2025-01325 Agreement with Robla School District for START After School Education and Safety (ASES) Program for FY2025/26 and FY2026/27

City of Sacramento
City Council - 5PM Report
915 I Street Sacramento, CA 95814
www.cityofsacramento.org
File ID: 2025-01325 7/29/2025
Agreement with Robla School District for START After School Education and Safety (ASES) Program for FY2025/26 and FY2026/27
File ID: 2025-01325
Location: District 1, District 2
Recommendation: Adopt a Resolution: 1) authorizing the Interim City Manager or designee to execute an agreement with the Robla School District and Sacramento Students Today Achieving Results for Tomorrow (START) After School Education and Safety (ASES) Program at five elementary schools in the Robla School District for an amount not to exceed $975,866 during Fiscal Year (FY) 2025/26 and $975,866 during FY2026/27; and 2) authorizing the Interim City Manager or designee to adjust the Department of Youth, Parks, & Community Enrichment’s (YPCE) FY2025/26 and FY2026/27 operating revenue, expenditure, and offset budgets as necessary to implement and administer the Memorandum of Understanding (MOU) in the START Fund (Fund 2501).

Contact: Joyce Wenger Johnson, Recreation Superintendent, (916) 808-3849, [email protected]; Katie Houser, Recreation Manager, (916) 808-6046, [email protected]; Department of Youth, Parks, & Community Enrichment Presenter: None
Attachments:
1-Description/Analysis
2-Resolution
3-MOU
Description/Analysis
Issue Detail: The Department of Youth, Parks & Community Enrichment (YPCE) has provided after school services for the Robla School District since 2006. Beginning with the 2025/26 school year, the State of California Department of Education (CDE) transferred the ASES grant from the City of Sacramento to Robla School District for the remaining 2 years of the current grant cycle, set to expire in 2027. YPCE will continue to be the service provider through the 2026/27 school year. The services will be provided at five elementary schools in the District as outlined in the MOU. The program provides students, particularly those who attend schools in need of additional academic resources, with academic enrichment opportunities and supportive services to help the students meet state and

Page 1 of 2 ends

File ID: 2025-01325 7/29/2025
local standards in core content areas.

Policy Considerations: Continued participation in after school literacy and enrichment programs is consistent with the City’s strategic plan to enhance livability.

Economic Impacts: None
Environmental Considerations: Continued administrative activities and government funding actions are not projects subject to environmental review under California Environmental Quality Act Guidelines section 15378(b).

Sustainability: Not applicable
Commission/Committee Action: None
Rationale for Recommendation: Since 1996, the Sacramento Students Today Achieving Results for Tomorrow (START) program has operated after school literacy and enrichment programs at many elementary school campuses throughout Sacramento County. Executing the agreement with Robla School District will continue important education and safety services for Robla School District elementary school children. It will also allow the City to be reimbursed for services provided in FY2025/26 and FY2026/27.

Financial Considerations: For FY2025/26 and FY2026/27, the City will operate the START ASES program at five elementary schools in the Robla School District. The reimbursement as outlined in the MOU of $975,866 per fiscal year is sufficient to cover the City’s costs of operating the program.

Staff recommend adjusting YPCE’s FY2025/26 and FY2026/27 operating revenue, expenditure, and offset budgets in the START Fund (Fund 2501) to properly account for the program reimbursement.

Local Business Enterprise (LBE): Not applicable.

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RESOLUTION NO. 2025-

Adopted by the Sacramento City Council

APPROVING AGREEMENT WITH ROBLA SCHOOL DISTRICT FOR THE AFTER

SCHOOL EDUCATION AND SAFETY PROGRAM AND ACCEPTING FUNDING FOR FISCAL YEARS (FY) 2025/26 AND 2026/27

BACKGROUND

A. The Department of Youth, Parks, & Community Enrichment (YPCE) has operated the Students Today Achieving Results for Tomorrow (START) after school literacy and enrichment program at the Robla School District since 2006.

B. Beginning the FY2025/26 school year, the State of California Department of Education (CDE) transferred the After School Education and Safety (ASES) program grant from the City of Sacramento to Robla School District for the remaining 2 years of the current grant cycle, set to expire in 2027. START will continue to be the service provider for five elementary school sites in the Robla School District.

BASED ON THE FACTS SET FORTH IN THE BACKGROUND, THE CITY COUNCIL RESOLVES AS FOLLOWS:

SECTION 1.

The City Manager or the City Manager’s designee is authorized to execute the agreement with Robla School District for reimbursement of services for the START program at five schools in the Robla School District in an amount not to exceed $975,866 for FY2025/26 and $975,866 for FY2026/27.

SECTION 2.

The City Manager or the City Manager’s designee is authorized to adjust YPCE’s FY2025/26 and FY2026/27 operating revenue, expenditure, and offset budgets in the START Fund (Fund 2501).

1 AGREEMENT BETWEEN THE

CITY OF SACRAMENTO AND ROBLA SCHOOL DISTRICT REGARDING AFTER

SCHOOL EDUCATION AND SAFETY AND

EXPANDED LEARNING OPPORTUNITY PROGRAM FUNDING

This Agreement is made as of June 12, 2025, between the CITY OF SACRAMENTO, a municipal corporation, (“City”) and the ROBLA SCHOOL DISTRICT, a school district of the State of California (“District”).

RECITALS

A. Since 2006, the District has provided the City with facilities to operate the After School Education and Safety Program (ASES).

B. ASES/ Expanded Learning Opportunity Program (ELOP) will serve District students pursuant to the District’s Expanded Learning Opportunities Program Plan.

AGREEMENT

In consideration of the mutual promises set forth in this Agreement, City and District agree as follows:

1. ASES Program. City agrees that, for the 2025-2026 and 2026-2027 school years, as provided through the City, will:

Provide in-person expanded learning opportunities from school dismissal through 6:00 p.m. that, when added to the District’s provided daily instructional minutes, recess, and meals, is no less than nine hours of combined instructional time, recess, meals and expanded learning opportunities per instructional day;

A. Comply with the District’s ELOP Program Plan, Attachment A

B. Operate at each of the District’s five campuses – Bell Ave Elementary, Glenwood Elementary, Main Elementary, Robla Elementary, Taylor Street Elementary (“District Facilities” or singularly, “District Facility”), prioritizing services provided at District Facilities in the lowest income communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while maximizing the number of schools and neighborhoods with expanded learning opportunities programs across the District’s attendance area;

C. Manage enrollment in ASES at each District campus to 100 students;

D. Maintain a student-to-staff ratio for transitional kindergarten and kindergarten students of no more than 10 to 1, for all other grades, a student to staff ratio of no more than 20 to 1;

2 E. Ensure that all staff members hired to serve students in ASES meet the minimum qualifications for a District Instructional Assistant as attached hereto as Attachment B;

F. Ensure that all ASES staff and volunteers complete health screening and fingerprint clearance requirements in current law and District policy for school personnel and volunteers in the District as provided herein and as attached hereto as Attachment C.

2. District Contribution. District will compensate the City up to, but not to exceed:

A. 2025/2026 School Year ASES Program: $975, 866, Attachment D B. 2026/2027 School Year ASES Program: $975,866, Attachment D, to be paid in quarterly installments as invoiced by the City for fiscal year 2026 and 2027 with an additional final close invoice. District shall pay the City’s invoice within 30 days of issuance.
,

3. District Roles and Responsibilities. The District agrees to:

A. Designate a District employee at each Facility as a contact for the ASES operation at the school site;

B. Designate a District representative as a contact for City ASES staff;

C. Collaborate with the City to create a comprehensive program plan for ASES including but not limited to, an educational and literacy element in which tutoring or homework assistance is provided in one or more of the following areas:
language arts, mathematics, history and social science, computer training, or science and an educational enrichment element that may include, but need not be limited to, fine arts, career technical education, recreation, physical fitness, and prevention activities;

D. Meet City ASES staff as needed;

E. Help train program staff and volunteers on school procedures and educational/curriculum materials being used at the school site to be integrated into ASES;

F. Help recruit students into ASES;

G. Provide facilities for ASES operation including storage and meeting space and other locations, in addition to the aforementioned District Facilities, as agreed upon by the Parties;

H. Provide an after-school snack for students participating in ASES consistent with requirements of USDA (42 United States Code Section 1766 et seq.) and California Education Code section 49430 et seq.; and District shall notify the City's representative in writing of all known food allergies, dietary restrictions, 3 and medical conditions requiring specific food accommodations for participating students. The District shall update this information promptly if any new allergies or restrictions are identified or if existing information changes.

I. Help coordinate custodial and storage needs for ASES.

4. City Roles and Responsibilities. The City agrees to:

A. Adhere to District protocols and policy pertaining to after school and out of school time programs;

B. Provide a comprehensive after school academic, enrichment, and recreation program to include at least one hour of homework and tutoring assistance daily from school dismissal until 6:00 p.m. at designated schools. Program elements shall also include other educational, and enrichment/activities as determined by the Parties;

C. Comply with all ASES grant requirements;

D. Monitor student attendance;

E. Collaborate with the District to create a comprehensive program plan for ASES including but not limited to, an educational and literacy element in which tutoring or homework assistance is provided in one or more of the following areas:
language arts, mathematics, history and social science, computer training, or science and an educational enrichment element that may include, but need not be limited to, fine arts, career technical education, recreation, physical fitness, and prevention activities;

F. Provide an End of Year report on status of all outcomes and objectives as agreed upon by the Parties;

G. Maintain and provide to the District monthly attendance and program activities records;

H. Maintain at least 85% of targeted attendance for each school site operating ASES unless otherwise agreed upon by both Parties;

I. Comply with requirements of the USDA (42 United States Code Section 1766 et seq.) and California Education Code section 49430 et seq. related to administration and operation of after school snack and other District-sponsored and provided nutrition programs;

J. Supply the staff, materials, supervision, and volunteer recruitment for ASES;

K. Develop special activities or field trips for ASES sites individually and collectively and comply with all required permissions for student attendance; 4 L. Attend and provide monthly reports at designated meetings and monthly site coordinators meetings, as well as other planning meetings as necessary;

M. Work collaboratively with the other outside service providers contracted by the District to provide after school services at school sites;

N. Provide the District with an accounting of the District Contribution as described in Section 2, as may be requested by the District; and

O. Advertise, when possible, project/partnership, events, press releases, etc., with the prior approval of the District.

5. Independent Contractor. While engaged in providing the services under in this Agreement and otherwise performing as set forth in this Agreement, the City, and each of the City’s employees, is an independent contractor, and not an officer, employee, agent, partner, or joint venturer of the District. The Parties agree that the City is an independent contractor. The City shall be solely responsible for the conduct and control of the work performed under this Agreement. The City shall be free to render services to others during the term of this Agreement, so long as such activities do not interfere with or diminish the City’s ability to fulfill the obligations established herein to the District.

6. No Conflict of Interest. Each party represents that it currently has no interest, and shall not have any interest, direct or indirect, that would conflict in any manner with the performance required under this Agreement.

7. Mutual Indemnification.

A. District shall assume the defense of and indemnify and hold harmless City from and against all actions or claims against City, its officers, agents or employees from any and all loss, including attorneys’ fees, sustained by City by virtue of any damages to any person(s), firm or corporation who may be injured by or to any property that may be damaged arising out of the performance of this agreement, except for actions or claims alleged to have occurred in full, or in part, as a result of active negligence by the City, its officers, agents or employees and except for actions or claims alleging dangerous conditions of City property which arise out of the acts or failure to act by the City, its officers, agents or employees which are not created by a District employee or District invitee.

B. City shall assume the defense of and indemnify and hold harmless District from and against all actions or claims against District, its officers, agents or employees from any and all loss, including attorneys’ fees, sustained by District by virtue of any damages to any person(s), firm or corporation who may be injured by or to any property that may be damaged arising out of the performance of this agreement, except for actions or claims alleged to have occurred in full, or in part, as a result of active negligence by the District, its officers, agents or employees and except for actions or claims alleging dangerous condition of DISTRICT 5 property which arise out of the acts or failure to act by the District, its officers, agents or employees which are not created by a City employee or City invitee.

C. The indemnification provisions contained in this Agreement includes but is not limited to any violation of applicable law, ordinance, regulation or rule, including where the claim, loss, damage, charge or expense was caused by deliberate, willful, or criminal acts of either party to this Agreement, or any of their agents, officers or employees or their performance under the terms of this Agreement.

D. It is the intent of the Parties that where negligence or responsibility for injury or damages is determined to have been shared, principles of comparative negligence will be followed and each party shall bear the proportionate cost of any loss, damage, expense and liability attributable to that party’s negligence.

E. Each party shall establish procedures to notify the other party, where appropriate, of any claims administrative actions or legal actions with respect to any of the matters described in this indemnification section. The Parties shall cooperate in the defense of such actions brought by others with respect to the matters covered in this agreement. Nothing set forth in this Agreement shall establish a standard of care for or create any legal rights for any person not a party to this Agreement.

F. The indemnity provisions of this Agreement shall survive the expiration or earlier termination of this Agreement.

8. Insurance.

A. City Insurance. City, at its sole cost and expense and for the full term of this Agreement shall obtain and maintain at least all of the following minimum insurance requirements. All or a portion of the required insurance may be satisfied through the use of a self-insurance program or pooled insurance, if any.

The City must provide an affidavit of self-insurance, if any.

(1) Commercial General Liability. A policy with a minimum limit of not less than $2,000,000 combined single limit for bodily injury and property damage, providing at least all of the following minimum coverages.

a. Premises Operations

b. Blanket Contractual

c. Personal Injury

(2) Workers’ Compensation and Employers’ Liability. A policy written in accordance with the laws of the State of California and providing coverage for any and all employees of the CITY .
6 a. This policy shall provide coverage for Workers’ compensation (Coverage A) with statutory limits.
b. This policy shall also provide coverage of $100,000 Employers’ Liability (Coverage B).

(3) Automobile Liability Insurance. A policy with a minimum of not less than $2,000,000 combined single limit for bodily injury and property damage.

Coverage shall be applicable (without deductibles) to any and all leased, owned, hired, or non-owned vehicles used in pursuit of any of the activities associated with this agreement.

(4) Sexual Abuse and Molestation Insurance. Required with limits not less than $2,000,000 per occurrence. This insurance shall cover potential claims of sexual abuse or molestation. This coverage must either be included under a General Liability policy or obtained in a separate policy.

Any policy inception date, continuity date, or retroactive date must be before the effective date of this agreement, and each party agrees to maintain continuous coverage through a period no less than three years after completion of the services required by this agreement.

(5) Special Provisions. The forgoing requirements as to the types and limits of insurance coverage to be maintained by City, and any approval of said insurance by the District, or its insurance consultant(s) are not intended to and shall not in any manner limit or qualify the liabilities and obligations otherwise assumed by City pursuant to this Agreement, including but not limited to, the provisions concerning indemnification.

9. District Insurance. District, at its sole cost and expense and for the full term of this Agreement shall obtain and maintain at least all of the following minimum insurance requirements. All or a portion of the required insurance may be satisfied through the use of self-insurance program. The District must provide an affidavit of self-insurance, or pooled insurance, if any.

A. Commercial General Liability.

A policy with a minimum limit of not less than $2,000,000 combined single limit for bodily injury and property damage, providing at least all of the following minimum coverages. The City, its officials, employees and volunteers shall be covered by policy terms or endorsement as additional insureds.

(1) Premises Operations

(2) Blanket Contractual

7 (3) Personal Injury

B. Workers’ Compensation and Employers’ Liability.

A policy written in accordance with the laws of the State of California and providing coverage for any and all employees of the CITY .

(1) This policy shall provide coverage for Workers’ compensation (Coverage A) with statutory limits.

(2) This policy shall also provide coverage of $100,000 Employers’ Liability (Coverage B).

C. Automobile Liability Insurance (Only used when applicable to agreement).

A policy with a minimum of not less than $2,000,000 combined single limit for bodily injury and property damage. Coverage shall be applicable to any and all leased, owned, hired, or non-owned vehicles used in pursuit of any of the activities associated with this agreement.

D. Sexual Abuse and Molestation Insurance. Required with limits not less than $2,000,000 per occurrence. This insurance shall cover potential claims of sexual abuse or molestation. This coverage must either be included under a General Liability policy or obtained in a separate policy. Any policy inception date, continuity date, or retroactive date must be before the effective date of this agreement, and each party agrees to maintain continuous coverage through a period no less than three years after completion of the services required by this agreement.

E. Special Provisions. The forgoing requirements as to the types and limits of insurance coverage to be maintained by DISTRICT, and any approval of said insurance by the CITY , or its insurance consultant(s) are not intended to and shall not in any manner limit or qualify the liabilities and obligations otherwise assumed by DISTRICT pursuant to this Agreement, including but not limited to, the provisions concerning indemnification.

F. Verification of Coverage.

(1) District shall furnish City with certificates and required endorsements evidencing the insurance required. Certificates of insurance must be signed by an authorized representative of the insurance carrier. Copies of policies shall be delivered to the City Representative on demand.

(2) District shall send all insurance certificates and endorsements, including 8 policy renewals, during the term of this Contract directly to:

City of Sacramento
c/o Exigis LLC
PO Box 947
Murrieta, CA 92564

(3) Certificate Holder must be listed as:

City of Sacramento
c/o Exigis LLC
PO Box 947
Murrieta, CA 92564

10. Fingerprinting and TB Requirements. The District has determined that services performed by the City under this Agreement will result in contact with students. The City shall obtain fingerprinting, TB and other applicable health clearances for all employees, service providers and volunteers before services can begin. The City will provide a list to the District of all personnel cleared by the Department of Justice who will provide services under this Agreement. Failure to provide such written certification before services begin will result in immediate termination.

11. Term. The term of this Agreement is for two years and shall encompass the the 2025- 2026 and 2026-2027 school year. This Agreement does not include any summer programming. Either Party may terminate this Agreement without cause and without incurring further financial obligation with a delivery of a written notice at least thirty (90) days in advance of the termination date to the other party at the address lbelow:

If to: City of Sacramento, Youth, Parks and Community Enrichment Katie Houser
915 I Street, New City Hall, 3rd Floor
Sacramento, CA 95814
916.808.6308

If to: Robla Unified School District
Gerardo Castillo
5248 Rose St.

Sacramento, CA 95838

12. Arbitration. Any dispute arising between the Parties regarding the interpretation and application of this Agreement to any claim, including, but not limited to, any claims pertaining to the formation, validity, interpretation, effect, or alleged breach of this Agreement (“arbitrable dispute”) will be submitted to arbitration in Sacramento, California, before an experienced arbitrator licensed to practice law in California and selected in accordance with the rules of the Judicial Arbitration and Mediation Service (JAMS), as the exclusive remedy for such claim or dispute. Should any party to this Agreement hereafter institute any legal action or administrative proceeding against the 9 other with respect to any claim waived by this Agreement or pursue any arbitrable dispute by any method other than said arbitration, the responding party shall be entitled to recover from the initiating party all damages, costs, expenses, and attorneys’ fees incurred as a result of such action.

13. Severability. If any provisions of this Agreement are held to be contrary to law by final legislative act or a court of competent jurisdiction inclusive of appeals, if any, such provisions will not be deemed valid and subsisting except to the extent permitted by law, but all other provisions will continue in full force and effect.

14. Applicable Law. This Agreement shall be governed by and construed in accordance with the laws of the State of California.

15. Assignment. This Agreement is made by and between the City and the District and any attempted assignment by either party, their successors or assigns shall be void unless approved in writing by the Parties.

16. Entire Agreement. This Agreement contains the entire agreement between the Parties with respect to the matters set forth in this Agreement. Each party represents that it has not relied on any inducements, promises or representations made by any other party that are not contained in this Agreement. To the extent any terms of this Agreement conflict with the terms of any other Agreement between the Parties – including but not limited to that Memorandum of Understanding entered into by the City and Schools Insurance Authority in May 2001 containing to Hold Harmless and Insurance provisions – the terms of this Agreement prevail.

17. Amendments. The terms of this Agreement shall not be amended in any manner except by written agreement signed by the Parties.

18. Execution In Counterparts. This Agreement may be executed in counterparts such that the signatures of the Parties may appear on separate signature pages. Facsimile or photocopy signatures shall be deemed original signatures for all purposes.

19. Authority. Each party represents that they have the authority to enter into this Agreement and that the undersigned are authorized to execute this Agreement.

20. Approval/Ratification by Board of Education. This Agreement shall be subject to approval/ratification by the District’s Governing Board of Education and/or designee.

21. Compliance with Laws, Rules, and Regulations. All services performed by the Parties pursuant to this Agreement shall be performed in accordance and full compliance with professional standards regarding the interpretation of all applicable and non-conflicting Federal, State and City laws, and any rules or regulations promulgated thereunder, as interpreted by the appropriate enforcement agency at the time of performance.

10 IN WITNESS WHEREOF, this MOU has been executed by City and District as of the day and year first stated above.

ROBLA SCHOOL DISTRICT

By:

Name: Gerardo Castillo
Title: Chief Business Official

CITY OF SACRAMENTO

By:

Jackie Beecham, Director
Department of Youth, Parks, & Community Enrichment
For: Howard Chan, City Manager

By:

Ryan Moore, Assistant City Manager

Approved as to form:

By:

Senior Deputy City Attorney

Attest:

By:

Assistant City Clerk

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 1 of 11 Expanded Learning Opportunities Program Plan Guide

EXPANDED LEARNING OPPORTUNITIES PROGRAM

PLAN GUIDE
Prepared by: Expanded Learning Division
California Department of Education 1430 N Street, Suite 3400 Sacramento, CA 95814-5901
916-319-0923
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This Program Plan Template Guide is required by California Education Code (EC) Section 46120(b)(2) Note: This cover page is an example, programs are free to use their own logos and the name of their program.

ATTACHMENT A
Expanded Learning Opportunities Program Plan Guide for Robla School District Page 2 of 11 Name of Local Educational Agency and Expanded Learning Opportunities Program Site(s) Name of Local Educational Agency or Equivalent: Robla School District-------- Contact Name: Eileen A. Chen, Superintendent--------
Contact Email: [email protected]
Contact Phone: 916-649-5248 ext. 507--------
Instructions: Please list the school sites that your LEA selected to operate the Expanded Learning Opportunities Program (ELO-P). Add additional rows as needed.

1. Bell Avenue Elementary School--------

2. Glenwood Elementary School

3. Main Avenue Elementary School

4. Robla Elementary School

5. Taylor Street Elementary School
Purpose
This template will aid LEAs in the development of a program plan as required by EC Section 46120(b)(2). In this program plan, LEAs will describe program activities that support the whole child, and students’ Social and Emotional Learning (SEL) and development.

Definitions
“Expanded learning” means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results driven, include community partners, and complement, but do not replicate, learning activities in the regular school day and school year. (EC Section 8482.1[a])
“Expanded learning opportunities” has the same meaning as “expanded learning” as defined in EC Section 8482.1. “Expanded learning opportunities” does not mean an extension of instructional time, but rather, opportunities to engage pupils in enrichment, play, nutrition, and other developmentally appropriate activities. (EC Section 46120[e][1]) Instructions
This Program Plan needs to be approved by the LEA’s Governing Board in a public meeting and posted on the LEA’s website.

The program plan template guide is considered a living document that is periodically reviewed and adjusted to reflect the needs of the community, updates in the law, and to provide continuous improvement in the development of an effective ELO-P.

The LEA is responsible for creating, reviewing, and updating the program plan every three years in accordance with EC Section 8482.3(g)(1). LEAs are encouraged to work collaboratively with partners and staff to develop and review the program plan. The LEA is responsible for the plan and the oversight of any community partners or subcontractors. The LEA Expanded Learning Opportunities Program Plan Guide for Robla School District Page 3 of 11 should include any partners in the development and review of the plan. It is recommended that the plan be reviewed annually.

The Expanded Learning Division adopted the Quality Standards for Expanded Learning in California (Quality Standards) and introduced requirements for Continuous Quality Improvement (CQI) to help programs engage in reflection and be intentional about program management practices and activities delivered to students. To create the program plan, provide a narrative description in response to the prompts listed under each Quality Standard below. The LEA may customize and include additional prompts, such as describing SEL activities, or refining the plan. In addition to the narrative response, it may be useful to include tables, charts, or other visual representations that contribute to the understanding of the ELO- P. LEAs are encouraged to download and reference the Quality Standards in order to provide ongoing improvements to the program. The Quality Standards can be found on the California Department of Education’s (CDE) Quality Standards and CQI web page, located at
https://www.cde.ca.gov/ls/ex/qualstandcqi.asp.

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 4 of 11

1—Safe and Supportive Environment

Describe how the program will provide opportunities for students to experience a safe and supportive environment.

Include if the program will be offered on the schoolsite or off campus. If not on site, describe where in the community it will be and how students will be supported to get there.

The Robla School District Local Control Accountability Plan’s goal #3 focuses on creating and maintaining learning environments that are physically and emotionally safe and supportive at all Robla Schools. Expanded Learning Opportunities described in this plan will outline how all activities will be aligned with all district safety efforts.

Expanded Learning Opportunity activities will take place after school at all Robla elementary schools. Summer Expanded Learning Opportunities will also occur at each Robla elementary school, allowing students to stay at their home school and engage with staff members with whom they already have relationships. Students who participate in the after school program will remain on their own school campus. Expectations, procedures and guidelines students are taught during the school day will be maintained during Expanded Learning Opportunity times. The District will provide clean outside learning structures and playgrounds, including shade, so students have a safe learning environment at Glenwood Elementary, Bell Avenue Elementary, Robla Elementary School, and Taylor Elementary. All safety measures in place on our school campuses will remain in place during ELO times. These include physical safety measures such as security fences, cameras, and adequate adult supervision. Procedures in place during the school day will also be followed during ELO times. These include campus visitors checking in at the school office before being allowed on campus and guidelines with students which help maintain an orderly and calm environment at all times.

2—Active and Engaged Learning

Describe how the program will provide opportunities for students to experience active and engaged learning that either supports or supplements, but does not duplicate, the instructional day.

The Expanded Learning Opportunity activities in the Robla School District will be an expansion of our existing after school program. The program is a collaboration with the City of Sacramento Department of Youth, Parks and Community Enrichment, Roberts Family Development Center (RFDC), Helin Institute and SWEAT III . The city hires employees and trains them to provide a balanced program to students. The program has three components:
homework assistance, physical activity and enrichment opportunities. All program components are planned with input from Robla School District staff to ensure that they are enhancements to the learning that happens during the school day. Enrichment opportunities are provided by community partner organizations. RFDC model focuses on the importance of literacy, adult involvement, social skills, and service in the overall development of children. Helin Institute goal is strong leadership development and team building. SWEAT III focuses on five Social Emotional Learning (SEL) competencies: Self-management Self-awareness, Social Awareness, Responsible Decision-Making and relationship skills, which would in turn increase overall academic student achievement. For example, visual art enrichment is part of the instructional week for all Robla students. Arts enrichment during the Expanded Learning Opportunity time will focus on other arts disciplines such as music, dance and theater. Homework assistance provides one-on-one and small group instruction that supplements the teaching that happens during the school day. ELO staff and community-based tutors will provide individualized tutoring and small group work and concept reinforcement as they assist students with academic tasks. An Expanded Learning Opportunity Coordinator and Academic Alignment Coaches will coordinate with ELO staff to ensure that activities are supportive and supplemental.

3—Skill Building

Describe how the program will provide opportunities for students to experience skill building.

Students will build skills through engagement in learning activities that are interesting, rigorous and meaningful.

Current Robla School District initiatives outlined in the Robla School District Local Control Accountability Plan (LCAP) focus on areas of need and areas of great importance to the Robla community. One such area is student wellness.

Current initiatives focus on physical wellness, emotional wellness and good nutrition. Expanded Learning Opportunity Expanded Learning Opportunities Program Plan Guide for Robla School District Page 5 of 11 activities will support the building of students’ skills in these areas beyond what happens during the school day. A recent activity focused on cooking skills preparing healthy, delicious dishes. A professional chef was engaged to teach students knife skills, food handling and other skills they can use to help prepare food at home. Students also learned about making healthy choices when they are deciding what to eat. Other skills will be the focus in a wide variety of areas including academics, physical motor skills, skills within the arts, problem-solving skills as well as coding and technology.

4—Youth Voice and Leadership

Describe how the program will provide opportunities for students to engage in youth voice and leadership.

Robla students are given opportunities to use their voice in a variety of ways. Student leadership groups are an important part of the programs offered at all five district elementary schools. Student leaders engage with staff about student interests and concerns. Students design activities to engage their classmates throughout the school year. The Robla School District also surveys students each school year. Students rate the effectiveness of programs at the school and are given a forum for expressing concerns and needs. The results of our annual student survey are taken quite seriously by staff, and student input is an important part of program evaluation and planning for the future.

Future surveys will be amended to seek student input regarding the effectiveness and value of Expanded Learning Opportunity activities.

5—Healthy Choices and Behaviors

Describe how the program will provide opportunities for students to engage in healthy choices and behaviors. Describe how students will be served nutritious meals and/or snacks during the ELO-P hours of programing.

The Robla School District has long-maintained a focus on student wellness. A District Wellness Coordinator has created a variety of programs which enhance student wellness. These include a Wellness Committee, Wellness Field Trips, Fresh Fruit and Vegetable Program, Harvest of the Month as well as important collaborations with local wellness organizations and local farmers. The Expanded Learning Opportunity program will allow these activities to expand beyond the school day - something that has already begun to take place. Students who participate in the ELO program will have the opportunity to eat three nutritious meals at school each school day. Currently, Robla serves breakfast in the classroom to ensure that all students receive a healthy start to their day. All students eat lunch at school - currently we are non-pricing, which allows all students to receive their lunch at no cost. Supper is served to students in our current after school program. That program will expand to serve all students who participate in our Expanded Learning Opportunity activities.

6—Diversity, Access, and Equity

Describe how the program is designed to address cultural and linguistic diversity and provide opportunities for all students to experience diversity, access, and equity. Describe how the ELO-P will provide access and opportunity for students with disabilities.

The Robla School District values greatly the diversity of the community it serves. Currently, and for over ten years, the Robla School District has trained hundreds of staff members as part of a Professional Learning program called the Robla Resilience Project (RRP) The RRP has provided training to staff members and will provide training to Expanded Learning Opportunity staff members in cultural sensitivity, equity and anti-racism. This work makes its way into the classroom as teachers expand their skills developing relationships with students from diverse backgrounds. We see great evidence of curriculum and instructional approaches which now more clearly reflect who our students are.

Currently, and as part of ELO we will continue to create partnerships with local artists who are people of color who can share unique perspectives and honor the cultures of our students. Such focus areas include students with disabilities who have full access to all programs. Programs are adapted, as needed to meet the unique needs of any individual student. The Robla School District serves a very diverse, high-poverty community. Because this is so, Expanded Learning Opportunities Program Plan Guide for Robla School District Page 6 of 11 equity has always been a focus of our work. This philosophy will permeate the ELO program as access to resources will be equitable across all schools and programs. Students will have equal access to all services, programs, and resources no matter where they enroll in ELO activities.

7—Quality Staff

Describe how the program will provide opportunities for students to engage with quality staff.

Robla School District’s vision statement speaks of a growth-minded mindset with reflective learning for all. This statement illustrates our belief that we are all lifelong learners. Professional Learning activities are plentiful in Robla and are a required part of the work year for employees at all levels. Professional Learning opportunities are based upon current educational requirements and employee needs. Professional Learning opportunities are available not only to district staff but to staff members in partner organizations as well. Recent trainings have focused on Positive Behavior Interventions and Supports, Resilience, Social/Emotional Learning, Assessments and Effective Instructional Strategies in English Language Arts and Mathematics. Providing ongoing training helps ensure that our highly qualified staff members remain highly qualified no matter where they are in their career path. As new staff members come on board professional learning will be part of the hiring process. Staff members will be trained in district approaches to instruction, behavior management and equity.

8—Clear Vision, Mission, and Purpose

Describe the program’s clear vision, mission, and purpose.

The Robla School District’s vision statement is as follows: “Every student reaches their potential in a growth-minded environment rich in challenging practices and reflective learning for all.” This vision will guide the Robla School District Expanded Learning Opportunity program. All students will succeed because the adults who work with them believe that they can. This growth-minded way of thinking applies in all aspects of the program and is exemplified in activities that are challenging and that meet individual students where they are. The growth-mindedness applies to adults as well, as they continue to learn about their students and about innovative approaches that are based in research.

Reflective learning for all speaks to our approach to metacognition which has long been an identified instructional approach in Robla classrooms. Thinking about your thinking helps provide us with insights. The ability to articulate your thinking allows students to be more actively engaged in their learning as they teach each other new approaches to solving a problem or completing a task. Access is another part of the vision for our ELO program. The community served by the Robla School District has very limited resources. By expanding our learning opportunities, we can further enrich our student’s lives. They will have access to a wide range of activities and resources, allowing them to open their minds to new experiences and new ways of thinking.

9—Collaborative Partnerships

Describe the program’s collaborative partnerships. Local educational agencies are encouraged to collaborate with non- LEA entities to administer and implement ELO-P programs.

The Robla School District has many long-standing partnerships that have allowed us to expand the array of services that we are able to offer our students and their families. At the core of our Expanded Learning Opportunity activities is the partnership with the City of Sacramento and the Department of Youth, Parks and Community Enrichment. The two agencies hold in common a desire to engage children in the Sacramento area in positive learning activities that build upon their strengths and talents and provide them with engaging activities which help them gain skills that can help them succeed in life. We also work closely with the Roberts Family Development Center, and have done so for many years. RFDC provides Freedom School created by the Children's Defense Fund and has roots in our country’s civil rights movement. We also partner with Capital Region United Way, the Food Literacy Center, the Sacramento Republic Football League, and the Sacramento Foodbank who all support our students and the community in significant ways.

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 7 of 11

10—Continuous Quality Improvement

Describe the program’s Continuous Quality Improvement plan.

The Robla School District has provided ongoing training in the improvement cycle for many years. Our effectiveness as a district is based upon the continued examination of data, both anecdotal and summative, to monitor the effectiveness of programs and services. Our commitment to continuous quality improvement will be part of our Expanded Learning Opportunity program from the start. This commitment is exemplified in our ongoing work with Professional Learning Communities. PLC’s, where groups of educators meet regularly to examine all types of student data, have been built into our systems. Administrators and teachers meet in various configurations to examine the effectiveness of what is happening in our classrooms and what is happening at our schools. We analyze local benchmark assessment data, state testing data, participation rates, attendance rates, survey results, parent feedback and observational data regularly to determine when and where program refinement must take place. A similar system of improvement is part of the design for new ELO activities. Program data will include attendance numbers; parent feedback, formal and informal; principal observations; and student academic progress. This data will be examined and discussed amongst leaders and program staff in their constant search for improvement opportunities.

11—Program Management

Describe the plan for program management.

The Robla School District Expanded Learning Opportunity program will be overseen by an ELO Coordinator. This newly appointed certificated staff member will help ensure that the plan for Robla’s ELO program is implemented effectively. The ELO Coordinator will supervise the program at all five school sites. they will communicate directly with site directors, Academic Alignment Coaches, program staff and school principals. They will monitor the implementation closely and report directly to the district superintendent. They will coordinate services with all district departments, including transportation, nutrition services and curriculum. The ELO Coordinator will also work directly with City of Sacramento leadership to monitor all aspects of the program, to ensure that academic work supplements initiatives in the district, will help guide the selection of enrichment providers to ensure that enrichment activities supplement current activities and that the organizations that we collaborate with are a reflection of the diversity of our student body. The Expanded Learning Opportunity Coordinator will attend all cabinet meetings and report about progress regularly to all district leaders.

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 8 of 11

General Questions

Existing After School Education and Safety (ASES) and 21st Community Learning Centers (21st CCLC) Elementary and Middle School grantees.

ASES, 21st CCLC Elementary/Middle School, and the ELO-P should be considered a single, comprehensive program. In coordinating all these funding streams to move towards a single program, the expectation is that the most stringent requirements will be adopted for program guidance. If one or both grants are held, please describe how the ELO-P funding will be used to create one comprehensive and universal Expanded Learning Program.

The Robla School District has been part of an ASES grant implementation for over ten years. The program is a collaboration between the district and the City of Sacramento, Roberts Family Development Center (RFDC)), Helin Institute, and SEAT III. The community's response to the program has been extremely positive. Parents see the after school program as an important service that is necessary to keep their children safe. Expanded Learning Opportunity funding will allow for the expansion of our existing program. This will mean that hundreds more families will be allowed to take advantage of this service. Not only will the number of students served be increased, but new grade levels will be able to benefit from the service. Previously, TK and Kindergarten students were not included in the after school program. The ELO program will be open to these grade levels. ELO funding will allow new enrichment opportunities and further coordination of the academic part of the program. ASES funding and ELO funding will be braided in a way that allows for the maintenance of all ASES goals and the alignment of the goals of expanded learning. The finance department at the City of Sacramento and the Chief Business Official of the Robla School District will work together closely to ensure all program requirements are met for both programs and no disruption to services will be experienced by students, parents or Robla School District staff.

Transitional Kindergarten and Kindergarten

Programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1. (EC Section 46120[b][2][D]). Please address the proposed schedule and plan for recruiting and preparing staff to work in the program, including supporting them to understand how to work with younger children. How will the lower pupil-to-staff ratio be maintained? How will the curriculum and program be developmentally-informed to address this younger age group?

The Robla School District has been implementing Transitional Kindergarten for approximately 6 years. The state of California is expanding TK beginning with the 2022-2023 school year, and the Robla School District has been planning for this expansion for many months. A program guide describes all aspects of the program based upon experience and research in the early learning world. Curriculum materials, supplies, furniture, schedules and effective practices are all outlined in the document. Planning efforts have also included the intentional design of Expanded Learning Opportunity program activities to meet the needs of the youngest learners in the Robla School District. Training for staff at all levels will be provided during a Transitional Kindergarten Institute which will take place before the start of the 2022-2023 school year. This professional learning opportunity will utilize the expertise of district early learning staff and staff from the Sacramento County Office of Education Early Learning division. TK staff and support staff, including ELO program staff will learn about research that outlines the most effective approaches with young learners. Ongoing support will be provided by an Early Childhood Education Professional Learning Support Teacher and future Professional Learning days. Group sizes in the ELO program will adhere to required TK staffing ratios. A specific number of enrollment spaces will be reserved for TK and Kindergarten students in the ELO program at each school to ensure program access for these young learners.

Sample Program Schedule

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 9 of 11 Please submit a sample program schedule that describes how the ELO-P or other fund sources, including the California State Preschool Program for children enrolled in transitional kindergarten or kindergarten, will be combined with the instructional day to create a minimum of nine hours per day of programming (instructional day plus ELO-P or other supports). Also, submit a sample schedule for a minimum nine-hour summer or intersession day.

See attachment...

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 10 of 11

Below are additional legal requirements for the ELO-P. Please ensure your Program Plan meets all of these legal requirements:

EC Section 46120(b)(2):

[LEAs] operating expanded learning opportunities programs may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple school sites, and shall comply with subdivisions (c), (d), and (g) of Section 8482.3, including the development of a program plan based on the following;

(2) [LEAs] operating expanded learning opportunity programs pursuant to this section may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple schoolsites, and shall comply with subdivisions (c), (d), and (g) of Section 8482.3, including the development of a program plan based on all of the following:

(A) The department’s guidance.

(B) Section 8482.6.

(D) Section 8483.4, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.

EC Section 46120(b)(1)(A):

On schooldays, as described in Section 46100 and Sections 46110 to 46119, inclusive, and days on which school is taught for the purpose of meeting the 175-instructional-day offering as described in Section 11960 of Title 5 of the California Code of Regulations, in-person before or after school expanded learning opportunities that, when added to daily instructional minutes, are no less than nine hours of combined instructional time and expanded learning opportunities per instructional day.

EC Section 46120(b)(1)(B):

For at least 30 nonschooldays, during intersessional periods, no less than nine hours of in-person expanded learning opportunities per day.

EC Section 46120(b)(3):

[LEAs] shall prioritize services provided pursuant to this section at schoolsites in the lowest income communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while maximizing the number of schools and neighborhoods with expanded learning opportunities programs across their attendance area.

EC Section 46120(b)(4):

[LEAs] may serve all pupils, including elementary, middle, and secondary school pupils, in expanded learning opportunity programs provided pursuant to this section.

Expanded Learning Opportunities Program Plan Guide for Robla School District Page 11 of 11 EC Section 46120(b)(6):

[LEAs] are encouraged to collaborate with community-based organizations and childcare providers, especially those participating in state or federally subsidized childcare programs, to maximize the number of expanded learning opportunities programs offered across their attendance areas.

EC Section 46120(c):

A [LEA] shall be subject to the audit conducted pursuant to Section 41020 to determine compliance with subdivision (b).

EC Section 8482.3(d):

[LEAs] shall agree that snacks made available through a program shall conform to the nutrition standards in Article 2.5 (commencing with Section 49430) of Chapter 9 of Part 27 of Division 4 of Title 2.

[LEAs] shall agree that meals made available through a program shall conform to the nutrition standards of the United States Department of Agriculture’s at-risk afterschool meal component of the Child and Adult Care Food Program (42 United States Code [U.S.C.] Section 1766).

EC Section 8482.6:

Every pupil attending a school operating a program . . . is eligible to participate in the program, subject to program capacity. A program established . . . may charge family fees. Programs that charge family fees shall waive the cost of these fees for pupils who are eligible for free or reduced-price meals, for a child that is a homeless youth, as defined by the federal McKinney-Vento Homeless Assistance Act (42 U.S.C. Section 11434a), or for a child who the program knows is in foster care. A program that charges family fees shall schedule fees on a sliding scale that considers family income and ability to pay.

EC sections 8483.4 and 46120(b)(2)(D):

The administrator of every program established pursuant to this article shall establish minimum qualifications for each staff position that, at a minimum, ensure that all staff members who directly supervise pupils meet the minimum qualifications for an instructional aide, pursuant to the policies of the school district. Selection of the program site supervisors shall be subject to the approval of the school site principal. The administrator shall also ensure that the program maintains a pupil-to-staff member ratio of no more than 20 to 1. All program staff and volunteers shall be subject to the health screening and fingerprint clearance requirements in current law and district policy for school personnel and volunteers in the school district, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.

EC Section 8482.3(c)(1)(A–B):

Each component of a program established pursuant to this article shall consist of the following two elements:

(A) An educational and literacy element in which tutoring or homework assistance is provided in one or more of the following areas: language arts, mathematics, history and social science, computer training, or science.

(B) An educational enrichment element that may include, but need not be limited to, fine arts, career technical education, recreation, physical fitness, and prevention activities.

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ATTACHMENT B

ROBLA SCHOOL DISTRICT JOB DESCRIPTION
Position: Instructional Assistant I-Early Childhood
(Serves PS-TK)
Unit: CSEA
Salary Range: C
JOB PURPOSE STATEMENT/S: Under the direction of the assigned supervisor: assists certificated teacher(s) in providing instruction to students; implements appropriate methods of instruction and behavior support to achieve educational goals and objectives; assists in preparation of instructional materials; completes assigned classroom clerical work.

ESSENTIAL JOB FUNCTIONS — As established by the Supervisor and Approved by the District • Reinforce core curriculum instruction and confer with teacher(s) concerning programs and materials to meet the individual needs of students.
• Work with children having difficulty with level of subject learning material and utilize appropriate methods of instruction to achieve goals and objectives set forth in the IEP of mainstreamed/included students.
• Prepare and assist students for mainstream/inclusion participation according to established procedures.
• Provide assistance to students in various areas including cognitive, gross, and fine motor skills, academic learning, social and physical development.
• Assist in the preparation of a variety of instructional materials; rephrase; explain instructions and words; review and correct student work as assigned.
• Operate personal computers to assist students with learning exercises. • Administer quizzes, tests to students under direction of teacher(s). • Assist in the management of student behavior through the use of positive reinforcement strategies and techniques; observe and manage behavior of students according to procedures; assist in the shaping of social behavior. Document behavior, learning observations as needed by and/or specified by the teacher(s).
• Assist students regarding the building of self-esteem by providing proper examples and general guidance.
• Oversee students' classroom, playground, bus area, and cafeteria activities to provide a safe and positive learning environment.
• Assist in maintaining a clean and orderly learning environment. • Supports the teacher in maintaining student files or data and providing preparing classroom materials.

Adopted: October 19, 2017

ROBLA SCHOOL DISTRICT INSTRUCTIONAL ASSISTANT I
OTHER JOB FUNCTIONS:
• Model a patient, understanding and receptive attitude towards all students. • Display an understanding and maintenance of confidentiality and work with discretion. • Participate in meetings, conferences and in-service training programs to receive and share updated information and improve skills and knowledge.
• Perform other duties as assigned.

JOB REQUIREMENTS — QUALIFICATIONS:
• Experience Required: Prior job related experience, paid or volunteer, with school age children. • Skills, Knowledge and/or Abilities Required:

Knowledge of
• Correct oral articulation and written use of the English Language. • Basic instructional practices.
• Basic understanding of the developmental stages of children. • Safe practices in classroom and playground activities.

Ability to:
• Establish and maintain cooperative and effective working relationships and work in a diverse learning community.
• Work flexibly in situations which may have changing needs and interruptions. • Work independently and make minor decision within the framework of established guidelines. • Learn the procedures, functions and limitations of assigned duties. • Learn, explain and apply applicable rules, regulations, policies and procedures. • Learn a basic understanding of learning differences and behavior differences. • Maintain student confidentiality per Board Policy.
• Follow directions and clarify when needed.
• Skills to perform basic academic functions; operate standard office equipment, proper use of English language annunciation, grammar, punctuation and spelling. • Significant physical abilities include walking/standing/crouching, reaching/handling, talking/hearing, near/far visual acuity/depth perception/accommodation/field of vision. • Education Required: High school diploma or equivalent and must meet ESEA requirements (48 college units or Associate's Degree from an accredited college or university; or successful completion of the District Instructional Assistant Proficiency Exam passed with a minimum of 70% accuracy).

LICENSES, CERTIFICATIONS, BONDING AND/OR TESTING REQUIRED:
113 Test clearance, Criminal Justice Fingerprint clearance and District Instructional Assistant Proficiency Exam.

Adopted: October 19, 2017

ROBLA SCHOOL DISTRICT INSTRUCTIONAL ASSISTANT I

SUMMARY OF ENVIRONMENTAL CONDITIONS AND PHYSICAL DEMANDS RATINGS JOB TITLE: Instructional Assistant I
The following analysis entails an evaluation of the "Physical Demands" factors of the job as it exists. This method provides a basis for permitting modification to fit the capabilities and needs of workers with disabilities. All rights afforded to applicants and/or employees under EEOC, DFEH and ADA regulations shall be granted.

RATING SYMBOL KEY:

NP = Not Present in the Job Rating
S = Seldom — Under 5% of Work Day
0 = Occasionally — Up to 1/3 of the time
F = Frequently — From 1/3 to 2/3 of the time
C = Constantly — 2/3 or more of the time
SUMMARY OF ENVIRONMENTAL CONDITIONS RATINGS:

1. ENVIRONMENT: Inside 75%, Outside 25%
Comments regarding "Inside/Outside work site location" = Classroom/playground.

2. EXTREME COLD: NP

3. EXTREME HEAT: NP

4. WET/HUMID: 0
Comments regarding 'Wet and/or Humid Conditions" = Water cleaning items.

5. NOISE: 80 DECIBELS
VIBRATION: NP
Comments regarding "Noise" = Children, bells, school yard. Fire alarm may exceed this value.

6. HAZARDS:

Mechanical: S Explosives: NP Electrical: NP
Radiant Energy: NP Burns: NP Other Hazard/s: NP
Comments regarding "Mechanical Hazards" = Staples; wheelchair spokes; flu, colds and other contagious.

7. ATMOSPHERIC CONDITIONS:

Fumes: NP Mists: NP Odors: 0 Gases: NP
Dusts: 0 Poor Ventilation: NP Other Atmospheric Hazards: NP Comments regarding "Odor Exposure" = Body waste, body odors.

Comments regarding "Dust Exposure" = Dirt, chalk, sand.

8. PROTECTIVE CLOTHING — DEVICES: Latex/rubber gloves.

9. E.C. SUMMARY: Inside and Outside Work 2 3 4 5 6 7. Numbers encircled by () indicate significant involvement of factors enumerated and rated above.

SUMMARY OF PHYSICAL DEMANDS RATINGS:

1. STRENGTH:

A. Standing
Walking
Sitting

33.3%

33.4%
B. Lifting O 25 lbs.

Carrying 0 25 lbs.

Pushing 0 25 lbs.

Pulling 0 25 lbs.

2. CLIMBING: 0 BALANCING: 0

3. STOOPING: F KNEELING: 0 CROUCHING: F CRAWLING: NP

4. REACHING: F HANDLING: F FINGERING: 0 FEELING: NP

5. TALKING: ORDINARY: F OTHER: 0
HEARING: CONVERSATIONS: F OTHER SOUNDS: 0

6. SEEING: ACUITY, NEAR: F ACUITY, FAR: F DEPTH PERCEPTION: F ACCOMMODATION: F COLOR VISION: 0 FIELD OF VISION: F
7, PHYSICAL DEMANDS RATING SUMMARY: Medium Work 2 (3) (4) (5) (6) DOL Physical Demand Categories 1 to 6 is very significant to the customary performance of the job if contained in parenthesis.

Adopted: October 19, 2017

ATTACHMENT C

Adopted: October 19, 2017
Robla ASES FY26
After School: Serving youth grades 1-6
Total number of days: 180
Bell Avenue Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Glenwood Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Main Avenue Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Robla Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Taylor Street Avenue Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Est. total cost 5 sites : 975,866$
*Staff costs include labor and benefits for:

Full time Program Coordinator per location

ATTACHMENT D
Full time Program Supervisor providing support to every location Part time staff that work directly in ratio
Robla ASES FY27
After School: Serving youth grades 1-6
Total number of days: 180
B
ell Avenue Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Glenwood Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Main Avenue Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Robla Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Taylor Street Avenue Elementary School: MOU 83 students, Total Enrollment: 100 students Cost Staff 175,173$
Supplies/Services (Recreation Supplies) 20,000$
Est. Total Operation Cost per Site: 195,173$
Est. total cost 5 sites : 975,866$
*Staff costs include labor and benefits for:

Full time Program Coordinator per location
Full time Program Supervisor providing support to every location Part time staff that work directly in ratio

Sacramento City CouncilJuly 29, 2025

Sacramento City Council
July 29, 2025