contracts deficit of approximately $6 million just on the major technology cost items. Pension cost increases Classroom the major cost items.

Pension cost increases Professional development make up $2.7 million of the shortfall.”

Community School programs make up $2.7 million of the shortfall.”

Regional Occupational Counselors

Centers & Programs The governing Custodial staff board member quoted per-student cost by 2024: Science, Technology, Engineering, TheAdded governing board member quoted above represents a district serving 23,544 Early Head Start Math (STEM) above represents a district serving 23,544 California students Energy efficiency upgrades Special Education aides California students Food services

$1,111

Special Education Transportation Gifted & Talented Education school that This is more than doubleSummer the amount all California 8/2017 (GATE) Textbook adoptions 8/2017 school districts currently spend per student on(delayed) textbooks, Health education & prevention Transportation audiovisual materials and basic curriculum items.

Tutoring

California School Boards Association | 3251 Beacon Blvd., West Sacramento, CA 95691 | www.csba.org California School Boards Association | 3251 Beacon Blvd., West Sacramento, CA 95691 | expenditures www.csba.org Current per-student for per student

books and supplies*: $476

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*Source: CA Dept. of Ed., 2015-16

California School Boards Association | 3251 Beacon Blvd., West Sacramento, CA 95691 | www.csba.org

Calculations based on student enrollment

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Joshua Cowell student Dixsha Singh won the contest to have her art, promoting recycling, featured on a City of Manteca garbage truck.