San Juan Unified School District Regular Meeting of the Board of Education 3738 Walnut Avenue, Carmichael, California 95608 Pamela Costa, President Saul Hernandez, Vice President Michael McKibbin, Clerk Greg Paulo, Member Lucinda Luttgen, Member Board of Education Agenda May 12, 2015 A. OPEN SESSION / CALL TO ORDER / ANNOUNCEMENT OF CLOSED SESSION TOPICS – 5:30 p.m. B. CLOSED SESSION – 5:30 p.m. 1. 2. Student expulsion in two cases (Education Code §48918[f]) Personnel Matter (Government Code §54957) a. superintendent evaluation C. OPEN SESSION / PLEDGE OF ALLEGIANCE – 6:30 p.m. D. APPROVAL OF THE MINUTES – April 28, 2015 regular meeting, pages 1820 – 1824. E. ORGANIZATIONS / ANNOUNCEMENTS – 6:35 p.m. 1. 2. 3. 4. 5. 6. 7. Recognitions a. Classified School Employee Week (Shoemake) Action: Adoption of Resolution A-344, recognizing May 17 - 23 as Classified School Employee Week. b. National Foster Care Month (Calvin) Action: Adoption of Resolution A-345, recognizing May as National Foster Care Month. Board/Staff Reports High School Student Council Board-appointed/District Committees Employee Organizations Other District Organizations Closed Session/Expulsion Actions (Government Code §54957.1) F. VISITOR COMMENT – 6:45 p.m. G. CONSENT CALENDAR – G-1/G-7 – 7:15 p.m. Action: Recommendation of the administration that the consent calendar, G-1 through G-7 regarding regular business items, be approved. (Any item may be removed for further discussion and separate action following consideration of remaining agenda items.) 1. *Personnel - appointments, leaves, separations, pre-retirement reduced workload, and reassignments/change in work year. 2. *Purchasing Report – purchase orders and service agreements, change orders, and construction bids. 3. Acceptance of the following gifts (#=donor's est.): Arden Middle School: from Diane Carlin – Saxophone - $1,050. Bella Vista High School: from Bronco Aquatics – Coaches Booster Stipend - $11,897; Boys Basketball – Coaches Booster Stipend - $4,414; Boy’s Lacrosse Booster Club – Coaches Booster Stipend - $8,278; Bronco Booster Field Hockey Club - $4,816; Football Booster Club – Coaches Booster Stipend - $8,443; Girls Basketball – Coaches Booster Stipend - $1,104; Girl’s Lacrosse Booster Club – Coaches Booster Stipend - $4,964; Soccer Booster Club – Coaches Booster Stipend - $8,444; Soccer Booster Club – Coaches Booster Stipend - $8,878; Tennis Booster Club – Coaches Booster Stipend - $2,111; Wrestling Booster Club – Coaches Booster Stipend - $7,806. Coleman Preschool: from Win Co Foods - $500. El Camino Fundamental High School: from Christopher Fellion - $1,400. Encina Preparatory High School: from Nor-Cal Youth Sports - $750. Howe Avenue Elementary School: from Terri Day – instrument services and repair - $1,473.91. Kingswood K-8 School: from Ron and Melissa Caldwell – used books for library - $130.68. 1 Northridge Elementary School: from David Bories - 6th grade Science Camp - $200; St. Francis Episcopal Church - 6th grade Science Camp - $500. San Juan High School: from Marcia Arnold-Sawin - $58.14. 4. Approval of the student body donations from Cambridge Heights Elementary School to Heifer International - $300; and Casa Roble Fundamental High School Team Building Club to the Rotary International PolioPlus Program - $50. 5. *Approval of the recommended Local Control Accountability Plan Parent Advisory Committee members (as submitted). 6. *Approval of Board Policy 5146 Married/Pregnant/Parenting Students. (Discussed: 4/28/15) 7. *Approval of Board Policy 6200 Adult Education Program. (Discussed: 4/28/15) * Material Provided H. CONSENT CALENDAR (cont.) I. BUSINESS ITEMS 1. High School Graduation Requirements – 7:25 p.m. Material provided. (Workshop: 1/13/15) (Messer) Report: regarding revisions to the A-G high school graduation requirements. 2. Board Policy Revision – 7:40 p.m. Material provided. (Messer) Discussion: regarding revisions to Board Policy 6146.1 (High School Graduation Requirements). Action anticipated: 5/26/15. 3. Fee Increase for fee-based Early Childhood Education Programs – 7:45 p.m. Material provided. (Discussed: 4/28/15) (Hulsey) Action: Recommendation of the superintendent to approve the fee increase for fee-based Early Childhood programs. 4. System of Professional Growth Pilot – 7:50 p.m. Material provided. (Messer) Report: regarding the progress of the System of Professional Growth prototype and the implementation of the pilot in the 2015-16 school year. 5. Textbook Adoption – 8:05 p.m. Material provided. (Hulsey) Discussion: regarding Report II related to the math textbook adoption. Action anticipated: 5/26/15. 6. Increase in School Facilities Fees – 8:15 p.m. Material provided. (Public Hearing/Discussion: 4/28/15) (Camarda) Action: Recommendation of the superintendent to adopt the 2015 Level I Developer Fee Justification Study and adopt Resolution No. 2769 to update the district’s statutory developer fee rates and declare the change in fees to be exempt from the provisions of the California Environmental Quality Act (CEQA). 7. Public Hearing: Conveyance of a Permanent Easement at Thomas Edison Language Institute – 8:20 p.m. Material provided. (Intent to Convey Property: 4/28/15) (Camarda) Public Hearing/Action: Recommendation of the superintendent to adopt Resolution No. 2770 conveying a permanent utility easement at Thomas Edison Language Institute to the Golden State Water Company. 2 8. Public Hearing: Conveyance of a Permanent Easement at San Juan High School – 8:25 p.m. Material provided. (Intent to Convey Property: 4/28/15) (Camarda) Public Hearing/Action: Recommendation of the superintendent to adopt Resolution No. 2771 conveying a permanent utility easement at San Juan High School to the Citrus Heights Water District. 9. Layoff of Certificated Personnel (ALJ Decision) – 8:30 p.m. Material provided. (Simlick) Action: Recommendation of the superintendent to adopt the Decision (Decision of the Administrative Law Judge As Amended) in the Matter of the Teacher Layoff Hearing of the San Juan Unified School District, OAH Case No.2014110196. 10. Certificated Employee Layoffs/Layoff Notices (K-12) – 8:35 p.m. Material provided. (Oropallo) Action: Recommendation of the superintendent to approve sending letters to 2 certificated employees (1.20 FTEs), notifying them that they will be laid off at the conclusion of the 2014-15 school year and that their names will be placed on a reemployment list in the event of future vacancies. 11. San Juan Professional Educators Coalition 2015-16 Contract Reopeners – 8:40 p.m. Material provided. (Presented: 4/28/15) (Shoemake) Public Comment: regarding the bargaining interests of the San Juan Professional Educators Coalition for 2015-2016. 12. Proposed Revisions to Facilities, Transportation and Finance Committee Bylaws – 8:45 p.m. Material provided. (Kern) Discussion: regarding the proposed revisions to the bylaws for the Facilities, Transportation and Finance Committee. Action anticipated: 5/26/15. 13. Proposed Revisions to Curriculum, Standards, Instructional and Student Services Committee Bylaws – 8:55 p.m. Material provided. (Kern) Discussion: regarding the proposed revisions to the bylaws for the Curriculum, Standards, Instructional and Student Services Committee. Action anticipated: 5/26/15. 14. Proposed Board Meeting Dates for 2015-2016 – 9:05 p.m. Material provided. (Kern) Action: Recommendation of the superintendent to approve the proposed board meeting dates for the 2015-16 school year. J. FUTURE AGENDA – 9:15 p.m. K. VISITOR COMMENTS – 9:15 p.m. B. CLOSED SESSION (continued - if necessary) Announcement of Topics / Announcement of Actions L. ADJOURNMENT – 9:15 p.m. 3 The Board of Education welcomes and encourages the public's participation at the board meetings and has devoted time throughout the meeting for that purpose. You may comment on items included on this agenda, however, we ask that you limit your comments to two minutes so that as many as possible may be heard (Education Code §35145.5, Government Code §54954.3). When an item indicates, "Material provided," the additional information is available prior to the meeting in the information and communication office, 3738 Walnut Avenue, Carmichael - 979-8281, or on the district website at www.sanjuan.edu. NOTE: The times indicated are approximate A person with a disability may contact the Board of Education Office at (916) 971-7111 or e-mail [email protected] at least 48 hours before the scheduled board meeting to request receipt of an agenda and other distributed writings in an appropriate alternative format or to request disability-related modifications or accommodations, including auxiliary aids or services, in order to participate in the public board meeting. 4 D 5/12/15 San Juan Unified School District Board of Education 3738 Walnut Avenue, Carmichael, California 95608 Board of Education Minutes April 28, 2015 Regular Meeting Board of Education 5:30 p.m. Call to Order The April 28 regular meeting was called to order by the president, Pam Costa. Roll Call Present: Pam Costa, President Saul Hernandez, Vice President Michael McKibbin, Clerk Greg Paulo, Member Lucinda Luttgen, Member Recess: Closed Session The meeting was immediately recessed with the board convening in closed session for discussion with legal counsel regarding anticipated litigation (Government Code §54956.9[a]) – one case; and discussion with negotiator Jim Shoemake, Senior Director of Labor and Employee Relations regarding CSEA Chapter 127 general/operations support, Chauffeurs/Teamsters Local No. 150 Transportation, Supervisors, SJTA, and SJPEC (Government Code §54957.6). Pledge of Allegiance At 6:30 p.m., four members of the Del Campo High School Air Force Jr. ROTC led the group in the Pledge of Allegiance. Minutes Approved It was moved by Mr. Paulo, seconded by Dr. McKibbin, that the minutes of the April 14 regular meeting be approved. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Recognitions (E-1a/c) It was moved by Ms. Luttgen, seconded by Mr. Hernandez, to adopt Resolution No. A-342, recognizing May 13 as Day of the Teacher. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. It was moved by Ms. Luttgen, seconded by Dr. McKibbin, to adopt Resolution No. A-343, recognizing May 4-8 as Health Week and May 7 School Nurse Day. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Board/Staff Reports (E-2) Ms. Luttgen reported that she and Ms. Costa attended the Kidz Art Event in Fair Oaks Village. This well-attended event included activities for kids, live music, and student artwork. Dr. McKibbin reported that he attended Kidz Art, Race for the Stars, Bella Vista’s lamb feed, and the AVID and Spirit of San Juan celebrations. Mr. Paulo reported that he had the opportunity to view the plans for the Bella Vista High School signature project. He noted that, due to the rising construction costs, a new science building is now out of scope; however, the alternative plan for the science wing is very impressive. Mr. Paulo also noted that he attended a Rio Americano High School presentation for the performing arts center. He added that construction on the Bella Vista and Rio Americano projects should begin soon. Ms. Costa said she enjoys this time of year, as this is when the district gets to showcase the best of San Juan, including the Spirit of San Juan (Dr. McKibbin and the Orangevale Rotary were among those recognized) and the Race for the Stars, which 1820 had 1,117 registered participants. Lastly, Ms. Costa shared how much she enjoyed reading to an autistic class at Citrus Heights Elementary School. District High School Student Council (E-3) High School Student Council Representatives Jazlyn Diaz and Davion Johnson from San Juan High School updated the board on the goals, activities, and achievements at their respective high schools. Closed Session: Expulsions (E-7) Dr. McKibbin reported that there were no closed actions to report. Visitor Comments (F) There were no visitor comments. Consent Calendar Approved (G-1/G-14) It was moved by Ms. Luttgen, seconded by Dr. McKibbin, that the consent calendar, items G-1/G-14 be approved. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Personnel (G-1) - appointments, leaves, and separations– all approved as submitted. Purchasing Report (G-2) – purchase orders and service agreements, change orders, and construction bids – approved as submitted. Business/Financial Report (G-3) – notices of completion, quarterly investment report, and warrants and payroll – approved as submitted. Gifts (G-4) Acceptance of gifts to Casa Roble Fundamental High School, Encina Preparatory High School, Howe Avenue Elementary School, Mira Loma High School. Student Body Donations (G-5) Approval of the following student body donations: Arlington Elementary School – Leukemia & Lymphoma Society $215.00; Casa Roble Fundamental High School Interact Club – Rotary International PolioPlus Program - $740; Casa Roble Fundamental High School Drama Club - $505 to the Trevor Project. High School Course Adoption (G-6) Approval to adopt the following new high school courses for the 2015-2016 school year: Ethnic Studies; Ethnic Studies ALD 1; Ethnic Studies ALD 2; Integrated Math1; Integrated Math 1 Support. Salary and Range Adjustment for Visions in Education (G-7) Approval of Visions in Education salary and range adjustment for 2014-2015. Board Policy 5145.3 (G-8) Approval of Board Policy 5145.3 (Nondiscrimination / Harassment). Reducing or Eliminating Certain Classified Services (G-9) Approval to adopt Resolution No. 2758, reducing or eliminating certain classified positions, effective June 30, 2015, due to lack of work and/or lack of funds. Reducing or Eliminating Certain Certificated Services in the Early Childhood Education Program (G-10) Approval to adopt Resolution No. 2759, reducing or eliminating certain certificated positions in the Early Childhood Education Program, effective June 30, 2015, because of lack of work and/or lack of funds; and Resolution No. 2760, establishing criteria to apply to break a tie in seniority for certificated staff affected by program reductions and who have the same date of hire. Notice of Exemption for the Kingswood Elementary School Modernization Project (G-11) Approval to adopt Resolution No. 2763 declaring the Kingswood K-8 School paving project to be categorically exempt from CEQA review as provided by the CEQA Class 14 Categorical Exemption provisions, pursuant to Section 15314 of the CEQA Guidelines. 1821 Notice of Exemption for the Bella Vista High School Modernization Project (G-12) Approval to adopt Resolution No. 2764 declaring the Bella Vista High School science wing project to be categorically exempt from CEQA review as provided by the CEQA Class 14 Categorical Exemption provisions, pursuant to Section 15314 of the CEQA Guidelines. Signature Authorization (G-13) Approval to adopt Resolution No. 2765 authorizing and empowering certain individuals to sign legal documents on behalf of the San Juan Unified School District. Master Agreement with the California Department of Transportation (G-14) Approval to adopt Resolution No 2768, delegating authorization to the superintendent to execute the Master Agreement or any amendments to the Master Agreement, between the California Department of Transportation and the San Juan Unified School District. Implementation of Common Core State Standards (I-1) Associate Superintendent of Schools and Student Support Donna O’Neil, Ed.D. reported on the progress of the 20142015 implementation of Common Core State Standards. Dr. O’Neil stated that during the fall of 2014, a rubric for implementation of the new standards was jointly developed between district staff and San Juan Teachers Association. The rubric serves as a guide for determining system capacity for implementing Common Core State Standards, ELD Standards and Next Generation Science Standards. Dr. O’Neil explained the rubric methodology and summary of results. The rubric survey results will be used to inform next steps in professional learning. The survey will be repeated annually to monitor progress and inform actions. Ms. Luttgen asked how middle school teachers are going to develop Common Core Next Generation Science Standards when they haven’t decided which program to implement, integrated science or traditional science curriculum. Dr. O’Neil explained that staff was expecting the state to put out the framework for the science standards this year, but that did not happen. The district had to pull back on making a decision, but has been engaging in a number of awareness activities. Staff is hoping to begin the process again in the fall. Mr. Paulo asked how families are gaining understanding related to the Common Core State Standards. Dr. O’Neil said staff is providing material to all schools which can be used to help families help their children. Information provided from the Sacramento County Office of Education will also be posted on the district website for families to access. Elementary Literacy Initiatives (I-2) Acting Assistant Superintendent of Elementary Education Sue Hulsey and Director of Elementary Education Cris Petroni introduced the elementary literacy initiatives, including the work around instruction and coaching from literacy experts. Ms. Petroni provided an overview of the components of Common Core implementation, elementary literacy block, language and word study, and writing workshop. Schweitzer Principal Matt English provided an overview on K-3 Reading, a small group guided reading that focuses on individual needs and accelerates reading progress, and Cambridge Heights Principal Damon Smith provided an overview of Critical Literacy, a system for developing productive thinking dispositions through an enriched understanding and interpretation of text. Ms. Luttgen noted that there does not seem to be a significant difference between the critical literacy and non-critical literacy group. She suggested that it might be a good idea to start a new cohort in the non-critical literacy schools in order to get a better sample of student achievement, rather that start a new critical literacy cohort. Ms. Hulsey noted that staff is not adding any new critical literacy schools next year; the focus will mostly be on implementation. Ms. Luttgen said it is important to keep in mind that every program does not work for every population; the district must ensure the results are worth the cost. Ms. Costa noted that she met with staff in order to get clarification on these initiatives, including the cost to implement the programs, which is much less than she has been hearing. She said it is important to note that teachers who have implemented Critical Literacy or K-3 Reading have the option to opt out at a later date. Specialized Staffing Allocation (I-3) Dr. O’Neil presented a recommendation for approval to allocate funds to support staffing for the English Language Learner Development (ELD) and mathematics classes. Dr. O’Neil reported that, as a result of input gathered from stakeholders, two areas of need have been identified as high priority needs. The first is ensuring secondary and K-8 schools have staffing - this will ensure designated ELD is provided to every English learner in accordance with BP 6174 as well as the new ELD Standards. The second is implementing Integrated Math I as the foundational math 1822 class for every ninth grader and providing support to ensure success for all students. Dr. O’Neil noted that approval of the requested allocations will allow staff to immediately begin recruiting appropriately credentialed staff. Ms. Luttgen asked if staff is going to better utilize translators. Dr. O’Neil noted that it is difficult to address the multiple languages in a classroom, but staff is aware of this concern and is addressing the issue. It was moved by Ms. Luttgen, seconded by Dr. McKibbin, that the allocation of funds to support staffing for English Language Learner Development (ELD) and mathematics classes be approved. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Fee Increase for Fee-based Early Childhood Education Program (I-4) Director of Early Elementary Education Amy Slavensky explained the request to increase fees for the fee-based Early Childhood Education (ECE) Programs. Dr. Slavensky provided information related to the history of fee increases, comparable data, fiscal impact, and next steps. She explained that staff is proposing a gradual fee increase for Discovery Club programs, beginning with 6% in 2015-16, 7.5% in 2016-17, and 8% in 2017-18, as well as a 6% increase for the Early Learning Academy Preschool and the Gold River Preschool each year for the next three years. Ms. Costa declared the fee increase for fee-based Early Childhood Education topic a public hearing and invited the public to speak. There being no comments or questions from the public, Ms. Costa declared the public hearing closed. Dr. McKibbin asked if the fee increase will result in a greater number of families needing subsidized funding. Dr. Slavensky noted that, in order to receive subsidized funding, families must meet the income-based eligibility, so the fee increase will not increase demand in this area. Mr. Paulo asked if there is a concern that the increase will adversely affect enrollment in the programs. Dr. Slavensky noted that, even with the increase, the fees are well below the market rate. Mr. Paulo asked if the Discovery Club parents are ultimately being asked to subsidize the other programs. Dr. Slavensky assured Mr. Paulo that the district is not generating a profit, and the extra money will be used to replace tattered supplies and for necessary supports. Ms. Luttgen shared that, at one time, the district ran a separate summer program, which attracted more students and generated more revenue. She asked if the district has considered increasing the summer programs. Dr. Slavensky noted that this is something staff can look into. Proposed New Board Policy 5146 Married/Pregnant/Parenting Students (I-5) Assistant Superintendent of Secondary Education Rick Messer explained that, during the Federal Program Monitoring process, it was determined that the district did not have a policy in support of pregnant and parenting students. As a result, staff is recommending the board consider adopting new Board Policy 5146 Married/Pregnant/Parenting Students. Action was scheduled for May 12. Proposed Revisions to Board Policy 6200 Adult Education Program (I-6) Mr. Messer explained that the proposed revisions to Board Policy 6200 Adult Education Program are a result of the Federal Program Monitoring process and are deemed necessary in order to be legally compliant. Action was scheduled for May 12. Intent to Convey Easement for Public Utilities at Thomas Edison Language Institute (I-7) It was moved by Dr. McKibbin, seconded by Mr. Paulo, to adopt Resolution No. 2766, declaring the intent to convey a permanent utility easement at Thomas Edison Language Institute and to call a public hearing to be held on May 12. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Intent to Convey Easement for Public Utilities at San Juan High School (I-8) It was moved by Dr. McKibbin, seconded by Mr. Hernandez, to adopt Resolution No. 2767, declaring the intent to convey a permanent utility easement at San Juan High School and to call a public hearing to be held on May 12. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Developer Fees Increase (I-9) Director of Planning and Property Management David Burke explained staff’s request to increase level I developer fees from $2.14/sq. ft. to $3.36/sq. ft. Mr. Burke noted that San Juan Unified School District’s fees are significantly lower than surrounding school districts, including Center Unified School District, Natomas Unified School District, Roseville City School District, Roseville Joint Union High School District, Sacramento City Unified School District, Twin Rivers Unified School District, and Folsom Unified School District (level II fees). Per the justification study that was prepared by Capitol PFG in March 2015, the San Juan Unified School District residential fee cannot exceed $3.36. Mr. Burke 1823 explained that the board is required to hold a public hearing related to the adoption of statutory developer fees, with action anticipated on May 12. Ms. Costa declared the developer fee increase topic a public hearing and invited the public to speak. There being no comments or questions from the public, Ms. Costa declared the public hearing closed. Ms. Luttgen noted that the date of adoption on the resolution is incorrect. Mr. Burke said he will change the date of adoption from April 28, 2015 to May 12, 2015. Mr. Paulo asked Mr. Burke if the fee increase should read $3.36, not $3.34 on slide 10. Mr. Burke agreed the amount should be $3.36 and will correct the amount on slide 10. Action was scheduled May 12. District’s Proposal/Interests for Contract Negotiations with San Juan Teachers Association (I-10) It was moved by Mr. Hernandez, seconded by Dr. McKibbin, to adopt the bargaining interests of the San Juan Professional Educators Coalition for 2015-2016. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Paulo, Luttgen]. Presentation of San Juan Professional Educators Coalition 2015-16 Contract Reopeners (I-11) Jim Shoemake, Senior Director of Labor and Employee Relations presented the bargaining interests of the San Juan Professional Educators Coalition. Public comment/action was scheduled for May 12. Adjournment At 8:51 p.m., there being no further announcements or business, the regular meeting was adjourned. ________________________________ Pamela L. Costa, President ___________________________________ Kent Kern, Executive Secretary Approved: _____ nr 1824 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Classified School Employee Week DEPARTMENT: Human Resources AGENDA ITEM # E-1(a) MEETING DATE: 5/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending that the board adopt Resolution No. A-344 of May 17 - 23, 2015, as Classified School Employee Week. proclaiming the week RATIONALE/BACKGROUND: Every year the district recognizes classified employees for their dedication and the outstanding work they perform on behalf of students, staff, and the community. Classified school employees contribute to the establishment and promotion of a positive instructional environment, and play an instrumental role in providing essential services to our students. Classified school employees provide a safe and conducive environment for our students to ensure and maintain the district’s goals for teaching and learning, and promote quality education in the classrooms. The district is proud to honor all classified school employees for their vital contributions, hard work and efforts performed throughout the year by proclaiming the week of May 17 - 23, 2015, as Classified School Employee Week. PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: May 4, 2014 FINANCIAL DATA: N/A PREPARED BY: Jim Shoemake, Senior Director, Labor and Employee Relations APPROVED BY: Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT 3738 Walnut Avenue, Carmichael, CA 95608 Resolution No. A-344 CLASSIFIED SCHOOL EMPLOYEE WEEK May 17 – 23, 2015 WHEREAS, the week of May 17– 23 has been designated as Classified School Employee Week in California by the California State Legislature; and WHEREAS, classified school employees provide valuable services to the schools and students of the San Juan Unified School District; and WHEREAS, classified school employees contribute to the establishment and promotion of a positive instructional environment; and WHEREAS, classified school employees play a vital role in providing for the welfare and safety of the San Juan Unified School District; and WHEREAS, classified school employees employed at the San Juan Unified School District strive for excellence in all areas relative to the educational community; and NOW, THEREFORE, BE IT RESOLVED, that the San Juan Unified School District Board of Education hereby recognizes and wishes to honor the contribution of classified school employees to quality education in the State of California and in the San Juan Unified School District and declares the week of May 17–23, 2015, as Classified School Employee Week. Attested to this 12th day of May 2015 ______________________________________ Kent Kern Superintendent of Schools _________________________________ Pam Costa, President _________________________________ Saul Hernandez, Vice President _________________________________ Michael McKibbin, Ed.D., Clerk _________________________________ Greg Paulo, Member _________________________________ Lucinda Luttgen, Member Board of Education San Juan Unified School District Sacramento County, California SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM E-1 (b) MEETING DATE: 05/12/2015 SUBJECT: CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: National Foster Care Month DEPARTMENT: Pupil Personnel Services ACTION REQUESTED: The superintendent is recommending that the board adopt Resolution No. A-345 proclaiming the month of May 2015, as National Foster Care Month. RATIONALE/BACKGROUND: The San Juan Unified School District Foster Youth Services program was initiated in 1973. It was one of four original "Core District" foster youth programs in California. The program provides foster youth students with academic counseling, tutoring, educational assessment, mentoring, crisis counseling, vocational training, emancipation services, and training for independent living. Beginning this year, the district acknowledges the month of May as National Foster Care Month. This is an opportunity to recognize the dedication of our foster parents, volunteers, community members, and district Foster Youth Services staff who provide support and academic services to foster children. BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 05/04/2015 FINANCIAL DATA: Estimated cost for current budget year: $ N/A N/A Fund (General, Adult Ed, etc.) PREPARED BY: Linda M. Bessire, Ed.D., Director, Pupil Personnel Services APPROVED BY: Debra Calvin, Ed.D., Assistant Superintendent, Educational Services Donna L. O’Neil, Ed.D., Associate Superintendent, Schools and Student Support Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT 3738 Walnut Avenue, Carmichael, CA 95608 RESOLUTION NO. A-345 NATIONAL FOSTER CARE MONTH May, 2015 WHEREAS, National Foster Care Month originated in 1988 when the National Foster Parent Association influenced the United States Senate to introduce a resolution to proclaim May as National Foster Care Month; and WHEREAS, since that time, federal, state, and local governments including the State of California have proclaimed May as National Foster Care Month; and WHEREAS, foster parents, relative caregivers, group home staff, mentors, advocates, social workers, and volunteers provide valuable support and compassionate encouragement to the approximately 496,000 foster youth across the United States, more than 60,000 of whom reside in the State of California, and over 600 foster youth reside in the San Juan Unified School District annually; and WHEREAS, during the month of May, we honor the contributions of the families, organizations, agencies, and individuals who contribute to the educational achievement and wellbeing of foster youth, and aim to raise awareness of the challenges and strengths of foster youth; and WHEREAS, the San Juan Unified School District Foster Youth Services provides exemplary educational services and support for foster youth students each year; now therefore BE IT RESOLVED that the San Juan Unified School District Board of Education recognizes the month of May as National Foster Care Month; and BE IT RESOLVED that San Juan Unified School District staff members recognize the unique challenges faced by foster youth and are committed to the educational success of foster youth and all students. BE IT FURTHER RESOLVED that the San Juan Unified School District honors the public and community agencies, groups, and individuals who provide care and support for foster youth. IN WITNESS WHEREOF, we the members of the Governing Board of the San Juan Unified School District, of Sacramento County have signed this resolution on this 12th day of May, 2015. Attested to this 12th day of May, 2015 _____________________________________ Kent Kern Superintendent of Schools ___________________________________ Pam Costa, President ____________________________________ Saul Hernandez, Vice President ____________________________________ Michael McKibbin, Ed.D., Clerk ____________________________________ Greg Paulo, Member ____________________________________ Lucinda Luttgen , Member Board of Education San Juan Unified School District Sacramento County, California 1 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM # _G1__ MEETING DATE: 05/12/2015 APPROVED: HUMAN RESOURCES The following reports are submitted for board approval Personnel Pages Page # Appointments Management Certificated Classified 1 1 Leaves of Absence Management Certificated Classified 1 1 Separations Management Certificated Classified 1 1-2 2 Pre-Retirement Reduced Workload 3 Reassignments/Change in Work Year 3 Errata Job Description/Salary Range Change Management Certificated Classified Cabinet Contracts/Extension of Contract Recommendation to Extend A District Intern Credential Certificated Credential Approval Recommendations Certificated Charter School Personnel Actions Visions Choices Agenda for the May 12, 2015 Personnel Pages 1. APPOINTMENTS MANAGEMENT Type Promotional Name Ervin, Gloria Status Prob Assignment Location Director, Equity and Student Teaching and Learning Achievement Effective Date (s) 07/01/15 Promotional Mitchell, Roxanne Prob Director, Student Learning Assistance 05/18/15 Name Wolney, Juliann Status Prob Assignment Location Coordinator, Early Childhood Early Childhood Education Education Effective Date (s) 07/23/15 Type New Hire New Hire New Hire New Hire New Hire New Hire New Hire New Hire New Hire Name Campbell, Kristen Colver, Sandra Domino, Janee Fuchs, Tyler Sanchez, Brent Seibles, Kashawn Torres, Collunisha Walker, Leonore Willingham, Christopher Status Prob Prob Prob Prob Prob Prob Prob Prob Prob Assignment Inst Asst/Mul Sev Hndcp Satellite Food Serv Worker Instructional Assistant II Instructional Assistant III Food Service Worker Instructional Assistant II Instructional Assistant II Instructional Assistant II M&O Work Order Technician Location Rio Americano Nutrition Services Mission Barrett Middle School Mira Loma Ralph Richardson Center Kingswood Whitney Maintenance and Operations Effective Date (s) 04/06/15 04/15/15 04/13/15 04/06/15 04/20/15 04/06/15 07/01/79 04/01/15 04/14/15 Rehire Eves, Tiffani Prob Intermediate Clerk Typist Coyle 04/13/15 Teaching and Learning CERTIFICATED SUPERVISORY Type Promotional CLASSIFIED 2. LEAVES OF ABSENCE CERTIFICATED Type Unpaid Name Mastin, Christina Status Perm Assignment Teacher Combo K-1 Location Coyle Effective Date (s) 04/10/15 04/14/15 Name Crackel, Judy Status Perm Assignment Instructional Assistant II Location Cameron Ranch Effective Date (s) 02/22/15 05/29/15 CLASSIFIED Type Unpaid 3. SEPARATIONS CERTIFICATED SUPERVISORY Type Retirement Name Finley, Karen Status Perm Assignment Coordinator, Child Development Programs Location Early Childhood Education Effective Date (s) 06/30/15 Retirement Resignation Miller, Nancy Lindeman, Todd Perm Perm Principal Principal LeGette Thomas Edison 06/30/15 06/30/15 Name Hughes, Nikki Nelson, Ramona Status Perm Perm Assignment Director, Transportation Director, Student Learning Location Transportation Teaching and Learning Effective Date (s) 06/30/15 06/30/15 Name Aiello, Lucinda Bates, Niki Beard, Debra Berdan, Patricia Status Perm Perm Perm Perm Assignment Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad 9/12 Location Mariposa El Camino Grand Oaks Bella Vista Effective Date (s) 06/04/15 06/04/15 06/04/15 06/05/15 MANAGEMENT Type Retirement Retirement CERTIFICATED Type Retirement Retirement Retirement Retirement 1 Agenda for the May 12, 2015 Personnel Pages 3. SEPARATIONS - continued CERTIFICATED Type Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Retirement Name Bryan, Susan Bryant, Elisa Burks, Susan Cacy, Carol Craig, LoisAnne Dillon, Brian Fallis, Paula Fuller, Patrice Gallagher-Mullen, Laura Geddes, Janice Ginn, Alison Graser, Christine Gunter, Lyn Harknett, Christine Harris, Barbara Henderson, Dana-Tom Hill, Lori Hinman, Peter Holst, Sarah Humphries, Leslie Johnson, Kathleen Karagianes, Dean Kashuba, Mary Kelly, Patrick Laret, Katherine Luscombe, MaryJo Majer, Alison McComish, Nancy McLeod, Cameron Moriarty, Chirstina Orcutt, Judy Pollock, Barbara Popovich, Elizabeth Prochaska, Tracey Romero, Virginia Salituri, Christina Samuelson, Eugene Schaefer-Norris,C Schaller, Arleen Segerstrom, Joan Singal, Sudesh Smith, Barbara Smith, Michael Staab, Mary Stein, Joni Martin Stilson, Linda Thuet, Sheila Tidwell, Bambi Toney, Rutha Tuck, Kathleen Walkowsky, Kathryn White, Jamie White, Kathryn Wong, Janice Yim, Jeannette Zoller, Colleen Status Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Assignment Tch-Grad K-6 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad K-6 Tch (SH) Severely Hndcp Tch-Grad K-6 Tch-Grad K-6 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad 7/8 Tch-Grad K-6 Tch-Grad K/6 Nurse Tch-Grad 9/12 Tch-Grad K-6 Tch-Grad 9/12 Tch-Grad K/6 Tch-ECE Tch-Grad 7/8 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad K-6 Tch-Grad K-6 Tch-Grad K/6 Tch-ECE Speech Therapist Tch-Grad K-6 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad 9/12 Tch (PH) Vis Hndcp & OH Tch-Grad 9/12 Tch-Grad K-6 Tch-Grad 7/8 Tch-Grad K/6 Tch-Grad K-6 Tch-Grad K-6 Nurse Tch-Grad 7/8 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad 9/12 Nurse Tch-Grad K/6 Location Dyer Kelly Cambridge Heights Mariemont Whitney Kingswood Casa Roble Green Oaks Del Paso Manor Special Ed Cambridge Carriage Twin Lakes Twin Lakes Rio Americano Whitney San Juan Mariemont Carnegie Del Dayo Northridge Health Services Mira Loma Carriage El Camino Twin Lakes ECE Arcade Lichen LeGette Dyer Kelly Cottage Twin Lakes ECE Lichen Del Dayo Twin Lakes Casa Roble Mariposa El Camino LeGette Rio Americano Ralph Richardson Center Rio Americano Del Paso Manor Barrett Northridge Deterding Cambridge ECE Arcade Northridge Lichen Starr King El Camino Health Services Gold River Effective Date (s) 06/04/15 06/04/15 06/04/15 06/04/15 06/05/15 06/04/15 06/04/15 06/04/15 06/04/15 06/05/15 06/04/15 06/05/15 06/04/15 06/05/15 06/04/15 06/04/15 06/04/15 06/05/15 06/04/15 06/04/15 07/01/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/05/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/30/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 06/04/15 Name Collins, Rachael Herrera, Adriana Status Perm Prob Assignment Instructional Assistant III Food Service Worker Location Skycrest Gold River Effective Date (s) 02/01/15 03/27/15 CLASSIFIED Type Resignation Resignation 2 Agenda for the May 12, 2015 Personnel Pages 4. PRE-RETIREMENT REDUCED WORKLOAD CERTIFICATED Type Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Reduced Workload Name Status Assignment Location Effective Date (s) Allen, Susan Alvarado-Polaske, Virginia Armstrong, Jeff Batchelor, Annette Bushnell, Diana (Desa) Butler, Judy Coulter, Sandra Daugherty, Joan Davies, Anne Davis, Mary (Kate) Gutierrez, Karen Haak, Shelley Murphy, Karen Sayles, Sara Scott, Jennie Sherbondy, Angie Unmack, Dave VanBrenk, Rhonda Wendel, Rebecca Wolfington, Carol Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Perm Tch-Grad 7/8 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad 9/12 Tch-Grad 9/12 Tch-Grad 9/12 Resource Specialist Tch-Grad K/6 Tch-Grad 7/8 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad K/6 Tch-Grad K/6 Tch-Grad 9/12 Tch-Grad 9/12 Tch-Grad 7/8 Tch-Grad K/6 Tch-Grad K/6 Speech Therapist Will Rogers Carriage Pershing Casa Roble Sierra Oaks Casa Roble San Juan High Cowan Coyle Arden Schweitzer Del Campo Howe Ave Del Paso Manor Rio Americano Del Campo Churchill Schweitzer Mariposa Laurel Ruff 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 08/11/15 5. REASSIGNMENTS/CHANGE IN WORK YEAR CERTIFICATED SUPERVISORY Type Reassignment Reassignment Reassignment Reassignment Reassignment Reassignment Name Barge, Greg Martinez, Rafael Pelayo, Mirna Reaves, Tanya Sullivan, Richard Walter, Shana Assignment Principal Principal Principal Principal Principal Principal From Woodside Citrus Heights Cameron Ranch Arlington Heights Oakview Maternity Leave 3 To LeGette Arlington Heights Thomas Edison Cameron Ranch Woodside Oakview Effective Date(s) 07/23/15 07/23/15 07/23/15 07/23/15 07/23/15 07/23/15 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM # G-2 MEETING DATE: 5/12/2015 APPROVED: Purchasing Contracts Report The following reports are submitted for board approval/ratification: Purchase Orders & Service Agreements Change Orders Construction Bids Piggyback Contracts Other ERRATA Inc Page # 2 3 NA NA NA 1 4 Kent Stephens Purchasing Contracts Board Report Purchase Orders and Service Agreements April 15-April 28 PO# Date Vendor Name Amount $ Site/Department 507719 4/16/2015 Just Think Literacy $ 115,000.00 Professional Learning-Common Core Business Support Services 2 4/29/2015 Purchasing Contracts Board Report Change Orders for Items $86,000 April 15-April 28 Change Order Amount $ Original PO Amount $ Responsibility PO# Date Vendor Name 503445 4/17/2015 Devereux Texas $ 36,000.00 $ 110,000.00 Special Education 500096 4/23/2015 Postage by Phone $ 19,000.00 $ 206,000.00 Business Support Services 501043 4/28/2015 Abe Janitorial Supply & Equipment $ 50,000.00 $ 386,139.18 Maintenance & Operations Business Support Services 3 4/29/2015 Purchasing Contracts Board Report Construction and Public Works Bids April 15- April 28 Upon evaluation of the bids staff has awarded the following in accordance with all legal guidelines. Fund Date Bid # Vendor Name Description Amount $ Responsibility Measure J. 4/17/2015 15-111 American River Construction Arlington Heights E.S. Restroom Upgrades $ 500,000.00 216 - Engineering Deferred Maintenance 4/17/2015 15-146 All Phase Construction Del Campo H.S. Tennis Courts Removal and Replacement $ 191,500.00 212 - Maintenance & Operations Measure J. 4/17/2015 15-136 All Phase Construction Measure J. 4/22/2015 15-144 Z Squared Construction Measure J. 04/23/215 15-145 Clark & Sullivan Inc. Measure N. 4/23/2015 N/A XL Construction Corp Salk (New Edison) Lease/Leaseback New Construction $ 2,196,570.00 216 - Engineering Measure J. 4/24/2015 15-137 American River Construction Mesa Verde H.S. Restroom Upgrades $ 728,000.00 216 - Engineering Measure J. 4/25/2015 15-138 BRCO Constructors Inc. Mesa Verde H.S. Landscape & Irrigation 1,078,000.00 216 - Engineering Business Support Services Cameron Ranch E.S. Parking Lot Improvements $ 347,000.00 216 - Engineering $ 571,000.00 216 - Engineering Carriage Lease/Leaseback Sitewide Landscape $ 2,125,000.00 & Irrigation 216 - Engineering Legette Restroom Upgrades 4 4/29/2015 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: LCAP: Parent Advisory Committee – Revised AGENDA ITEM # G-5 MEETING DATE: 05/12/2015 CHECK ONE: For Discussion: For Action: Emergency Action: Report: Recognition: DEPARTMENT: Division of Teaching and Learning ACTION REQUESTED: The superintendent is recommending that the board approve the following members to the Local Control Accountability Plan Parent Advisory Committee (LCAP PAC). Esmeralda Aldaz, Student, Encina High School Suzanne Ambrosini, SJAA representative * Amy Arguello, CSEA representative * Mary Beth Barber, Community Member Rafael Bautista, Parent, Mariemont Elementary Shannan Brown, SJTA representative * *Denotes nonvoting member Ed Burgess, SJTA representative * Cherie Chenoweth, CSEA representative * De’Finest U Coppage-Murphy, Student, Encina High School Diane England, Parent, Lichen K-8 Josette Fortenberry, Parent, Whitney Elementary Michelle Henderson, SJTA representative * Maria Mahon, CSEA representative * RATIONALE/BACKGROUND: The Local Control Accountability Plan (LCAP) approved by the Board of Education on June 24, 2014 includes a provision for a parent advisory committee to be formed for the purpose of advising the board on matters connected with the plan. This committee, which is required by Education Code section 52063 (a)(1) and (a)(2), must include parents or legal guardians of students in the three targeted populations for which funding is received (low income, Foster Youth, and English language learners). The guidelines for the LCAP PAC are intended to increase the input of parents and students, particularly of the targeted groups. This work is necessary as we move to close achievement gaps across our system. This Parent Advisory Committee will work collaboratively with staff, employee groups and at-large stakeholders to provide input and feedback on the actions and services provided for in the LCAP and their effectiveness in meeting the state priorities and overall goals. Additionally some members of the LCAP PAC will also sit on the Strategic Plan Planning Team, ensuring alignment and coherence between the two plans. BOARD COMMITTEE ACTION/COMMENT: Facilities, Transportation and Finance (FT&F) Community Advisory Committee (CAC) District English Learning Advisory Committee (DELAC) Curriculum and Standards (C&S) Superintendent’s Parent Advisory Committee (SPAC) 09/02/2014 09/02/2014 09/16/2014 09/17/2014 09/19/2014 PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet 5/5/2015, 10/20/2014, 10/6/2014, 08/18/2014, 08/11/2014 Board of Education 10/14/2014, 08/26/2014 FINANCIAL DATA: Estimated cost for current budget year: $3,000 LCFF Base Funds - Ongoing: This Year Only: PREPARED BY: APPROVED BY: Donna L. O’Neil, Ed.D., Associate Superintendent. Schools and Student Support Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Board policy review DEPARTMENT: Division of Teaching and Learning AGENDA ITEM G-6 MEETING DATE: 5/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending the board approve a proposed new board policy 5146 (Married/Pregnant/Parenting Students). This policy is recommended as a result of the findings of the recent Federal Program Monitoring (FPM) by the California Department of Education (CDE). RATIONALE/BACKGROUND: The California Department of Education (CDE) revised the Education Equity program during the Federal Program Monitoring (FPM) process. It was determined that the district did not have a policy in support of pregnant and parenting students, showing that it does not exclude or deny any student, male or female, from any educational program or activity solely on the basis of pregnancy, childbirth, false pregnancy, termination of pregnancy, or recovery from pregnancy. As a result, addition of this board policy is deemed necessary to ensure compliance with these mandates. PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 4/13/15; 5/4/15 Board of Education: 4/28/15 FINANCIAL DATA: N/A PREPARED BY: Rick Messer, Assistant Superintendent, Secondary Education Linda C.T. Simlick, General Counsel Mia Funk, Director of CTE, K-12 Counseling, & College/Career Readiness APPROVED BY: Donna O’Neil, Ed.D., Associate Superintendent, Schools and Student Support Kent Kern, Superintendent of Schools San Juan USD Board Policy Married/Pregnant/Parenting Students BP 5146 Students The governing board recognizes that early marriage, pregnancy, or parenting may disrupt a student's education and increase the chance of a student dropping out of school. The board therefore desires to support married, pregnant, and parenting students to continue their education, attain strong academic and parenting skills, and promote the healthy development of their children. (cf. 5113 - Absences and Excuses) (cf. 5147 - Dropout Prevention) (cf. 6011 – Academic Content Standards) (cf. 6146.1 - High School Graduation Requirements) (cf. 6146.2 - Certificate of Proficiency/High School Equivalency) The district shall not discriminate against any student on the basis of the student's marital status, pregnancy, childbirth, false pregnancy, termination of pregnancy, or related recovery. (Education Code section 230; 20 USC 1681-1688) (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5127 - Graduation Ceremonies and Activities) Any education program or activity, including any class or extracurricular activity, that is offered separately to married, pregnant, and parenting students shall be comparable to that offered to other district students. A student's participation in such programs shall be voluntary. (34 CFR 106.40) (cf. 6142.7 - Physical Education) (cf. 6145 - Extracurricular and Cocurricular Activities) Any complaint of discrimination on the basis of pregnancy or marital or parental status shall be addressed through the district's uniform complaint procedures in accordance with 5 CCR 4600-4687 and BP/AR 1312.3 - Uniform Complaint Procedures. (cf. 1312.3 - Uniform Complaint Procedures) For school-related purposes, a married student under the age of 18 years shall have all the rights and privileges of students who are 18 years old, even if the marriage has been dissolved. (Family Code section 7002) The superintendent or designee may periodically report to the board regarding the effectiveness of district strategies to support married, pregnant, and parenting students, which may include data on participation rates in district programs and services, academic achievement, school attendance, graduation rate, and/or student feedback on district programs and services. (cf. 0500 – Review and Evaluation) (cf. 6162.5 – Research/Standardized Testing Student Assessment) Pregnant and Parenting Students Pregnant and parenting students shall retain the right to participate in any comprehensive school or educational alternative program. The classroom setting shall be the preferred instructional strategy unless an alternative is necessary to meet the needs of the student and/or his/her child. (cf. 6158 - Independent Study) (cf. 6184 - Continuation Education) (cf. 6200 - Adult Education Program) When necessary, the district shall provide reasonable accommodations to pregnant and parenting students to enable them to access the educational program. A pregnant student shall have access to any services available to other students with temporary disabilities or medical conditions. A lactating student shall have access to a private location, other than a restroom, to breastfeed or express milk for her infant child. (cf. 6183 - Home and Hospital Instruction) A student may be required, based on her pregnancy, childbirth, false pregnancy, termination of pregnancy, or related recovery, to obtain certification from a physician indicating that she is physically and emotionally able to participate in an educational program or activity, if other students with physical or emotional conditions or temporary disabilities are required by the district to provide such certification. (34 CFR 106.40) To the extent feasible, educational and related support services shall be provided, either through the district or in collaboration with community agencies and organizations, to meet the needs of pregnant and parenting students and their children. Such services may include, but are not limited to: 1. Child care and development services for the children of parenting students on or near school site(s) during the school day and during school-sponsored activities (cf. 1400 - Relations Between Other Governmental Agencies and the Schools) (cf. 5148 - Child Care) (cf. 6179 – Early Childhood Education Child Development Program) 2. Parenting education and life skills instruction 3. Special school nutrition supplements for pregnant and lactating students pursuant to Education Code section 49553, 42 USC 1786, and 7 CFR 246.1-246.28 (cf. 3550 - Food Service/Child Nutrition Program) (cf. 5030 - Coordinated School Health Programs) 4. Health care services, including prenatal care 5. Tobacco, alcohol, and/or drug prevention and intervention services (cf. 5131.6 - Alcohol and Other Drugs) (cf. 5131.62 - Tobacco) 6. Academic and personal counseling (cf. 6164.2 - Guidance Services) Pregnant or parenting students may be excused for absences related to confidential medical appointments in accordance with BP/AR 5113 - Absences and Excuses. (cf. 5113 - Absences and Excuses) The superintendent or designee shall grant a student a leave of absence due to pregnancy, childbirth, false pregnancy, termination of pregnancy, and related recovery for as long as it is deemed medically necessary by her physician. At the conclusion of the leave, the student shall be reinstated to the status she held when the leave began. (34 CFR 106.40) (cf. 5112.3 - Student Leave of Absence) A pregnant or parenting student also may request exemption from attendance because of a related physical or mental condition or because of personal services that must be rendered to a dependent. (Education Code section 48410) (cf. 5112.1 - Exemptions from Attendance) LEGAL REFERENCE: EDUCATION CODE 230 Sex discrimination 8200-8498 Child Care and Development Services Act 48205 Excused absences 48220 Compulsory education requirement 48410 Persons exempted from continuation classes 49553 Nutrition supplements for pregnant/lactating students 51220.5 Parenting skills and education 51745 Independent study 52610.5 Enrollment of pregnant and parenting students in adult education 54740-54749 Cal-SAFE program for pregnant/parenting students and their children FAMILY CODE 7002 Description of emancipated minor HEALTH AND SAFETY CODE 104460 Tobacco prevention services for pregnant and parenting students CODE OF REGULATIONS, TITLE 5 4600-4687 Uniform complaint procedures 4950 Nondiscrimination, marital and parental status CODE OF REGULATIONS, TITLE 22 101151-101239.2 General licensing requirements for child care centers 101351-101439.1 Infant care centers UNITED STATES CODE, TITLE 20 1681-1688 Title IX, Education Act Amendments UNITED STATES CODE, TITLE 42 1786 Special supplemental nutrition program for women, infants, and children CODE OF FEDERAL REGULATIONS, TITLE 7 246.1-246.28 Special supplemental nutrition program for women, infants, and children CODE OF FEDERAL REGULATIONS, TITLE 34 106.40 Marital or parental status ATTORNEY GENERAL OPINIONS 87 Ops.Cal.Atty.Gen. 168 (2004) COURT DECISIONS American Academy of Pediatrics et al v. Lungren et al (1997) 16 Cal.4th 307 MANAGEMENT RESOURCES: CALIFORNIA WOMEN'S LAW CENTER PUBLICATIONS Educational Rights of Pregnant and Parenting Teens: Title IX and California State Law Requirements The Civil Rights of Pregnant and Parenting Teens in California Schools, 2002 U.S. DEPARTMENT OF EDUCATION PUBLICATIONS Supporting the Academic Success of Pregnant and Parenting Students under Title IX of the Education Amendments of 1972, rev. June 2013 WEB SITES California Department of Education: http://www.cde.ca.gov California Women's Law Center: http://www.cwlc.org U.S. Department of Agriculture, Women, Infants, and Children Program: http://www.fns.usda.gov/wic U.S. Department of Education: http://www.ed.gov Policy SAN JUAN UNIFIED SCHOOL DISTRICT adopted: May , 2015 Carmichael, California SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM MEETING DATE: SUBJECT: Board policy review DEPARTMENT: Division of Teaching and Learning __G-7___ 5/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending the board approve recommended changes to BP 6200 (Adult Education Program). RATIONALE/BACKGROUND: As a result of the Federal Program Monitoring (FPM) process conducted by the California Department of Education (CDE), revisions to Board Policy 6200 were deemed necessary to be legally compliant. PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 4/20/15, 5/4/15 Board of Education: 4/28/15 FINANCIAL DATA: N/A PREPARED BY: Rick Messer, Assistant Superintendent, Secondary Education Linda C.T. Simlick, General Counsel Mia Funk, Director of CTE, K-12 Counseling, & College/Career Readiness APPROVED BY: Donna O’Neil, Ed.D., Associate Superintendent, Schools and Student Support Kent Kern, Superintendent of Schools San Juan USD Board Policy Adult Education Program BP 6200 Instruction The governing board recognizes that education is a lifelong process and that it is important for individuals to continuously develop new skills. The sSuperintendent or designee shall develop and oversee the district’s adult education program in collaboration with the area consortia so as to afford the adults of the district the opportunity to complete requirements for an elementary and/or high school diploma. Courses that meet the needs of adults in the community must not detract from the district’s primary responsibility to offer a program of Kindergarten through 12 instruction. The governing board may require an adult enrolled in a class for adults to pay a fee for the class, except that no fee shall be imposed for any English and citizenship class, any class in an elementary subject, or any class designated by the governing board as a class for which high school credit is granted when the person taking the class does not hold a high school diploma. (Education Code section 52612.) The gGoverning bBoard shall approve all courses to be offered in the adult program. (cf. 0410 - Nondiscrimination in District Programs and Activities) The district may not count tuition and fees collected from students toward meeting matching, cost sharing, or maintenance of effort requirements of a program. (20 U.S.C. 1221e-3, 3474, and 6511(a), 34 CFR section 76.534.) Legal Reference: EDUCATION CODE 8500-8538 Adult education 41505-41508 Pupil Retention Block Grant 41975-41976.2 Adult education; authorized classes and courses 44865 Qualifications for home teachers and teachers in special classes 46190-46192 Adult school; days of attendance 46300.4 Independent study in adult education 46351-46352 Adult classes 51040 Prescribed courses 51225.3 Requirements for graduation 51241-51246 Exemptions from attendance 51612 Fees and charges 51730-51732 Elementary school special day and evening classes 51810-51815 Community service classes 51938 Parental excuse from sexual education or HIV/AIDS prevention education 52500-52523 Adult schools 52530-52531 Use of hospitals 52540-52544 Adult English classes 52550-52556 Classes in citizenship 52570-52572 Disabled adults 52610-52616.24 Finances 52651-52656 Immigrant Workforce Preparation Act 60410 Books for adult classes CODE OF REGULATIONS, TITLE 5 10501 Adult education 10508 Records and reports 10530-10560 Standards 10600-10615 Adult education innovation CODE OF FEDERAL REGULATIONS, TITLE 34 Section 76.534 UNITED STATES CODE, TITLE 8 1184 Foreign students UNITED STATES CODE, TITLE 20 Sections 1221e-3, 3474, and 6511(a) Management Resources: CDE PUBLICATIONS Adult Education Handbook for California, 1997 CDE LEGAL ADVISORIES 0319.97 Amendments to F-1 Student Visa Requirements, LO: 1-97 CDE PROGRAM ADVISORIES 0600.92 Using Independent Study in Adult Education Programs: An Option 0609.88 Education Fees for F-1 Visa Students 0622.87 Discrimination Against the Handicapped in Adult Education Programs Policy SAN JUAN UNIFIED SCHOOL DISTRICT adopted: June 9, 1992 Carmichael, California Effective: September 1, 1992 Revised: May , 2015 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: High School Graduation Requirements Update DEPARTMENT: Division of Teaching and Learning AGENDA ITEM _I-1 MEETING DATE: 5/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending the board review the progress staff has made related to the A-G default graduation requirements presented at the board workshop on January 13, 2015. RATIONALE/BACKGROUND: The current high school graduation requirements meet or exceed the minimum credit requirements set forth by the California Department of Education. The purpose of this report is to update the board as it relates to revising the current graduation requirements given the expectations of the Common Core State Standards, Strategic Plan, A-G course requirements, college/career readiness and the implementation of the integrated math pathway as a requirement for graduation. Attachments: Attachment A: Power Point Presentation Attachment B: Graduation Requirements Attachment C: Project Plan BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 5/4/15 Curriculum and Standards Committee Meeting: 4/28/15 High School Principals Network Meeting: 4/22/15 High School Counselors Meeting: 4/20/15 FINANCIAL DATA: N/A PREPARED BY: Rick Messer, Assistant Superintendent, Secondary Education APPROVED BY: Donna O’Neil Ed.D., Associate Superintendent Schools and Student Support Kent Kern, Superintendent of Schools Attachment A San Juan Unified School District Board of Education May 12, 2015 HIGH SCHOOL GRADUATION REQUIREMENTS UPDATE Rick Messer, Assistant Superintendent, Secondary Education “When you have high expectations and a growth mindset anything is possible” – Amanda Ripley 2 High School Graduation Requirements Update Purpose: • Update from board workshop on Jan. 13, 2015 • Proposed graduation requirement revisions – Math – Policy format • Update on path to A-G default graduation requirement 3 San Juan Versus A-G San Juan Unified A-G English 4 4 Math 2 years including Algebra I 3 years (4 recommended UC) Social Science 3.5 years 2 years Science 2 years 2 years with lab (3 recommended UC) World Language ** 2 years VAPA 1 year** 1 year Electives 1 year ** In San Juan students are required to take 1 year of VAPA or ½ year VAPA and 1 year World Language 4 Graduation Requirements: Integrated Math 1 • New Courses: – Integrated Math 1 – Integrated Math 1 Support • D or F in Math 8 and scored under 230 in the MAP math test. All incoming freshmen who attempted and/or completed Math 8 at the middle school will be enrolled in Integrated Math 1 • Reduction in class sizes for Integrated Math 1 (281)and IM 1 Support (24-1) classes in 2015-16 • Support for special education students within regular classes 5 Graduation Requirements: Board Policy Revision • Revise Board Policy 6146.1 – Eliminate reference to Algebra 1 and replace with Integrated Math 1 • Revision of Board Policy 6146.1 to update and align to CSBA – Course lists removed from board policy – High school course catalog to show courserequirement alignment 6 High School Graduation Requirements: Path to A-G Default • Academic and social-emotional supports are key considerations to ensure that increased requirements can be achieved by all students – Successfully implement CCSS, ELD standards and NGSS – Implement and refine interventions in elementary, middle and high schools – Broaden learning opportunities that provide access to all students including those in special education, English learners, low income, foster care, and advanced learners – Implement alternative learning programs and pathways within and beyond the high school campus – Develop new courses in math and science that align to A-G and count toward high school graduation requirements – Counseling for College/Career Planning for each student (Naviance) – Strengthen CTE pathways leading to college and career readiness 7 High School Graduation Requirements: Path to A-G Default – In Progress • Development and revision of intervention support programs – High schools • • • • • • • IM1 & Support class size reductions (2015-16) Added ELD resources (2015-16) On-site credit recovery Co-enrollment Independent Study Program Summer school and summer learning opportunities Adult Education Development of alternative programs – High schools: • • • • Academies at Encina and San Juan High Schools El Sereno Independent Study High School La Entrada Continuation High School Development of pre-high school intervention programs – Middle schools • • Varied support models in place within and beyond the school day Staffing for math intervention (2015-16) 8 Path to A-G Default • Timeline – Fall 2014: Board Workshop • A-G default graduation requirement proposal – May 2015: Board Presentation • Update board on progress and future timeline • Adopt Integrated Math 1 requirement for graduation – June-August 2015: Create Graduation Requirement Team – August 2015: Implement adoption timeline for new A-G default graduation requirements – March 2016: Recommendation to board to adopt new A-G default graduation requirements starting with class of 2022 (Current 5th Graders) 9 High School Graduation Requirements Update • Questions and Comments Attachment B DRAFT Attachment C Project Plan for Graduation Requirements San Juan Unified School District Overall Goal: Align the San Juan Unified School District graduation requirements to the expectations of the Common Core Standards, Strategic Plan, College and Career Readiness and the implementation of the Integrated Math pathway as a requirement for graduation. Supporting Goals: 1. Seek input from multiple constituencies related to graduation requirements 2. Create unified graduation requirements within the San Juan Unified School District 3. Provide transition time from current graduation requirements to revised requirements based on Board approval. Project Task Completion Chart Tasks Create Grad. Requirement Team made up of representatives (district leaders, site administrators, teachers, counselors, parents, committee representatives, labor teams, and community members Division of Teaching and Learning (Input) Person(s) Responsible Messer Messer August 2015 Secondary Principals Meeting (Input) Messer August 2015 Counselors Meeting (Input) Messer and Armes August 2015 Curriculum and Standards Committee (Input) Messer and O’Neil September 2015 SJTA – President (Input) Messer September 2015 Superintendent’s Parent Advisory Council (Input) Messer September 2015 Secondary School Forums – Parents/Students (Input) Messer Secondary Principals Meeting (Feedback) Messer and PNF’s September/October 2015 Nov/Dec 2015 Counselors Meeting (Feedback) Messer and Armes Nov/Dec 2015 Curriculum and Standards Committee (Feedback) Messer and O’Neil Nov/Dec 2015 SJTA – President (Feedback) Messer Nov/Dec 2015 Superintendent’s Parent Advisory Council (Feedback) Messer Nov/Dec 2015 Secondary School Forums – Parents/Students (Feedback) Messer Nov/Dec 2015 Superintendent’s Cabinet (Feedback) Messer Nov/Dec 2015 Due Date Summer 2015 DRAFT Attachment C Division of Teaching and Learning (Proposal) Messer Jan/Feb 2016 Secondary Principals Meeting (Proposal) Messer Jan/Feb 2016 Counselors Meeting (Proposal) Messer and Armes Jan/Feb 2016 Superintendent’s Parent Advisory Council (Proposal) Messer Jan/Feb 2016 Secondary School Forums – Parents/Students (Proposal) Messer Jan/Feb 2016 Curriculum and Standards Committee (Proposal) Messer and O’Neil Jan/Feb 2016 Superintendent’s Cabinet (Proposal) Messer Jan/Feb 2016 Board of Education (Discussion) Messer and O’Neil Board of Education (Action) Messer and O’Neil March 2016 (Tentative) March 2016 (Tentative) SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM SUBJECT: Board Policy 6146.1 Revision CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: DEPARTMENT: Division of Teaching and Learning MEETING DATE: _I-2 5/12/15 ACTION REQUESTED: The superintendent is recommending the board discuss recommended changes to BP 6146.1 (High School Graduation Requirements). Action Anticipated: May 26, 2015 RATIONALE/BACKGROUND: The purpose of this revision is to add (a) ten credits of Integrated Math I as the minimum requirement for graduation beginning with the class of 2019 replacing Algebra 1 and (b) to update and align our policy with CSBA for clarity and consistency. The course lists removed from the board policy will be relocated in the district’s course catalog (in development) to show alignment. PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 5/4/15 Curriculum and Standards Committee: 4/29/15 High School Principals: 4/22/15 High School Counselors: 4/20/15 FINANCIAL DATA: N/A PREPARED BY: Rick Messer, Assistant Superintendent, Secondary Education Linda C.T. Simlick, General Counsel APPROVED BY: Donna O’Neil, Ed.D., Associate Superintendent, Schools and Student Support Kent Kern, Superintendent of Schools San Juan USD Board Policy High School Graduation Requirements BP 6146.1 Instruction The governing board desires to prepare all students to obtain a high school diploma to enable them to take advantage of opportunities for postsecondary education an employment. As a condition of high school graduation, each student completing grade 12 shall have successfully passed the state exit examination in language arts and mathematics unless he/she receives a waiver or exemption. (Education Code sections 60851 and 60859) (cf. 6146.4 - Differential Graduation and Competency Standards for Students with Disabilities) (cf. 6159 - Individualized Education Program) (cf. 6162.52 - High School Exit Examination) Students shall receive diplomas of graduation from high school only after completing the prescribed course of study, passing all portions of the California High School Exit Examination, and meeting the standards of proficiency established by the district. These students will have "Graduated" noted on their permanent record. Students who earned a hHigh sSchool dDiploma or Certificate of Completion may participate in graduation ceremonies, in accordance with BP 5127. (cf. 5127 - Graduation Ceremonies And Activities) Prescribed Course Requirementsof Study To obtain a high school diploma, students The student shall successfully complete at least all of the following courses while in grades 9 – 12, with each course being one year unless otherwise specified:course work with appropriate course of study and designated number of credits as listed in the following: 1. Three courses in English (Education Code section 51225.3)1, 2, and 3, and 4, or Honors equivalent, 40 credits required. 10 of the 40 credits shall be completed in an English 4 level course. The English 4 requirement may be met by any of the following courses 10 credits: English 4, or Honors equivalent, AP English, IB English 2, English 1A through American River College, Modern American Literature, World Literature, English Literature, Advanced Composition, Contemporary Issues, Creative Writing 2. Two courses in mathematics (Education Code section 51225.3), 20 credits required. At least one course, or a combination of the two courses, shall meet or exceed state academic content standards for Algebra I. (Education Code section 51224.5) Beginning with the graduating class of 2004, 10 credits shall be in Algebra I or higher Beginning with the class of 2019, 10 credits shall be in Integrated Math I or higher. (cf. 6011 – Academic Content Standards) 3. Three courses in sSocial sStudies, 35 credits required. Courses shall include United States history and geography; world history, culture, and geography; a one semester course in American government and civics; and a one semester course in economics. (Education Code section 51225.3). World History or Honors equivalent 10 credits U. S. History, or Honors equivalent, AP U.S. History 10 credits American Government 5 credits Economics, AP, IB Economics 5 credits Social Studies Elective 5 credits The Social Studies electives requirement may be met by the following courses and may be taken any time during the four years of high school: Sociology, Psychology, AP Psychology, Anthropology, IB Anthropology, International Relations, Problems of American Government, California History, History of Western Civilization, AP European History, AP Comparative Government and Politics, You and the Law, World Today, Geography, Native American Experience, Non-Western Studies, China: Traditional and Modern, History of Russia and Soviet Union, Political Science Life sciencecourse10 credits 4. Two courses in sScience, 20 credits required. Courses shall include biological (life) and physical science. (Education Code section 51225.3). Credits Requirements may be met through bBiology, eEnvironmental sScience-lLife, iIntegrated sScience-lLife, pPhysiology, eEarth sScience, pPhysics, cChemistry, eEnvironmental sScience-pPhysical, or iIntegrated sScience pPhysical, or Honors, AP, or IB science equivalent. Requirement may be met through or Honors, or AP, or IB science equivalent. (cf. 6142.3 – Science Instruction) 5. One course in foreign language, including American Sign Language, visual and performing arts (e.g., classes in art, music, drama, crafts, photography), or career technical education (CTE), 10 credits required. (Education Code section 51225.3.) To meet graduation requirements a CTE course shall be aligned to the CTE model curriculum standards and framework adopted by the State Board of Education. (cf. 6142.8 – Visual and Performing Arts Education) Physical science, 10 credits. The 20 credits in science may be completed anytime during enrollment in high school. An in-lieu science course may meet 10 credits of the 20 credit science requirement if the curriculum is based on high school science standards and is approved by the curriculum and high school directors. Mathematics 20 credits required Students must complete 20 units of high school mathematics. Beginning with the graduating class of 2004, 10 credits must be in Algebra I or higher. Foreign Language/Visual and Performing Arts 10 credits required Students must complete these credits in one of the following two options: Option 1 - 10 credits of Visual/Performing Arts (to include classes in art, music, drama, crafts, and photography) OR Option 2 - 10 credits of one foreign language and 5 credits of Visual and Performing Arts (to include classes in art, music, drama, crafts, and photography) Option 2 is limited to approved exceptions when a student's schedule cannot accommodate a full year in Visual and Performing Arts and the student has completed one year of a foreign language. 6. Health, 2 1/2½ credits required. 7. Two courses in pPhysical eEducation, 20 credits required, unless the student has been exempted (Education Code section 51225.3). The 20 creditsare to be completed as follows:10 credits of this requirement shall must be met in the ninth grade physical education curriculum. The remaining 10 credits of the requirement shall must be taken in the tenth, eleventh, or twelfth grade. (cf. 6142.7 – Physical Education) 8. Other coursework requirements as adopted by the governing board. (Education Code section 51225.3) Because the prescribed course of study may not accommodate the needs of some students, the board shall provide alternative means for the completion of prescribed course in accordance with law. (cf. 6146.2 – Certificate of Proficiency/High School Equivalency) The superintendent or designee shall exempt or waive specific course requirements for foster youth or children of military families. (Education Code sections 51225.1 and 49701.) State Standards of Proficiency: California High School Exit Examination (CAHSEE) Students must pass the California High School Exit Examination as a graduation requirement, as established by the State of California Board of Education beginning with the graduating class of 2006. Passage of an exit examination or graduation test from another state or agency does not meet this requirement. An eligible student with a disability is not required to pass the high school exit examination as a condition of receiving a diploma of graduation or as a condition of graduation from high school. An eligible student with a disability is a student with an individualized education plan (IEP) or Section 504 Plan that indicates that the student is scheduled to receive a high school diploma and the student has satisfied or will satisfy all other state and local requirements to receive a high school diploma on or after July 1, 2009. These students, after completing the prescribed course of study and meeting the standards of proficiency established by the district will have "Graduated" noted on their permanent record. Students successfully completing the prescribed course of study but failing to earn a passing score on any part of the California High School Exit Exam will not receive a diploma. A notation will be made on the student's permanent record that they have successfully completed the course of study. Students who complete the prescribed course of study but fail to earn a passing score on one or both parts of the California High School Exit Exam may qualify for a Certificate of Completion by meeting the progress indicators outlined in Administrative Regulation 6146.1. If a student who successfully completed the course of study at the time his/her class graduates earns passing scores on all portions of the California High School Exit Exam within 6 months, the permanent record notation can be converted to "Graduated." A diploma will then be awarded from the last school attended. If a student earns passing scores on all portions of the California High School Exit Exam over 6 months from the time his/her class graduates, a diploma will then be awarded from the school or program in which the student is enrolled. District Standards of Proficiency: High School Credits Required for Graduation Electives 72.5 credits required in a traditional schedule TOTAL 220 credits required in a traditional schedule Electives 132.5 credits required in a block schedule TOTAL 280 units required in a block schedule (cf. 6146.4 - Differential Graduation and Competency Standards for Individuals with Exceptional NeedsStudents with Disabilities) (cf. 6159 – Individuals with Exceptional Needs/In and due process The following schools are Governing Board approved 4x4 Block Schedule schools with Extended Graduation Requirements: Casa Roble Fundamental High School Requirements: Senior Project - Casa Roble (No credit requirement) Students must complete and pass the senior project in order to graduate from Casa Roble High School. An alternative method of meeting the requirement may be proposed for faculty approval with an appeal to the principal and final appeal to the sSuperintendent or dDesignee. In all cases, the approved project or alternate must meet district standards for student safety. Community Service Requirement Students must complete 60 hours of approved community service learning to graduate from Casa Roble High School. Students may satisfy this requirement by taking a 10 credit community service class at any time during their four years, or by challenging the course with verification of approved community service hours. This process will be monitored by the Social Science Department. Del Campo High School Requirements: Students must meet the following increased credit requirements to graduate from Del Campo High School: Health 5 credits Students who elect to take AP Economics must complete the course to earn the 10 credits. Encina High School Requirements: Students must meet the following increased credit requirements to graduate from Encina High School: Health 5 credits with the class of 2003. Mesa Verde High School Requirements Students must meet the following increased credit requirements to graduate from Mesa Verde High School: Health 5 credits Mira Loma High School IB Requirements International Baccalaureate (IB) students who take IB History of the Americas in 11th grade and IB Global Studies in 12th grade and take the IB Higher Level test are exempt from the 5 credit American Government and 5 credit Economics Social Studies requirements. High School Enrollment and Attendance Requirements Per Education Code 46144 and 46146, Sstudents must be enrolled in a minimum of 180 instructional minutes per day. (Education Code section 46144 and 46146) Students in grades 9, 10, and 11 in a traditional schedule school shall enroll in six periods a day for every semester of attendance. Students in grades 9, 10, and 11 in a block schedule school shall enroll in four periods a day for every semester of attendance. Students in grade 12 in a traditional schedule school shall enroll in a minimum of five periods a day for every semester of attendance. Students in grade 12 in a block schedule school shall enroll for a minimum of three periods a day for every semester of attendance. Students enrolled in work experience, regional occupational programs (ROP), courses of study in accredited post-secondary educational institutions, independent study, or other Board authorized programs, must also be enrolled in a minimum of 180 instructional minutes per day. Only seniors may request an open period. Approval of an open period request is based on completion of 180 credits in a traditional schedule and 240 credits in a block schedule at the beginning of the senior year. Students who have not met this credit requirement must be enrolled in a full day schedule. Seniors enrolled in, but not attending a minimum of five classes in a traditional schedule school, or three classes in a block schedule school, shall be denied participation in graduation ceremonies even though all other graduation requirements have been met. An open period may be granted if the student is enrolled in an in-lieu class at a local accredited community college or university. The total number of credits a student may earn for Work Experience Education (WEE), Inside Work Experience (IWE), Teacher Assistant (TA), shall not exceed 30 credits with a 20 credit maximum in WEE and a 20 credit maximum in IWE. Only students in grades 11 or 12 are eligible to enroll in these courses. Students may only enroll in one TA or one IWE course per year. Students in grade 12 in their last semester before graduation who are concurrently enrolled in a work experience program who would complete all requirements for graduation by adjusting their day may petition through a letter to the sSuperintendent or dDesignee (with parent/guardian approval), for exceptions to minimum enrollment requirements. All course and credit requirements must be successfully completed for graduation. High School Courses Taken in the Middle Schools High school courses that have been successfully completed with a grade of "C" in the middle school shall have the course and grade shown on the high school transcript as an information item only. Legal Reference: EDUCATION CODE 35186 Williams Uniform Complaint Procedures 37252 Supplemental instructional programs 37254 Supplemental instruction based on failure to pass exit exam by end of grade 12 37254.1 Required student participation in supplemental instruction 47612 Enrollment in charter school 48200 Compulsory attendance 48412 Certificate of proficiency 48430 Continuation education schools and classes 48645.5 Acceptance of coursework 48980 Required notification at beginning of term 49701 Interstate Compact on Educational Opportunity for Military Children 51224 Skills and knowledge required for adult life 51224.5 Algebra instruction 51225.1 Exemption from district graduation requirements 51225.2 Pupil in foster care defined; acceptance of coursework, credits, retaking of course 51225.3 High School Requirements for graduation 51225.5 Honorary diplomas; foreign exchange students 51228 Graduation requirements 51240-51246 Exemptions from requirements 51250-51251 Assistance to military dependents 51410-51412 Diplomas 51420-51427 High school equivalency certificates 51450-51455 Golden State Seal Merit Diploma 51745 Independent study restrictions 52378 Supplemental school counseling program 56390-56392 Recognition for educational achievement, special education 60850-60859 High school exit examination 66204 Certification of high school courses as meeting university admissions criteria CODE OF REGULATIONS, TITLE 5 1600-1651 Graduation of students from grade 12 and credit toward graduation COURT DECISIONS O'Connell v. Superior Court (Valenzuela), (2006) 141 Cal.App.4th 1452 Management Resources: WEB SITES CSBA: http://www.csba.org California High School Exit Examination: http://www.cde.ca.gov/ta/tg/hs California Department of Education, High School: http://www.cde.ca.gov/ci/gs/hs University of California, List of Approved a-g Courses: http://www.universityofcalifornia.edu/admissions/freshman/requirements Policy adopted: revised: revised: revised: revised: revised: revised: revised: revised: revised: revised: SAN JUAN UNIFIED SCHOOL DISTRICT June 9, 1992 Carmichael, California April 27, 1999 (re: Del Campo and Mesa Verde) June 22, 1999 (re: Casa Roble and Encina) December 11, 2001 April 23, 2002 August 24, 2004 (re: Mira Loma) January 24, 2006 September 9, 2008 June 23, 2009 (re: Mesa Verde) May 11, 2010 June , 2015 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM I-3 MEETING DATE: 05/12/2015 SUBJECT: Fee Increase for Fee-based ECE Programs CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: DEPARTMENT: Early Childhood Education ACTION REQUESTED: The superintendent is recommending the board approve the fee increase for fee-based ECE programs. RATIONALE/BACKGROUND: In the spring of 2014, the board charged the Early Childhood Education Department to develop a redesign of the department's work to ensure fiscal health and reduce contributions from the general fund. In addition to the redesign recommendation, ECE staff have explored other cost saving and revenue generating solutions. One of the recommended solutions is to increase fees for the following fee-based programs: Discovery Club, Early Learning Academy Preschool (located at the Billy Mitchell site), and Gold River Preschool (located at Gold River Discovery Center). BOARD COMMITTEE ACTION/COMMENT: Facilities, Transportation, and Finance Committee: 4/7/15 PREVIOUS STAFF/BOARD ACTION: Board of Education: 4/28/15 Cabinet: 11/3/14, 1/5/15, 1/20/15, 3/2/15, 4/6/15, 4/20/15 FINANCIAL DATA: N/A PREPARED BY: Amy L. Slavensky, Ph.D., Director, Early Elementary Education APPROVED BY: Sue Hulsey, Acting Assistant Superintendent, Elementary Education Donna O’Neil, Ed.D., Associate Superintendent, Schools & Student Support Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM BOARD OF EDUCATION AGENDA ITEM # MEETING DATE: SUBJECT: System of Professional Growth Pilot CHECK ONE: For Discussion: For Action: Report: Workshop: Recognition: Emergency Action: DEPARTMENT: Division of Teaching and Learning I-4 5/12/15 ACTION REQUESTED: The superintendent is recommending that the board discuss a report given by the Division of Teaching and Learning and San Juan Teachers Association regarding the System of Professional Growth Pilot. RATIONALE/BACKGROUND: The purpose of this report is to provide background and update the board on the progress of the System of Professional Growth prototype and the implementation of the pilot in the 2015-16 school year. In May 2011, San Juan Unified and San Juan Teachers Association identified the shared belief that practitioners are professionals who continue to grow and deepen their practice throughout their careers. Both parties recognized that our current evaluation system does not support this deep work. As a result, both parties agreed to design a system that supports the work of continuous growth. In January 2013, the joint evaluation committee was convened and is currently comprised of the following members: President of SJTA, three classroom teachers, a consulting teacher, Acting Assistant Superintendent of Human Resources, Assistant Superintendent of Secondary Education, and three site administrators. Late last spring, teachers and administrators from all programs around the district were recruited to participate in the prototype. Those teachers and administrators who volunteered were trained in late July and started the prototype at the beginning of the school year. Currently there are 84 teachers and administrators participating. All participants met both in October and January to provide progress and feedback based on their experiences. Using their feedback, the committee developed the site-based pilot proposal. The committee will report back to the board in the fall to discuss progress and a timeline for the 2015-2016 school year. Attachments: Attachment A: Attachment B: Attachment C: Attachment D: Power Point Presentation Memorandum of Understanding Options and Requirements Practitioner Criteria Attachment E: Pilot School Opportunities Attachment F: Professional Practices Attachment G: End of Year Timelines PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet – 4/27/15, 5/4/15 Board Presentation – 12/19/14 FINANCIAL DATA: Estimated cost for current budget year: $500,000 LCFF Base Ongoing: This Year Only: PREPARED BY: Rick Messer, Assistant Superintendent, Secondary Schools APPROVED BY: Donna O’Neil, Ed.D., Associate Superintendent, Schools and Student Support Kent Kern, Superintendent of Schools Attachment A SAN JUAN UNIFIED SCHOOL DISTRICT DIVISION OF TEACHING AND LEARNING AND SAN JUAN TEACHERS ASSOCIATION SYSTEM OF PROFESSIONAL GROWTH PROTOTYPE TO PILOT Presentation to the Board of Education May 12, 2015 Rick Messer, Assistant Superintendent, Secondary Education Shannan Brown, President, San Juan Teachers Association Process Shared Belief The Team Research Survey Guiding Principles 2 Major Shifts Evaluation to Growth Continuum of Teaching Practice Role of the Facilitator (formerly evaluator) Multiple Measures 3 Training Created by our Consulting Teachers Three main components: Continuum of Teaching Practice (and using evidence) Objective Evidence (scripting) Learning Focused Conversations (based on work from Laura Lipton and Bruce Wellman) 4 Pilot Options for Observations Focus Area A. Self select an essential element B. Self select a goal that is in alignment with the District and/or site strategic plan or site agreements Facilitator: Rank order preference ___ Administrator ___ Peer 5 Pilot Options for Observations and Reflective Conversations ___ 3 Observations and 2 Reflective Conversations ___ 2 Observations and 3 Reflective Conversations Observations will last between 30-90 minutes. The practitioner will determine the optimum length. (One classroom observation may be substituted by a videotaped lesson.) 6 Required Components for Pilot Initial Meeting: Utilize continuum, identify focus area, schedule observations, discuss growth Pre and Post Observations Debriefs: (Up to 50% of the observations may be debriefed electronically) Pre-Observation: Practitioner shares lesson objective and identifies the feedback focus for the observation Post-Observation: Practitioner completes evidence section of the Reflection Form, meets with Facilitator, reflects on continuum and plan next steps Reflective Conversations: 30-60 minute discussing and reviewing evidence other than observation evidence End of Year Reflection (required): 30-60 minute professional growth conversation (reflection and planning) with Facilitator(s) 7 Advisory Concept 8 Next Steps: May 2015 Report to Board on progress and upcoming pilot options Recruit and select pilot schools June 2015 Training of pilot schools August 2015 Training of pilot schools Start Pilot 2015-2016 School Year Learn about caseload Refine process/forms 9 DRAFT Attachment B Memorandum of Understanding Between the San Juan Unified School District And The San Juan Teachers Association System of Professional Growth Pilot Background The purpose of this Memorandum of Understanding is to implement the next phase of the work outlined in the collective bargaining agreement (Exhibit N-1) regarding the Joint Committee’s Work on Teacher Evaluation. Specifically, the statement of intent in Exhibit N-1 specifies the following vision for such work: It is the deeply held belief of both SJTA and SJUSD that educators are professionals that continue to grow and improve in their craft throughout their career. All levels of experience and effectiveness deserve an environment in which to further their skills. The current model of evaluation does little to support this belief. Interests Therefore, it is the interest of both SJUSD and SJTA to create a systematic, non- adversarial process that supports all practitioners in their ongoing professional growth to improve and deepen their practice. This new pilot is designed to change the structure of what we now refer to as “evaluation.” This pilot sees the practitioner as a key participant, and will be practitioner-driven. The focus of this work is to benefit the whole, through collaboration, shared practice, and the deprivatization of the profession. Provisions of the MOU Therefore, the parties hereby agree to the following provisions regarding the development of the pilot, hereafter identified as the “System of Professional Growth Pilot” (SPGP), during the 20152016 school year. The pilot will allow us to: fine-tune the SPG process (and documents), learn ideal caseloads for facilitators, discover the impacts and costs of a peer release model, and determine the ideal number of contacts between facilitators and practitioners. The information gleaned from the pilot will impact the development of contract language changes for the 2016-2017 school year. 1. The Joint Committee on Teacher Evaluation shall be identified as the Professional Growth Team (PGT) and shall oversee the SPGP and the implementation of the pilot described in Attachment A. The President of SJTA and the Superintendent’s designee shall chair this team. The work shall include: budget oversight, establishing the selection process of sites, teachers, and administrators who wish to volunteer during this pilot, designing and establishing the calibration training, selecting the participants, addressing issues that may DRAFT Attachment B arise during the pilot year, and providing scheduled updates to the District and SJTA at least twice during the 2015-2016 school year. 2. The budget for 2015-2016 year of piloting shall not exceed $500,000.00. 3. The Professional Growth Team shall follow the established criteria for individual participation. See Attachment B. 4. Members who volunteer to serve as practitioners or facilitators in the piloting process shall be held harmless. Our goal is to test the pilot, not the person; so outcomes that are a result of the pilot will be used to inform the process only. 5. The SPG Pilot may include a maximum of two high schools, two middle schools, and four elementary schools. Individual practitioners interested in participating, not at pilot sites, may complete an interest form. The number of individual practitioners able to participate in the pilot shall be determined by the PGT after the pilot sites are selected. 6. Due to the additional work required in trainings, focus groups, and increased workload during the year, members selected as program participants shall be compensated as follows (also see Attachment C): “Practitioners” (teachers who volunteer to be observed) can receive up to 30 hours of continuing education credit for their participation in the pilot. “Peer Facilitators” (teachers who volunteer to be observers) will receive release time as follows: a. High School and Middle School Facilitator (on-site): i. Receive one period of daily prep in addition to the prep time required by the contract. This additional “period” may be used by the facilitator to participate in the SPG process during the regular workday or may use the time for normal prep related duties when the pilot requires participation beyond the regular workday. In other words, this additional time may not always be used during the actual additional prep time provided. ii. Can receive up to 10 hours of continuing education credit. iii. Maximum of two peer facilitators per pilot high school and one per middle school. b. Elementary School Facilitators (on-site): i. Receive one period of prep per week beyond the contractual four preps. This additional “period” may be used by the facilitator to participate in the SPG process during the regular workday or may use the time for normal prep related duties when the pilot requires participation beyond the regular workday. In other words, this additional time may not always be used during the actual additional prep time provided. DRAFT Attachment B ii. Can receive up to 30 hours of continuing education credit. iii. Can utilize up to 5 days sub release time. iv. Maximum of one peer facilitator per pilot elementary school. c. Off Site Facilitator/Full Time Release Facilitator: i. The full time work of the off-site facilitator will be to work with peers through the System of Professional Growth. d. Peer Facilitators and Practitioners will be paid at the Certificated Special Additional Assignment Salary Schedule rate for the training dates/times that are beyond their contractual work year. e. Consulting Teachers (who volunteer to create and deliver training) not to exceed 8: $3,000 per participant (up to a maximum of $24,000.00 for all participants). f. Professional Growth Team (members of the joint committee, excluding the CoChairs) stipend of $2,000 per participant (up to a maximum of $14,000.00 for all participants). 7. The application and selection process shall be completed no later than May 8, 2015. 8. The current evaluation system shall be suspended for all SJTA members for the 2015-2016 school year except for those required under Education Code to be evaluated, those in PAR or those restricted by a consecutive year evaluation as stipulated in §3.04.10 of the CBA. Specifically, the following SJTA members will continue to be evaluated: • members participating in the Peer Assistant Review Program (per 3.08 and 3.09) • members designated to alternative year evaluation in 2015-16 as defined in 3.04.10 • members specifically identified by Human Resources for evaluation by June 30, 2015. In such cases, members must be notified, by district e-mail, of the District’s intent to evaluate. 9. All evaluations that are conducted in 2015-16 shall adhere to Article 3. 10. The term of this agreement shall begin May 8, 2015, and shall sunset June 30, 2016. 11. This agreement shall not exclude any of the existing provisions, except as noted above, of the collective bargaining contract, which shall remain in full force during the term of this agreement. For the San Juan Teachers Association For the San Juan Unified School District ______________________________ ______________________________________ Shannan Brown SJTA President Jim Shoemake Date Senior Director, Labor and Employee Relations Date Attachment C System of Professional Growth Pilot Components SJTA and SJUSD Options and Requirements Practitioner Options: Focus Area: A. Self select an essential element B. Self select a goal that is in alignment with the District and/or site strategic plan or site agreements The “focus area” will guide the practitioner’s professional growth. The practitioner will collect evidence of growth in the focus area throughout the year. Rank preference for Facilitator: ____ Administrator ____ Peer if Peer: _____ on-site peer _____ off-site peer Rank preference for Observation and Reflective Conversation (frequency): _____ 3 Observations and 2 Reflective Conversations _____ 2 Observations and 3 Reflective Conversations Observations will last between 30-90 minutes. The practitioner will determine the optimum length. (One classroom observation may be substituted by a videotaped lesson.) If videotaped lesson is used, prior to meeting with the facilitator, the practitioner will analyze the lesson and be prepared to debrief the Facilitator(s): instructional strategies and materials used (and rationale), what went well, instructional adjustments made (and rationale), and identified next steps. 1 Attachment C Required Components: Initial Meeting: The Practitioner and the Facilitator will meet to: 1. Utilize the Continuum of Teaching Practice to support the practitioner in selfassessing on the Essential Elements 2. Identify Focus Area (practitioner) 3. Schedule the initial observation and reflective conversation (to be completed by November 1, 2015) 4. Discuss the practitioner’s plan for professional growth in focus area Pre and Post Observations Debriefs: (Up to 50% of the observations may be debriefed electronically) Pre- Observation: Practitioner shares lesson objective and identifies the feedback focus for the observation. Post-Observation: Practitioner completes evidence section of the Reflection Form, and then meets with Facilitator to review evidence, reflect on continuum and plan next steps. Reflective Conversations: 30-60 minute discussing and reviewing evidence other than observation evidence. End of the Year Reflection (required): 30-60 minute professional growth conversation (reflection and planning) with Facilitator(s). 2 Attachment C Essential Elements: The Practitioner is to determine which form of evidence best demonstrates evidence of his/her practice for each element. However, it is REQUIRED that at least two pieces of evidence include student work or student assessment. * Note- Some evidence may cover more than one element and/or standard. Standard 1. Engaging and supporting all students in learning 1.5 Promoting critical thinking through inquiry, problem solving, and reflection. As teachers develop, they may ask, “How do I…” or “Why do I…” • encourage students to use multiple approaches and solutions to solve problems? • encourage students to ask critical questions and consider diverse perspectives about subject matter? • provide opportunities for students to think about, discuss, and evaluate content? • ask questions to facilitate discussion, clarify, and extend students’ thinking? • support students to think and communicate with clarity and precision? • help students apply previous learning to new situations? • encourage students to create, imagine, and innovate? • help students to develop and use strategies and technologies for accessing knowledge and information? Select one or more options as evidence of practice for this section: • Observation/Video • Lesson plans • Student work (journals, goals, etc.) • Feedback to students and impact on student learning • Other: __________________________________________________ 3 Attachment C Standard 2. Creating and Maintaining 2.3 Establishing and maintaining learning environments that are physically, intellectually, culturally, and emotionally safe. • • • • • • As teachers develop, they may ask, “How do I…” or “Why do I…” arrange the learning environment to facilitate positive and productive classroom interactions? encourage, support, and recognize the achievements and contributions of all students? encourage students to take risks and to express thoughtful and respectful opinions related to the topic or subject of discussion? foster the development of each student's self-esteem? create a safe, accessible learning environment for all students? Select one or more options as evidence of practice for this section: • • • • • • • Observation/Video Feedback on student work Reflection on challenging situation with student(s) including examples of intervention and/or supports utilized Evident routines and expectations Student work Room set-up and utilization Other: __________________________________________________ 4 Attachment C Standard 3. Understanding and Organizing Subject Matter for Student Learning 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks. As teachers develop, they may ask, “How do I...” or “Why do I...” • ensure that my subject matter knowledge is sufficient to support student learning? • continue to keep my subject matter knowledge current? • identify, understand, and teach the key concepts and underlying themes and relationships in the academic content standards and state curriculum frameworks? • integrate key concepts, themes, relationships, and connections across subject matter areas? • ensure that my knowledge of the subject matter incorporates different perspectives, appropriate to the discipline? • maintain and utilize current understanding of relevant content standards and frameworks? Select one or more options as evidence of practice for this section: • • • • • • Observation/Video Assignments, project descriptions, etc. Annotated portfolio of support materials (beyond kits or textbook) Examples of integrated lessons Learning journal/professional journal Other: __________________________________________________ 5 Attachment C Standard 4. Planning Instruction and Designing Learning 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction As teachers develop, they may ask, “How do I...” or “Why do I...” • incorporate students' prior knowledge and experience in my curriculum and instructional planning? • use knowledge of my students' lives, their families, and their communities to inform my planning of curriculum and instruction? • use knowledge of my students' individual cognitive, social, emotional, and physical development to plan instruction and make appropriate adaptations to meet students’ unique needs? • plan lessons and units that promote access to academic content standards for all students? • use knowledge of my English learners’ levels of language proficiency to plan instruction that supports their subject matter learning and academic language development? • use knowledge of my students’ diverse learning needs to plan instruction that supports their learning? Select one or more options as evidence of practice for this section: • • • • • Observation/Video Lesson plans that include differentiation accompanied by student work Digital literacy demonstrated by student work Self-reflection on a completed lesson and planned instructional adjustments Other: __________________________________________________ 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students • • • • • As teachers develop, they may ask, “How do I...” or “Why do I...” develop unit and lesson plans that build on and extend students' understanding of subject matter? ensure that each instructional strategy is related to learning goals? plan instruction to allow enough time for student learning, review, and assessment? use my knowledge of subject matter and my students to plan and appropriately pace instructional activities within a lesson and over time? check for understanding, prepare for adjustments, remediate or accelerate instruction, and individualize when appropriate? 6 Attachment C • • • address the ELD standards appropriately, based on my English learners’ levels of language acquisition? address the IEP goals and objectives of my students with special needs? select materials, resources, and technologies to support the learning needs of English learners and students with special needs? Select one or more options as evidence of practice for this section: • • • • • • • Observation/Video Evidence of culturally responsive instruction Examples of formative assessment with adjustments to lessons Lesson plans that include differentiation accompanied by student work Examples of students reflections of their work Student work Other: __________________________________________________ 7 Attachment C Standard 5. Assessing Students for Learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify Instruction As teachers develop, they may ask, “How do I...” or “Why do I...” • draw upon assessment data to support development of learning goals? • review and revise learning goals with students over time? • ensure that student learning goals reflect key subject matter concepts, skills, and applications? • use informal assessments to adjust instruction while teaching? • use multiple sources of assessment to measure student progress and revise instructional plans? • work to differentiate goals and plans based on assessed needs of my diverse learners? • address the specific needs of English learners and students with special needs as I use assessments to inform my instruction? Select one or more options as evidence of practice for this section: • • • • • • • • Observation/Video Examples of varied assessment types completed by students Lesson plans identifying formative assessment/checking for understanding strategies accompanied by student work Reflection on student work noting patterns and determining next steps Self-reflection on grading policy and practices and rationale Collaboration with colleagues around student learning and impact on practice/planning Student work samples/portfolio- progress over time accompanied by practitioner lesson plans or reflections Other: __________________________________________________ 5.5 Involving all students in self-assessment, goal setting, and monitoring progress As teachers develop, they may ask, “How do I…” or “Why do I…” • make assessment integral to the learning process? • make assessment an interactive process between teacher and student? • model self-assessment strategies for all students? develop and use tools and guidelines that help all students assess their work and monitor their learning goals? • provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom? • provide opportunities for all students to engage in peer discussion and reflection of their work? 8 Attachment C Select one or more options as evidence of practice for this section: • • • • • • • • Observation/Video Student goal setting and student self-analysis Student reflections on work/assessment Student self-assessments (i.e. learning logs, rubrics, student exemplars, etc.) Feedback/Communication to students on work (multiple examples), related to student goals Student self selected work samples/portfolio- progress over timeaccompanied by student reflection Student peer to peer feedback Other: __________________________________________________ 9 Attachment C Standard 6. Developing as an Educator 6.1 Reflecting on teaching practice in support of student learning As teachers develop, they may ask, “How do I...” or “Why do I...” • assess my growth as a teacher over time? • learn about teaching as I observe and interact with my students? • reflect on my instructional successes and dilemmas to move my practice forward? • analyze my teaching to understand what contributes to student learning? • formulate professional development plans that are based on my reflection and analysis? • develop awareness of potential bias that might influence my teaching or affect student learning? Select one or more options as evidence of practice for this section: • • • • • Journal/Reflections on Focus Area Discussion with peer or observer on progress in Focus Area Application of professional development and teaching practices Student surveys 1. Only practitioner reviews responses and reflects 2. Practitioner views responses and shares reflection with observer 3. Practitioner and observer review and reflect on responses Other: __________________________________________________ 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning. As teachers develop, they may ask, “How do I...” or “Why do I... ” • collaborate with teachers, administrators, education specialists, paraeducators, and staff to ensure that all students' diverse learning needs, interests, and strengths are met? • remain receptive to the feedback of colleagues, mentors, and supervisors in support of my teaching practice and student learning? • support school and district goals and priorities? • contribute to school-wide events, activities, and decision-making? • establish and maintain productive relationships with other school staff to become a visible and valued member of the school and district communities? • contribute to the learning of other educators? • benefit from and contribute to professional organizations to improve my teaching? • benefit from and add to the knowledge base of the profession? 10 Attachment C Select one or more options as evidence of practice for this section: • • • • • Co-planning, peer observation, and debrief (lesson study) Reflection on discussion with colleagues about student learning Collection of ideas, research articles, books, etc. related to goal area and shared with colleagues Creation and/or presentation of professional development for colleagues Other: __________________________________________________ 11 Attachment D Practitioner Criteria In order to be a practitioner, you must: • • • • • • • • • Be willing to engage in the required work in the pilot Be in a teaching position for the 2015-2016 school year Be a permanent employee in San Juan Unified Have received positive evaluations for the last 5 years Have a minimum of 50% contract for the 2015-2016 school year (full time employees are preferred) Be able to attend the training dates on August 5 - 6, 2015 Attend 3 Focus Groups through the 2015-2016 year (to share how it’s going) on October 27, 2015, January 26, and March 29, 2016 from 4:00-6:00 PM Have over 10 years’ experience in San Juan OR (if under 10 years) were evaluated in the 2014-2015 school year (Ed Code requirement)* Not have been notified by your administrator that you will be evaluated in the 20152016 school year Eligibility Chart for Practitioners by experience Years of Experience in San Juan 1-4 years Eligible to participate No* 5-9 years and 14-15 was ‘alternate year’ No* 5-9 years and was evaluated in 14-15 Yes 10+ years Yes *Due to Ed Code requirements Peer Facilitator Criteria In order to be a peer facilitator, you must: • • • • • • • • Be willing to engage in the selected and required work in the pilot Have recent classroom experience Be a permanent employee in San Juan Unified Have received positive evaluations for the last 5 years Have a minimum of 50% contract for the 2015-2016 school year (full time employees are preferred) Be able to attend four training sessions on June 15-16, August 4, and August 31 Attend 3 Focus Groups through the 2015-2016 year (to share how it’s going) on October 28, 2015 and March 24, 2016 from 4:00-6:00 PM and 12:00-5:00 PM on January 30, 2016 Not have been notified by your administrator that you will be evaluated in the 20152016 school year Attachment E System of Professional Growth (SPG) Pilot School Opportunity Do you want to help reshape the future of evaluation? Here is your chance. After a year of prototyping, we are ready to test SPG as a pilot. We need volunteers to implement the SPG pilot to continue to refine and improve the system. In order for your site to participate, the site would need to demonstrate a commitment to participation by staff that includes attending training. Number of volunteers needed: High Schools Middle Schools Elementary Schools # of volunteer teachers 15-28 10-15 6-11 # of volunteer site administrators At least 1 At least 1 At least 1 Only eligible practitioners may participate (see criteria and eligibility chart found on Attachment D). Training is mandatory for all practitioners (2 days: August 5-6) and all facilitators (4 days: June 15-16, August 4, and August 31) involved in the pilot. Members will be paid at the new extra assignment rate for attending. Participation in the pilot is completely voluntary and anyone at a pilot site that does not want to participate will not be included in the pilot process. See attached for Site Interest form. Individuals who are interested in participating (that are not at a pilot site) would need to complete the attached individual interest form. The number of individuals included in the pilot will be determined after the pilot schools are selected. Due to the additional time required for focus groups and potential increased workload, teachers participating in the pilot shall be compensated as follows: • • All practitioners will receive up to 30 hours of ERO Credit Facilitators o Elementary Facilitators will receive - 1 additional prep period per week, up to 5 sub release days, and up to 30 hours of ERO credit o High school and Middle school facilitators will receive - 1 prep period (per day) and up to 10 hours of ERO credit Members who volunteer to serve as practitioners or facilitators in the pilot process shall be held harmless. Our goal is to test the pilot, not the person, so outcomes that are a result of the pilot will be used to inform the process only. We look forward to your participation, Shannan and Rick (year 1) The first observation and Reflective Conversation will be conducted by November 1. (year 1 unless after February 1, then year 2) (see back for additional details) The purpose of Advisory is for the Advisor and the Practitioner to create a support plan and implement supports through weekly contacts to assist the practitioner in meeting standards. When a question about performance arises an Advisor is appointed to assist the practitioner regarding areas of concern and develop a support plan for the practitioner to meet standards. The Practitioner identifies a focus area and works with the Facilitator to reflect on evidence to determine next steps for improvement or deepening of practice. Practitioner also collects evidence on Essential Elements. Advisory Professional Practice Peer Assistance and Review (PAR) (year 2, unless advisory is after February 1) When a Practitioner has been determined to not meet 2 or more standards. An improvement plan is created in consultation with the Practitioner, Facilitator, and Consulting Teacher. The Consulting Teacher works with the practitioner to implement the improvement plan, provided needed support and document progress. Every six weeks, reports of performance are made to the PAR panel. System of Professional Growth Attachment F Practitioner continues in multiyear growth cycle Practitioner meets standards Professional Practice System of Professional Growth PAR Practitioner does not meet standards Advisory Question arises regarding performance Attachment F Hold an “End of the Year Debrief” using provided guidelines Share evidence collected throughout the year (notes, professional journal, student work, observation notes, reflection/discussion notes, etc. ) and put them together in a sequence that connects the evidence to the reflections/discussions Practitioners and Facilitators Willing Practitioners All Utilize student surveys Willing Practitioners Attend last focus group AND send: District mail Shannan at SJTA office or email [email protected] Create student survey samples Joint Committee (PGT) June 8 8:00-12:00 Before June 1 Before June 8 Before June 8 Before May 1 Action Date Create and disseminate “End of the Year Before May 1 Debrief” guidelines and supporting document(s) Person(s) Joint Committee (Professional Growth Team) System of Professional Growth Prototype End of the Year Timeline Attachment G Action Draft MOU regarding SPG Pilot Recruit and select Pilot Sites Conduct trainings for Facilitators in Pilot Conduct trainings for Practitioners in Pilot Revise and refine pilot based on feedback from June 8 and feedback during pilot Person(s) SJTA and SJUSD SJTA and SJUSD SJTA and SJUSD SJTA and SJUSD Joint Committee (PGT) June 8- on-going August 5-6 June 15-16, July 28 and August 4 May 8 (tentative) April 10 (tentative) Date System of Professional Growth Pilot Information Attachment G SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM I-5 MEETING DATE: 05/12/15 SUBJECT: Math Textbook Adoption CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: DEPARTMENT: Division of Teaching and Learning ACTION REQUESTED: The superintendent is recommending the board discuss Report II related to the math textbook adoption. Action anticipated: 05/26/2015 RATIONALE/BACKGROUND: As SJUSD moves forward with the implementation of the Common Core State Standards, the need for current and aligned curricular materials has become increasingly more evident. To address this need, SJUSD formed a Math Adoption Committee composed of 80 teachers, administrators, parents, community members, and support staff to explore, pilot, and recommend new Common Core aligned math textbooks and materials for adoption. A wide variety of schools, with all grade and course levels represented, reviewed and piloted the textbooks and materials. The pilot process resulted in a recommendation to adopt enVision Math California Common Core by Pearson (grades K-5); California Go Math! by Houghton Mifflin Harcourt (grades 6-8); Integrated Math 1-3 California by Houghton Mifflin Harcourt (grades 9-12). District wide implementation of the new math textbook adoption is to begin in Fall 2015. Attachments: PowerPoint Presentation Report II Math Adoption BOARD COMMITTEE ACTION/COMMENT: Curriculum, Standards, Instructional and Student Services Board Advisory Committee: 02/04/2015, 04/29/2015 PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 05/04/2015 FINANCIAL DATA: Estimated cost of math textbook adoption: $5,252,450.93 for the life of the 8-year adoption Funding sources: The K-12 Instructional Materials Reserve (locally restricted) and Common Core State Standards Implementation Funds (Assembly Bill 86, Chapter 48, Statues of 2013) are the sources of funding. PREPARED BY: Melissa Bassanelli, Director of Professional Learning and Curriculum Innovation APPROVED BY: Sue Hulsey, Assistant Superintendent, Elementary/K-8 Education Rick Messer, Assistant Superintendent, Secondary Education Donna O’Neil, Associate Superintendent, Schools and Student Support Kent Kern, Superintendent of Schools 1 K – 12 Math Textbook Adoption Presented to Board of Education May 12, 2015 Donna O’Neil, Associate Superintendent Melissa Bassanelli, Director Professional Learning and Curriculum Innovation 1 Agenda Adoption Process Text Selection Next Steps 2 1 2 SJUSD Math Adoption Timeline Formation of adoption committee and notification of publishers Committee consideration of possible choices/narrow to two Adoption Report I Classroom use and student input: Cycle I Cycle II October, 2014 November, 2014 February, 2015 Jan. 5 - Feb. 13, 2015 Feb. 23 - Apr. 10, 2015 Public viewing Adoption Committee Report Recommendation to Curriculum and Standards Committee Recommendation to principals Board discussion Board action Purchase orders submitted March-April, 2015 April 24, 2015 April 29, 2015 May 6, 2015 May 12, 2015 May 26, 2015 May 27, 2015 New materials in the classroom Teacher Professional Development June 2015 June, Aug., Sept. 2015 3 Math Adoption Committee Demographics 38 - TK-5 Teachers (24 Schools) 15 - Grades 6-8 Teachers (12 Schools) 13 - High School Teachers (8 Schools) 13 - Principals, VPs, Specialists and DO Staff 4 - Parents and Community Members 4 2 3 Math Adoption Textbooks Selected for Pilot K- Grade 5 (7 reviewed) enVision Math California Common Core, Pearson My Math, McGraw-Hill Middle Grades Math (6-8) (12 reviewed) Math in Focus, Houghton Mifflin Harcourt California Go Math!, Houghton Mifflin Harcourt Integrated Math (High School) (5 reviewed) CME Integrated 1-3, Pearson Integrated Math 1-3 California, Houghton Mifflin Harcourt 5 Math Adoption Evaluation Criteria per Framework Universal Access: EL, Math Content/Alignment Advanced Learners, Students with Disabilities, etc. with the Standards Program Organization: List of Standards, Chapter Overviews, Glossaries, etc. Instructional Planning: Clear road map for teachers Assessment: Strategies for Teacher Support measuring what students know and are able to do Technology 6 3 4 Math Adoption Stakeholder Evaluation and Feedback Student feedback collected at the end of each cycle via paper and electronic surveys Teacher feedback at the end of each cycle via electronic survey Parents and community feedback collected at Math Showcase events: March 9 from 6:00 – 7:30 at the Fair Oaks Annex March 17 from 6:00 – 6:30 at the District Office Board Room March 2015 at the Business Services Receptionist area Reviewed math adoption criteria evaluation findings Reviewed teacher, student, parent and community feedback Open discussion regarding the findings and feedback Member voting via electronic survey 7 Adoption Committee Recommendation enVision Math California Common Core, Pearson, (2015) TK – Grade 5 California Go Math!, Houghton Mifflin Harcourt, (2014) Grade Level Texts Accelerated 7/8 Integrated Math 1-3 California, Houghton Mifflin Harcourt, (2014) 8 4 5 Math Adoption Professional Development Publisher lead professional development June, August, and September 2015 Winter and Spring 2015-16 Training of Trainers Two after school follow up sessions SJUSD lead professional development Summer 2015 and 2015-16 school year Workshops supporting instructional strategies from Math Framework for teachers and principals Teacher grade level collaboration and planning K-6 California Math and Science Partnership (CaMSP) grant lesson study model 9 Next Steps Prepare purchase requisitions and schedule textbook delivery to sites Finalize and implement teacher and principal professional development Plan ongoing support and collaboration structures for 2015- 16 and future years Develop feedback loops to support continuous improvement 10 5 7 San Juan Unified School District Professional Learning and Curriculum Innovation Division of Teaching and Learning Textbook Adoption Report II SUMMARY INFORMATION 1. Subject area or course: Mathematics 2. Recommended texts: Math K-5 enVision Math California Common Core, Pearson, (2015) Middle Grades Math (6-8) California Go Math!, Houghton Mifflin Harcourt, (2014) Integrated Math (High School) Integrated Math 1-3 California, Houghton Mifflin Harcourt, (2014) 3. Rationale: a. Course, book title, publisher, copyright, and year of adoption of current textbook: Course Book Title Publisher Copyright Adoption TK-5 Math California Math, Levels K-5 Houghton Mifflin Harcourt 2009 2010 6th Math Mathematics, Course 1: Numbers to Algebra Holt, Rinehart, and Winston* 2008 2009 7th Math Mathematics, Course 2: Pre-Algebra Holt, Rinehart, and Winston* 2008 2009 8th Math Algebra 1 McDougal Littell* 2008 2008 Geometry Geometry McDougal Littell* 2007 2008 Algebra 2 Algebra 2 McDougal Littell* 2007 2008 7 8 Pre-Calculus Precalculus: A Graphing Approach Holt, Rinehart, and Winston* 2002 2003 * Subsidiary of Houghton Mifflin Harcourt b. c. Alignment with state or district textbook cycle: The California Common Core State Standards (CCSS) for math were adopted in August 2010. The current SJUSD K-8 instructional materials for math are not aligned to the CCSS. New K-12 math materials, aligned to the CCSS, were piloted the 20142015 school year. See the chart below for the programs piloted each cycle. Grade Band Cycle 1: Jan. 5 – Feb. 13, 2015 Cycle 2: Feb. 23 – Apr. 10, 2015 TK-5 Pearson enVision Math California Common Core McGraw-Hill My Math 6-8 Houghton Mifflin Harcourt (HMH) Math in Focus HMH California Go Math! High School Pearson CME Project Integrated 1-3 HMH Integrated Math 1-3 California Special considerations, if any: In September 2014, the SJUSD Board approved the Integrated Pathway (1-3) for High School Math; a change from the previous traditional pathways currently implemented in SJUSD schools. New CCSS aligned materials for Integrated Math (13) are needed for implementation in SJUSD beginning with the 2015-2016 school year. Intensive Math Intervention, Pre-Calculus, Calculus, and Statistics are scheduled to be piloted in 2015-2016 and adopted for implementation beginning in 2016-2017. 4. Adoption timeline: Formation of adoption committee and notification of publishers Committee consideration of possible choices/narrow to two Adoption Report I Classroom use and student input: Cycle I Cycle II October, 2014 November, 2014 February, 2015 Jan. 5 - Feb. 13, 2015 Feb. 23 - Apr. 10, 2015 8 9 Public viewing Adoption Committee Report Recommendation to Curriculum and Standards Committee Recommendation to principals Board discussion Board action Purchase orders submitted New materials in the classroom 5. March 2 - April 10, 2015 April 24, 2015 April 29, 2015 May 6, 2015 May 12, 2015 May 26, 2015 May 27, 2015 June 2015 Actual total cost over the life of the adoption, consumables, and professional development: The total cost of the adoption including consumables and professional development is: • $2,328,193.91 for grades TK through 5th th • $2,107,718.29 for grades 6th through 8 and Integrated Math 1 • $763,786.01 for Integrated Math 2 and Integrated Math 3 (Integrated Math 2 will be purchased in Spring 2016 for Fall 2016 implementation and Integrated Math 3 will be purchased in Spring 2017 for Fall 2017 implementation. 6. Source of funding: The K-12 Instructional Materials Reserve (locally restricted) and Common Core State Standards Implementation Funds (Assembly Bill 86, Chapter 48, Statues of 2013) are the sources of funding. PILOTING PROCESS 7. List of adoption committee members: Attachment A: SJUSD 2014-2015 Adoption Committee Members 8. How did piloting teachers evaluate the programs, particularly the alignment to the standards? The adoption committee evaluated the textbooks using the Criteria for Materials and Tools Aligned to the Standards from the Revised California Math Framework (2013) with the components: (1) Math content/alignment with standards, (2) Program Organization, (3) Assessment, (4) Universal Access, (5) Instructional Planning, (6) Teacher Support and (7) 9 10 Technology. Consideration was given to strengths and limitations of the current programs, continuity of programs between course levels, online resources, and accessibility and supports for English Learners, and Special Education. 9. In what ways were student responses solicited? Students of piloting teachers were surveyed in class at the end of each pilot cycle (Cycle 1: Jan. 5 - Feb. 13 and Cycle 2: Feb. 23 - April 10, 2015). Transitional kindergarten through 2nd grade completed paper surveys and 3rd grade through Integrated Math 3 completed either paper or electronic surveys. 10. What opportunities were provided for community input? The Math Adoption Committee meetings were open to the public, including parents, community members, non-piloting teachers and staff. Applications for the community to participate as a Math Adoption Committee member were made available through district and school newsletters, at various parent and community meetings, and on the district website. Additionally, all instructional materials were made available for 30-day public review and comment from March 2, 2015 - April 10, 2015 at the Business Services Reception area of the District Office and at two regional Math Pilot Showcases on March 9th and 17th. Information regarding committee membership, meetings, and materials review was made available on the San Juan website as well as in the San Juan Scene. Math Pilot updates were shared with the Curriculum and Standards Committee, Superintendent’s Parent Advisory Council (SPAC), regional Math Parent Night meetings, and Elementary and Secondary Principal Meetings. The principals of piloting schools sent home informational letters, in translated languages, to parents and guardians. At the conclusion of the second pilot cycle, parent surveys were sent home to solicit feedback regarding the materials. Parent surveys were in paper and electronic format and were translated in multiple languages. PILOTING RESULTS 11. Considering the needs of district students, what were the strengths and limitations of the recommended textbooks? As a part of the materials evaluation process, committee members noted the following strengths and limitations for the recommended textbooks. 10 11 enVision Math California Common Core, Pearson Strengths: • enVision is aligned to the Common Core State Standards (CCSS) for math. • enVision includes the integration of the math practices. • enVision includes problem solving, interactive learning. • enVision is rigorous. • enVision provides scaffolds, intervention, and acceleration opportunities. Limitations: • The questions on student assessments were vague. • There are too few practice problems for students. • The homework included in the program was not provide enough rigor. California Go Math!, Houghton Mifflin Harcourt Strengths: • California Go Math! is aligned to the CCSS for math. • California Go Math! is very interactive and increased participation. • California Go Math! provides a variety of teacher and student resources including support materials for English learners, special education, and advanced learners. • California Go Math! has consumable workbooks. • California Go Math! has good technology components. • California Go Math! has good examples and explanations. Limitations: • California Go Math! provides little emphasis on the math practices. • The publisher’s recommended pacing was too fast and did not allow for depth. Integrated Math 1-3 California, Houghton Mifflin Harcourt Strengths: • Integrated Math 1-3 California has interactive online components. • Integrated Math 1-3 California has student and teacher support tools for differentiation. • Integrated Math 1-3 California has an interactive textbook which supported student engagement. Limitations: • The publisher’s recommended pacing took longer to implement than what was presented in the teacher edition. In addition, the recommended pacing included duplication of units across Integrated Math 1, 2, and 3 textbooks. • Integrated Math 1-3 California does not have an answer key in the back of student workbook making it difficult for students to check their work independently. 11 12 12. What were the results of the final voting, and what are the recommended textbooks? The elementary subcommittee voted 36-6 to select enVision Math California Common Core by Pearson for grades TK-5. The middle grades secondary subcommittee voted 11-4 to select California Go Math! by Houghton Mifflin Harcourt for grades 6-8. The high school secondary subcommittee voted 8-6 to select Integrated Math 1-3 California by Houghton Mifflin Harcourt for Integrated Math 1-3 courses. 13. List all the student and teacher components of the program, both purchased and gratis. enVision Math California Common Core, Pearson Purchased: • enVision Math California Common Core, (K-Grade 2) 2015 Student Lesson Packets Edition with 8-year digital license. • enVision Math California Common Core (Grades 3 - 5) 2015 Student Edition Package with 8-year digital license. Gratis: • enVision Math California Common Core, (K-Grade 5) 2015 Teacher’s Edition and Resources Package, includes Overview and Implementation Guide, CA Topic Teacher Editions, CA Domain Resource Books, CA Assessment Sourcebook. • enVision Math California Common Core (K-Grade 5) Teacher Resource Materials Box, includes the following: CA Common Core Interactive Math Stories Big Book (K-2) Common Core Math Library with Guided Problem Solving Common Core Math Diagnosis & Intervention System, Part 1 CA Common Core Math Practices Poster CA Ready-Made Centers for Differentiated Instruction Kit (Includes 2 centers Books, and 5 manipulative kits) CA Common Core Standards Practice Workbook Teacher’s Guide Digital Courseware Access for Teachers (online) CA Common Core Standards Practice Workbook CA Common Core Practice & Reteaching Workbook Individual Student Manipulatives Kit (1 per student, one time) CA Common Core ExamView CD-ROM (limited quantities) CA Teacher Edition eText DVD (limited quantities) CA Student Edition eText CD-ROM (limited quantities) 12 13 California Go Math!, Houghton Mifflin Harcourt Purchased: • California Go Math! (Grades 6-8) 2014 Student Edition Online Interactive Student Edition with Personal Math Trainer with 8-year digital license Practice and Skills Fluency Workbook (1 year total) • California Go Math! (Grades 6-8) 2014 Teacher Resources: Online Teacher Resource Management Center with 8 year digital license Print Teacher Edition Differentiated Instruction Resources Practice and Skills Fluency Workbook Assessment Resources Solution Key Common Core Assessment Readiness Common Core Assessment Readiness Teacher Guide On Core ExamView CD-ROM (limited quantities) On Core Middle School Activity Generator CD-ROM (limited quantities) Integrated Math 1-3 California, Houghton Mifflin Harcourt Purchased: • Integrated Math 1-3 California, Interactive Write-In Student Edition, Volumes 1 & 2, 8 year subscription Online Student Edition with Personal Math Trainer with 8 year subscription Student Edition PDF Download • Integrated Math 1-3 California, Teacher Materials Print Teacher Edition Print Response to Intervention Blackline Masters 14. What professional development will be provided for teachers? What costs will be associated with the training? Teachers will have an opportunity to participate in a four-day training in June that will consist of a two-day publisher provided training followed by two days of district provided workshops and collaboration time. A two-day publisher led makeup training will be held in August and a one-day publisher led makeup training will be held in September. Teachers will also be provided with two after school publisher led follow up sessions during the course of the school year. Pearson will provide the following to teachers grades TK-5th (including resource teachers, special day class teachers, coaches, and English language intervention specialists): • Implementation Essentials • Using Student Assessment to Drive Instruction • Consultative Services for Curriculum Leaders • Technology Follow Up Total cost: $160,160 13 14 Houghton Mifflin Harcourt will provide the following to teachers grades 6 th-8th (including resource teachers, special day class teachers, coaches, and English language intervention specialists): • Initial Program Overview • Beyond the Basics • Advanced Implementation: Differentiation and Assessment • Technology Follow Up • Training of Trainers Total cost: $30,800 Houghton Mifflin Harcourt will provide the following to teachers of Integrated Math 1 (including resource teachers, special day class teachers, coaches, and English language intervention specialists): • Initial Program Overview • Beyond the Basics • Advanced Implementation: Differentiation and Assessment • Technology Follow Up • Training of Trainers Total cost: $11,200 Publisher led professional development for Integrated Math 2 and 3 will be held in the summer of 2016 for Integrated Math 2 and in the summer of 2017 for Integrated Math 3. Houghton Mifflin Harcourt will provide a model of professional development similar to Integrated Math 1. • Initial Program Overview • Beyond the Basics • Advanced Implementation: Differentiation and Assessment • Technology Follow Up • Training of Trainers Total cost: $22,400 15. Professional Learning and Curriculum Innovation Division contact for additional information: Melissa Bassanelli, Director, 916-971-7273 or [email protected] 16. Date submitted: Draft April 27, 2015. Attachments Attachment A: List of adoption committee members 14 15 Math Adoption 2014-2015- Report 2 Attachment A: SJUSD 2014 Math Adoption Committee Members Name School Elementary (K-5) Piloting Teachers Jennifer Tripp Arlington Heights Judith Dronberger Cameron Ranch Robbin Haitz Carmichael Tiffany Delany-Bierbaum Charles Peck Kelley Lints Cowan Karen Riggs Cowan Kari Vanerstrom Dittmer Del Dayo Betsy Rectenwald Del Dayo Susan Walden Deterding Sue Willitt Dewey Lynda Safreno Winje Dewey Yesmine Thomson Dyer Kelly Jennifer Misner Dyer Kelly Christina Moriarty Dyer Kelly Karina Ruiz Edison Fay Grundel Edison Deirdre Wilson Edison Susan Elder Gold River Julie Speights Gold River Delanne Mathias Howe Nichole Harshbarger Kingswood Leanne Louch Kingswood Julie Larson Lichen Barbra Hird Mariposa Lyne Jones Mission 15 16 Kim Battistessa Orangevale Jeanine D’Angelo Pershing Suzanne Anderson Schweitzer Brenda Kasti Schweitzer Carrie Gray Sierra Oaks Amy O’Brien Sierra Oaks Mercy Ahlgen Murray Skycrest Margaret Stroh Thomas Kelly Lori McKinnon Thomas Kelly Brandi Crockett Thomas Kelly Maggie Borkovich Twin Lakes Josie Black Twin Lakes Angela Luna Whitney Secondary (Grades 6-8) Piloting Teachers John Lofgren Arcade John Friedrich Arden Jean Osterkamp Barrett Jennifer Flores Carnegie David Reese Carnegie Tara Skinner Churchill Dena Kauer Churchill Christine Teachout Dewey David Vazquez Encina Steve Knutsen Gold River Luis Guerra Lichen Melissa Malone Lichen Brent Fulmer Pershing Tracy Lucus Sierra Oaks Dave Spence Will Rogers 16 17 Secondary (High School) Piloting Teachers Laura Munno Bella Vista Mikala Graf Bella Vista Annette Batchelor Casa Roble Robin Prince Casa Roble Jeff Allain Del Campo Beth Riggs El Camino Todd Cardoso El Camino Molly Elliot Encina Jonathan Ford Mesa Verde Amy Pare Mira Loma Olga Gredash Mira Loma Tim Thayer Mira Loma Shelley Jerue San Juan Non-Piloting Committee Members Name School Position Tony Contreras Encina 6th-8th Bryan Irwin Bella Vista VP Andrew Johnson Bella Vista Parent Melanie Allen Deterding Principal Misty Lampshire District Office Grades 3-5 CCSS Facilitator Stacy Werth District Office Grades 3-5 CCSS Facilitator Laura Davis District Office Program Specialist, Special Education Richard Judge Encina Principal Robert Thacker Former SJUSD Parent Community Member Stephen Moses Gold River VP Brooke Thomas Pershing Principal Matt English Schweitzer Principal 17 18 Stacy Ahrens Sierra Oaks K-8 Sarah Riggle Jansen Starr King Parent John Winger Starr King Parent Carol Lawrence Tech Services TOSA Jon Leister Tech Services TOSA 18 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Increase in School Facilities Fees DEPARTMENT: Planning & Property Management AGENDA ITEM I-6_____ MEETING DATE: 05/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending the board adopt the 2015 Level I Developer Fee Justification Study and adopt Resolution 2769 to update the district’s statutory developer fee rates and declare the change in fees to be exempt from the provision of the California Environmental Quality Act (CEQA). RATIONALE/BACKGROUND: A guiding principle of state school facilities funding is the three-legged stool concept. This concept is predicated on the state providing funds through bonds, school districts providing funds through special taxes, general obligation, Mello-Roos and other bond proceeds, and the private sector providing funds through developer fees. The San Juan Unified School District’s 2014 Facilities Master Plan identified the district has a current school facilities need of $2.4 billion. In order to help fund this need, it is imperative the district maximize funding from each of the three sources. Historically, the district has actively participated in the State School Facilities Program and the local community has graciously passed multiple local General Obligation Bond measures. Conversely, the district has not levied the maximum developer fee rates since 2002. Education Code section 17620 (AB 2926, Chapter 887/Statutes 1986), provides “the Governing Board of any school district is authorized to levy a fee, charge, dedication, or other forms of requirement against any development project for the construction or reconstruction of school facilities.” To levy and collect developer fees, a school district must show the correlation (or “nexus”) between new residential, commercial and industrial development and the need for new or reconstructed school facilities. Developer fees were originally established in 1987 with a maximum fee of $1.50 per square foot of new residential construction and $0.25 per square foot of new commercial/industrial construction. This maximum amount is reviewed and adjusted every two years by the State Allocation Board (SAB). The SAB raised the maximum fee at its January 2014 meeting to $3.36 per square foot of residential and $0.54 per square foot of commercial/industrial development. The San Juan Unified School District’s currently levies $2.14 per square foot of residential and $0.34 per square foot of commercial/industrial development. Developer fees may be used to finance new schools and equipment, and to reconstruct existing facilities in order to maintain adequate housing for all of the district’s students. Other legitimate uses of developer fees include, but are not limited to: interim housing, site acquisition, replacement of aged or inadequate portable classrooms, and housing for class size reduction. Up to three percent of the fees collected may be used to defray the administrative costs incurred by the district in collecting these fees. Uses of the fees which are specifically prohibited by law are: regular or routine maintenance of facilities, asbestos abatement incidental to construction or reconstruction, and deferred maintenance programs. Capitol Public Finance Group (Capitol PFG) was retained by the district to prepare a Developer Fee Justification Study to identify if the district could meet the nexus tests necessary to levy the current State maximum developer fee rates. The study has been completed (see attached) and Capitol PFG finds the district does meet the nexus tests to collect the maximum fees. A summary of these finding is provided below: Establishment of a Cost Nexus The district will collect fees on new residential and commercial/industrial development to fund the construction and/or reconstruction of school facilities to serve students generated by such projects. The district has undertaken significant reconstruction and modernization projects to serve existing development and improve existing facilities. Additionally, the cost for providing these facilities exceeds the amount of developer fees to be collected. It is clear when educational facilities are provided for students generated by new residential, commercial and industrial development the cost of new facilities exceeds developer fee generation, thereby establishing a cost nexus. The Developer Fee Study finds that each square foot of residential construction will create a school facilities cost of $6.24 (current State maximum fee is $3.36), each square foot of non-rental selfstorage commercial/industrial will create a school facilities cost exceeding the maximum fee, and rental selfstorage will create a school facilities cost of $0.22 per square foot. Establishment of a Benefit Nexus Students generated by new residential, commercial and industrial development will be attending the district’s schools. Housing district students in new and/or reconstructed facilities will directly benefit those students from the new development projects upon which the fee is imposed; therefore, a benefit nexus exists. Establishment of a Burden Nexus The generation of students by new development will create a need for additional and/or reconstructed school facilities. The district must carry the burden of constructing new facilities required by the students generated by future developments and the need for facilities will be, in part, satisfied by the levying of developer fees, therefore, a burden nexus exists. California Environmental Qualities Act Education Code section 17621 specifically exempts fees pursuant to Education Code section 17620 (statutory developer fees) from the provisions of the California Environmental Quality Act (CEQA). Attachments: (1) Resolution 2769 (Attachment A) (2) 2015 Developer Fee Justification Study (Attachment B) (3) CEQA Notice of Exemption (Attachment C) BOARD COMMITTEE ACTION/COMMENT: Superintendent’s Cabinet: 5/4/15 FT&F Committee: 5/5/15 PREVIOUS STAFF/BOARD ACTION: The board initiated the fee program on January 27, 1987, and renewed fee increases on April 26, 1988, April 11, 1989, August 28, 1990, April 27, 1993, April 26, 1994, May 14, 1996, May 12, 1998, March 28, 2000 and February 2002. A subsequent 5-year developer fee update, as required by Government Code Section 66001, was presented to the board on April 10, 2007. No fee increase was approved rather the recommendation was made to update the Developer Fee Justification Study. April 28, 2015 board meeting held with public hearing. FINANCIAL DATA: If approved, developer fees will increase to $3.36 per square foot from $2.14 per foot; and commercial/industrial fees will increase to $0.54 per square foot from $0.34 per foot. Fees for rental self-storage will decrease to $0.22 from $0.34 per foot. 2 PREPARED BY: David Burke, Director of Planning and Property Management APPROVED BY: Frank Camarda, Senior Director of Facilities, Maintenance & Transportation Kent Kern, Superintendent of Schools 3 Attachment A RESOLUTION NO. 2769 RESOLUTION BEFORE THE SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION TO INCREASE LEVEL I DEVELOPER FEES AND APPROVAL OF CEQA EXEMPTION WHEREAS, Education Code section 17620 authorizes school districts to levy a fee, charge or dedication against any new construction within its boundaries for the purpose of funding the construction or reconstruction of school facilities; and WHEREAS, pursuant to the authority of Government Code section 65995, subdivision (b)(3), the fees authorized by Education Code section 17620 have presently been established by the State Allocation Board (“SAB”) in the amount of $3.36 per square foot for residential development and $0.54 per square foot for commercial/industrial development; and WHEREAS, the San Juan Unified School District (“district”) Board of Education (“board”) has caused a study to be prepared by Capitol Public Finance Group entitled Level 1 Developer Fee Justification Study (incorporated herein by reference and hereinafter referred to as the “study”), which identifies the purpose and use for the fee and sets forth a reasonable relationship between the fee to be imposed, the type of development project on which the fee is to be imposed, and the increased school facilities made necessary by virtue of the burden imposed by the development; and WHEREAS, Education Code section 17621 specifically exempts the adoption, increase, or imposition of any fee, charge, dedication or other requirement pursuant to Education Code section 17620 from the provisions of the California Environmental Quality Act (“CEQA”)(Pub. Resources Code Section 21000 et seq.); and WHEREAS, upon a determination that the imposition of school facilities fees under Education Code section 17620 is exempt from CEQA, the district is entitled to file a Notice of Exemption with the County Clerk pursuant to California Code of Regulations, title 14, section 15062. NOW, THEREFORE, the San Juan Unified School District Board of Education does hereby resolve as follows: 1. Prior to the adoption of this resolution, the board conducted a public hearing at which oral and/or written presentations were made as part of the board’s regularly scheduled April 28, 2015 meeting. Notice of the time and place of the meeting, including a general explanation of the matter to be considered has been published twice in the Carmichael Times in accordance with Government Code sections 66017 and 66018. Additionally, at least 10 days prior to the meeting, the district made all relevant information available to the public indicating the cost, or estimated cost, of the construction or reconstruction of school facilities made necessary by the residential and/or commercial/industrial development to which the fee shall apply. 2. The purpose of the fees is to provide adequate school facilities for the students of the district who will be generated by residential and commercial/industrial development in the district. 3. The fees are to be used to finance the construction and reconstruction of school facilities as identified in the district’s 2014 Facilities Master Plan 4. There is a reasonable relationship between the need for the imposition of the fee and the types of development projects upon which the fees shall be imposed for the purpose of the construction or reconstruction of school facilities, in that residential, commercial and industrial development will generate students who will attend district schools. These students cannot be housed by the district without additional school facilities, or the reconstruction of existing school facilities. The fees will be used to fund all, or a portion of, new school facilities, or to reconstruct existing school facilities. 5. There is a reasonable relationship between the amount of the fee and the cost of the additional or reconstructed school facilities attributable to the development upon which the fee shall be imposed, in that the square footage of these developments has a direct relationship to the number of students that will be generated, and thus to the facilities the district must add and/or reconstruct in order to accommodate the additional students. 6. The district maintains a separate capital facilities account, or fund, as required by Government Code section 66006. 7. There are no other adequate sources of funds to meet the district’s school facilities needs occasioned by, and resulting from, the construction of new residential and/or commercial/industrial development within the district. AND BE IT FURTHER RESOLVED that the board incorporates herein by reference, approves and adopts the study entitled Level 1 Developer Fee Justification Study, dated March 2015 and prepared by Capitol Public Finance Group which documents the need for the school facilities fees. AND BE IT FURTHER RESOLVED that since the study justifies fees in excess of the allowable limits, the district hereby increases fees on residential development to $3.36 per square foot, and fees on commercial/industrial developments $0.54 per square foot, and decreases fees for rental self storage to $0.22 per square foot in accordance with Education Code sections 17620, et seq., and Government Code sections 65995, et seq. AND BE IT FURTHER RESOLVED that the change in fees shall take effect sixty (60) days after the date of this resolution. AND BE IT FURTHER RESOLVED that the superintendent of the district, or his or her designee, shall give notice of the board’s action herein to all cities and counties with jurisdiction over the territory of the district in accordance with the requirements of Education Code section 17620 and 17621, requesting that no building permits (or, for manufactured homes and mobile homes, certificates of occupancy) be issued on or after the date which is sixty (60) days after the date of this resolution, without certification from the district that the fees specified herein have been paid. Said notice shall specify that collection of the fees is not subject to the restriction set forth in Government Code section 66007, subdivision (a) but, pursuant to subdivision (b) of that statute, the fees are to be collected prior to issuance of building permits. 2 AND BE IT FURTHER RESOLVED that developers of commercial or industrial development be provided the opportunity for a hearing to appeal the imposition of the fees on their developments. AND BE IT FURTHER RESOLVED that nothing contained or expressed in this resolution shall be construed to affect the district’s authority to increase fees, enter into agreements with developers, or otherwise adopt or impose, to the extent permitted by law, additional fees, to fully mitigate the impact of residential and/or commercial/industrial development upon the district’s school facilities. AND BE IT FURTHER RESOLVED that, in the event that the board takes action in the future to adopt an alternative fee pursuant to Government Code section 65995.5 or 65995.7, commonly known as “Level 2" or “Level 3" fees, respectively, in an amount greater than that authorized by this resolution, this resolution shall be held in abeyance during the time in which the greater Level 2 or Level 3 fee is authorized. If, for any reason, any future board action to adopt a greater Level 2 or Level 3 fee ceases to be effective this resolution shall then immediately return into effect unless otherwise specified by the board. AND BE IT FURTHER RESOLVED that the district’s administration is authorized to make expenditures and to incur obligations of the fees for the purposes authorized by law. AND BE IT FURTHER RESOLVED that the board hereby finds that the increase in fees hereunder is statutorily exempt from the requirements of CEQA pursuant to Education Code section 17621. AND BE IT FURTHER RESOLVED that this board hereby approves the CEQA Notice of Exemption regarding the increase in fees and directs the superintendent, or his or her designee, to file the CEQA Notice of Exemption, together with a certified copy of this resolution, with the County Clerk of each County in which the district shall collect fees pursuant to Education Code Section 17621. AND BE IT FURTHER RESOLVED that this board hereby adopts this resolution and directs the superintendent, or his or her designee, to file a certified copy of this resolution, together with all relevant supporting documentation and a map clearly indicating the boundaries of the area subject to the fees, to each city and each county in which the district is situated, pursuant to Education Code section 17621. This resolution is adopted this 12th day of May, 2015 by the following vote: AYES: NOES: ABSTENT: ABSTAIN: 3 Pamela Costa, President, San Juan Unified School District Board of Education Attest: Michael McKibbin, Clerk, San Juan Unified School District Board of Education 4 Attachment B San Juan Unified School District LEVEL 1 DEVELOPER FEE JUSTIFICATION STUDY MARCH 2015 Prepared by: 2436 Professional Drive, Suite 300 Roseville, CA 95661 (916) 641-273 www.capitolpfg.com DEVELOPER FEE JUSTIFICATION STUDY TABLE OF CONTENTS SECTION 1: EXECUTIVE SUMMARY ........................................................................ 1 SECTION 2: PURPOSE OF THIS STUDY ................................................................... 2 SECTION 3: DEVELOPER FEE LAW.......................................................................... 3 HISTORY OF DEVELOPER FEE LAW .................................................................................... 3 CURRENT LEGAL AUTHORITY FOR DEVELOPER FEES ................................................................ 4 SECTION 4: DISTRICT DEMOGRAPHIC INFORMATION ........................................... 6 COMMUNITY DEMOGRAPHICS .......................................................................................... 7 DISTRICT SCHOOL SITES............................................................................................... 7 SECTION 5: DISTRICT’S HISTORY OF DEVELOPER FEE COLLECTIONS ................. 10 SECTION 6: DISTRICT ENROLLMENT AND CAPACITY ........................................... 11 HISTORICAL ENROLLMENT OF THE DISTRICT....................................................................... 11 DISTRICT CAPACITY ................................................................................................... 11 NEW DEVELOPMENT ................................................................................................... 14 STUDENT GENERATION RATE ........................................................................................ 16 PROJECTED ENROLLMENT ............................................................................................. 17 SECTION 7: FACILITIES NEEDS ........................................................................... 19 CONSTRUCTION COSTS ............................................................................................... 19 OTHER FACILITIES FUNDING SOURCES ............................................................................. 20 SECTION 8: DEVELOPER FEE JUSTIFICATION ...................................................... 21 RESIDENTIAL DEVELOPMENT AND FEE ANALYSIS.................................................................. 21 COMMERCIAL/INDUSTRIAL DEVELOPMENT AND FEE ANALYSIS .................................................. 22 SECTION 9: FINDINGS......................................................................................... 26 ESTABLISHMENT OF A COST NEXUS ................................................................................. 26 ESTABLISHMENT OF A BENEFIT NEXUS ............................................................................. 26 ESTABLISHMENT OF A BURDEN NEXUS ............................................................................. 26 CONCLUSION ........................................................................................................... 26 SECTION 10: IMPLEMENTATION OF THE FEES ..................................................... 27 DISTRICT BOARD APPROVAL ......................................................................................... 27 NOTIFICATIONS ........................................................................................................ 27 FEE ACCOUNTING...................................................................................................... 27 APPENDIX A: 5 YEAR HISTORICAL ENROLLMENT ................................................... I March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 1: EXECUTIVE SUMMARY This study is intended to update the developer fee imposed by the San Juan Unified School District (the “District”). This report summarizes an analysis of the need for construction and reconstruction of school facilities to accommodate students from new development within the District’s boundaries and documents a reasonable relationship between new development, the fee, and the facilities to be funded. Education Code section 17620 authorizes school districts to levy a fee against any development project for the construction or reconstruction of school facilities as long as the district can show justification for levying of fees. Every two years the State Allocation Board adjusts the base statutory development impact fees by applying the Marshall & Swift Eight California Cities Index to calculate the amount of the adjustment. In January 2014, the State Allocation Board adjusted the statutory fee to $3.36 per square foot of residential construction and $0.54 per square foot of commercial/industrial construction. This represents a 4.93 percent change over the previously authorized amounts of $3.20 for residential development and $0.51 for commercial. This study supports the adoption of a developer fee by the District up to the amount of the statutory fees established by the State Allocation Board. Upon the submittal of this study to the District, it is incumbent upon the District’s Governing Board (the “Board”), assisted by staff, to review and evaluate the report for accuracy and agreement with the conclusions presented. Once the Board is satisfied that the fee adjustment recommendations are valid, the Board may accept and consider public input. After accepting this input, the Board may vote to approve findings and a resolution to set the appropriate fees. -1- March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 2: PURPOSE OF THIS STUDY The purpose of this Developer Fee Justification Study is to comply with the provisions of Education Code section 17620 in relation to the levy and collection of developer fees. This study will substantiate there is a “reasonable relationship”, or nexus, between residential, commercial, and industrial development projects and the cost to provide adequate school facilities for the students generated from those developments. It will identify the expected revenue derived from fees from those developments; identify other potential sources of revenue for facilities (and their viability); and identify the additional students projected to enroll in district schools as a result of these development projects. As required by Government Code sections 66000 through 66003, this report will also: ♦ Identify the purpose of the fee; ♦ Identify how the fee is to be used; ♦ Determine how a reasonable relationship exists between the fee’s use and the type of development project on which the fee is imposed; and ♦ Determine a reasonable relationship between the amount of the fee and the cost of the public facility or portion of the public facility attributable to the development on which the fee is imposed. ♦ A fee shall not include the costs attributable to existing deficiencies in public facilities, but may include the costs attributable to the increased demand for public facilities reasonably related to the development project in order to (1) refurbish existing facilities to maintain the existing level of service or (2) achieve an adopted level of service that is consistent with the general plan. -2- March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 3: DEVELOPER FEE LAW History of Developer Fee Law Education Code section 17620 (AB 2926, Chapter 887/Statutes 1986), stipulates “the Governing Board of any school district is authorized to levy a fee, charge, dedication, or other forms of requirement against any development project for the construction or reconstruction of school facilities.” To levy and collect developer fees, a school district must show the correlation (or “nexus”) between new residential, commercial and industrial development and the need for new school facilities. Developer fees were originally established in 1987 with a maximum fee of $1.50 per square foot of new residential construction and $0.25 per square foot of new commercial/industrial construction. This maximum amount is reviewed and adjusted every two years by the State Allocation Board (SAB). The SAB raised the maximum fee at its January 2014 meeting to $3.36 per square foot of residential and $0.54 per square foot of commercial/industrial development. Developer fees may be used to finance new schools and equipment, and to reconstruct existing facilities in order to maintain adequate housing for all of the District’s students. Other legitimate uses of developer fees include, but are not limited to: interim housing, site acquisition, replacement of aged or inadequate portable classrooms, and housing for classsize reduction. Up to three percent of the fees collected may be used to defray the administrative costs incurred by the District in collecting these fees. Uses of the fees which are specifically prohibited by law are: regular or routine maintenance of facilities, asbestos abatement incidental to construction or reconstruction, and deferred maintenance programs. Additionally, Government Code section 66008 (SB 1693, Chapter 569/Statutes 1996, effective January 1, 1997) mandates that school districts be specific on the intended use of the fees to be collected in their fee justification documents and include the general locations of new school facilities and estimated construction timelines in the report. These timelines, however, are influenced by many factors including actual (as opposed to projected) phasing of new development, eligibility for and availability of State School Facility Program (“SFP”) funds and availability of local funding. In August 1998, the Governor signed into law Senate Bill 50 (“SB 50”), also known as the Leroy Greene School Facilities Act of 1998. This bill made major changes in the State Facilities Program as well as developer fee mitigation for school districts in California. The passage of SB 50 repealed all locally imposed fees authorized by local ordinances and instituted the collection of three levels of developer fees. ♦ Level 1 fees are the current statutory fees allowed under Education Code section 17620. -3- March 2015 DEVELOPER FEE JUSTIFICATION STUDY ♦ Level 2 fees are outlined in Government Code section 65995.5, and allow school districts to impose higher fees on residential construction if certain conditions are met. This level of developer fees is subject to a School Facility Needs Analysis based on Government Code section 65995.6. ♦ Level 3 developer fees are outlined in Government Code section 65995.7, and may be implemented by a district if the State certifies there is no money available for facilities. Current Legal Authority for Developer Fees There are several statutory provisions that address the levy and management of developer fees. A summary of some of the important code sections is included below. ♦ Education Code section 17620 explains several facets of developer fee law, including, but not limited to the following: o o o o Exempts from fees residential additions of less than 500 square feet. Allows a portion of the fees to be used to pay for the completion of developer fee justification studies. Exempts from fees development projects that are used exclusively for government-owned facilities, private schools, and buildings that are tax-free based upon their use for religious purposes. Limits the collection of fees for senior housing to the amount of commercial/industrial fees and requires any conversion from that use to be approved by the applicable local government agency after the school district has been notified. ♦ Education Code section 17625 authorizes the collection of fees on manufactured or mobile homes, but limits the imposition of the fees to the initial installation of the unit in the school district. ♦ Government Code sections 66000 through 66003 specify a variety of requirements regarding the collection and use of developer fees, some of which are stated in previous sections of this report, and include: o o o o o The identification of the purpose of the fee. The identification of the use of the fee. The determination of a reasonable relationship between the fee’s use and the type of development project being assessed. The determination of a reasonable relationship between the need for the public facility and the type of development project being assessed. The accounting for any funds remaining unexpended in the fifth year after the first deposit into the fund, and every five years thereafter. -4- March 2015 DEVELOPER FEE JUSTIFICATION STUDY o o o ♦ Government Code section 66006 specifies the requirements for depositing and managing any fees that are collected and the restrictions for their use, including, but not limited to: o o o ♦ The identification of funding anticipated needed to finish any identified by incomplete projects, and the establishment of an approximate date for the anticipated completion of such projects. The refunding, at specific times, of funds available that are not committed to specific projects. A fee may not include the costs to existing deficiencies in public facilities, but may include costs attributable to the increased demand for public facilities reasonably related to a development project. The establishment of a separate fund for the deposit of developer fees and any interest generated by them. The use of such funds only for the purpose for which they were collected. Reporting the use of such funds on an annual basis within 180 days of the end of each fiscal year. Government Code section 66016 requires the district hold a public hearing regarding the imposition of developer fees as part of a regularly scheduled governing board meeting prior to adopting or increasing such fees. A notice of the meeting must be published, with the first publication at least ten days prior to the meeting. -5- March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 4: DISTRICT DEMOGRAPHIC INFORMATION The San Juan Unified School District (the “District”) is located in unincorporated Sacramento County, with a small portion of its boundaries within the City of Sacramento, City of Citrus Heights and the City of Folsom. The District’s location allows easy access to both winter and summer recreational areas and within reasonable driving distance are San Francisco, Los Angeles, Santa Cruz, Monterey, and Lake Tahoe. Post-Secondary educational institutions are present throughout the region. Several colleges and universities are located in Sacramento including California State University Sacramento, Sacramento City College, American River College. The District provides education approximately 39,450 K–12 students. For reference, a map of the District boundaries is shown in Figure 1 (the District’s boundaries are in red): FIGURE 1 -6- March 2015 DEVELOPER FEE JUSTIFICATION STUDY Community Demographics Demography describes various population characteristics of the area’s people. Primarily collected by local, state, and/or federal agencies such as the Census Bureau and local public health departments, demographic information covers a range of topics including population size, sex, age composition, ethnic backgrounds, household characteristics, geographic distribution, part-time versus full-time residents and other vital statistics. Demographic data will assist the district in prioritizing projects, resource allocation, and facilities needs. The most recent demographic survey performed by the Census Bureau was the 2013 American Community Survey, which provides the following data about the District: ♦ ♦ ♦ ♦ ♦ ♦ ♦ 325,777 residents 145,630 total housing units and 133,195 households 27.6% of households had children under the age of 18 43.4% of households were married couples living together 2.42 average household size $52,849 median income 10.8% of families and 16.6% of the population below the poverty line District School Sites The District operates 33 elementary schools, 8 K-8 schools, 8 middle schools, and 9 high schools. District office facilities are located at 3738 Walnut Avenue, Carmichael, CA 95608. The District’s school sites, locations and capacities are listed in Table 1. -7- March 2015 DEVELOPER FEE JUSTIFICATION STUDY TABLE 1 San Juan Unified School District School Sites Grade Levels Capacity Site Location Albert Schweitzer Elementary 4350 Glenridge Drive, Carmichael K-5 429 Andrew Carnegie Middle 5820 Illinois Avenue, Orangevale 6-8 1,017 Arcade Fundamental Middle 8248 Villa Oak Drive, Citrus Heights 6-8 576 Arden Middle 1640 Watt Avenue, Sacramento 6-8 921 Arlington Heights Elementary 6401 Trenton Way, Citrus Heights K-5 322 Bella Vista High 8301 Madison Avenue, Fair Oaks 9-12 1,908 Cambridge Heights Elementary 5555 Fleetwood Drive, Citrus Heights K-5 384 Cameron Ranch Elementary 4333 Hackberry Lane, Carmichael K-5 442 Carmichael Elementary 6141 Sutter Avenue, Carmichael K-5 383 Carriage Drive Elementary 7519 Carriage Drive, Citrus Heights K-6 482 Casa Roble Fundamental High 9151 Oak Avenue, Orangevale 9-12 1,395 Charles Peck Elementary 6230 Rutland Drive, Carmichael K-5 410 Citrus Heights Elementary 7085 Auburn Boulevard, Citrus Heights K-5 396 Cottage Elementary 2221 Morse Avenue, Sacramento K-5 415 Cowan Fundamental Elementary 3350 Becerra Way, Sacramento K-6 551 Coyle Avenue Elementary 6330 Coyle Avenue, Carmichael K-5 410 Del Campo High 4925 Dewey Drive, Fair Oaks 9-12 1,959 Del Dayo Elementary 1301 McCalaren Drive, Carmichael K-6 597 Del Paso Manor Elementary 2700 Maryal Drive, Sacramento K-6 646 Deterding Elementary 6000 Stanley Avenue, Carmichael K-6 678 Dyer-Kelly Elementary 2236 Edison Avenue, Sacramento K-5 492 Earl LeGette Elementary 4623 Kenneth Avenue, Fair Oaks K-6 643 El Camino Fundamental High 4300 El Camino Avenue, Sacramento 9-12 1,728 Encina Preparatory High 1400 Bell Street, Sacramento 6-12 1,242 Gold River Discover Center 2200 Roaring Camp Drive, Gold River K-8 814 Grand Oaks Elementary 791 Rosswood Drive, Citrus Heights K-5 383 Greer Elementary 2301 Hurley Way, Sacramento K-5 637 Harry Dewey Fundamental Elementary 7025 Falcon Road, Fair Oaks K-6 605 Howe Avenue Elementary 2404 Howe Avenue, Sacramento K-5 650 John Barrett Middle 4243 Barrett Road, Carmichael 6-8 951 Kingswood K-8 5700 Primrose Drive, Citrus Heights K-8 681 Lichen K-8 8319 Lichen Drive, Citrus Heights K-8 634 Louis Pasteur Middle 8935 Elm Avenue, Orangevale 6-8 723 Mariemont Elementary 1401 Corta Way, Sacramento K-5 575 Mariposa Avenue Elementary 7940 Mariposa Avenue, Citrus Heights K-5 445 Mesa Verde High 7501 Carriage Drive, Citrus Heights 9-12 1,095 Mira Loma High 4000 Edison Avenue, Sacramento 9-12 1,692 Mission Avenue Open Elementary 2925 Mission Avenue, Carmichael K-6 517 -8- March 2015 DEVELOPER FEE JUSTIFICATION STUDY San Juan Unified School District School Sites Grade Levels Capacity Site Location Northridge Elementary 5150 Cocoa Palm Way, Fair Oaks K-6 482 Oakview Community Elementary 7229 Beech Avenue, Orangevale K-5 414 Orangevale Open K-8 5630 Illinois Avenue, Fair Oaks K-8 687 Ottomon Elementary 9460 Ottomon Way, Orangevale K-5 321 Pasadena Avenue Elementary 4330 Pasadena Avenue, Sacramento K-5 285 Pershing Elementary 9010 Pershing Avenue, Orangevale K-6 Rio Americano High 4540 American River Drive, Sacramento 9-12 1,689 San Juan High 7551 Greenback Lane, Citrus Heights 9-12 1,050 Sierra Oaks K-8 171 Mills Road, Sacramento K-8 699 Skywest Elementary 5641 Mariposa Avenue, Citrus Heights K-5 522 Starr King K-8 4848 Cottage Way, Carmichael K-8 634 Sylvan Middle 7137 Auburn Boulevard, Citrus Heights 7-8 723 Thomas Edison Language Institute 2950 Hurley Way, Sacramento K-8 699 Thomas Kelly Elementary 6301 Moraga Drive, Carmichael K-5 442 Trajan Elementary 6601 Trajan Drive, Orangevale K-5 544 Twin Lakes Elementary 5515 Main Avenue, Orangevale K-6 677 Whitney Avenue Elementary 4248 Whitney Avenue, Sacramento K-5 445 Will Rogers Middle 4924 Dewey Drive, Fair Oaks 6-8 705 Winston Churchill Middle 4900 Whitney Avenue, Carmichael 6-8 1,053 Woodside K-8 8248 Villa Oak Drive, Citrus Heights K-8 653 616 Source: San Juan Unified School District. -9- March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 5: DISTRICT’S HISTORY OF DEVELOPER FEE COLLECTIONS The District’s current developer fee is $2.14 per square foot of residential construction and $0.34 per square foot of commercial/industrial construction. As this study will demonstrate, the fees currently being collected are short of the amounts needed to add space and reconstruct existing facilities to accommodate any new students generated through new development. Table 2 shows the District’s total developer fee collections since 2011. TABLE 2 4 Year Historical Developer Fee Collections Year Residential Commercial Fees Collected 2014 $937,201.64 $48,280.00 $985,481.64 2013 $1,017,605.52 $107,168.82 $1,124,774.34 2012 $651,194.57 $25,313.00 $676,507.57 2011 $475,640.83 $31,714.86 $507,355.69 Total $3,081,642.56 $212,476.68 $3,294,119.24 Source: San Juan Unified School District Capitol Public Finance Group, LLC was contracted by the District to provide an updated Level 1 Developer Fee Justification Study. This study is intended to establish the legal and policy basis for the calculation and imposition of impact fee on new development activity within the District. - 10 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 6: DISTRICT ENROLLMENT AND CAPACITY Historical Enrollment of the District The annual enrollment for the District has declined by 1.65% over the past 6 years, as shown in Chart 1. CHART 1 Enrollment in the District Since 2009-10 45,000 40,000 35,000 Students 30,000 25,000 20,000 40,113 40,232 39,910 2009-10 2010-11 2011-12 39,625 39,603 39,450 2012-13 2013-14 2014-15 15,000 10,000 5,000 - Year Source: California Department of Education A breakdown of the District’s historical enrollment is included as Appendix A. District Capacity There are several aging schools that have exceeded their useful life and are in need of significant refurbishment and/or reconstruction. When determining the available capacity at the District’s schools to accommodate future students from new development, the schools in need of a large amount of reconstruction are excluded because they are anticipated to reach the end of their useful life within the next five years. The District conducted an analysis of the cost to rehabilitate each campus and compared it to the cost to reconstruct the campus. If the rehabilitation cost was at least 60% of the cost to reconstruct the campus, the - 11 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY capacity of that campus was determined to be insufficient to house students from new development until the campus was reconstructed. This 60% threshold is based on the standard set by the State of California in the State School Facility Program, Facility Hardship Program. In the State program, if the rehabilitation cost is at least 50% of the reconstruction cost, the State recommends that such facility be reconstructed. For the purposes of this study, we have applied a higher standard than the State, and are using a 60% threshold. Table 3 shows the rehabilitation cost as compared to the reconstruction cost of each campus, with those schools meeting the 60% threshold and demonstrating the need for reconstruction bolded. TABLE 3 Site Arcade Level MS Arden MS Arlington Heights ES Barrett, John MS Bella Vista HS Rehabilitation Cost $12,732,930 Replacement Replacement 2013-2014 Cost Index Capacity Cost $24,480,000 52% 576 $17,055,495 $24,480,000 $6,550,538 $12,205,500 $15,313,928 $24,480,000 $29,283,930 $78,170,400 70% 54% 63% 921 322 951 37% 1908 Cambridge Heights ES $5,046,300 $13,746,000 37% 384 Cameron Ranch ES $6,735,150 $14,141,000 48% 442 Carmichael ES $9,439,065 $16,037,000 59% 383 Carnegie, Andrew MS $12,650,985 $24,480,000 52% 1017 Carriage Drive ES $6,239,869 $16,076,500 39% 482 Casa Roble HS $29,458,958 $74,775,150 39% 1395 Charles Peck ES $6,606,225 $14,812,500 45% 410 58% 1053 Chruchill, Winston MS $14,261,805 $24,480,000 Citrus Heights ES $7,922,745 $13,193,000 Cottage ES $5,549,715 $10,902,000 60% 51% 396 415 Cowan ES $5,954,175 $10,823,000 55% 551 Coyle Ave ES $4,679,100 $14,022,500 33% 410 Del Campo HS $28,579,028 $84,815,100 34% 1959 Del Dayo ES $5,969,295 $14,812,500 40% 597 Del Paso Manor ES $8,104,860 $14,773,000 55% 646 Deterding ES $7,725,173 $13,153,500 Dewey ES $8,101,080 $12,482,000 Dyer Kelly ES $7,931,250 $15,089,000 Earl LeGette ES $8,367,975 $13,351,000 Edison, Thomas K8 $10,347,413 $21,290,500 49% 699 El Camino HS $27,894,375 $82,367,550 34% 1728 Encina HS $31,343,355 $76,273,650 41% 1242 Gold River K8 $5,907,263 $19,552,500 Grand Oaks ES $8,126,123 $13,193,000 62% 383 Greer ES $7,884,338 $12,166,000 65% 637 Howe Avenue ES $10,622,543 $20,540,000 - 12 - 59% 65% 53% 63% 30% 52% 678 605 492 643 814 650 March 2015 DEVELOPER FEE JUSTIFICATION STUDY Site Kingswood Level K8 Rehabilitation Cost $10,635,975 Replacement Replacement Cost Cost Index $15,405,000 69% 2013-2014 Capacity 681 Lichen K8 $8,024,940 $16,234,500 49% 634 Mariemont ES $7,642,485 $13,825,000 55% 575 Mariposa ES $8,206,043 $15,049,500 55% 445 Mesa Verde HS $29,608,605 $71,278,650 42% 1095 Mira Loma HS $30,822,930 $74,775,150 41% 1692 Mission Avenue ES $6,008,175 $10,823,000 56% 517 Northridge ES $7,141,365 $14,338,500 50% 482 Oakview ES $7,324,695 $14,259,500 Orangevale K8 $8,084,813 $12,442,500 Ottoman ES $5,313,600 $12,403,000 Pasadena AvenueES $7,805,025 $12,047,500 Pasteur, Louis $13,201,853 $24,480,000 MS 51% 65% 43% 65% 54% 414 687 321 285 723 Pershing ES $6,870,150 $13,232,500 52% 616 Rio Americano HS $32,158,688 $78,621,300 41% 1689 Rogers, Will MS $13,464,360 $24,480,000 55% 705 San Juan HS $36,408,825 $90,859,050 40% 1050 Schweitzer ES $6,394,950 $13,074,500 49% 429 Sierra Oaks K8 $7,214,400 $14,615,000 49% 699 Skycrest ES $7,091,888 $12,679,500 56% 522 Starr King K8 $12,589,695 $24,411,000 52% 634 $18,465,260 $24,480,000 $7,044,300 $13,667,000 Sylvan MS Thomas Kelly ES 75% 723 52% 442 Trajan ES $6,112,463 $14,496,500 42% 544 Twin Lakes ES $6,450,435 $17,617,000 37% 677 Whitney Avenue ES $7,091,888 $12,679,500 56% 445 Woodside K8 $6,319,485 $14,931,000 42% $695,882,275 $1,502,369,500 46% 42,168 Capacity Excluding Those Exceeding the 60% Threshold 35,256 Total 653 Source: San Juan Unified School District. Based upon the anticipated life cycle of its schools, the District has an expected adjusted elementary capacity of 16,046, an expected adjusted middle school capacity of 5,452 and an expected high school capacity of 13,758, giving the District a total capacity of 35,256 students. As shown in Chart 2, based on 2014-15 enrollment, the District is currently operating over these expected capacities by 2,054 elementary students and 3,679 middle school students. The District’s high school sites are operating under capacity by 1,539 students. - 13 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY CHART 2 The District is Operating Over-Capacity at the Elementary and Middle School Levels 20,000 Enrollment 18,000 Capacity 16,000 14,000 Students 12,000 10,000 18,100 16,046 8,000 12,219 6,000 9,131 4,000 5,452 2,000 0 13,758 Elementary Middle High Source: San Juan Unified School District New Development New residential development typically results in new students for the District to accommodate. Therefore, it is important for the District to monitor the development plans of the local land use agencies. As shown in Figure 2, development within the District has not been concentrated in one area, but rather has been and will continue to be spread throughout the District’s boundaries. As such, the District must be prepared to accommodate future students at schools spread throughout the District. - 14 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY FIGURE 2 Source: San Juan Unified School District The District must plan for facilities assuming maximum potential student capacity. Residential development within the District occurred at an average rate of 203 homes per year from 2011 to 2014, as is shown in Table 4. It is projected that the District will maintain this same rate of growth over the next five years, with a total of 1,015 new residential units being constructed. - 15 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY TABLE 4 4 Year Historical Residential Development Year Total Units 2014 239 2013 293 2012 181 2011 100 Average 203 Source: San Juan Unified School District Student Generation Rate A key component of the planning process is the student generation rate. A student generation rate is the ratio of students produced per home within a new construction project. This serves as a tool for the District to use in the planning process and will allow the District to predict the impact new development will have on the student population. This ultimately will facilitate decision making about the provision of facilities and resources throughout the District. The District has not performed a student generation rate study for this Level 1 report; rather it will use the statewide student yield factor utilized by the Office of Public School Construction of 0.7 K-12th grade students per unit (as defined in Education Code Section 1859.2). A breakdown of the student generation rate for grade level is provided in Table 5: TABLE 5 Student Generation Rates by Grade K-5 6-8 9-12 0.3 0.2 0.2 Source: Office of Public School Construction. Given the 1,015 projected units and the student generation rate to be used per home, the District can estimate that approximately 711 new students will be generated as a result of the development projects, as shown in Table 6, with approximately 305 elementary, 203 middle and 203 high school students. - 16 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY TABLE 6 Anticipated Students from New Development Number of Units 1,015 K-5 Enrollment 305 6-8 Enrollment 203 9-12 Enrollment 203 Total 711 Projected Enrollment Future enrollment can be projected using a weighted cohort survival methodology. This method of projecting enrollments identifies the probability that a student will "survive" from one school year to the next in the successive grade level. As shown in Chart 3, enrollment is projected to decrease slightly at the elementary grade level, but increase at both the middle and high school grade levels. Overall, enrollment will remain relatively stable, hovering around 39,500 students. The District has a projected enrollment of 39,535 in 5 years, with 16,926 elementary students, 9,616 middle school students and 12,994 high school students. CHART 3 55,000 Overall District Enrollment is Projected to Remain Relatively Stable Over the Next 5 Years at around 39,500 Students, Using the Cohort Survival Methodology High 50,000 Middle Elementary 45,000 40,000 35,000 39,450 39,708 39,867 39,869 39,780 39,535 12,219 12,221 12,376 12,608 12,800 12,994 9,131 9,287 9,362 9,471 9,595 9,616 18,100 18,200 18,129 17,789 17,385 16,926 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 30,000 25,000 20,000 15,000 10,000 5,000 - - 17 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY When comparing the projected enrollment with the District’s available capacity of 35,256, it demonstrates that the District does not have adequate capacity to house new students projected from new residential development, specifically at the elementary and middle school grade levels, and will suffer significant strain from the development occurring within District boundaries. The District’s current 2014-15 enrollment of 39,450 exceeds five year projections for available capacity by 4,194 students. Based on the District’s 5-year enrollment projection, available capacity will be exceeded by 4,279 students. Specifically, as shown in Chart 4, projected enrollment will exceed capacity at the elementary and middle school grade levels. As such, the District will not have sufficient space to accommodate the 508 additional elementary and middle school students anticipated from new development without reconstructing school facilities. CHART 4 Projected Future Enrollment Exceeds Available Capacity at Elementary and Middle School Sites 18,000 Projected Enrollment 16,000 Capacity 14,000 Students 12,000 10,000 8,000 16,926 16,046 12,994 6,000 13,758 9,616 4,000 5,452 2,000 0 Elementary Middle - 18 - High March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 7: FACILITIES NEEDS The District continues to have capital improvement requirements based upon the need for reconstruction of older facilities. These facilities will need to be updated in order to accommodate students to be generated from new development in the future. Many of the District’s schools need major reconstruction of the infrastructure (roofing, plumbing, electrical upgrades, etc.) to meet modern technology, safety, and Americans with Disabilities Act requirements. The reconstruction work is not deferred maintenance (as defined by California Education Code, Section 17582), rather it is necessary due to the facility systems exceeding their effective life cycle. Future developer fee collections will be critical to providing reconstructed facilities to accommodate students generated from new development. Provided in Table 7, is a list of reconstruction projects that will be necessary to increase capacity and house students generated from new residential development, at existing service levels: TABLE 7 Replacement Site Level Cost Arden MS $24,480,000 Barrett, John MS $24,480,000 Citrus Heights ES $13,193,000 Dewey ES $12,482,000 Earl LeGette ES $13,351,000 Grand Oaks ES $13,193,000 Greer ES $12,166,000 Kingswood K8 $15,405,000 Orangevale K8 $12,442,500 Pasadena Avenue ES $12,047,500 Total $153,240,000 Capacity Created 921 951 396 605 643 383 637 681 687 285 6,189 Source: San Juan Unified School District Construction Costs The total school reconstruction cost is estimated at $153,240,000. The 508 elementary and middle school students projected to be generated from the new housing developments within the District make up 8.21% of the capacity of the schools indicated above. Therefore, the school reconstruction costs are allocated based on the portion of the facilities the students from new development would occupy, equating to $12,581,004. - 19 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY Other Facilities Funding Sources The District has three other funding sources that can be used for capital projects. Specifically: • • • State School Facility Program funds General Obligation Bond proceeds Redevelopment Pass-Through funds The General Fund is not considered an available capital funding source because it is committed for salaries, benefits and ongoing District operations. In 2014, the District adopted a Facilities Master Plan that identified $2.4 billion in facility needs. The District has authorized, but un-issued, bond authorization of $25 million from Measure J and $250 million from Measure N, for a total of $275 million of general obligation bond authorization. Additionally, the District receives just under $1 million per year from the three former redevelopment agencies within its boundaries. Over the 5-years analyzed as part of this Fee Study, the District would receive approximately $5 million in redevelopment funds. At this time, there is no State funding available to the District. Applying these funds to the $2.4 billion of capital needs leaves an unfunded capital need of approximately $2.12 billion. As such, developer fees will only be a small piece of the overall capital funding needs of the District. - 20 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 8: DEVELOPER FEE JUSTIFICATION Developer fee law requires that before fees can be levied a district must find that justification exists for the fee. Justification for the fee can be shown if anticipated residential, commercial and industrial development within a district will impact it with additional students and the district either does not have the facility capacity to house these students and/or the students would have to be housed in existing facilities that are not educationally adequate (i.e., antiquated facilities). In addition, it must also be shown that the amount of developer fees to be collected will not exceed the District’s cost for housing students generated by new development. This section of the study will show that justification does exist for levying developer fees in the District. Residential Development and Fee Analysis To show a reasonable relationship exists between the construction of new housing units and the need for school facilities, it will be shown that residential construction will create a school facility cost impact on the District greater than the amount of developer fees to be collected. To determine the cost impact of residential construction on the District, the cost to house students in reconstructed school facilities must be identified. The facilities cost estimates are included in Section 7 of this Report. The table below shows the cost impact for new facilities for each student generated by new residential development. Since the District expects 504 elementary and middle school students to be generated from new development, the per student facilities cost for each student is estimated to be $24,962. Facilities Cost Per Student $12,581,004 / 504 = $24,962 per student As previously explained, based on State standards, each new home constructed generates approximately 0.7 students in the District, with 0.5 students in the elementary and middle school grade levels. Therefore, with a per student facilities cost of $24,962, one can multiply the cost by the student generation rate of 0.5 and estimate an impact per unit of $12,481. This analysis assumes the average size of new single family residential units to be constructed within the District’s boundaries is approximately 2,000 square feet. Therefore, to determine the impact per square foot of residential construction one can divide the impact per home by the average square footage of homes within the District. As calculated, the facilities cost per square foot of residential new development is approximately $6.24: Facilities Cost Per Square Foot $12,481 / 2,000 sq. ft. = $6.24 per sq. ft. - 21 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY In January 2014, the State Allocation Board adopted the maximum statutory developer fee that can be charged on residential new development of $3.36 per square foot. If the District were to charge this maximum fee, each home constructed in the District’s boundaries would pay an average of $6,720. This is $5,761 less per unit than the facilities cost to the District per new residential unit. A reasonable relationship exists between residential development within the District and the need for new school facilities based on the finding that the District exceeds its facility capacity at both the elementary and middle school grade levels and reconstruction of schools is needed. Elementary enrollment is projected to be 16,926 as compared to an available capacity of 16,046. Further, at the middle school level, enrollment is projected to be 9,616 as compared to an available capacity of 5,452. The anticipated 305 elementary and 203 middle school students generated from new development in the District will need to be accommodated in reconstructed facilities as existing elementary enrollment exceeds available capacity. The anticipated students from new development at the elementary and middle school grade levels make up 8.21% of the capacity that will be created through the reconstruction of elementary and middle school facilities. The cost to provide additional school facilities exceeds the amount of fees to be generated from new residential construction. Commercial/Industrial Development and Fee Analysis In order to levy fees on commercial and industrial development, existing law stipulates that the District “. . . must determine the impact of the increased number of employees anticipated to result from commercial and industrial development upon the cost of providing school facilities within the District.” The school facilities costs incurred by the District per square foot of new commercial/industrial construction are determined by multiplying five factors: 1. 2. 3. 4. 5. Employees per square foot of new commercial/industrial development; Percent of employees in the District that also live in the District; Dwelling Units per employee; Students per Dwelling Unit; School facility cost per student. Employees Per Square Foot Of New Commercial/Industrial Development To make this determination, this study utilizes employee generation estimates that are based on commercial and industrial factors within the District, as calculated on either an individual or categorical basis. The passage of Assembly Bill 530 (Chapter 633/Statutes 1990) allows the use of the employee generation factors set forth in the January 1990 edition of “San Diego Traffic Generators,” a report of the San Diego Association of Governments. This study which was completed in January of 1990 identifies the number of employees generated per square foot of floor area for several demographic categories. These generation factors are shown in Table 8. - 22 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY TABLE 8 Employees Per Square Foot of New Commercial/Industrial Develoment Commercial/Industrial Category Banks Community Shopping Centers Neighborhood Shopping Centers Industrial Business Parks Industrial Parks Rental Self Storage Scientific Research & Development Lodging Standard Commercial Office Large High Rise Commercial Office Corporate Offices Medical Offices Average Square Foot Per Employee 354 Employees Per Average Square Foot 0.00283 652 0.00153 369 0.00271 284 0.00352 742 0.00135 15,541 0.00006 329 0.00304 882 0.00113 209 0.00479 232 0.00431 372 0.00269 234 0.00427 Source: 1990 SanDAG Traffic Generators Report Percent of Employees in the District That Also Live in the District To estimate the percentage of new District employees that will reside in the District, this study has utilized a conservative approach, whereby it is assumed that one-third of new employees in the District will also live in the District and two-thirds will live outside of the District. Based on data from the 2013 American Community Survey, for residents in the District, the mean travel time to work is 25.8 minutes. Based on the size of the District’s boundaries, this supports the estimate that one-third of new employees in the District will also live in the District. Dwelling Units per Employee Data from the American Community Survey indicates there were 167,658 workers living in 145,630 housing units in the District. Therefore, there are 0.869 housing units for every one worker. This study, thereby assumes that each new resident worker in the District will demand 0.869 housing units. - 23 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY Students per Dwelling Unit As stated in Section 6 of this study, based on School Facility Program standards, this study assumes that 0.7 students will reside in each dwelling unit, with 0.5 students in the elementary and middle school grade levels, which are operating over-capacity. Table 9 shows the calculation of the school facility cost generated by a square foot of new commercial/industrial development for each of the categories of commercial/industrial development. TABLE 9 School Facilities Cost Per Sq. Ft. of Commercial/Industrial Development Category Banks Community Shopping Centers Neighborhood Shopping Centers Industrial Business Parks Industrial Parks Rental Self Storage Scientific Research & Development Lodging Standard Commercial Office Large High Rise Commercial Office Corporate Offices Medical Offices Employees Per Average Square Foot 0.00283 % Dwelling Employees Units per Residing in Employee District 0.333 0.869 Students per Dwelling Unit 0.5 Cost per K-8 Student Cost per Square Foot $24,962 $10.22 0.00153 0.333 0.869 0.5 $24,962 $5.53 0.00271 0.333 0.869 0.5 $24,962 $9.79 0.00352 0.333 0.869 0.5 $24,962 $12.71 0.00135 0.333 0.869 0.5 $24,962 $4.88 0.00006 0.333 0.869 0.5 $24,962 $0.22 0.00304 0.333 0.869 0.5 $24,962 $10.98 0.00113 0.333 0.869 0.5 $24,962 $4.08 0.00479 0.333 0.869 0.5 $24,962 $17.30 0.00431 0.333 0.869 0.5 $24,962 $15.57 0.00269 0.333 0.869 0.5 $24,962 $9.72 0.00427 0.333 0.869 0.5 $24,962 $15.42 - 24 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY As indicated in the per square foot cost provided above, maximum statutory developer fee of $0.54 per square foot is justified for all categories except rental self-storage. It is then reasonable the District collects up to the maximum statutory except rental self-storage. Based on data available for the purpose of determining the impact of rental self-storage construction on the District, it has been determined rental self-storage construction has significantly less impact than other commercial/industrial construction. Rental self-storage construction generates 0.00006 employees per square foot of school construction. This information was provided by the San Diego Association of Governments, Traffic Generators, January 1990, and is cited for use in Education Code section 17621 (e) (B). The generation of 0.00006 employees per square foot and the utilization of the student generation rate per household yields an impact of $0.22 per square foot of rental self-storage construction. - 25 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 9: FINDINGS Government Code section 66001 lists the requirements that districts must observe regarding the collection and use of developer fees. The major requirements are listed below: Establishment of a Cost Nexus The District will collect fees on new residential and commercial/industrial development to fund the construction and/or reconstruction of school facilities to serve students generated by such projects. The District has undertaken significant reconstruction and modernization projects to serve existing development and all improve all existing facilities. Additionally, the cost for providing these facilities exceeds the amount of developer fees to be collected. It is clear when educational facilities are provided for students generated by new residential, commercial and industrial development the cost of new facilities exceeds developer fee generation, thereby establishing a cost nexus. Establishment of a Benefit Nexus Students generated by new residential, commercial and industrial development will be attending the District’s schools. Housing District students in new and/or reconstructed facilities will directly benefit those students from the new development projects upon which the fee is imposed; therefore, a benefit nexus exists. Establishment of a Burden Nexus The generation of new students by development will create a need for additional and/or reconstructed school facilities. The District must carry the burden of constructing new facilities required by the students generated by future developments and the need for facilities will be, in part, satisfied by the levying of developer fees, therefore, a burden nexus exists. Conclusion The District has met the nexus requirements described in Government Code section 66001. As demonstrated in this study, the District is justified in charging up to the statutory maximum developer fee of $3.36 per square foot of residential development and $0.54 per square foot of commercial/industrial development, except for rental self-storage facilities, where a maximum fee of $0.22 per square foot is justified (as noted in Table 9). - 26 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY SECTION 10: IMPLEMENTATION OF THE FEES If the Board accepts the recommendation to accept the developer fee as justified in this study, the following process should be followed for fee implementation. District Board Approval The Board shall adopt the proposed fee as provided for in this study, by: ♦ ♦ ♦ ♦ ♦ Sending a public hearing notice at least 14 days before the hearing to any party who files a written request with the local agency for mailed notice of the meeting on new or increased fees or service charges. This report and all supporting documentation should be available for public review at least 10 days before the hearing; Submitting a public hearing notice in the local newspaper at least 10 days prior to the public hearing. This notice should run at least twice in a newspaper of general circulation within the District; Holding the public hearing to consider adoption of the developer fee; Adopting a resolution to set the fee; Begin collecting the fee no sooner than 60 days following adoption of the resolution. Notifications The District shall provide the appropriate building departments with notice of the current fee rates and other information so that they may coordinate issuance of building permits with the District’s fee program. Fee Accounting All fee revenues should be deposited into a restricted public facility fee account. Interest earned on fund balances should be credited to the fund. Additionally, within sixty days of the close of each fiscal year, the District must make available to the public the beginning and ending balance of its capital facilities fund for the fiscal year, the income to the fund, the amount of expenditures and the amount of refunds, if any, and the Board must review this information at the next available meeting. On an annual basis, the District must provide a detailed accounting of the developer fee funds. This accounting must include such items as an indication of the specific public improvement or improvements on which fees were expended, the amount of expenditure on each improvement, the estimated date by which construction will begin if sufficient funds are in place and a particular improvement is not yet complete, a description of each transfer or loan made to or from the account, and the amount of refunds made or fees that had remained unexpended and uncommitted for five or more years. The new statute gives school districts 180 days from the close of the fiscal year to prepare this detailed annual accounting. - 27 - March 2015 DEVELOPER FEE JUSTIFICATION STUDY APPENDIX A: 5 YEAR HISTORICAL ENROLLMENT 5 Year Historical & Current Enrollment Grade 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 K 3,141 3,070 3,070 3,063 3,093 2,971 1 3,072 3,041 3,078 3,102 3,013 2,954 2 3,011 2,990 2,963 3,000 3,110 3,023 3 2,965 2,990 3,014 2,967 3,031 3,119 4 2,928 2,967 3,026 3,047 2,981 3,009 3,088 18,205 2,934 17,992 2,951 18,102 3,013 18,192 3,100 18,328 3,024 18,100 6 2,938 3,084 2,955 2,908 3,005 3,104 7 2,950 3,065 2,998 2,943 2,963 3,064 8 Total 6-8 3,060 8,948 3,101 9,250 3,038 8,991 3,002 8,853 2,932 8,900 2,963 9,131 9 4,002 3,508 3,247 3,238 3,225 3,173 10 3,701 3,477 3,363 3,110 3,158 3,158 11 3,049 3,097 3,223 3,126 2,977 2,964 5 Total K-5 12 2,208 2,908 2,984 3,106 3,015 2,924 Total 9-12 12,960 12,990 12,817 12,580 12,375 12,219 District Total 40,113 40,232 39,910 39,625 39,603 39,450 Source: San Juan Unified School District. -i- March 2015 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Convey a Permanent Easement to Golden State Water Company for Public Utilities at Thomas Edison Language Institute DEPARTMENT: Planning and Property Management AGENDA ITEM __I-7____ MEETING DATE: 05/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent recommends the board hold a public hearing to receive public comment related to the proposed conveyance and adopt Resolution No. to convey a permanent utility easement at Thomas Edison Language Institute to the Golden State Water Company. RATIONALE/BACKGROUND: To provide adequate fire water flow for the new classroom project at Thomas Edison Language Institute an existing water main needs to be extended north to Hurley Way. In order for the proposed new main line to be serviced by Golden State Water Company personnel, a 15’ easement is required for them to access the water main. Education Code section 17556, et seq. authorizes the San Juan Unified School District to dedicate or convey an easement/real property to municipal corporations for public streets or highways and to a public corporation, to lay, construct, reconstruct, maintain and operate water, sewer, gas, or storm drain facilities or ditches, electric or telephone lines, and access roads used in connection therewith, either with or without consideration and without a vote of the electors of the Gistrict being taken. The conveyance of a utility easement as authorized by Education Code section 17556, et seq. is not subject to surplus property proceedings. The process of conveying property for purposes of a utility easement consists of (1) adopting a resolution of intent to convey the property (completed April 28, 2015); (2) posting a public notice of the intent to convey property (completed April 28, 2015); (3) holding a public hearing to accept public comment on the proposed conveyance; (4) adopting resolution conveying the property, also anticipated on May 12, 2015; and, (5) recording the easement. Attachments: (1) Resolution to Convey property (2) Google Earth Map of Site (3) Description of the proposed easement (Exhibit A) (4) Scale of Easement (Exhibit B) (5) Grant of Easement BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: %RDUGRI(GXFDWLRQ2815 ,QWHQWWRFRQYH\HDVHPHQWIRUSXEOLFXWLOLWLHV FINANCIAL DATA: Estimated cost for current budget year: N/A ____Fund ( ) Ongoing: This Year Only: PREPARED BY: David Burke, Director of Planning and Property Management APPROVED BY: Frank Camarda, Senior Director of Facilities, Maintenance & Transportation Kent Kern, Superintendent of Schools RESOLUTION NO. 2770 RESOLUTION BEFORE THE SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION ON THOMAS EDISON LANGUAGE INSTITUTE (To Convey an Easement for Public Utilities) WHEREAS, section 17556, et seq. of the Education Code authorizes the San Juan Unified School District (“district”) to dedicate or convey an easement/real property to municipal corporations for public streets or highways and to a public corporation, to lay, construct, reconstruct, maintain and operate water, sewer, gas, or storm drain facilities or ditches, electric or telephone lines, and access roads used in connection therewith, either with or without consideration and without a vote of the electors of the district being taken; WHEREAS, on April 28, 2015 the Board of Education (“board”) declared its intent to dedicate a permanent easement for utility access and maintenance to the Golden State Water Company for the purpose of maintaining the water lines at Thomas Edison Language Institute, located at 2950 Hurley Way, Sacramento, California 95864. The proposed easement is specifically described in Exhibit “A” attached hereto and incorporated herein by the reference (hereinafter referred to as the “Easement”); and WHEREAS, the board called for a hearing in connection with its intent to convey the easement; and WHEREAS, all statutorily required notices were given, and on May 12, 2015, the board held a public hearing on the question of conveying the easement described above, at which all persons so desiring were afforded an opportunity to be heard. NOW, THEREFORE, the San Juan Unified School District Board of Education does hereby resolve as follows: Section 1. The foregoing recitals are hereby adopted as true and correct. Section 2. Having received no legal protest with regard to dedicating the easement, the board hereby approves the dedication, as described in this resolution to convey an easement for public utilities and holding a public hearing in connection therewith, adopted May 12, 2015. The President of the Board, the Clerk, and any other member of the board is hereby authorized and directed to execute and deliver to the Golden State Water Company for recordation, the conveyance document in substantially the same form as attached hereto. The foregoing Resolution was adopted by the Governing Board of the San Juan Unified School District at a meeting of the Board on May 12, 2015, by the following vote: AYES: NOES: ABSENT: ABSTAIN: ______________________________ Pam Costa, President, San Juan Unified School District Board of Education Attest: ______________________________ Michael McKibbin, Clerk, San Juan Unified School District Board of Education Exhibit A 15.00 foot Water Line Easement Thomas Edison Elementary School 15.00 foot water line easement located in Section 62, Rancho Del Paso, County of Sacramento, State of California. The centerline being described as follows: Laying within that certain parcel of land located at 2980 Hurley Way, Sacramento, CA being Assessor’s Parcel Number: 286-0180-016 and that certain parcel of land Recorded in Document Number: 9102111370 on file in the Office of the Recorder, County of Sacramento, State of California and being described as follows: Beginning at a point on the Southerly Right of Way of Hurley Way said point bears the following two courses from the centerline intersection of Hurley Way and Topaz Way as shown on that certain Map on File in Book 48 of Maps at Page 27 of file in the Office of the Recorder, County of Sacramento, State of California: 1.) Along the centerline of Hurley Way North 89°02’30” East 7.39 feet; 2.) South 00°57’30” East 30.00 feet to the Southerly Right of Way of Hurley Way and the True Point of Beginning. Thence from the True Point of Beginning the following seven (7) courses: 1.) 2.) 3.) 4.) 5.) 6.) 7.) South 01°46’13” East 8.08 feet; South 88°13’48” West 52.48 feet; South 01°45’43” East 457.50 feet; South 46°45’43” East 20.00 feet; South 01°46’30” East 243.83 feet; South 88°13’30” West 63.28 feet; South 01°46’30” East 441.42 feet to the southerly line and terminating at such, of that certain parcel of land recorded in Document Number: 9102111370 on file in the Office of the Recorder, County of Sacramento, State of California. Basis of bearing for this description is identical to that certain Map of Maxwood Gardens filed in Book 48 of Maps at Page 27 on file in the Office of the Recorder, County of Sacramento, State of California. Prepared by: End of Description Warren Consulting Engineers, Inc. 1117 Windfield Way, Ste. 110 El Dorado Hills, CA 95762 March 27, 2015 RECORDED AT THE REQUEST OF AND RETURN TO: GOLDEN STATE WATER DISTRICT P.O. BOX 9016 SAN DIMAS, CA 91773 EXEMPT FROM TRANSFER TAX (Revenue and Taxation Code Section 11922) NO FEE FOR RECORDING (Government Code Section 6103) Space above for Recorder’s use only COUNTY APN: LOCATION: GRANT OF EASEMENT TO GOLDEN STATE WATER DISTRICT San Juan Unified School District, for a valuable consideration, receipt of which is hereby acknowledged, does hereby grant to GOLDEN STATE WATER DISTRICT, a political subdivision of the State of California formed pursuant to Division 11 of the Water Code, a rightof-way and easement to construct, reconstruct, operate, maintain and/or repair water pipelines together with any and all appurtenances appertaining thereto; together with the perpetual right of ingress thereto and egress there from for the purpose of exercising and performing all of the rights and privileges granted herein; said pipelines and appurtenances to be of such size(s) and character as the grantee may determine, on, over, across and under all that certain real property, situate in the County of Sacramento, State of California particularly described as follows: See Exhibit A Any use of this easement by the Grantor or by the Grantor’s assignees or successors in interest which is not compatible or interferes with the construction, reconstruction, operation, maintenance or repair of the water pipelines and appurtenances shall not be allowed. Each proposed use by the Grantor shall be reviewed and approved in writing by the District prior to the construction or use of the easement by the Grantor. The Grantor at the Grantor’s sole expense shall remove in a timely manner any use not approved by the District. The Grantor further understands, agrees and acknowledges by execution of this document, that any use approved by the District shall not in any way limit the District’s rights granted herein. Even if the District has approved the use, the District retains the right to remove any or all part of the approved use to allow the District to use the easement at any time pursuant to the District’s rights granted herein. The District shall be liable for no cost for removal or replacement. Following the exercise of any use by the District, the cost of replacement of any approved use shall be borne at the sole expense of the Grantor. In witness thereof, Grantors have hereunto subscribed their names this . day of SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Convey a Permanent Easement to Citrus Heights Water District for Public Utilities at San Juan High School DEPARTMENT: Planning and Property Management AGENDA ITEM I-8 MEETING DATE: 05/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent recommends the board hold a public hearing to receive public comment related to the proposed conveyance and adopt Resolution No. 2771 to convey a permanent utility easement at San Juan High School to the Citrus Heights Water District. RATIONALE/BACKGROUND: The Citrus Heights Water District is requesting the San Juan Unified School District provide a permanent utility easement across the back of San Juan High School. The purpose of the easement is to allow for the connection of two exiting 24-inch water lines. This project is not related to any facility improvements or service requirements at San Juan High School. Please see the attached memorandum from the water district for specific details on the proposed project. Because this project is being considered at the request of the water district and it is not a condition of approval requirement for a San Juan Unified School District project, it is typical for the school district to receive compensation for the easement. In November 2014, Pattison & Associates, Inc. prepared an appraisal report on the proposed easement and determined the value of the easement to be $13,900.00. If approved by the board, execution of the easement will result in either a payment to the San Juan Unified School District or a credit to our water billings in the amount of $13,900.00. Education Code section 17556, et seq. authorizes the San Juan Unified School District to dedicate or convey an easement/real property to municipal corporations for public streets or highways and to a public corporation, to lay, construct, reconstruct, maintain and operate water, sewer, gas, or storm drain facilities or ditches, electric or telephone lines, and access roads used in connection therewith, either with or without consideration and without a vote of the electors of the district being taken. The conveyance of a utility easement as authorized by Education Code section 17556, et seq. is not subject to surplus property proceedings. The process of conveying property for purposes of a utility easement consists of (1) adopting a resolution of intent to convey the property (completed April 28, 2015); (2) posting a public notice to convey property; (3) holding a public hearing to accept public comment on the proposed conveyance, anticipated on May 12, 2015; and (4) adopting a resolution conveying the property, also anticipated on May 12, 2015; and, (5) recording the easement. Attachments: (1) Resolution to Convey property (2) Memorandum from CHWD (3) Google Earth Map of Site (4) Legal Description (Exhibit A) (5) Scale of Easement (Exhibit B) (6) Grant of Easement BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Board of Education: 4/28/15 Superintendent's Cabinet: 5/4/15 FINANCIAL DATA: Estimated cost for current budget year: N/A ____Fund ( ) Ongoing: This Year Only: PREPARED BY: David Burke, Director of Planning and Property Management APPROVED BY: Frank Camarda, Senior Director of Facilities, Maintenance & Transportation Kent Kern, Superintendent of Schools 2 RESOLUTION NO. 2771 RESOLUTION BEFORE THE SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION ON SAN JUAN HIGH SCHOOL (To Convey an Easement for Public Utilities) WHEREAS, section 17556, et seq. of the Education Code authorizes the San Juan Unified School District (“district”) to dedicate or convey an easement/real property to municipal corporations for public streets or highways and to a public corporation, to lay, construct, reconstruct, maintain and operate water, sewer, gas, or storm drain facilities or ditches, electric or telephone lines, and access roads used in connection therewith, either with or without consideration and without a vote of the electors of the district being taken; WHEREAS, on April 28, 2015 the Board of Education (“board”) declared its intent to dedicate a permanent easement for utility access and maintenance to the Citrus Heights Water District (CHWD) for the purpose of maintaining the water lines at San Juan High School, located at 7551 Greenback Lane, Citrus Heights, California 95610. The proposed easement is specifically described in Exhibit “A” attached hereto and incorporated herein by the reference (hereinafter referred to as the “Easement”); and WHEREAS, the board called a hearing in connection with its intent to convey the easement; and WHEREAS, all statutorily required notices were given, and on May 12, 2015, the board held a public hearing on the question of conveying the easement described above, at which all persons so desiring were afforded an opportunity to be heard. NOW, THEREFORE, the San Juan Unified School District Board of Education does hereby resolve as follows: Section 1. The foregoing recitals are hereby adopted as true and correct. Section 2. Having received no legal protest with regard to dedicating the easement, the board hereby approves the dedication, as described in this resolution to convey an easement for public utilities and holding a public hearing in connection therewith, adopted May 12, 2015. The President of the Board, the Clerk, and any other member of the board is hereby authorized and directed to execute and deliver to the CHWD for recordation, the conveyance document in substantially the same form as attached hereto. The foregoing Resolution was adopted by the Governing Board of the San Juan Unified School District at a meeting of the Board on May 12, 2015, by the following vote: AYES: NOES: ABSENT: ABSTAIN: ______________________________ Pam Costa, President, San Juan Unified School District Board of Education Attest: ______________________________ Michael McKibbin, Clerk, San Juan Unified School District Board of Education MEMORANDUM To: David Burke, Director of Planning and Property Management, San Juan Unified School District From: Paul Dietrich, Project Manager, Citrus Heights Water District Date: March 5, 2015 Subject: San Juan High School 24-Inch Transmission Main – Background and Justification On February 8, 2000 the San Juan Unified School District (SJUSD) and Citrus Heights Water District (CHWD) signed a mutual assistance agreement for the benefit of the customers of SJUSD and CHWD to facilitate operational efficiencies, customer service, and emergency preparedness among other benefits. One of the clauses of the agreement states that SJUSD will assist and cooperate with CHWD in identifying and considering agreements for easements for facilities, without compromising the mission of SJUSD. Included in the agreement was the establishment of a water rate structure for the twelve SJUSD properties served by CHWD reflective of the cooperative relationship, which continues to the financial benefit of SJUSD. Additionally, CHWD has followed direction in the agreement to make funds and personnel available to assist SJUSD in effective water management through various methods including, but not limited to, education, water audits and retrofit of plumbing fixtures. Citrus Heights Water District provides potable water to its customers through a series of large transmission mains acting as a backbone to a retail system of smaller distribution mains. The District continues to develop the transmission main system which is looped to insure a redundant and reliable water source to customers. In times of high demand, such as a fire or system failure or other disaster, these transmission mains are critical to insure potable water and fire protection for the community. The San Juan High School (SJHS) property is in an area which is served by a series of distribution mains. Those distribution mains are connected to a 24-inch transmission main which runs along Greenback Lane, northerly along Mariposa Avenue, and into the school property, presently terminating in right field of the Varsity baseball field. This portion of the transmission main on the school property was constructed by CHWD concurrent with the recent improvements to SJHS and is in an easement granted by SJUSD. There is a second 24-inch transmission main which terminates at the northwest corner of San Juan High School. This main was installed along a private roadway some years ago in conjunction with improvements to that area. This main continues westerly across Sylvan Road, along Stock Ranch Road, across the Costco property, and terminates on Auburn Boulevard. Each portion of the main was constructed in conjunction with improvements of theses area over about a 20-year timespan. The remaining portion of the District’s 24-Inch Transmission Main Project will be to construct the main across the San Juan High School property and connect together these two important transmission mains. With this connection in place, further emergency redundancy will allow water to flow into the area from a far greater region of the District. This redundancy is an important factor to the District for insuring greater safety and reliability to the community. Exhibit A Legal Description Temporary Construction Easement All that certain real property located in the Northeast ¼ of Section 35 Township 10, North, Range 6 East, Mount Diablo Meridian, County of Sacramento, State of California and being a portion of Lot 7 of Citrus Heights Addition Number 3 as Recorded in Book 12 of Maps at Page 2 of file at the County Recorder’s Office, County of Sacramento, State of California and being described as follows: Beginning at a point which bears the following five (5) courses from a found one-inch iron pipe at the centerline of the intersection of Mariposa Avenue and Heatherington Way as shown on the Map of Heatherington Estates as Recorded in Book 190 of Maps at Page 5 on file at said County Recorder’s Office; 1. Along a the centerline of Mariposa Avenue South 00°14’00” West 839.38 feet; 2. Leaving said centerline of Mariposa Avenue North 89°46’00” West 30.00 feet; 3. West 178.71 feet; 4. North 00°14’00” East 46.29 feet; 5. West 3.93 feet to the Point of Beginning. Thence the following fifteen (15) courses: 1. South 00°28’50” East 50.30 feet; 2. South 00°00’32” East 145.02 feet; 3. South 88°43’34” West 16.24 feet; 4. North 87°07’40” West 13.78 feet; 5. North 00°03’26” West 161.06 feet; 6. North 44°53’28” West 134.10 feet; 7. West 249.83 feet; 8. North 43°12’45” West 71.81 feet; 9. West 514.78 feet; 10. North 45°00’00” West 17.19 feet to the easterly line of that certain Parcel Land Recorded in Document Number 1004051196, of file at the County Recorder’s Office, County of Sacramento, State of California; 11. Along said easterly line North 00°14’00” East 32.51 feet; 12. Leaving said easterly line North 89°56’03” East 546.00 feet; 13. South 43°12’45” East 72.21 feet; 14. East 249.05 feet; 15. South 44°53’24” East 149.72 feet to the Point of Beginning. Containing 50,268.50 square feet or 1.154 acres +/Basis of Bearing for this description is identical to that certain Map and being a portion of Citrus Heights Addition Number 3 as Recorded in Book 12 of Maps at Page 2 of file at the County Recorder’s Office, County of Sacramento, State of California End of Description Prepared by: Warren Consulting Engineers, Inc. 1117 Windfield Way, Ste. 110 El Dorado Hills, CA 95762 Date: 02/17/15 DOC#1004051196 APN 243-0031-017 APN 243-0180-045 APN 243-0031-016 24 8 00 24 SCALE AS NOTED 1 OF 1 SAN JUAN UNION HIGH SCHOOL APN 243-0170-006 12 BM 2 N AP 041 0 3- 02-17-15 DATE 2807.1 7 3- AP 00 N 4 100 EXHIBIT B SAN JUAN HIGH SCHOOL SHEET APN 243-0041-006 JOB NO. NORTH 100' 1 inch = 100 feet 0 APN 243-0041-005 REFERENCE APN 243-0041-004 15' WATERLINE EASEMENT APN 243-0170-008 POB APN 243-0170-003 APN 243-0170-002 APN 243-0170-007 APN 243-0041-001 HEATHERINGTON WAY MARIPOSA AVENUE MARIPOSA AVENUE APN 243-0041-002 APN 243-0041-003 RECORDED AT THE REQUEST OF AND RETURN TO: CITRUS HEIGHTS WATER DISTRICT P.O. BOX 286 CITRUS HEIGHTS, CA 95611-0286 EXEMPT FROM TRANSFER TAX (Revenue and Taxation Code Section 11922) NO FEE FOR RECORDING (Government Code Section 6103) Space above for Recorder’s use only COUNTY APN: LOCATION: GRANT OF EASEMENT TO CITRUS HEIGHTS WATER DISTRICT San Juan Unified School District, for a valuable consideration, receipt of which is hereby acknowledged, does hereby grant to CITRUS HEIGHTS WATER DISTRICT, a political subdivision of the State of California formed pursuant to Division 11 of the Water Code, a rightof-way and easement to construct, reconstruct, operate, maintain and/or repair water pipelines together with any and all appurtenances appertaining thereto; together with the perpetual right of ingress thereto and egress there from for the purpose of exercising and performing all of the rights and privileges granted herein; said pipelines and appurtenances to be of such size(s) and character as the grantee may determine, on, over, across and under all that certain real property, situate in the County of Sacramento, State of California particularly described as follows: See Exhibit A Any use of this easement by the Grantor or by the Grantor’s assignees or successors in interest which is not compatible or interferes with the construction, reconstruction, operation, maintenance or repair of the water pipelines and appurtenances shall not be allowed. Each proposed use by the Grantor shall be reviewed and approved in writing by the District prior to the construction or use of the easement by the Grantor. The Grantor at the Grantor’s sole expense shall remove in a timely manner any use not approved by the District. The Grantor further understands, agrees and acknowledges by execution of this document, that any use approved by the District shall not in any way limit the District’s rights granted herein. Even if the District has approved the use, the District retains the right to remove any or all part of the approved use to allow the District to use the easement at any time pursuant to the District’s rights granted herein. The District shall be liable for no cost for removal or replacement. Following the exercise of any use by the District, the cost of replacement of any approved use shall be borne at the sole expense of the Grantor. In witness thereof, Grantors have hereunto subscribed their names this . day of SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM SUBJECT: CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: Layoff of Certificated Personnel DEPARTMENT: Legal Services MEETING DATE: I-9 5/12/2015 ACTION REQUESTED: The superintendent is recommending the board adopt the attached Decision (Proposed Decision of the Administrative Law Judge [As Amended]) in the Matter of the Teacher Layoff Hearing of San Juan Unified School District, OAH Case No. 2014110196. RATIONALE/BACKGROUND: The California Education Code specifies the procedures school districts must follow to reduce certificated personnel as a result of the elimination or reduction of particular kinds of services. Due to challenges to the district’s budget including continued deficit spending, Local Control Accountability Plan development, and the shifting of funding sources, it was necessary to reduce services and, consequently, reduce the number of certificated personnel. The district has followed the Education Code procedures; the employees affected have been provided with their hearing rights as specified by law; and the Administrative Law Judge has rendered a proposed decision which the board must either adopt, adopt as amended, or reject it in total and adopt its own decision, in order to effectuate a reduction in certificated services for the 2015-2016 school year. PREVIOUS STAFF/BOARD ACTION: 3/10/15 Board adopted Resolution No. 2754, reducing/eliminating particular kinds of services by 22.79 FTE 3/12/2015 Preliminary notices of layoff were mailed to 2 certificated employees 4/14/2015 Layoff hearing held as to those employees (1 Respondent) who filed a notice of participation PREPARED BY: Linda C. T. Simlick, General Counsel APPROVED BY: Kent Kern, Superintendent of Schools BEFORE THE GOVERNING BOARD OF THE SAN JUAN UNIFIED SCHOOL DISTRICT STATE OF CALIFORNIA In the Matter of the Reduction in Force of: OAH No. 2014110196 MASAKO THOMAS DEBRA CHIGUINA, Respondents. DECISION (As Amended) This matter was heard by Administrative Law Judge Marilyn A. Woollard, Office of Administrative Hearings, State of California, on April 14, 2015, in Carmichael, California. General Counsel Linda C. T. Simlick represented the San Juan Unified School District (District). Deann Carlson, Acting Director of Certificated Personnel, Human Resources, and Melissa Koehly, Acting Analyst for Certificated Personnel, also appeared on behalf of the District. Attorney Michael N. McCallum of the Law Office of Michael N. McCallum represented respondents. Respondent Masako Thomas was present. Sandra Galindo, Assistant Executive Director of the San Juan Teachers Association, and Robin Thompson, Paralegal, were also present. Evidence was received, and the record was left open for the parties to submit written closing arguments. On April 22, 2015, the parties submitted their respective written closing arguments, which are marked for identification as District’s Exhibit 17 and Respondents’ Exhibit C. The record was then closed and the matter was submitted for decision on April 22, 2015. FACTUAL FINDINGS 1. The District has over 2,000 certificated employees. It serves roughly 40,000 students in approximately 60 schools. Over 90 percent of the District’s funding is spent on personnel. While state revenues have improved the overall fiscal outlook from previous years, the District’s budget still faces challenges due to the reallocation of supplemental grant resources received from the Local Control Funding Formula (LCFF), and a shift in funding resources within Title 1 and Special Education. Coordinated Early Intervening Services (CEIS) funding is designed to provide services to students to avoid their need for special Decision (As Amended) - OAH No. 2014110196 1 education services. Previously available CEIS funding to hire extra certificated staff will not continue in 2015-2016. The District previously received one-time money through Common Core, which was used to release eight teachers from their classroom positions into Common Core State Standards Facilitator positions. This funding no longer exists. In addition, the District continues to see a decline in enrollment, with a resulting change in service and delivery models, such as school closure and decreased course offerings in specialized curriculum areas. It anticipates a loss of over 200 students in the 2015-2016 school year. 2. Paul Oropallo is the District’s Acting Assistant Superintendent of Human Resources. Deann Carlson is the District’s Acting Director of Certificated Personnel, Human Resources. Anticipating these fiscal concerns, beginning in October 2014, Ms. Carlson began working with various District stakeholders to determine whether and which certificated services might need to be reduced. From this data gathering process, Ms. Carlson prepared a list of services to be reduced. Mr. Oropallo and Superintendent of Schools Kent Kern then made a written recommendation to the Governing Board of the District (Governing Board) for the reduction or discontinuation of particular kinds of services (PKS), in order to reduce expenses for the 2015-2016 school year. Specifically, it was recommended that the District eliminate 2.0 full-time equivalent (FTE) administrators and 20.79 FTE certificated positions in the District’s K-12 schools. 3. On March 10, 2015, the Governing Board adopted Resolution No. 2754, authorizing the reduction or discontinuation of PKS in the K-12 schools. In this resolution, the Governing Board also adopted “competency criteria” and “skipping criteria” applicable to certificated personnel affected, or potentially affected, by the PKS reduction in services.1 The Resolution directed the Superintendent, or his designee, to take all appropriate action to implement its terms and to effectuate the layoff of certificated employees necessary to reduce 22.79 FTE positions. As delineated in Exhibit A, the PKS areas affected by Resolution No. 2754 are as follows: ADMINISTRATORS Elementary Principal Elementary Vice Principal FTEs 1.00 1.00 Sub-total 1 2.00 A senior teacher whose position is discontinued has the right to a position held by a junior teacher if the senior teacher is properly credentialed and competent to perform the duties of that position. That displacement of a junior teacher is known as “bumping.” In general, the District has an affirmative obligation to reassign senior teachers who are losing their positions into such positions held by junior teachers. Decision (As Amended) - OAH No. 2014110196 2 K-12 CERTIFICATED, NON-ADMINISTRATIVE POSITIONS Art Common Core State Standards Facilitator Counselor, Special Programs: CEIS Counselor, Special Programs: S3 Grant English Japanese Physical Education School Social Worker: 225 Day/8 Hour Science: Biology/Life Site Resource Elementary: CEIS Coach Site Resource Elementary: Thomas Edison Site Resource Elementary: Title 1 Coach FTEs 0.56 8.00 2.60 0.50 0.80 0.40 0.24 1.00 0.25 5.00 1.00 1.00 Sub-total TOTAL 20.79 22.79 4. On March 10, 2015, the Governing Board adopted Resolution No. 2755, specifying criteria to be used in determining the order of termination of certificated employees with the same District seniority (tiebreaker criteria). 5. To implement the layoff, the District first considered known attrition by retirement or resignation in each of the PKS-identified areas. It also considered additional funds that enabled the retention of certain teachers otherwise displaced by the PKS Resolution. After considering such attrition and alternate funding, only two PKS areas required a reduction in certificated personnel: Japanese (.40 FTE) and School Social Worker (1.0 FTE). As a result, the District only issued two preliminary layoff notices. 6. Preliminary Notice: On March 12, 2015, Mr. Oropallo caused a written Preliminary Notice of Recommendation That Service Will Not Be Required (Preliminary Notice) to be served on respondents Masako Thomas, a permanent certificated employee, and Debra Chiguina, a probationary certificated employee, pursuant to Education Code sections 44949 and 44955. Each Preliminary Notice recited that it had been recommended to the Governing Board that respondents’ services would not be required for the ensuing school year due to a reduction or discontinuation of PKS. The notices provided respondents with information and deadlines for requesting a hearing and included blank Requests for Hearing forms. Both respondents filed Requests for Hearing. Statement of Reduction in Force: On March 19, 2015, Deann Carlson filed 7. and served the District’s Statement of Reduction in Force on Ms. Thomas and Ms. Chiguina, who filed their Notice of Participation in Reduction in Force Hearing through their counsel. 8. Jurisdiction: The matter was then set for hearing, which convened and concluded on April 14, 2015. During the hearing, the parties orally stipulated that the Decision (As Amended) - OAH No. 2014110196 3 District had properly noticed and served the Preliminary Notice on respondents; that respondents had appropriately and timely filed a request for hearing; and that the District timely served the Statement of Reduction in Force on respondents, who then timely filed a Notice of Participation. All jurisdictional requirements of Education Code section 44949 and 44955 have been satisfied. 9. Respondent Debra Chiguina: Ms. Chiguina is a probationary employee with a seniority date of August 11, 2014. The PKS reduction in School Social Worker directly affected permanent certificated employee Jill Adams (seniority date: August 31, 2011), who then bumped into the position held by Ms. Chiguina, who was the least senior social worker. At hearing, counsel provided a Stipulation Regarding Withdrawal of Request for Hearing (Stipulation) signed by Ms. Simlick and Ms. Chiguina. Pursuant to this Stipulation, Ms. Chiguina acknowledged her agreement that the District may lay her off for the 2015-2016 school year, subject to the additional rehire rights delineated in that document. Based on this Stipulation, the hearing proceeded solely to address the layoff of Ms. Thomas. Respondent Masako Thomas 10. Seniority, Credentials and “Highly Qualified” Status: Masako Thomas is a permanent certificated employee with an uncontested seniority date of August 15, 2007.2 She is assigned to Churchill Middle School, where she teaches one section of Exploration Japanese (culture and language exploration) and one section of International Baccalaureate Middle Year (IBMS) Japanese. Each of these sections is worth .20 FTE; consequently, Ms. Thomas has a .40 FTE teaching position. At the time of this Reduction in Force, the District employed three Japanese language teachers. It is undisputed that Ms. Thomas is the least senior Japanese teacher in the District and that she was appropriately affected by the .40 PKS reduction of Japanese. Ms. Thomas holds a Single Subject teaching credential in Japanese and a Single Subject Teaching Credential in Introductory Mathematics. Ms. Thomas also has a CLAD certificate. Ms. Carlson described the CLAD as a cross-cultural language authorization on Ms. Thomas’ single subject credential, which allows her to provide services to English language learners, but which is not a stand-alone credential to teach. 2 Seniority is the relationship between the teachers within a school district. Seniority date is defined as the date upon which an employee first rendered paid service in a probationary position. (Educ. Code § 44845.) Education Code section 44944, subdivision (b), provides in pertinent part that, “As between employees who first rendered paid service to the district on the same date, the governing board shall determine the order of termination solely on the basis of needs of the district and the students thereof.” Ms. Thomas shares this seniority date with many other District employees; however, it was undisputed that the District did not need to utilize the Tie Break Criteria set forth in Resolution No. 2754, and no tie break issues were asserted by Ms. Thomas. Decision (As Amended) - OAH No. 2014110196 4 Under the federal No Child Left Behind Act (NCLB), teachers in core academic areas, including mathematics and foreign languages, must be designated as “Highly Qualified” to teach those subjects. Ms. Thomas is designated as NCLB “Highly Qualified” to teach Japanese. Although she taught algebra for a year at the District several years ago, Ms. Thomas is not designated as NCLB “Highly Qualified” to teach introductory mathematics. The District is subject to a continuing audit by the State Department of Education to achieve 100 percent compliance in Highly Qualified teachers; the District is currently at approximately 90 percent compliance. Ms. Carlson has previously informed Ms. Thomas how she can become so designated in math (via test or additional course work), but Ms. Thomas has not pursued this avenue. 11. Statutory Preference for Retaining More Senior Employees: Education Code section 44955, subdivision (b), provides in pertinent part that: “Except as otherwise provided by statute, the services of no permanent employee may be terminated under the provisions of this section while any probationary employee, or any other employee with less seniority, is retained to render a service which said permanent employee is certificated and competent to render.” Education Code section 44955, subdivision (c), in pertinent part, provides that: “The governing board shall make assignments and reassignments in such a manner that employees shall be retained to render any service which their seniority and qualifications entitle them to render. However, prior to assigning or reassigning any certificated employee to teach a subject which he or she has not previously taught, and for which he or she does not have a teaching credential or which is not within the employee’s major area of postsecondary study or the equivalent thereof, the governing board shall require the employee to pass a subject matter competency test in the appropriate subject.” 12. District’s Competency Criteria: District Resolution No. 2754 provides, in pertinent part, as follows: Teachers are deemed to be “certificated and competent” to teach any class that is not a Regional Occupational Program (ROP)/Career Technical Education (CTE) class if the teacher meets EITHER criteria listed below. a. Holds a valid credential issued by the State of California which is associated with the course(s) being taught AND, for course(s) identified by NCLB (ESEA) as core curriculum, is NCLB (ESEA) Highly Qualified to teach the course(s), or b. If there is no credential issued by the State of California associated with the course(s) being taught, has taught the specific course(s) for at least one semester in the current school year or any of the five preceding school years. Decision (As Amended) - OAH No. 2014110196 5 13. Parties’ Contentions: It is undisputed that there are no Japanese teachers whose positions Ms. Thomas can bump into based on seniority. It is also undisputed that, because she is not “Highly Qualified” in math, Ms. Thomas cannot use her math credential to bump into a math position held by a less senior employee. The sole issue is Ms. Thomas’ ability to bump into a non-credential specific course under Resolution No. 2754, subdivision (b). The District asserts that its “competency criteria” are appropriate and are not arbitrary or capricious. Respondent argues that the competency criteria are arbitrary and unlawful and cannot be used to lay her off. Respondent also agrees that, if the competency criteria are valid, she can be laid off because she has never taught any of the non-credential specific courses. 14. Ms. Carlson described some of the non-credential specific courses offered by the District. These include: Advancement Via Individual Determination (AVID), Study Hall and Study Skills; Student Government; Student Activity Director; and Athletic Director. The AVID, Study Hall and Study Skills courses are substantially similar. In these classes, students are taught study skills and good study habits and additional help is offered to them as needed. The teacher assigned to the Student Government course coordinates the work of the members of the elected student body. The teacher assigned as Student Activity Director oversees various student activities and government, typically at the high schools. The Athletic Director oversees and coordinates all of the athletic activities at the school site.3 15. Ms. Thomas identified several permanent certificated employees with less seniority who were not laid off and are assigned to teach non-credential specific courses. These included: Name Lori Sato Seniority Date 8-13-08 Non-Credential Specific Course Student Government (2 periods) Student Activities Director (1 period) Sara Chrisman 8-14-08 Study Skills (1 period) Minh Vu 8-19-09 Student Government (2 periods) Student Activities Director (1 period) 16. Reason for the Criteria: Ms. Carlson testified that the District defines “competency” in a way that provides it with the most flexibility for making future staff assignments. For non-credential specific courses, the requirement for having taught the course within the previous five years is to help the District implement the bumping process. 3 Ms. Carlson persuasively testified that various non-credential specific “Exploration” courses required that the teacher have a credential to teach the subject being explored. Decision (As Amended) - OAH No. 2014110196 6 The competency criteria were developed after previous large layoffs when the District was confronted with large numbers of senior teachers trying to bump into several periods of non-credential specific courses like AVID or Activities Director. As a result, the District determined it was in its best interest to define competency for these non-credential specific areas and to ensure flexibility. When questioned about the purpose of the competency criteria, Ms. Carlson emphasized that “a teacher’s effectiveness is not what’s at issue,” and that the goal was to allow the District flexibility in assignments. Ms. Carlson also explained that, when teachers are initially assigned to teach these non-credential specific courses, they are not required to have previously taught the course.4 17. Ms. Thomas has never taught a course in Study Skills, Student Government or AVID at the District either within the past five years or at any time. However, she is willing to teach any of the non-credential specific courses to save her job. Ms. Thomas has experience in teaching study skills and habits to her students, particularly to those students in her Exploration Japanese class. Ms. Thomas believes she could appropriately teach a study skills course. She also believes that she could perform the job duties of other non-credential specific positions if she was informed of those duties before school began. 18. Respondent correctly notes that the District’s competency criteria for noncredential specific courses has previously been determined to be invalid, in part, in contested layoff proceedings by Administrative Law Judges (ALJs) Lew (2012) and Sarli (2013). In 2012, the non-credential specific competency criteria required experience teaching a particular class for at least one semester in the current school year or in either of the two preceding school years. ALJ Lew noted that “the competency standard must be viewed in context of every possible assignment into junior positions, including those that are noncredential specific.” ALJ Lew found that this competency criteria too narrowly defined competency as applied to teachers with multiple subject/self-contained classroom credentials who sought to bump into non-credential specific English Learner Instructional Specialist and/or Literacy Support positions. 19. As discussed in Finding 11 above, section 44955 expresses the legislative intent to protect the seniority rights of certificated employees within the context of economic layoffs. Consequently, school districts may not erode the statute’s seniority protections by imposing unreasonable competency requirements on the ability of senior employees to bump into positions held by junior employees. Under the statute, a senior employee wishing to bump a junior employee must establish both that he holds the appropriate certificate for the position and that he is “competent.” The meaning of “certificated and competent” has been characterized as “a watershed inquiry.” (Duax v. Kern Community College District (1987) 196 Cal. App. 3d 555, 564.) In For credential-specific courses governed by the Resolution’s subdivision (a), there is no previous teaching requirement for teachers who hold the required credential and are Highly Qualified. 4 Decision (As Amended) - OAH No. 2014110196 7 Duax, the appellate court reviewed a competency standard contained in a PKS resolution passed by the board of trustees of a community college district under former Education Code section 87743, which required one year of full-time “experience rendering a service or teaching in a specific subject area” within the last 10 years. In analyzing this resolution, the court relied on appellate decisions issued in the context of reemployment rights following layoffs which construed similar statutory language, “certificated and competent,” under section 44956 and its predecessors. The court relied on Martin v. Kentfield School District (Martin) (1983) 35 Cal. 3d 294, 299, in which the California Supreme Court characterized the decision of whether an employee is certificated and competent as a “discretionary” decision within the “special competence” of the school district. A subsequent case, Forker v. Board of Trustees (1984) 160 Cal. App. 3d 13, 19, noted that as interpreted by Martin, the term “competent” relates to the specific skills or qualifications required of the applicant. From these authorities, the court in Duax concluded that “a board’s definition of competency is reasonable when it considers the skills and qualifications of the teacher threatened with layoff.” The court held the board’s competency resolution standard was one “clearly relating to skills and qualifications to teach,” and did not too narrowly define competency. While “other factors might have been taken into consideration” and other competency standards “might have been imposed by the board, there is no mandate that the board do so.” (Id. at 567.) 20. Under the facts of Duax, a district could reasonably establish competency criteria that prevented a teacher who had not taught at all in ten years from bumping a junior teacher. The Duax court found that the competency criteria of teaching in ten years related to the skills and qualifications to teach. The District’s competency standards for non-credential specific courses contained in Resolution 2754, subdivision (b), are designed to maximize the District’s flexibility. Although the criteria more narrowly defined competency than the Duax court, by Ms. Thomas’ testimony, she has never taught any of the “specific course(s)” she wishes to bump into so she would not have met the standard of Duax, had that been incorporated by the District. The District’s competency criteria are appropriate and are neither arbitrary nor capricious. Respondent failed to present any evidence that the actions of the Board of Education were arbitrary or capricious. See Fair v Fountain Valley School (1979) 90 Cal.App.3d 180, where the court held that the plaintiff “made no showing that the district’s actions toward him were in any way arbitrary or capricious,” holding that the district did not abuse its discretion in its hiring practices when using qualifications, experience, and performance as criteria for its certificated selections. The District properly exercised its discretion to establish and apply its competency criteria. If there is a reasonable relationship between the competency criteria and a particular service, it will be upheld. The District’s competency criteria in identifying one semester in the current year, or any of the five (5) preceding years, withstands the scrutiny of Duax. While Ms. Thomas offered testimony that she has experience teaching study skills and study habits to her students, it was within her Japanese classes that she had this specific experience. She testified that she had not actually taught any of the courses at any time. It is probable that Decision (As Amended) - OAH No. 2014110196 8 she would not be competent to teach Study Hall/Study Skills, Student Government, and/or to act as Student Activity Director. Ms. Thomas may not bump into .40 FTE of the junior teachers assigned to these positions because she has not taught them as outlined in Resolution 2754, subdivision (b). LEGAL CONCLUSIONS 1. Education Code 44955, subdivision (b), provides in pertinent part: Except as otherwise provided by statute, the services of no permanent employee may be terminated under the provisions of this section while any probationary employee, or any other employee with less seniority, is retained to render a service which said permanent employee is certificated and competent to render. 2. Education Code 44955, subdivision (c), provides in pertinent part: The governing board shall make assignments and reassignments in such a manner that employees shall be retained to render any service which their seniority and qualifications entitle them to render. However, prior to assigning or reassigning any certificated employee to teach a subject which he or she has not previously taught, and for which he or she does not have a teaching credential or which is not within the employee’s major area of postsecondary study or the equivalent thereof, the governing board shall require the employee to pass a subject matter competency test in the appropriate subject. 3. As set forth in the Factual Findings as a whole and, particularly in Finding 8, jurisdiction for this proceeding exists pursuant to Education Code sections 44949 and 44955. All notices and other jurisdictional requirements of sections 44949 and 44955 were met. 4. A school district may reduce services within the meaning of section 44955, subdivision (b), “either by determining that a certain type of service to students shall not, thereafter, be performed at all by anyone, or it may ‘reduce services’ by determining that proffered services shall be reduced in extent because fewer employees are made available to deal with the pupils involved.” (Rutherford v. Board of Trustees (1976) 64 Cal.App.3d 167, 178-179.) The burden is on the District to demonstrate that the reduction or elimination of the particular kinds of services is reasonable and that the District carefully considered its needs before it laid off any certificated employee. (Campbell Elementary Teachers Association v. Abbott (1978) 76 Cal.App.3d 796, 807-808.) Decision (As Amended) - OAH No. 2014110196 9 5. The services identified in PKS Resolution No. 2754 are particular kinds of services that may be reduced or discontinued pursuant to sections 44949 and 44955. The description of services to be reduced, both in the Board’s Resolution and in the notice, adequately described particular kinds of services. (Zalac v. Ferndale USD (2002) 98 Cal.App.4th 838; see, also, Degener v. Governing Board (1977) 67 Cal.App.3d 689.) 6. Competency Criteria: Determinations related to whether employees are “certificated and competent” to render a particular service “involve discretionary decisions which are within the special competence of the school districts.” (Duax v. Kern Community College District, supra, 196 Cal.App.3d at p. 565.) The District’s actions will not be overturned unless shown to be “arbitrary and capricious.” (Fair v. Fountain Valley School Dist. (1979) 90 Cal.App.2d 180.) RECOMMENDATIONS By virtue of the Stipulation Regarding Withdrawal of Request for Hearing set 1. forth in Factual Finding 9, the District may give final notice to respondent Debra Chiguina that it will not require her services for the 2015-2016 school year. 2. Cause exists for the reduction of the certificated position of Ms. Thomas within the San Juan Unified School District at the end of the 2014-2015 school year. Final Notice shall be given to Ms. Thomas that her services shall not be required for the ensuing 2015-2016 school year because of the reduction and discontinuance of particular kinds of services. Dated: May 12, 2015 Pam Costa, President Governing Board of the San Juan Unified School District Decision (As Amended) - OAH No. 2014110196 10 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM MEETING DATE: SUBJECT: CHECK ONE: For Discussion: For Action Emergency Action: Certificated Employee Layoffs-Layoff Notices K-12 Program DEPARTMENT: Human Resources I-10 5/12/2015 ACTION REQUESTED: The board is requested to approve the sending of letters to two (2) certificated employees (a total of 1.20 FTEs), notifying them that they will be laid off at the conclusion of the 2014-2015 school year and that their names will be placed on a reemployment list in the event of future vacancies. RATIONALE/BACKGROUND: On March 10, 2015, the board approved the reduction or elimination of 22.79 certificated FTEs for the 2015-2016 school year. Accordingly, two (2) certificated staff were sent preliminary March 15 notices advising them that they could be affected by the teacher layoff. A hearing was held to determine if the district had followed all necessary legal requirements in the determination of the teachers potentially affected by the layoff and provided them with proper notification. The Hearing Officer’s recommendations are a separate board item on the May 12, 2015 agenda which must be adopted/revised by the board prior to final layoff notices being sent. BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: 3/10/15 Board discussion: 2/24/15 Superintendent’s Cabinet: 2/2/15; 2/9/15, 5/4/15 FINANCIAL DATA: N/A PREPARED BY: Deann Carlson, Acting Director, Certificated Personnel, Human Resources APPROVED BY: Paul Oropallo, Acting Assistant Superintendent of Human Resources Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Presentation of the San Juan Professional Educators Coalition Proposal for 2015-2016 Reopeners DEPARTMENT: Labor and Employee Relations AGENDA ITEM # I-11 MEETING DATE: 5/12/15 CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The bargaining interests of the San Juan Professional Educators Coalition are presented for discussion pursuant to Government Code section 3540 et seq. and District Board Policy 4143.1. The public is invited to comment at the board meeting. RATIONALE/BACKGROUND: The board and representatives of the San Juan Professional Educators Coalition have agreed to engage in an interest-based, collaborative approach to negotiations. As part of the model of negotiations, the parties identify their respective interests for public sunshining. PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 4/13/2015; 4/20/2015; 5/4/2015 Board of Education: 4/28/2015 FINANCIAL DATA: N/A PREPARED BY: Jim Shoemake, Senior Director of Labor and Employee Relations APPROVED BY: Kent Kern, Superintendent of Schools SJPEC PROPOSED 2015-2016 REOPENERS Article 9 Work Year and Hours To establish a reasonable workday and work week schedule for SJPEC members. To place the role of the instructional leader as the primary role of the site administrator. Article 10 Safety To provide a safe and healthy learning environment at every school and program throughout the district. To ensure all members have the opportunity to address the needs of their community and meet the needs of their students. Article 12 and 13 Salary and Benefits To maintain a salary and benefit package that is competitive with school districts throughout California. To ensure that each position receives equitable pay in alignment with the responsibilities assigned to the position. SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM SUBJECT: Proposed Revisions to Facilities, Transportation and Finance Bylaws CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: DEPARTMENT: Administration MEETING DATE: _I-12 5/12/15 ACTION REQUESTED: The superintendent is recommending the board review the proposed revisions to the bylaws for the Facilities, Transportation and Finance (FT&F) Committee. Action anticipated: 5/26/15 RATIONALE/BACKGROUND: On November 18, 2014 and December 9, 2014, board members discussed the direction of the board advisory committees, the appointment of new committee members, and the process for requesting future topics for board discussion. As a result of those discussions, staff has been directed to revise the bylaws in order to reflect the approved modifications. BOARD COMMITTEE ACTION/COMMENT: FT&F Committee: 2/3/15, 3/3/15 & 4/7/15 Board Meeting: 11/18/14 & 12/9/14 PREVIOUS STAFF/BOARD ACTION: N/A APPROVED BY: Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT FACILITIES, TRANSPORTATION AND FINANCE COMMITTEE BYLAWS I. Name The name of the committee shall be the Facilities, Transportation and Finance Committee. II. Authority The Facilities, Transportation and Finance Committee is a standing committee of the San Juan Unified School District Board of Education as established by formal board action and shall operate in compliance with the state’s open-meeting laws (Ralph M. Brown Act). In this regard, a majority of committee members shall not meet at the same time and place to hear, discuss, or deliberate upon any matter within the jurisdiction of the committee, and shall not make any agreement to take or refrain from taking any particular course of action, except during the course of a public meeting. III. Charge As directed by the Bboard, superintendent or designee, the Facilities, Transportation and Finance Committee shall serve the Board of Education in an advisory capacity on matters pertaining to facilities planning, transportation and district finance. IV. Function The work of the committee shall be aligned with board priorities and available resources, including staff time. Standing committees At the board’s discretion, the committee may collect information, at the Board’s direction, assemble and respond to important issues, review materials, and develop recommendations. They It may also meet, share information, interpretations or recommendations with other committees and the district administration pertaining to planning of facilities and transportation and specific district finance items. In implementing the charge and functions, the Facilities, Transportation and Finance Committee shall: V. A. Review and advise the Bboard on the allocation of resources to provide adequate facilities, appropriately maintained schools, and adequate transportation for students. B. Review and advise the Bboard on facilities and transportation needs of the district including proposals related to categories which may require a large expenditure of funds or may be controversial in nature. C. Review and advise the Bboard on effective utilization of facilities and transportation due to enrollment problems caused by shifting, increasing, or declining enrollment. D. Review and advise the Bboard on the annual budget, the budget adoption process, specific items and long-range budget planning. E. Provide written and oral presentations to the Bboard as requested or at the committee’s initiative, citing advantages and disadvantages for each recommendation. Voting and Quorum Staff and guests may participate in discussions but do not have voting privileges. For the purposes of taking action, a quorum shall consist of a simple majority of the appointed members of the committee. No action may be taken without a quorum; however, the committee may continue to meet and consider topics without a quorum. Any action adopted must be approved by a simple majority of the quorum. 1 VI. Staff Liaison A. The superintendent shall appoint the following staff liaisons for this committee: Cchief Ffinancial Oofficer or other(s) as the Board of Education deems appropriate. B. VII. The staff liaisons shall serve as a resource, providing information and materials to the committee. Composition The composition of the committee shall be determined by the Bboard. Fifteen (15) community members (three appointed by each board member) VIII. Selection of Members The process for selection of community members shall be determined by the Board of Education as follows: The Board of Education Aadministrative Aassistant will inform board members of all committee vacancies. Each Bboard member shall appoint three community members to the committee. IX. Term Committee members shall serve two-year staggered terms. Terms will begin in January and end in December. They may be reappointed for additional terms if mutually agreeable to the member and to the Board member making the appointment. Members should be prepared to attend all regular meetings. Three absences from regularly scheduled meetings in the past twelve months will initiate a vacancy recommendation to the appointing Bboard member. The appointing Bboard member will determine whether the member should continue on the Facilities, Transportation and Finance Committee. Newly elected board members will be given the option to appoint their own committee members or continue with the current appointments. Members may be reappointed for additional terms if mutually agreeable to the member and to the board member making the appointment. X. Vacancies Vacancies will be filled in the same manner that initial appointments are made. If a Bboard member fails to make an appointment within a time period of one month, the Bboard Ppresident shall remind Bboard members of any vacancies and the need to fully staff the committee. XI. Elections Elections shall be held at the first meeting of each academic year, and the committee shall: A. Elect a chairperson for a term of one year, being eligible for re-election for one additional, consecutive term. The chairperson shall be responsible for coordinating with staff liaison and the committee secretary in developing each meeting’s agenda; for conducting the meeting and working with the liaison to ensure compliance with the Brown Act; reviewing a draft of the minutes; and shall also be responsible for preparing or delegating the preparation of the annual summary report and any committee reports. B. Elect an assistant chairperson for a term of one year, being eligible for re-election for one additional, consecutive term, who shall assist the chairperson in fulfilling his/her responsibilities, and who shall chair the meeting in the absence of the chairperson. 2 C. XII. XIII. If the Ccommittee cannot have an election or does not reach a clear decision, the chairperson and assistant chairperson may continue to serve until the election of the their successors for a maximum of 60 days after the expiration of their terms. If no successor is elected at the end of the 60-day period, then the positions are deemed vacant, and the chairpersons can act for each meeting until such a time as new chairpersons are elected. If neither is present, the meeting can be chaired by a member based on seniority of appointment with the Ccommittee. Organizational Meeting The annual organizational meeting of the committee shall occur at the committee’s first meeting of each academic year. The committee shall do all of the following at its organizational meeting: A. Establish an annual schedule of regular meetings. At least one regular meeting shall be scheduled each month, except for the month of July when there shall be no meeting. The committee may schedule additional meetings if desired, and may also cancel regularly scheduled meetings lacking a quorum or business to conduct. B. Review and approve the annual report to the Board of Education. Agendas Requests for items to be placed on the agenda should be directed to the committee chair who, upon determination that the item(s) meets the charge of the committee, will place it on the agenda. Agenda item requests from committee members shall be forwarded to the committee chair and staff liaison. If the chair and staff liaison jointly determine that the topic meets the charge of the committee, and is aligned with current board priorities and available staff resources, the item shall be placed on a future agenda. A board member or staff member may also place an item on the committee agenda in preparation for a future board discussion. To determine if the majority of the board would like further committee input on a topic, the committee may request that the board liaison present the topic to the board president and superintendent. At the discretion of the board president and superintendent, the item may be placed on a board agenda for discussion. A majority of the board, through action or consent, may or may not refer the topic back to the committee for further research and discussion. XIV. Operating Rules The Operating Rules of the Facilities, Transportation and Finance Committee shall be followed. XV. Annual Report The chairperson will submit an annual committee summary (1-2 pages) report for the Board of Education no later than November 1 of each year. This report should compare committee activities and products with its charge and function and should contain recommendations for continuation, for modification, or for termination of the committee. This report will be sent to the Bboard as information only. The chairperson shall prepare this report and submit to the FT and F committee members no later than August 31 for review with approval at the Organizational Meeting. 3 XVI. Budget The Bboard will determine the budget which will cover the operating costs of all board advisory committees. Approved by the Facilities/Transportation/Finance Committee: 12/6/94 Approved by the Board of Education: 12/13/94 Revised/Approved by the Board of Education: 3/24/98 Revised/Adopted by FT & F 3-06-12 Revised/Approved by the Board of Education 10-9-2012 Revised/Approved by the Board of Education ________ 4 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM I-13 MEETING DATE: 5/12/15 SUBJECT: Proposed Revisions to Curriculum, Standards, Instructional and Student Services Committee Bylaws CHECK ONE: For Discussion: For Action Report: Workshop: Recognition: Emergency Action: DEPARTMENT: Administration ACTION REQUESTED: The superintendent is recommending the board review the proposed revisions to the bylaws for the Curriculum, Standards, Instructional and Student Services Committee. Action anticipated: 5/26/15 RATIONALE/BACKGROUND: On November 18, 2014 and December 9, 2014, board members discussed the direction of the board advisory committees, the appointment of new committee members, and the process for requesting future topics for board discussion. As a result of those discussions, staff has been directed to revise the bylaws in order to reflect the approved modifications. BOARD COMMITTEE ACTION/COMMENT: Curriculum and Standards Committee: 3/4/15 Board Meeting: 11/18/14 & 12/9/14 PREVIOUS STAFF/BOARD ACTION: N/A APPROVED BY: Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT CURRICULUM, STANDARDS, INSTRUCTIONAL & STUDENT SERVICES COMMITTEE BYLAWS I. Name The name of the committee shall be the Curriculum, Standards, Instructional, and Student Services Committee. II. Authority The Curriculum, Standards, Instructional and Student Services Committee, hereinafter referred to as “the Ccommittee,” is a standing committee of the San Juan Unified School District Board of Education as established by formal board action and shall operate in compliance with the state’s open-meeting laws (Ralph M. Brown Act). In this regard, a majority of committee members shall not meet at the same time and place to hear, discuss, or deliberate upon any matter within the jurisdiction of the committee, and shall not make any agreement to take or refrain from taking any particular course of action, except during the course of a public meeting. III. Charge As directed by the Board or designee, the Ccommittee shall serve at the pleasure of the Board of Education in an advisory capacity on matters pertaining to curriculum, standards, instructional and student services. IV. Function The work of the committee shall be aligned with board priorities and available resources, including staff time. Standing committees may, at the Board’s direction. At the board’s direction, the committee may collect information, assemble and respond to important issues, review materials and develop recommendations. They It may also meet, share information, interpretations or recommendations with other committees and Ddistrict administration pertaining to curriculum, standards, instructional and student services. In implementing the charge and functions, the Ccommittee shall review and make recommendations to the Bboard regarding: Alignment of instructional programs with the Strategic Plan and Local Control Accountability Plan. Proposed educational programs, projects, standards, curriculum and assessments. Proposed graduation and course requirements, textbook adoptions, other instructional materials, and related staff development. Proposed accountability programs and policies, including student assessment and data review. District policies and regulations governing student behavior and discipline/climate goals and objectives. The Committee shall also provide written and oral presentations to the Bboard as requested, or at the committee’s initiative. V. Voting and Quorum Staff and guests may address the committee before and during its consideration of an item but do not have voting privileges. For the purpose of taking action, a quorum shall consist of a simple majority 1 5/5/2015 2:34 PM Curriculum, Standards, Instructional & Student Services Committee Bylaws (continued) of the appointed members of the committee. No action may be taken without a quorum; however, the committee may continue to meet and consider topics without a quorum. VI. VII. Staff Liaison A. The Ssuperintendent shall appoint a senior administrative staff liaison for this Ccommittee. B. The staff liaison shall serve as a resource, providing information and materials to the Ccommittee, as well as feedback to Ddistrict administrators from the Ccommittee. Composition VIII. The composition of the committee shall be fifteen (15) community members appointed by the Bboard (three (3) appointed by each board member). Selection of Members The process of selection of community members shall be determined by the Board of Education and is as follows: 1. The Ccommittee Cchair will inform the Bboard Secretary administrative assistant of all Ccommittee vacancies. 2. The Bboard Secretary administrative assistant will inform the appropriate Bboard member of vacancies. 3. Each Bboard member shall appoint three community members to the Ccommittee. IX. Term Committee members shall serve two-year terms. All terms will end on June 30. Terms will begin in January and end in December. Terms shall be staggered such that eight (8) members’ terms will expire in even-numbered years and seven (7) members’ terms will expire in odd-numbered years. Newly elected board members will be given the option to appoint their own committee members or continue with the current appointments. Members may be reappointed for additional terms if mutually agreeable to the member and to the Bboard member making the appointment. Members should be prepared to attend all regularly scheduled meetings. Five absences from regularly scheduled meetings in the past twelve months will initiate a vacancy recommendation to the appointing Bboard member. The appointing Bboard member will determine whether the committee member should continue on the Curriculum, Standards, Instructional and Student Services Committee. X. Vacancies The Ccommittee Cchair shall be responsible for informing the Bboard Ssecretary administrative assistant of all vacancies. The appropriate Bboard member shall appoint a replacement member to serve the remainder of the term. If the Bboard member fails to make an appointment within thirty (30) days after notification, the Bboard Ppresident will serve a reminder notice of the need to fully staff the Ccommittee to the appropriate Bboard member. XI. Organizational Meeting The annual organizational meeting of the Ccommittee shall occur at the Ccommittee’s first meeting in September of each year. The Ccommittee shall do all of the following at its organizational meeting: A. Establish an annual schedule of regular meetings. At least one regular meeting shall be scheduled each month, except for the months of July and August. The committee may 2 Curriculum, Standards, Instructional & Student Services Committee Bylaws (continued) schedule additional meetings if desired, and may also cancel regular scheduled meetings lacking a quorum or business to conduct. B. Elect a chairperson for a term of one year. Develop a process so the position of chairperson is rotated annually. The chairperson shall be responsible for coordinating with staff liaison and the committee secretary in developing each meeting’s agenda; for conducting the meeting and working with the liaison to ensure compliance with the Brown Act; for reviewing a draft of the meeting minutes; and shall also be responsible for preparing or delegating the preparation of the annual summary report and any committee reports. Additionally, during this meeting, the Cchair will select an assistant chair, who shall assist the Cchair in fulfilling his/her responsibilities, and who shall conduct the meeting in the absence of the Cchair. XII. Agendas Requests for items to be placed on the agenda should be directed to the committee chair who, upon determination that the item(s) meets the charge of the committee, will place it on the agenda. Agenda item requests from committee members shall be forwarded to the committee chair and staff liaison. If the chair and staff liaison jointly determine that the topic meets the charge of the committee, and is aligned with current board priorities, and available staff resources, the item shall be placed on a future agenda. A board member or staff member may also place an item on the committee agenda in preparation for a future board discussion. To determine if the majority of the board would like further committee input on a topic, the committee may request that the board liaison present the topic to the board president and superintendent. At the discretion of the board president and superintendent, the item may be placed on a board agenda for discussion. A majority of the board, through action or consent, may or may not refer the topic back to the committee for further research and discussion. XIII. Annual Report The Ccommittee Cchair will prepare an annual summary (ideally, 1-2 pages) report for the Board of Education no later than November 1 of each year. This report should compare Ccommittee activities and products with its charge and function. The report should provide a summary of recommendations, unresolved issues, and proposed or upcoming areas of action by the Ccommittee. This report will outline work in progress, foreseen issues, and summary of recommendations, citing advantages and disadvantages of each. The report should also contain a recommendation for continuation, modification or termination of the Ccommittee. XIV. Budget The Ccommittee Cchair shall submit all budget requests to the Bboard Ppresident by May 1 for consideration in the subsequent fiscal year budget. The Board of Education shall approve, modify, or deny all Ccommittee budgets. 11/02/94 12/13/94 03/24/98 11/06/02 02/04/04 03/23/04 02/02/05 04/21/10 06/15/10 Approved by the Curriculum, Standards, Instructional and Student Services Committee Approved by the Board of Education Revised/Approved by the Board of Education Revised/Approved by the Curriculum, Standards, Instructional and Student Services Committee Revised/Approved by the Curriculum, Standards, Instructional and Student Services Committee Revised/Approved by the Board of Education Revised/Approved by the Curriculum, Standards, Instructional and Student Services Committee Revised/Approved by the Curriculum, Standards, Instructional and Student Services Committee Revised/Approved by the Board of Education 3 SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM SUBJECT: CHECK ONE: For Discussion: For Action Report: Workshop: Board Meeting Dates 2015-2016 DEPARTMENT: Administration MEETING DATE: I-14 5/12/15 ACTION REQUESTED: The superintendent is recommending that the board approve the proposed board meeting dates for the 2015-2016 school year. RATIONALE/BACKGROUND: Regular board meetings are held on the second and fourth Tuesday of each month (with the exception of July). Due to the holidays and winter break, the superintendent is proposing that one (regular) meeting be held during the months of November and December. The proposed date for the November meeting is November 17, which is the third Tuesday in November. Due to the scheduled spring break, the March board meeting will be held on March 29 which is the fifth Tuesday in March. August 11, 2015 August 25, 2015 September 8, 2015 September 22, 2015 October 13, 2015 October 27, 2015 November 17, 2015 November 24, 2014 (cancel) December 8, 2015 December 22, 2015 (cancel) January 12, 2016 January 26, 2016 February 9, 2016 February 23, 2016 March 8, 2016 March 29, 2016 April 12, 2016 April 26, 2016 May 10, 2016 May 24, 2016 June 14, 2016 June 28, 2016 BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 5/4/15 FINANCIAL DATA: N/A APPROVED BY: Kent Kern, Superintendent of Schools SAN JUAN UNIFIED SCHOOL DISTRICT TENTATIVE BOARD AGENDA ITEMS 2014-2015 J 5/12/15 MAY 26 WORKSHOP - LCAP Annual Update Strategic Plan – D BTSA/PAR Presentation – R Third Interim (if applicable) – A Temporary Interfund Borrowing of Cash – A Districts Proposal/Interest for 2015-16 Contract Reopeners with SJPEC – D Textbook Adoption – Single High School Textbook Adoption: IB English and Ethnic Studies - D *LEA Plan *Medi-Cal Administrative Activities Contract with DHHS *Curriculum and Standards Bylaws [4/28/15] *Facilities, Transportation & Finance Bylaws [4/28/15] O’Neil O’Neil Messer Stephens Stephens Shoemake O’Neil O’Neil Calvin Kern Kern JUNE 9 Public Hearing: Presentation of the 2015-16 Budget – D HR Recruitment Plan – R Strategic Plan – A Public Hearing: LCAP – D English Learner Program – R Districts Proposal/Interest for 2015-16 Contract Reopeners with SJPEC [5/26/15] – PC/A *Textbook Adoption – Single High School Textbook Adoption: IB English and Ethnic Studies [5/26/15] *CEQA Notice of Exemption for: Carriage, Cowan, Del Dayo, Dewey, Green Oaks, Greer &OV Open *Charter School MOU’s (Visions, Options, Golden Valley, CMP and Choices) *Charter School Financial Reports (CMP, GVC, Options) *CIF High School Athletic League Reps Stephens Oropallo O’Neil O’Neil Calvin Shoemake O’Neil Camarda Calvin Stephens Messer JUNE 23 Adoption of the 2015-16 Budget [6/9/15] – A Adoption of the LCAP [3/24/15] – A Notice of Reassignment of Certificated Administrators (if necessary) –D/A *SJUSD White House Counseling Center 2015-16 Contract w/Sacramento Co. Health & Human Services *Routine Repair Maintenance Account Certification *Consolidated Application, Spring Report (Part I) *Facilities Use Agreement w/CMP at Coleman *Facilities Use Agreement w/CMP at Littlejohn *Facilities Use Agreement w/Golden Valley Charter School at Filbert site *Facilities Use Agreement w/Golden Valley Charter School at Palisades site *Facilities Use Agreement with Gateway Community Charter School at Winterstein site Stephens O’Neil Oropallo Calvin Stephens Calvin Camarda Camarda Camarda Camarda Camarda D=discussion; A=action; *=consent; R=report; PC=public comment rm: updated 5/6/2015 9:23 AM
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