Organizational Efficiency - Coronado Unified School District

Transcription

Coronado Unified
School District
Organizational Efficiency and
Comparative Staffing Review
April 22, 2015
Prepared By:
Brianna García
Director, Management Consulting Services
Sheila Vickers
Vice President
Coronado Unified
School District
Organizational Efficiency and
Comparative Staffing Review
April 22, 2015
Prepared By:
Brianna García
Director, Management Consulting Services
Sheila Vickers
Vice President
Copyright © 2015 by
School Services of California, Inc.
1121 L Street, Suite 1060
Sacramento, CA 95814
(916) 446-7517
FAX (916) 446-2011
www.sscal.com
All rights reserved. These materials may not be
duplicated in any way without the expressed written
consent of School Services of California, Inc., except in
the form of brief excerpts or quotations or as a
teaching guide to employees of the school agency or
organization that contracted for this report. Making
copies of this report or any portion for any purpose
other than your own or as noted above, is a violation
of United States copyright laws.
Coronado Unified School District
Organizational Efficiency and Comparative Staffing Review
April 22, 2015
Table of Contents
Executive Summary....................................................................................................................................... 1
Organizational Review .................................................................................................................................. 3
Purpose ..................................................................................................................................................... 3
Scope of the Review.................................................................................................................................. 3
Methodology............................................................................................................................................. 4
Organizational Review .................................................................................................................................. 5
Superintendent’s Office ................................................................................................................................ 5
Standard: ............................................................................................................................................... 5
Analysis: ................................................................................................................................................ 6
Recommendation:................................................................................................................................. 7
Student Services............................................................................................................................................ 7
Standard: ............................................................................................................................................... 7
Analysis: ................................................................................................................................................ 8
Recommendations: ............................................................................................................................... 9
Learning and Instruction ............................................................................................................................. 10
Standard: ............................................................................................................................................. 10
Analysis: .............................................................................................................................................. 11
Recommendations: ............................................................................................................................. 12
Human Resources ....................................................................................................................................... 13
Standard: ............................................................................................................................................. 13
Analysis: .............................................................................................................................................. 13
Technology .................................................................................................................................................. 20
Standard: ............................................................................................................................................. 20
Analysis: .............................................................................................................................................. 21
Business Services ........................................................................................................................................ 27
Standard: ............................................................................................................................................. 27
Analysis: .............................................................................................................................................. 27
© 2015 School Services of California, Inc.
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Child Nutrition Services............................................................................................................................... 35
Standard: ............................................................................................................................................. 35
Analysis: .............................................................................................................................................. 35
Recommendation:............................................................................................................................... 37
Maintenance, Operations, and Transportation .......................................................................................... 37
Standard: ............................................................................................................................................. 37
Analysis: .............................................................................................................................................. 37
Brian Bent Memorial Aquatics Complex (BBMAC) ..................................................................................... 43
Standard: ............................................................................................................................................. 43
Analysis: .............................................................................................................................................. 43
Appendix A—Organizational Charts ........................................................................................................... 46
Appendix B—Comparative Data ................................................................................................................. 50
Appendix C—Sample Human Resources Annual Calendar ......................................................................... 59
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April 22, 2015
Executive Summary
The Coronado Unified School District (District) requested that School Services of California,
Inc., (SSC) conduct an Organizational Efficiency and Comparative Staffing Review of the
District Office and school site administration. The objective of the review is to assess the
existing organizational structures and the functions within each District Office department, as
well as between departments and at school sites. The review is designed to address the
effectiveness and efficiency of the existing administrative structure, as well as the adequacy of
District Office staffing levels in support of the educational program. The genesis of this project
was to look at District Office staffing levels and efficiencies in light of the expenditure
reductions that have been, and continue to be, needed to balance the budget.
SSC conducted onsite interviews with District Office and school site administrators and support
staff in order to evaluate the effectiveness of the existing organizational structure and its impact
on the current operations and services of the District. SSC also reviewed documents provided by
the District and conducted a staffing survey among a comparative group of districts of
comparable funding level and size across the state. The data supports SSC’s analysis of the
District’s current and future staffing needs.
The comparative analysis, which includes a review of full-time equivalents (FTEs) by
department, is integrated in our review and analysis of the organizational culture and structure of
the District in this report. The comparative staffing tables have been included for reference in
Appendix B.
This report, including our analysis and recommendations, is organized by each District Office
department. The major findings of this report include the following:

The District uses several different software systems that use some of the same data, and the
systems do not interface. This means that staff members are doing duplicate data entry,
which is vulnerable to errors, and reconciliations are required to ensure that the systems are
in sync. We make several recommendations in this report to build interfaces between systems
to gain efficiency and improve service levels.

The District is in the midst of implementing PeopleSoft, which is a significant change in its
administrative support systems. Until it is fully implemented and staff members are
appropriately trained, it is difficult to assess the impact on staffing needs. We make
recommendations in the report to automate other ancillary processes related to PeopleSoft in
order to gain efficiencies, and once that is done we recommend that the District consider
augmenting staff in certain areas of the District Office.

Staffing levels in the District Office have been reduced in recent years, resulting in
reallocated workload and an organizational structure that has been cobbled together as
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necessary over time. The comparative data from the other districts in the study also shed
some light on how the District could move to an organizational structure that is more
appropriate for the District’s size. We make a number of recommendations in this report to
reallocate workload and restructure the organization in order to streamline reporting
structures and improve service levels to the rest of the District.
Overall, based upon the staffing data provided from the other districts in this study and in
looking at existing workload, we did not find any areas of the District Office where we could
recommend staffing reductions. We make recommendations to meet the workload demands by
restructuring some of the departments, automating certain functions and gaining efficiencies, and
to augment staff in certain areas in order to provide adequate service levels and/or generate
offsetting savings.
We realize that this report contains numerous recommendations. Some of the recommendations
require lengthy planning and implementation time, while others may require the allocation of
funds to implement, and still others affect incumbents currently in some of the positions. We
encourage the District to consider all of the recommendations and develop a priority list for
getting to the organizational structure and addressing other recommendations in this report, with
an implementation target date and the funding source identified where appropriate.
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Organizational Review
Purpose
The District requested that SSC conduct an Organizational Efficiency and Comparative Staffing
Review of the District Office and school site administration. The objective of the review was to
assess the existing organizational structures and the functions within each department as well as
between departments and to school sites. The review is designed to address the effectiveness and
efficiency of the existing administrative structure, as well as the adequacy of District Office
staffing levels in support of the educational program. Upon completion of this review and
evaluation, we offer findings and recommendations, where appropriate, for organizational
changes to improve communication and operational efficiencies that we believe will ensure the
District is positioned for continued success.
Our findings are intended to provide a basis for management decisions and actions. Our goal is
to provide a current evaluation of the District Office organizational structure and functions and to
provide recommendations for improving effectiveness and efficiency of District Office
operations in support of the instructional program.
Scope of the Review
The Organizational Efficiency and Comparative Staffing Review of the District Office includes
the following considerations:

An evaluation of the effectiveness and efficiency of the current organizational structure and
existing staffing levels

Identification and analysis of the functions performed by each position in the District Office

Recommendations for assigning/reassigning work duties, where appropriate

Identification of ways to better integrate and coordinate administrative functions

Detailed implementation suggestions that may include changes in the administrative
structure, the reallocation of essential functions to the District’s major operational divisions,
and/or staffing level

Benchmark staffing analysis with three to five similar districts to determine appropriate
staffing levels
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Methodology
As part of the research, SSC conducted onsite interviews with District Office and school site
administrators and support staff to discuss job responsibilities, staff workload, use of technology,
channels of communication, division of responsibilities, and the perceived effectiveness and
efficiency of the current organizational structure.
SSC also reviewed documents provided by the District including:

Organizational charts for all District Office functions

Employee rosters and position control documents

Job descriptions

Samples of work products and forms used
In addition, unified school districts were surveyed for comparative staffing data. The
comparative group was selected based upon funding level and district size similar to that of the
District, as identified in Figure 1:
District
Figure 1: Comparative District ADA
Average Daily Attendance
Calaveras Unified School District
3,078
Corcoran Unified School District
3,134
3,057
La Canada Unified School District
4,023
Martinez Unified School District
3,960
Palo Verde Unified School District
3,187
Ripon Unified School District
2,930
San Marino Unified School District
3,086
Southern Kern Unified School District
2,888
Valley-Center Pauma Unified School District
3,977
Source: 2012-13 State Certified Reports J-90, CBEDS, SACS, the latest statewide available data
The comparative review required very detailed district office staffing data from the districts
selected for comparison. Several districts we surveyed were unable to provide some or all of the
data. The results of the survey are determined by participation, and while not all of the data was
made available, we believe that the responding districts provided a good sampling for a fair and
accurate comparative analysis of current staffing levels of the District.
The comparative group analysis, which includes a review of FTEs by department, is incorporated
into our review and analysis of each department included in this report. The comparative tables
are included for reference in Appendix B.
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Organizational Review
The organizational structure plays a key role in an agency’s ability to function effectively. A
well-designed organization clearly specifies decision-making authority, information flow, and
the roles and responsibilities of employees. To attract and retain quality people, there needs to be
a clear career path and progression ladder to enhance the knowledge base and personal
development for employees.
The organizational culture also plays a pivotal role in a district’s ability to achieve established
goals. The collective attitudes, values, and behaviors of individuals and groups within any
organization, and the traditions and norms they share, determine its culture. A strong
organization is one where alignment between organizational values and expectations are aligned
with those of individuals and groups resulting in high productivity, operational efficiency, and
personal and organizational satisfaction. The organizational culture of a district is in part
reflected in its leadership and communication structures and the values and norms within the
leadership team.
Our review and analysis of each department at the District Office follows in the sections below,
along with the results based upon the collection of staffing data from the other districts in the
study.
Superintendent’s Office
Standard:
The Superintendent is the chief executive officer of the organization, responsible for working
with the elected Board of Education, with appropriate involvement of the community, to
determine the mission, vision, and overarching goals of the organization. The Superintendent’s
Office is then responsible for implementing the Board’s mission, vision, and overarching goals
by determining objectives and strategies with the leadership team and implementing those
through the organizational structure and staff across the District. The Superintendent’s Office
establishes and demonstrates standards for organizational culture, communication, service, and
accountability that all staff members understand and apply on a daily basis.
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Analysis:
The Superintendent’s Office consists of the following positions that report directly to the
Superintendent:
Figure 2: Superintendent’s Office
Title of Position
FTE
Executive Assistant
1.00
Principals
5.00
Total FTEs
6.00
In addition, the positions below report directly to the Superintendent and are addressed in other
sections of this report:
Figure 3: Superintendent’s Office
Title of Position
FTE
Assistant Superintendent, Business Services
1.0
Assistant Superintendent, Student Services
1.0
Senior Director, Learning and Instruction
1.0
Senior Director, Human Resources
1.0
Director of Aquatics and Facility Use
1.0
Coordinator Technology Services
1.0
Total FTEs
6.00
The current organizational chart can be found in Appendix A. It indicates that the Coronado
School of the Arts (CoSA) Director/Assistant Principal, other Assistant Principals, and the
Director of Adult Education and Regional Occupation Programs (ROP) report to the various
Principals. The Director of Adult Education and ROP is currently vacant and the duties have
been shifted to the CoSA Director/Assistant Principal position. There are no plans to fill the
Director position at this time.
The Superintendent meets with individual Board Members on a regular basis to maintain open
communications, which is a best practice for school districts. The Governing Board agendas and
documents are prepared using Microsoft Word and then converted to PDF documents for
distribution and posting on the website. Many districts and boards have moved to online systems
for managing board agendas, agenda items, and exhibits. There are several online options
available that have been implemented successfully in other school agencies. The District does
use the California School Boards Association’s GAMUT online software application to manage
its Board policies.
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The Superintendent’s Cabinet meets weekly to discuss current issues and plan for upcoming
initiatives. The Superintendent holds monthly meetings of all principals and District Office
administrators to disseminate information about board meeting actions or other items of
districtwide impact.
The Superintendent recently prepared a document, “Superintendent’s Statement to the Governing
Board on the Current Wellbeing of the Coronado Unified School District and a Proposal of
Financial Strategy for the Future” and presented it to the Governing Board in October 2014. This
was in response to the lack of community support for a local bond measure and the need to
balance the District’s budget. The Superintendent’s document discusses the complexity of the
revenue side of the budget and the expenditure cuts that have been made in recent years, and
recommends that the Board follow a multiyear approach to resolving the budget deficit. All
indications are that the District is following this plan.
At the time of our field work, the District was conducting its strategic planning and securing
input from a variety of stakeholders. This process will also be used to feed the update to the
District’s Local Control and Accountability Plan (LCAP), which is being coordinated by the
Senior Director, Learning and Instruction, and is discussed further in that section of the report.
We found that there are additional functions performed by the Superintendent’s Office that are
not reflected on the current organizational chart. The Superintendent functions as the lead
technology officer and chief negotiator for the District, and also handles student residency, safety
and security, and student discipline. This is discussed further in other sections of this report.
Recommendation:
1. Consider implementing an automated system for the Governing Board’s agendas and
documents. This should serve to streamline the process of providing information to the
Board and the public as well as reduce the administrative time required for District staff to
handle the various documents being prepared for meetings of the Board.
Student Services
Standard:
The Student Services department provides various support services for the students of the
District, such as health services, student attendance services, counseling services, and special
education services. The District’s goals and objectives for student services programs are
implemented through the leadership structure and staff of the Student Services department,
providing students with access to timely and appropriate services in support of the learning
environment.
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Analysis:
The Student Services department consists of the following administrative positions:
Figure 4: Student Services
Title of Position
FTE
Assistant Superintendent, Student Services
1.0
Administrative Assistant
1.0
Special Education Coordinator
0.8
Total FTEs
2.80
The Special Education Coordinator positions are certificated bargaining unit staff
members (a transition teacher, two school psychologists, and a speech pathologist) that are
working 120% contracts for part-time coordination of special education services at assigned
school sites.
The Student Services department has prepared a functional chart that shows responsibility for the
following programs in the District:

Section 504

Special education

Child welfare and attendance, which includes guidance and counseling, safety and security,
student discipline, health services, residency, and school attendance review teams/board
Based upon interviews with staff members, it was reported that some of the responsibilities on
the functional chart for the Student Services department have been transferred to the
Superintendent’s Office, such as residency, safety and security, and student discipline. Staff
members seeking assistance from or coordination with the Student Services department report
that the services often are not timely and/or that they receive no responses to phone calls and
emails.
As in any school district, the special education program requires significant staffing to
appropriately support the needs of students in the program and is a very complex area in and of
itself. Recently, the District requested an outside consultant to conduct a more directed and
detailed review of the program to assist the department with determining how it might be
appropriately structured and staffed to continue supporting students in the most effective and
efficient manner going forward. As a result, the District reduced staffing in the special education
program, primarily teaching positions and instructional assistants in an attempt to streamline
staffing related to the number of students in the program and to reduce expenditures.
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Also, the District has developed a spreadsheet to manage position control for special education
services, but interviewees report that managing the staffing for the Special Education department
remains challenging because of untimely data and lack of coordination. The District is planning
to transition this position control spreadsheet to the position control database available within the
new PeopleSoft system and is implementing procedures to coordinate position control with the
Special Education Information System (SEIS) by manually entering the staffing data.
Special education staffing is primarily determined by the number of students identified for
special education services and the types of services that are needed. In the past, the District has
been reluctant to transfer staff between sites and programs as student populations and needs
change. This has recently become an area of focus, as staff members involved in Individualized
Education Program (IEP) meetings are prioritizing the use of existing instructional assistants to
provide additional services without assignment to a particular student.
All special education staff, including the Special Education Coordinators, are selected and hired
by District Office staff and then are deployed to the school sites and supervised by the school site
administrators. It is typical in a school district to have this type of structure, but it only works
well if there is strong coordination between the District Office and the school sites. In the
District’s case coordination is lacking—new people are hired, staff members are transferred, and
centralized meetings pull staff members off the campuses during the instructional day without
knowledge or involvement of school site administrators. This results in confusion and
inefficiencies at the school sites. Further, because Special Education Coordinators are bargaining
unit positions, they do not have positional authority to manage the activities or review the
performance of special education staff at the school sites, or to make the programmatic decisions
that are necessary on a day-to-day basis to ensure that services specified in the IEPs are
appropriately implemented. Typically, we find that a Coordinator position in a school district is a
management position, as is the case with the District’s Coordinator of Technology Services
(discussed in other sections of this report).
Based upon the staffing data provided in this study, none of the comparative districts have an
Assistant Superintendent as the top administrator for student services. Most of the comparative
districts have a Director position as the top administrator, and a number of the districts have this
position reporting to the educational services administrator.
Recommendations:
2. Implement procedures to improve position control. This starts with ensuring that IEP
teams are trained on how to staff the services in the IEP most efficiently, which includes
considering the deployment of existing staff to meet the need. Any requests for additional
staff time should be accompanied by data that supports the additional need. Procedures
should be in place to monitor staffing from year to year and during each year so that any shift
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of the student population or service needs at any given site or in any given program are
reflected by a commensurate change in staffing, either up or down. PeopleSoft should be
used as the centralized position control system and it must be kept current in order to drive
decision making.
3. Pursue an automated interface between PeopleSoft and SEIS for staffing data. Currently
there is duplicate data entry required to keep these systems in sync, which is inefficient and
results in human errors. Given that position control in the PeopleSoft system should be
driving the decision making, there should be an automated transfer of staffing data from
PeopleSoft to SEIS.
4. Involve school site administrators in decisions that impact special education programs
at school sites. School site administrators should participate in the selection of new special
education staff members that will be working at their school sites and in any discussions that
could result in staffing changes or transfers of staff members at their school sites. In addition,
centralized meetings of special education staff should be coordinated with the school site
administration and avoid the instructional day as much as practical.
5. Consider restructuring the Student Services department. We recommend that the District
restructure the Assistant Superintendent position to a Director position to be more
commensurate with the structure of the comparative districts, and that this position continue
to report to the Superintendent. We also recommend that the Special Education Coordinator
positions be restructured into one full-time Special Education Coordinator with management
responsibilities. This position would be available to all of the school sites to assist school site
administrators with the implementation of special education programs. This restructuring
should allow the Superintendent’s Office to transfer responsibility for student residency,
safety and security, and discipline back to the Student Services Director. The District could
also consider shifting the Student Services department to Learning and Instruction, as a
number of the comparative districts have student services and educational services combined
into one department.
Learning and Instruction
Standard:
The Learning and Instruction department provides the backbone of curriculum development and
implementation, staff development for educational staff, and oversight of various educational
programs of the District. The District’s goals and objectives for educational programs are
implemented through the leadership structure of the departments within Learning and
Instruction, providing timely, relevant, and supportive services to the educational programs at
school sites.
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Analysis:
The Learning and Instruction department consists of the following positions:
Figure 5: Learning and Instruction
Title of Position
FTE
Senior Director, Learning and Instruction
1.0
Senior Administrative Assistant
1.0
Director, Preschool and Child Care
1.0
Total FTEs
3.00
The Learning and Instruction department coordinates the development and update of the
District’s LCAP. This involves coordination with the District’s strategic planning process, the
local educational agency (LEA) plan, and the site plans for student achievement.
Other functions of the department include overseeing curriculum development and
implementation, conducting student assessments, preparing School Accountability Report Cards
(SARCs), administering online learning, coordinating the Consolidated Application and
Reporting System (CARS), and implementing the Common Core State Standards (CCSS).
Interviewees report that the department, most notably the Senior Director, works extremely hard
and provides tremendous support to school sites.
The department uses Synergy for its student information system, which has been in place for a
number of years and by all accounts is functioning well for the District. It was reported that
Synergy does not interface with SEIS for staffing and student data purposes. Staff members
manually enter data into both systems and there are manual procedures to ensure that they are in
sync. This was a significant issue at the start of this school year, as the position in Human
Resources that was entering the staffing information into Synergy was eliminated and there were
delays in getting the information entered, delaying some services to students.
The Senior Director of Learning and Instruction implemented monthly professional learning
community (PLC) meetings with principals to focus on curriculum and instructional initiatives.
Interviewees indicated that this has provided for a renewed focus on teaching and learning and
the ability to move initiatives forward. There are also standing weekly phone conferences with
each principal individually. School site administrators report that the services and support from
Learning and Instruction are timely and relevant. They would like the ability to propose agenda
items to be considered and discussed during the PLC meetings so that they can address items of
urgency or importance from the school site perspective.
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The District previously had an Assistant Superintendent position that was responsible for human
resources and educational services. The scope of this position was too broad for a district of this
size, so the District split the responsibilities between two management positions: the Senior
Director of Human Resources and the Senior Director of Learning and Instruction. Based upon
the information provided by the comparative districts for this study, educational services is
overseen by an Assistant Superintendent or Associate Superintendent position in half of the
districts and by a Director position in the other half of the districts. Three of the eight districts
include special education and/or student services as part of the Educational Services department.
When excluding special education and student services positions, all of the other districts include
more administrative support for educational services than found in the District.
The Director of Preschool and Child Care oversees the preschool and before- and after-school
programs across the District that support about 350 students. The position supervises 13 staff
members in the programs. At the time of our fieldwork, the Director position was proposed to be
shifted out of Learning and Instruction to report directly to the two school sites that house the
programs.
Recommendations:
6. Pursue an automated interface between Synergy and SEIS. Currently there is duplicate
data entry required to keep these systems in sync, which is inefficient and results in human
errors.
7. Restructure the Learning and Instruction department. The District should consider
shifting the Coordinator of Technology Services position into the Learning and Instruction
department (this goes with a recommendation to shift the reporting responsibility of the rest
of the Technology department in the “Business Services” section of this report). Instead of
supervising the Technology department, this position can continue to focus on the
implementation of educational technology and can assume duties in the area of curriculum to
provide the Senior Director with additional support. If the District determines that the
Student Services department is to be shifted into Learning and Instruction (see related
recommendation in the “Student Services” section of this report), we would recommend that
the Senior Director position be restructured to an Assistant Superintendent position.
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Human Resources
Standard:
The Human Resources department should be adequately structured and staffed to support the
educational agency in all of its needs with regard to the management of personnel. This includes:

A comprehensive classification and pay system

Clear policies and procedures for the recruitment, selection, and evaluation of employees to
ensure competency, accountability, and productivity

A system of providing ongoing training to enhance employee and supervisor development
and to ensure appropriate implementation of policies and procedures

Standardized policies and practices for compliance with federal and state regulations and
local collective bargaining agreements

A structure and format for collective bargaining that values relationships with collective
bargaining units while ensuring preservation of educational agency management rights and
financial stability

Communication systems, employee recognition programs, quality of life programs, and other
activities to enhance employee relations, productivity, and wellness
Analysis:
In conjunction with site administration, the Human Resources department handles the
recruitment, selection, hiring, and other activities related to managing the District’s
approximately 409 employees. The Human Resources department consists of only two
positions—the Human Resources Technician II that reports to the Senior Director of Human
Resources who in turn reports to the Superintendent. Figure 6 displays the current staffing and
the respective FTEs.
Figure 6: Human Resources Staffing
Title of Position
FTE
Senior Director of Human Resources
1.00
Human Resources Technician II
1.00
Total FTEs
2.00
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Overall, the Human Resources department handles a heavy workload. In comparing the staffing
level of the department to that of the comparative districts (see Appendix B), at 2.0 FTEs the
District is light compared to the staffing levels of the other districts in the comparison. The fact
that the District’s processes are more antiquated also means that staff members have a higher
workload on the natural.
The current Senior Director of Human Resources is serving in this position in an interim capacity
and will be with the District only through June 30, 2015. The previous Senior Director of Human
Resources resigned from the District due to the discrepancy between the size of the department
and the workload. The Senior Director of Human Resources position handled a great deal of the
day-to-day operations of the department and was therefore unable to attend to the duties typically
managed by a senior-level position.
The Senior Director of Human Resources is the lead negotiator for the District, though the
Superintendent has taken on this role in the absence of a permanent Senior Director of Human
Resources. In addition, the District’s negotiation team consists of the Assistant Superintendent of
Business Services and one of the Assistant Principals, who is participating as part of the
District’s plan to develop people from the ground up. The District administrators and bargaining
unit leadership invest time in developing and maintaining good relations in the interest of all
parties, not the least of which are the District’s students. Though there are no regular meetings
with the unions throughout the year, the District administration communicates with them
regularly. The California School Employees Association (CSEA) settled for 2014-15 in
December 2014, and the agreement was approved by the Board in January 2015. Settlement with
the teachers for the same year was reached in November 2014. At the time of the interviews
conducted by SSC, negotiations for the 2015-16 school were scheduled to begin shortly with the
teachers, but no discussion had been held on the start of negotiations with CSEA.
Previously there were two support positions within the Human Resources department—a
0.75 FTE and a 1.00 FTE; however, the 0.75 FTE position was eliminated due to budget cuts that
went into effect during the last fiscal year. The elimination of this 0.75 FTE position, which
assisted with the processing of new employees and volunteers, placed a larger burden on the
remaining Human Resource Technician II and has had reverberations throughout the
District. The impact of the elimination of this position was felt most acutely this past fiscal year
when the District experienced a several week delay in the implementation of various programs
(e.g., library services, personalized learning plans, and uploading of data to California
Longitudinal Achievement Data System [CalPADS]). When certain staffing data was needed for
the implementation of these programs, it was discovered that some information was missing or
had not been updated in the absence of this position. Other employees had to step away from
their duties and/or work overtime in order to get the corresponding systems updated.
The remaining Human Resources Technician II’s duties include the posting of vacancies, hiring,
and processing of new employees, employee benefits (e.g., medical, vision, dental, and
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retirement accounts) enrollment and billings—including retiree benefits, verification of
employment and volunteers, Workers’ Compensation, pre-screening of applicants for credentials,
and entering of some data for newly hired employees. The Human Resources Technician II is
also functioning as the secretary for the department and handles all clerical duties (e.g., filing,
mailings, answering phones, etc.) Lastly, the Human Resources Technician II manages the
processing and distribution of employee badges. Currently, the Human Resources Technician II
is utilizing a cellular phone to take a photograph of the employee, which is then emailed to their
work computer where the photograph and data are entered into the database and a badge is
generated.
Verification for volunteers used to be completed at the school sites, but was brought into the
Human Resources department when the 0.75 FTE position was hired. This function remained
with Human Resources after the elimination of the position. School sites send the volunteers to
the Human Resources department and the Human Resources Technician II verifies the results of
the fingerprinting and tuberculosis tests, as well as confirming that the volunteers have valid
California driver’s licenses. The Human Resources Technician II then sends a list to the school
sites of the approved volunteers.
Strong coordination between the Human Resources and Business Services departments is critical
in ensuring that employee situations are handled correctly, employee transactions are entered
correctly into the systems, and the District’s system of classification and pay is appropriately
implemented through the position control process. In the District, the coordination is adequate,
but services to other departments, school sites, and employees could be significantly improved
with better communication, as represented by interviewees in both departments.
The District has recently transitioned to PeopleSoft for its payroll and human resource functions,
which, most of the employees interviewed agreed, requires more data entry into numerous
screens compared to the previous system. (A majority of the legacy data was loaded into the new
system, however some of the data was not carried over and the Human Resources Technician II
has to enter that data manually.) This transition to PeopleSoft has also resulted in additional and
shifting workload for both Human Resources and other departments that share responsibilities of
certain functions in collaboration with Human Resources. All of this has significantly increased
the work that needs to be completed within the department in the limited number of hours
available in a given day, which has caused delays with the processing functions.
The hiring of school site staff, however, is a split responsibility between Human Resources and
the school sites. (It is worth noting that this split responsibility has developed over the last
several years. Prior to this, each school site completed their own hiring utilizing their own
processes. The shift to incorporate Human Resources was started as a way to apply a more
uniform hiring process throughout the District.) School sites submit personnel requisition—paper
forms—to Human Resources when there is a vacant position that needs to be filled. The use of
paper requisitions results in delays and inefficiencies as the forms often are lost during the
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April 22, 2015
process and copies must then be provided to Human Resources. In addition, interviewees noted
that constant follow up with Human Resources on the status is necessary not only to ensure that
the requisition has been received and the position posted, but also to get updates throughout the
process as information is not automatically provided at critical milestones (e.g., posting, close of
application period, completion of prescreening, etc.).
The Human Resources Technician II posts the positions on EDJOIN and sends a district-wide
email informing current employees of the opening. Once the position has closed, the school sites
print the applications and the administrators review them and determine which candidates to
interview. (Hiring supervisors have access to EDJOIN and can view the candidates that have
applied, however, school site staff would prefer to see the list after the pre-screening has
occurred in Human Resources, which does not always happen. School site staff is also unclear as
to the criteria utilized to conduct the prescreening process.) The school site secretaries contact
the candidates to schedule the interviews and also set up the interview panels. (Each panel for
each position is different as the District does not have a standard list from which the school sites
can select panel members.) For classified staff, the Human Resources Technician II conducts the
assessment tests, if applicable to the position. (The District belongs to the Cooperative
Organization for the Development of Employee Selection Procedures [CODESP] and is
therefore able to access test items for various positions.) The school site administrators check
references for the selected candidate and call the candidate to inform them of the selection, as
well as calling the unsuccessful candidates. Once a candidate is selected, the school site informs
Human Resources who then formally contacts the candidate to offer them the position. In
addition, the school sites must submit another personnel requisition informing Human Resources
of the proposed start date, the panel members, the number of candidates interviewed, and other
details.
On the opposite end—out processing (e.g., turning in badges and keys, removal from District
systems, etc.)—there is no formal process in place for when an employee is terminated or leaves
the District. Some of the school sites have taken on this task and are utilizing their own devised
processes, which is an added burden given the lack of clear guidelines and procedures. It is
unclear how this is being managed at other school sites or in other District departments.
In the absence of an experienced Human Resources director, various departments over the years
have stepped in to assist the Human Resources department. The interim director has spent a great
deal of time reviewing and cleaning up files and processes and is establishing effective policies
and protocols to carry the District into the future.
Given the various backlogs that have occurred in the last year with the elimination of the
0.75 FTE Human Resources Technician II position and the transition to PeopleSoft, it is evident
that the department is in need of some structure and organization. A clear list of responsibilities
for the two positions in the Human Resources department is needed and a department annual
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April 22, 2015
calendar of activities that tracks due dates and significant activities is also necessary to ensure
that the critical deadlines are met and appropriate support is provided to school sites.
The District needs to improve implementation of its performance improvement and progressive
discipline policies, as numerous interviewees noted that the District has been lax in enforcing
disciplinary actions. It is reported that, given the close knit nature of the District and community
as a whole, there has been some reluctance to hold individuals accountable and administer
corrective actions accordingly. Interviewees provided examples of situations where they
documented a performance or behavior issue and, ultimately, no corrective action was taken
and/or supported by the District.
An item that would be useful for the establishment of effective performance improvement and
progressive discipline processes would be the completion of regular evaluations. Most
interviewees could not recall the last time they either conducted or were given an evaluation. We
could not find evidence that the Human Resources department issues lists for the evaluation of
classified and management staff in the District or follows up on evaluations to ensure they are
appropriately completed.
When employees have last-minute absences, they call the absence reporting line and the
employee assigned to the line makes calls to substitutes after work hours (from 5:00 p.m. to
9:00 p.m.) from the established substitute list and informs the school site secretaries when a
substitute cannot be located. However, if an employee knows in advance that they will be absent,
the employee informs their school site secretary who calls into the absence reporting line on their
behalf. In many cases, the employee that calls for substitutes in the evening is unable to locate a
substitute teacher and the school site secretaries eventually take on the task. This makes it
difficult to ensure that there are adequate numbers of qualified staff available for the beginning
of school and other operations for each day, which adds an additional burden to school site staff.
In general, interviews revealed that the District has a difficult time attracting and securing
substitutes, especially for special education and classified positions. Many of the school districts
with which the District competes for substitute teachers have automated systems in place and by
the time the District reaches out to the substitutes, they have already committed to another
District. In addition, many staff members stated that the District’s rate of pay for substitute
teachers is not competitive with the rate of the competing school districts. School site
administrators regularly either step in and act as substitutes (administrators stated they cover at
least one class a week), assign part-time academic support and enrichment teachers to cover the
classes—which requires the cancellation of those intervention programs for the day—or they
combine classes—which can result in safety issues, grievances, and/or parental complaints.
Further, the substitute list is opened only twice per year. This produces a short list from which to
select substitutes that is further reduced by substitutes who pull out or are unavailable during the
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April 22, 2015
year. The Human Resources department has just begun a continuous recruitment announcement
for substitutes.
The hiring of an additional Human Resources Technician or a clerk position could provide
significant relief and allow staff to focus on broader important priorities, such as supporting
implementation of position control, implementing employee wellness programs, and more
proactive support of school site staff. One of the consistent themes we heard from interviewees
was that employee inadequate performance across the District needs more focus and support by
the Human Resources department so that the District’s workforce consists of employees that are
competent and support the overall culture, mission, and goals of the District. However, the
process efficiencies recommended within this report should be implemented first. If after
implementation and the hiring of a permanent Senior Director of Human Resources the workload
still appears to be unsustainable, the addition of an FTE might be warranted.
Recommendations:
8. Recruit and hire a seasoned, classically trained Senior Director of Human Resources.
Given the size of the existing department and the conditions within the District, it is
important that the District hire an individual for the Senior Director of Human Resources
position that has been classically trained in human resources and has extensive experience
with effective performance improvement and progressive discipline processes.
9. Automate personnel requisitions. Personnel requisitions should be incorporated and
automated within the new PeopleSoft software to replace the current process of paper
requisitions. An automated process would reduce the delays and inefficiencies currently
experienced.
10. After the implementation of recommended process efficiencies, evaluate the need for an
additional FTE to the Human Resources department. Based upon the comparative data
from the other districts in the study, the Human Resources department staffing is slightly
lower than the comparative districts. The backlogs experienced this last fiscal year illustrate
that the workload currently experienced by the remaining Human Resources Technician II,
based on the existing processes, is unsustainable if the District seeks an efficient and
effective Human Resources department. Once the recommended process efficiencies are
implemented, the District should objectively evaluate if the workload for the Human
Resources department is sufficient to warrant an additional FTE. If it is decided that an
additional FTE is warranted, then thoughtful consideration should be given to determining
what types of skills to add—clerical, personnel, data entry, and/or other particular skills—
that would best fit the priorities for Human Resources support going into the future. One
consideration is that some department support staff are handling receptionist duties on a
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April 22, 2015
regular basis, so if a person is added to the Human Resources department perhaps they could
be located in the District Office lobby as a receptionist as well.
11. Implement cross-departmental communication structures for Business Services and
Human Resources staff. There are functional areas within the Business Services and the
Human Resources departments that need to have a strong working relationship. The two
departments have to communicate often and effectively since both departments ensure
employees are paid properly and ensure the District’s compliance with federal and state
regulations. One way to accomplish this is to hold weekly meetings to connect about current
events, specific employee situations, system issues, and other important items that need
discussion. This should help to improve the timeliness and accuracy of services from these
departments to other departments, the school sites, and employees.
12. Develop a standard employee hiring and exit process driven by Human Resources.
Human Resources should conduct recruitment and posting for all positions, including the
establishment of a standard list for interview panels, a defined process for conducting
reference checks, procedures for new employee addition to various district systems—
including name badges and technology system user accounts—and procedures for when
employees separate from the District (e.g., exit interview, return of keys and badges, etc.).
13. Establish regular meetings with union leadership. The Human Resources department
should convene monthly meetings with union leadership to address questions and issues that
arise on a day-to-day basis. The agendas should be developed as a group and other top
leadership should attend as the agenda items warrant. This would help to resolve issues
earlier and more collaboratively and pave the way for strong relationships when significant
issues, such as issues that may happen during the collective bargaining process, need to be
addressed.
14. Establish an annual calendar of Human Resources department activities. An annual
calendar of activities in the Human Resources department should reflect, for each month, the
significant activities that need to take place and the statutory or contractual deadlines that
may apply. There will be strands that are consistent across the months—for example, the
collective bargaining strand would include any regularly scheduled meetings with union
leadership, deadlines for sunshining proposals for reopeners or successor agreements, and
information or reports that need to be provided to union leadership. The staffing strand would
consist of developing classroom staffing needs based on enrollment and changes in the
instructional program, determining whether layoffs are needed and then implementing the
layoff process, updating staffing needs as retirements and resignations are known, and then
recruiting and hiring the right number and appropriately credentialed staff members so that
they are in place for the start of school. A sample Human Resources annual calendar is
included in Appendix C, which the District can customize to meet its needs.
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April 22, 2015
15. Ensure that employee performance evaluations are being completed timely and
appropriately. The Human Resources department should issue at the beginning of each
school year a list of employees that each supervisor is scheduled to evaluate, and should
provide adequate training on how to conduct evaluations. The department needs to issue
reminders and follow up to ensure completion. Supervisors and managers need to be held
accountable for completing performance evaluations on time and in an effective manner.
16. Enforce the employee disciplinary process. The overall efficiency and effectiveness of any
organization depends upon the ability to hold employees accountable for their performance.
The Human Resources department needs to play a more active role and provide guidance to
management so that employees can be held accountable and perform according to their job
descriptions and District policies and procedures.
17. Acquire an automated substitute calling system. There are several proven systems
available at a reasonable price, and in other districts the investment has resulted in less staff
time and a higher percentage of placements of substitutes into positions for the start of the
school day. The District should also consider requiring all employees to call absences in to
the substitute calling system, whether a substitute is required or not. This could not only
ensure that the system is used to its full capabilities to automatically assign substitutes and
have them ready for the start of the day, but the data for employee absences would be
available in the system. This could also be used as a start for automating the tracking and
reporting of employee leaves.
18. Continue the ongoing substitute recruitment process and further consider ways in
which the District can attract and retain substitutes. The District should continuously be
recruiting for qualified substitutes and should research and compare the District’s pay scale
with that of surrounding districts with the possibility of increasing the daily pay rate if
necessary.
Technology
Standard:
Information technology (IT) resources are critical in ensuring that students are learning the skills
they need, that management information is timely and accurate, and that staff members are
working efficiently and effectively. Educational agencies should include technology in strategic
plans and shorter term goal setting as the annual budget is developed. Transaction processing
systems should be in place to ensure efficiency, management information systems should be
robust and timely in order to provide pertinent information for decision-making, and procedures
should be built around technology systems in order to ensure their appropriate use and the
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April 22, 2015
validity of data. Users should have pathways for requesting assistance and additional features
with a clear priority scheme used to implement new technology.
Analysis:
The Technology department is charged with implementing new educational and administrative
technology, maintaining the existing technology infrastructure, implementing modernization of
technology, and providing technical support to users.
The Technology department is comprised of six employees: a computer technician that handles
computer (hardware) technical support requests and setup, a network support technician that
manages the network and new cloud-based systems, a network supervisor that performs a variety
of technical duties in support of the District’s networks, the Director, CITV Producer, and a
Clerk Typist II that manages purchasing. While there is a Technology Coordinator position to
which the other employees report, the Superintendent functions as the director of the Technology
department. The table below displays the current staffing and the respective FTEs.
Figure 7: Information Technology Staffing
Title of Position
FTE
Technology Coordinator
1.00
Director, CITV Producer
0.75
Computer Technician
1.00
Network Supervisor/Specialist
1.00
Clerk Typist II
1.00
Network Support Technician
1.00
Total FTEs
5.75
In addition to the six employees, the District has a Technology Resource Technician and several
technology resource teachers (discussed in more detail at the end of this section) on staff, and
contracts with a private firm to manage the e-Rate process, the routers, and other services. The
Technology department had a 0.50 FTE position eliminated last year due to the budget cuts. This
position provided assistance to Human Resources by entering new student and employee
accounts.
Based upon the results of the comparative data (see Appendix B), the District’s staffing level for
the Technology department is adequate and, excluding Director, CITV Producer—which appears
to be a unique position among the districts—is actually better staffed than many of the
comparative districts. (It should be noted, however, that we did not ascertain the number of
technology devices being serviced by the Technology departments within the comparative
districts and can therefore not accurately state that the District is overstaffed in comparison.)
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April 22, 2015
The Technology department was restructured more than three years ago from a department with
a director that answered to the Superintendent, to a department run by a Technology Coordinator
with a background in instruction (to better ensure technology supported instruction) but overseen
by the Superintendent. The department’s staffing level has resulted in the Technology
Coordinator being a working manager, performing direct technical and clerical work on a regular
basis. This limits the Technology Coordinator’s ability to manage the “big picture” items needed
to keep the department and District running efficiently.
The existence of both a Technology Coordinator, to whom Technology staff reports, and a
Director of Technology in the Superintendent has created a situation where, as evidenced by the
interviews with Technology staff, there is a lack of clarity as to who is directly responsible for
work assignments, job performance, evaluations, and other supervisory duties. In addition, there
is a Network Supervisor/Specialist position that formerly supervised Technology department
personnel; the successor in the position works in the department but no longer supervises.
The Technology department supports districtwide Internet connectivity, personal computer and
server support and repair, and telecommunications for voice and data. Any work that cannot be
completed by the Technology department staff is contracted out to third party vendors.
Technology department staff support systems and software that are compatible with existing
District systems and that will be utilized by many District staff and/or students. If the systems are
web-based, then the Technology department ensures accessibility from District systems is
available and the outside vendor provides the support. For example, PeopleSoft, which is a
system sponsored by the San Diego County of Education (SDCOE), was implemented with little
need for support and involvement of the Technology department, with the exception of ensuring
that the program could run on the District’s system. Some individual departments have tools and
software systems specific to their area of expertise which are also supported by the vendor that
provides the system once the Technology department ascertains they are compatible with District
hardware.
In addition, while the Technology department provides quotes and orders all technology devices,
including software and software licenses, school sites do on occasion order their own peripheral
hardware, such as printers. In these circumstances, the Technology department tracks the
hardware and software licenses, and keeps an inventory control log of all computing devices and
licenses. It receives the hardware, tags it, and then delivers and installs it at the school sites.
The District is also in the process of providing and updating Chromebooks at school sites in
advance of the Smarter Balanced Assessment System testing. The Technology department is
responsible for ensuring that all computers have been tagged and inventoried, that the
appropriate software and firewalls are installed, and that they are delivered to the appropriate
school sites. The department also annually visits all school sites to update existing devices for
standardized testing. As this is a priority, all other nonurgent work orders are placed on hold
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April 22, 2015
while the department focuses on this task, which creates a backlog of other work that needs to be
completed.
The Technology department supports all computers across the District’s four schools and
numerous departments. The Technology department also manages the video recording and
technical support for all board meetings; therefore, at least one staff member, as well as the
Technology Coordinator, are present at all board meetings.
Users request technical support through the submission of requests in a work order system.
Numerous staff members have noted that if a situation requires immediate attention, they simply
walk over to Technology or call the Technology Coordinator for assistance. While everyone in
the Technology department has access to view the work orders, the Clerk Typist II ensures that if
the appropriate technician does not “grab” a work order that the work order is assigned and
eventually closed out. The position provides the oversight needed to ensure that no work order is
missed or goes unaddressed for too long a period of time.
Staff members in the department report that communications within the department are excellent
and that they feel well-informed about situations or decisions that may affect their jobs. The
department holds regular staff meetings, which are a significant source of this characteristic.
Flexible work hours for staff members that work in Technology can be an effective tool for
ensuring that user needs are addressed in a timely manner, while allowing for off-hours work that
is necessary to occur without impacting users. This flexibility is often a working condition that
employees value. According to interviews with department staff, the Technology department
provides flexible hours in a way that is perceived to be favoritism as opposed to driven by a
legitimate business need, which impacts the morale in the department.
Communication and coordination with other departments is reported to be strong. The
Technology Coordinator works closely and regularly coordinates with Learning and Instruction
prior to the purchase or installation of instructional software programs and is also assisting with
the move toward web-based instructional materials that can be accessed by students on numerous
devices. Once the Technology department and Learning and Instruction identify appropriate
programs that fit the curriculum, they work with Business Services, which manages data
services, to implement the programs and ensure coordination with the District’s student systems.
In addition, the Technology Coordinator acts as a resource to the technology resource teachers at
the school sites.
Lastly, the elimination of the 0.50 FTE position within the department and the previously
mentioned 0.75 FTE Human Resources Technician II position has affected the workload of the
Technology department and caused a lengthening in the department’s response time. This was
illustrated at the beginning of the school year when various new employees and students were
unable to access District systems due to the delay in the establishment of their accounts.
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April 22, 2015
Technology department staff assisted with the input of data which took them away from
preparing sites for the start of school. As this illustrates, there is no one person who has sole
responsibility to enter new employees, students, or other information into the various District
systems. When there is a gap in this process, different employees attempt to assist, but this effort
is not well-coordinated and results in disjointed results. School sites have shared their frustration
and assume it is a lack of efficiency, when in fact it is simply a consequence of needing to
complete more work with less staff.
The addition of the new technologies and the upgrading, updating, and repairing all of the
equipment has also had an impact on the department. While the school sites are thankful the new
technology and assistance, they do not necessarily appreciate the breath and scope of the behind
the scenes work that must occur to keep the system functioning. The Technology Coordinator
has been working to ensure that all District employees are aware of the department’s workload
and projects by communicating through social media, the District website, emails to staff, and
other platforms. The Technology department is developing its digital presence in order to
communicate more effectively with staff.
As briefly mentioned at the beginning of this section, in addition to the six employees housed in
the Technology department, the District employs one Technology Resource Technician position
shared between the elementary schools and the kindergarten sites, and technology resource
teachers at the school sites. The Technology Resource Technician position is a 10-month
position and is designated at 0.50 FTE in Technology and 0.50 FTE at sites, although the
position reports directly to the school sites and augments the Technology department by
providing minor local technical support. However, the position’s responsibilities are focused on
providing software training to the teachers and ensuring the teachers have access to the
appropriate programs and services, as well as providing assistance directly to students and to the
school site administration. This part of the job has increased as “bring your own device” has
been implemented in grades three through five this year (it is already available at the middle
school). The Technology Resource Technician position works closely with other departments as
needed to assist the school sites. For example, the position works closely with Learning and
Instruction on the Smarter Balanced Assessment System testing and attends trainings in order to
assist teachers as needed; works with the Director of Preschool and Childcare to provide
preschool staff with access to needed software programs and assists them in creating accounts,
and sets up the netbooks for the after school program; and works regularly with the Technology
department to address issues that arise at school sites for which the position does not have the
expertise and access to address.
In addition, while the position doesn’t work directly with Human Resources, the Technology
Resources Technician relies on Human Resources to create accounts in the District’s databases
which allows assistance to new staff attempting to gain access to email and other District online
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April 22, 2015
programs. The ability to rely upon Human Resources for this work was affected at the start of the
current school year due to the loss of the 0.75 FTE Human Resources Technician position.
The technology resource teachers’ role is to integrate technology with the curriculum and
provide support and training to school sites and teachers. While they are not supposed to provide
technical support or maintain equipment, if the Technology department is behind and something
is needed at a school site, they do jump in and help. They also provide direction to the computer
technician who responds to work order requests by outlining the priorities when multiple repairs
are needed. There is even a District approved “Mouse Squad” started by a teacher who has
engaged middle school students in learning about computers. The students meet with the
Computer Technician (whose schedule is set by the Technology Coordinator on a weekly basis
with a site visit, generally scheduled for each school once per week depending on the work
orders received) once a week and are deployed one period per day to help with minor technology
issues at their school. The Mouse Squad provides useful support to the middle school which
assists the Technology department.
As with other District departments, each individual within the Technology department is an
expert in their area and there appears to be little overlap or cross-training. In addition,
when major programs must be implemented (e.g., preparation of Chromebooks for new
computer-based testing), the entire department is galvanized around the given effort while
remaining tasks and responsibilities are set aside. This causes delays and service interruptions as
other departments and school sites needing assistance experience extended waits in order to
receive the needed services.
Recommendations:
19. Consider expanding the “Mouse Squad” to the high school. The “Mouse Squad” provides
minor technical assistance to the middle school, which provides useful support to the
Technology department and alleviates some of the workload of the Computer Technician.
The addition of a “Mouse Squad” at the high school could further provide relief to the
Technology department while providing a learning opportunity for the high school students.
20. Restructure the Technology department and move it under the umbrella of Business
Services. The Technology department is currently under the direct supervision of the
Superintendent who acts as the Director of the department. We would recommend moving
the Technology department under the supervision of the Assistant Superintendent of
Business Services and hiring a formal Director of Technology (see following
recommendation for further detail). We further recommend that the existing Technology
Coordinator position be moved to the Learning and Instruction department to focus on
instructional learning support and act as a liaison between that department and Technology.
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April 22, 2015
Lastly, as the Network Supervisor/Specialist does not have any supervisory duties, the
position should be restructured to a Network Specialist position.
21. Add a Director of Technology. The current configuration of the department was established
due to the existing Superintendent’s knowledge and abilities with information technology.
This practice, however, may not be sustainable in the long run. A self-sufficient Technology
department should be established under the auspices of the Assistant Superintendent of
Business Services to ensure that the District is setting in place protocols and procedures that
are sustainable into the future. The addition of an independent Director of Technology will
provide continuity and the supervision of staff in the department. Further, the Director of
Technology can assume some of the responsibilities currently managed by the outside vendor
(e.g., management of e-Rate) and potentially eliminate the need for the contract.
22. Evaluate the existing work distribution to better provide support as need throughout
the school year. The District should review and revise the technical support staffing work
distribution in order to provide sufficient resources to cross-train staff to handle support of
multiple systems, and support the educational technology needs of the District. Based upon
the comparative data with the other districts in the study, the Technology department staffing
appears to be adequate, however the inability of the department to meet technical support
needs when major initiatives, such as preparing for Smarter Balanced testing, are underway
indicates the need to restructure the work within the department.
23. Develop a coordinated process for the input of new employee and/or student
information that results in the fewest staff needed to enter data. Various departments are
responsible for different aspects of the input of new employee and/or student information
into the District’s data systems. The District should determine the various departments
currently responsible for the input of the data and better allocate resources to reduce the
number of people needed to enter data. This includes automating the interface between
Registrar (used by the District’s registrars for student registration) and Synergy, which
currently requires the manual entry of data into both systems.
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April 22, 2015
Business Services
Standard:
A well-functioning Business Services division is critical to ensuring appropriate supervision over
the District’s monetary and fixed assets. This involves establishing and maintaining proper
controls over accounting transactions, including appropriate segregation of duties, management
authorization of transactions, internal audits, financial reporting, and checks and balances;
establishing a fixed asset management structure that provides for appropriate maintenance of
facilities and grounds as well as management of major facilities projects; and proper training of
staff and oversight of each department.
Analysis:
Business Services consists of the following departments and areas of responsibility that report
directly to the Assistant Superintendent:

Maintenance, Operations, and Transportation

Child Nutrition

Payroll/Attendance Accounting

Accounts Payable

Purchasing/Transportation

Shipping and Receiving
There are 40 positions that report to Business Services. For purposes of this report, all areas of
responsibility are addressed as “Business Services.” The Maintenance, Operations, and
Transportation and Child Nutrition departments are detailed in separate sections below.
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April 22, 2015
Figure 8 displays the positions and the respective FTEs which support the business functions of
the District:
Figure 8: Business Services Staffing
Title of Position
FTE
1.00
Director of Child Nutrition
1.00
Director of Maintenance, Operations, and Transportation
1.00
Information Systems Technician
1.00
Accountant
1.00
Payroll/Attendance Accounting
1.00
Senior Accounting Clerk-Accounts Payable
1.00
1.00
0.25
Total FTEs
8.25
When comparing the number of staff members in Business Services to that of the other districts
in the study (see Appendix B), the District’s staffing level appears to be commensurate. The fact
that the District’s processes are more antiquated means that there are functions that are not being
accomplished at all or as completely with the current staffing levels.
Business Services is in the process of transitioning to PeopleSoft for its human resources and
financial system. Interviewees commented that so far the new PeopleSoft system is more
complex than the previous system. It requires more steps and the viewing of multiple screens to
enter and view data than the previous system. While the District anticipates that PeopleSoft will
ultimately provide greater flexibility and functionality, including for those who utilize the system
outside of Business Services (e.g., Business Services has shown other District departments and
school sites how to access the system online and run queries where the old system required the
creation and emailing of a PDF file), and provide tracking and data that was not readily available
under the old system, employees in the District Office responsible for implementing and
maintaining PeopleSoft have yet to see the benefits as they are still learning the ins and outs of
the new system.
The District recently shifted to school-based budgeting in order to provide school sites with great
flexibility in the allocation of their budgets. With site-based budgeting, the school sites have
budget control over some personnel, but not over “base” personnel. School site staff is unclear as
to how the District determined which personnel are not under school site budget control. The
perspective of school sites is that they only have control over 56% of the budget, with the
remaining 44% allocated to overhead. There is confusion as too how this split was arrived, with
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April 22, 2015
the perception that the District determined how much it needed to operate and then allocated the
remaining to the school sites. There is also the perception that the District is shifting work to the
school sites without adequate training and support. The past fiscal year was the first year in
which the LCAP was incorporated into District processing. Districts across the state were faced
with an extremely short timeline for this and, as a result, many did not have adequate time to
change the established budget process and/or ensure a strong link between the budget and the
LCAP. Interviewees report that this applies to the District as well, so adjustments are needed to
this year’s process.
Lastly, it is clear from the organizational chart provided and interviews held that there is no back
up for many critical areas of responsibility within Business Services. Each major area of
responsibility is handled by one individual. If that individual is sick or requests vacation, there is
no one to complete the work in their absence. Many employees stated that they simply work
extra hours prior to vacations to get ahead and work an equal amount of extra hours upon their
return to catch up. This leaves the District vulnerable to lapses in services and/or internal
controls.
The Assistant Superintendent is responsible for determining the Local Control Funding Formula
(LCFF) and cash projections, developing the District’s budget, and completing the multiyear
projections. The day-to-day financial transactions (e.g., budget establishment, journal entries and
approvals, closing the books, etc.) are the responsibility of the District’s Accountant. In general,
the Assistant Superintendent manages the revenue side of the budget, while the Accountant
manages the expense side. The Accountant also handles accounting functions for categorical
programs and special education, including creating and monitoring contracts, processing of
invoices, and any required reporting. The District has recently moved to school site budgeting,
which should alleviate some of the work for which Business Services is responsible, however,
while school sites are allowed to initiate budget changes, transfer funds within resources, and
make their own entries into the system, the system views these as requests which are
electronically routed to the Accountant for approval prior to posting. Over the years, the scope of
the Accountant has widened to include many other responsibilities, which impacts the level of
service that is provided.
The Administrative Assistant supports the Assistant Superintendent, schedules meetings,
manages conference registrations and travel arrangements for Business Services staff, is
responsible for the cash receipt functions (e.g., collecting monies and completing District
deposits), manages facilities rentals, invoices for any ongoing contracts or unpaid fees, collects
developer fees, processes property, liability, and tort claims, as well as student accident reports,
and prepares the Board agendas and Business Services-related board items. This position also
handles the completion of the Federal Impact Aid survey and application. Currently, the
processes that are financial in nature are all handled manually and are not part of the new
PeopleSoft implementation.
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For monies received by other departments (e.g., associated student body [ASB] funds, child care,
pool income, etc.), the Administrative Assistant verifies that the funds received match the
documents provided. Monies received by Child Nutrition are already in sealed bags. A receipt is
issued and the receipt number is noted on each check for all monies received. All monies are
stored in a safe until deposited, cash is picked up by an armored car service on Fridays, and
checks are scanned and deposited directly into their corresponding accounts by the
Administrative Assistant. Lastly, the District does not currently have a receptionist to greet or
direct visitors. As the Administrative Assistant is the first desk to which they arrive, the position
is constantly interrupted. If the District determines that an additional position in Human
Resources is warranted, perhaps this additional clerical position could also serve as the District’s
receptionist to minimize interruptions to remaining Business Services staff.
The Information Systems Technician reports directly to the Assistant Superintendent and is
responsible for data analysis and the management of various student and student-related systems
(e.g., Synergy and CalPADS). The Information Systems Technician is responsible for
communicating with school sites to ensure the necessary data is entered and up to date. In
addition, the Information Systems Technician works closely and frequently with Learning and
Instruction and Technology to ensure that the software is thoroughly researched and
implemented, that the technical aspects with both the hardware and software are handled, and to
ensure that the programs meet the educational requirements. In addition, Business Services
spearheaded the implementation of the new PeopleSoft system and the Information Systems
Technician is the point person during the transition and main contact with the county office of
education (COE). (The transition to PeopleSoft was initiated by the COE who is switching to the
system and, through a rolling schedule, transitioning all school districts within the county.) The
Information Systems Technician provides support and assistance to numerous individuals within
and outside of Business Services, and while providing support of a technical nature, is not part of
the Technology department.
The Senior Accounting Clerk is responsible for accounts payable for the District, and handles
accounts receivable (e.g., daily deposits and clearing bank accounts) for the Child Nutrition
department. Vendors are maintained in PeopleSoft and ensuring they are entered in the system is
solely the responsibility of the Senior Accounting Clerk. (The Purchasing/Transportation
position had access to enter vendor information into the old system, but is not able to do so under
the new system.) Purchase requisitions cannot be processed and purchase orders issued if the
vendor is not in the system. Therefore, as school sites, for example, request a product, the school
site sends the vendor’s W-9 to the Senior Accounting Clerk who enters them into the system and
issues a supplier number to the school site and to the Purchasing/Transportation staff person.
There is one Purchasing/Transportation position that is responsible for purchasing and
coordinating transportation for field trips and athletic events. Purchasing reviews and processes
requisitions to generate purchase orders and utilizes the District’s P-card for purchases from
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vendors or travel arrangements where purchase orders are not accepted. Purchasing reviews the
requisitions entered by the school sites for accuracy and also to determine if better pricing can be
found with another vendor. All requisitions must be reviewed by the Accountant prior to a
purchase order being issued. If an account code utilized on the requisition is not in the system,
then the Accountant must establish one, which can add a couple of days to the process depending
on workload. Upon approval of the expenditure by the Accountant and Assistant Superintendent,
Purchasing generates a purchase order.
Shipping and receiving is handled by the Shipping and Receiving position. The Shipping and
Receiving position compares the items received to the purchase orders and notes whether all
items have been received or if items are still outstanding, and then delivers them to the school
site. Anything over $500 gets tagged and is included in the fixed assets program. If an item is
delivered directly to a school site that is considered a fixed asset, then the Shipping and
Receiving position goes to the school site to tag the item. The District does not have a warehouse
and therefore does not have standing inventory to monitor.
The District uses the “three-way match” when determining whether to pay vendors. Once the
items are received by either the school site or shipping and receiving, or invoiced, the original
packing slip and copy of receiver from PeopleSoft are forwarded to the Senior Accounting Clerk
who matches it to the invoice and then enters it in the system for payment. Invoices to be paid
are entered daily and random ones are pulled by the COE’s warrant audit division for review. If
pulled, the Senior Accounting Clerk scans the backup documentation and provides it to the COE.
Once approved, warrants are printed nightly. When they are received at the District (delivered on
Mondays and Thursdays, though they can be picked up by the District if needed), the Senior
Accounting Clerk compares the warrants against the batch and stamps them with the Assistant
Superintendent’s signature. The Senior Accounting Clerk attaches the remittance copy with the
vendor invoice and provides both to Purchasing, which checks the warrant against the invoice,
for mailing.
The entire purchasing process typically takes 10 to 14 days depending on the workloads of
Purchasing, the Accountant, and the Assistant Superintendent. The Assistant Superintendent
provides a report to the Board on a monthly basis regarding the purchase orders issued and paid
during a given month. All contracts also go to the Board for approval, which is handled by the
Administrative Assistant.
As stated above, the same individual that handles purchasing also manages transportation
coordination under the Director of Maintenance, Operations, and Transportation. The District has
four vans and one bus for athletic events and field trips. The athletic director provides the
schedule and the Purchasing/Transportation staff person collects the drivers’ timesheets and
mileage and bills the athletic department. Requests for field trips are emailed and then checked
against the athletic department schedule, who has priority. If a driver is available for the field
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trip, then a field trip request form is generated and the site or department is billed accordingly.
Home-to-school transportation is contracted out to South Bay Union School District and the
District will reach out to them if it is in need of a driver and the District driver is not available.
The Purchasing/Transportation staff person also oversees the audit process handled by the
California Highway Patrol. If any violations are identified, then the information is sent to South
Bay Union School District to be rectified and the technician confirms the work is complete
before signing off.
The District has one Payroll/Attendance Accounting position that is responsible for processing
the District’s payroll and attendance accounting. The timesheets and absence reports are
submitted by the school sites (where the school site secretaries must manually reconcile the
sign-in sheets and absences to ensure the timesheets are accurate) and departments on paper, and
must then be manually calculated and entered into PeopleSoft. These manual processes are
fraught with errors and lost data and can cause delays or the processing of special payroll due to
errors made or processing delays along the way. In addition, each absence is represented by a
different piece of paper that must then be filed, which is currently backlogged given current
workloads and has resulted in unfiled documents. This makes it more difficult to respond to
requests for data when an auditor or other party requires verification.
Once the information is entered into the payroll system, the Payroll/Attendance Accounting
position runs a report that is then manually checked by the Payroll/Attendance Accounting
position and the Accountant to verify accuracy before it is posted. In addition to payroll, this
position manages attendance accounting and is responsible for handling the bell schedules,
school calendars, P-1 and P-2 reporting, and the new Affordable Care Act reporting
requirements. The position also handles 403(b) adjustments, longevity and step increases—
including ensuring eligibility, reporting to the State Controller’s Office, and providing data to the
COE for the School Accountability Report Cards.
A running theme throughout the staff interviews was that the workload is such that individuals
struggle to complete their work within the hours available in a day. As mentioned above, each
individual is an expert in their own area and, while everyone is willing to lend a hand to another
staff member in need, there is little time for cross-training or back-up for any given position.
Based upon the current workload in the department, we believe services from this department are
significantly constrained. Also, there is little time for higher-level management responsibilities
such as automating more functions and developing the skills of staff when the department is in
dire need of both. As discussed in the previous section, staff members in Business Services and
Human Resources could benefit significantly from regularly scheduled meetings to discuss
procedures and issues affecting the areas where they interface.
The Business Services department does not have documented procedures for all of its critical
functions. A lack of desk manuals containing these procedures makes it difficult to provide
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cross-training to employees, to provide employees with the opportunity for advancement, and to
allow employees to take vacations without having to make up the workload before and/or after
their vacations.
Further adding to the burden of the Business Services division staff, many of the operations are
paper driven instead of being automated, and the procedures themselves are antiquated.
Everything from purchase requisitions, purchase orders, and employee reimbursements, are done
in paper copy, which requires employee time to process, review, and enter the information first
before the actual task can be completed. The use of these manual forms and processes impact
efficiency across the District.
Recommendations:
24. Automate the District’s accounts payable process. The District should investigate the
automated accounts payable functionality available through PeopleSoft. This will allow staff
members to be relieved from manually performing the three-way match functions that the
system can complete. The use of technology minimizes the chances for mistakes and
increases the overall efficiency of the process in place for paying the District’s vendors.
25. Automate leave usage and tracking. The first step toward this would be to require all
employees to report absences to the SubFinder system, as recommended in the previous
section. This data can be used to generate a monthly absence report that each employee
would sign, taking the place of the current manual absence reports. Employee leave records
could also be electronically updated using this information.
26. Increase efficiency of systems and maximize capability. We believe that it is important to
set expectations for the end users of all systems—the student information system, the work
order systems, the purchasing system, etc.—on how to appropriately use the system and to
invest time and money in staff development—initially and on a refresher basis—to enable the
end users to meet those expectations and to hold them accountable. It is inefficient and costly
to the District to allow automated systems to be bypassed.
27. Update the antiquated policies and automate other manual procedures where possible.
Employee travel, reimbursements, petty cash transactions, and other financial policies and
procedures need to be updated to reflect modern practices and to gain efficiency and
accuracy.
28. Automate time reporting to payroll. There are a number of systems available that can
automate the reporting of time from the school site or department to payroll. The
implementation of such a system would streamline the process and reduce errors. The data
entry performed at the school site or department level would allow the school site or
department to resolve errors or issues at that time, reducing the delays and efforts required
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after the information reaches payroll. In addition, the automated system can perform
calculations and verifications that the Payroll/Attendance position currently does manually.
29. Develop desk manuals for each position in the department. Given how critical Business
Services functions are to the effective operation of the entire District, each person in the
department should have written step-by-step procedures and screen shots for accomplishing
the responsibilities of his/her position. It is difficult to dedicate the time to this effort, but one
way to tackle it is to determine which functions are most critical to be done correctly and
making those functions a priority for getting documented. Each staff member could be
assigned the responsibility for documenting one process each month—or at time intervals
that work for the department—and over time the procedures will be completed. Whenever a
staff member is being trained on a process, it is a good time to either document the procedure
if it is not already done or to review the procedure and update it if necessary. Then the
procedures need to be stored in a location that is accessible by anyone else in the department
that may need to back up that process.
30. Formalize backup assignments and complete backup training. The training of backup
personnel should be a top priority, as many functions of the Business Services division
require timely action in order to mitigate risk, ensure employees and vendors are paid
correctly, and meet statutory deadlines. When a Business Services division staff member is
out, another staff member needs to know enough about that job to be able to carry out the
essential duties and functions during the absence. Each Business Services division staff
member should be assigned at least one backup person, and a training plan should be
developed to ensure that staff members are appropriately trained to cover each other’s desks.
The training could occur on the natural as the functions need to be performed in real time—
as an employee goes on an extended absence leave or leaves the District.
31. Provide a District receptionist. Currently, existing staff are continuously interrupted by
District Office visitors. If it is determined that an additional Human Resources Technician or
clerical position is needed, the District could consider locating that individual in a location
where they can also act as the District receptionist to minimize interruptions for Business
Services staff (see related recommendation in the “Human Resources Department” section of
this report).
32. Provide the rationale behind and provide continuous support for site-based budgeting.
School site administrators can benefit from additional explanation behind the legitimate
reason for site-based budgeting and the determination of which portions of the budget are
site-based and which are not. This is a new responsibility for the school sites; adequate
training and ongoing support will be critical in ensuring success.
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33. Shift the handling of Nonpublic School/Agency and other contracts from the
Accountant to the Administrative Assistant. The existing workload for the Accountant is
such that the shifting of the contract management function would improve overall efficiency.
For many districts, this function is typically handled by the department’s Administrative
Assistant and not the district’s Accountant.
Child Nutrition Services
Standard:
The mission of the Child Nutrition Services department is to provide healthy, nutritious, and
economical meals for students. School cafeterias must meet state and federal nutrition standards
for school meals, ensuring that meals are healthy and well-balanced, and provide students with
the nutrition they need to succeed at school.
Analysis:
The Child Nutrition Services department makes meals available to all 3,100 of the District’s
students comprising two elementary schools, one middle school, and one high school. District
contributions to the program are necessary, as managing a self-sustaining program with a free or
reduced-price meal-eligible student population comprising approximately 7% of the District’s
population has proven to be a challenge for the District’s Child Nutrition Services program.
The Child Nutrition Services department is under the supervision of the Director of Child
Nutrition Services. The Child Nutrition Services staff consists of four Food Service Worker III
positions—a lead food service worker for each site—only one of which is full-time, nine Food
Service Worker II positions, all of which are part-time—ranging from 0.3125 to 0.4750 FTE—
with no benefits, and a Food Service-District Delivery position, which works 4.2 hours and is
eligible for benefits.
Figure 9: Child Nutrition Services Staffing
Position
FTE
Director
1.00
Food Service Worker II (9)
3.806
Food Service Worker III (4)
2.425
Food Service-District Delivery
0.525
Total FTEs
7.756
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Based upon the comparison staff to administer the Child Nutrition Services program functions in
the other districts (see Appendix B), the staffing level for administering the District’s Child
Nutrition Services program is adequate.
Child Nutrition Services does not have a dedicated administrative position to assist with
budgeting, purchasing, processing of free or reduced-price meal applications, and other
administrative functions. (It is worth noting that an Administrative Assistant position was
approved last year, however, the implementation of the budget cuts prohibited the actual filling
of the position. Given the size of the program and the review of the comparative districts,
however, it seems reasonable for the Director to continue to manage these activities.) The
Director completes and submits the timesheets for all employees and handles the general ledger
and financial reporting for the Child Nutrition Services department. While the official budget is
now maintained in PeopleSoft, the Director has been unable to identify how to complete these
functions within PeopleSoft and therefore continues to utilize spreadsheets to complete financial
statements and other functions.
The Director of Child Nutrition Services handles the bidding and purchasing, through purchase
requisitions and orders, and warrants are approved and processed through Business Services.
Business Services also manages bank reconciliations, which are then reviewed by the Child
Nutrition Services Director.
For those students in the District who pay for their meals, the Child Nutrition Services
department utilizes the online eTrition point-of-sale system. The Child Nutrition Services
department is generating approximately $3,800 in sales per day—mostly prepaid. Each site
prepares their deposits and provides them to the Director for review and then all deposits are
submitted to Business Services.
Similar to other school agencies across the state, the District is challenged with employee
retention and generating a robust substitute pool. The salaries provided are competitive with, if
not superior to, the private sector; however, it is difficult to attract employees given the location
and the limited hours and lack of benefits. As with other District positions, the Child Nutrition
Services department solicits applicants through EDJOIN and has tried various posting methods
to assist with filling vacancies. For example, last year, the Human Resources department kept an
open recruitment throughout the year in order to have a continuous pool of applicants as
vacancies occurred. Even so, due to the lack of staff in Human Resources, there is still a delay in
the process of filling positions, and therefore the department frequently operates with vacancies.
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Recommendation:
34. Provide assistance to the Director of Child Nutrition Services in the use of PeopleSoft in
order to automate the financial tasks. PeopleSoft should be utilized to incorporate the
off-line financial data maintained by the Director in order to improve efficiency and quality
of the program’s financial information and reporting.
Standard:
The mission of a Maintenance, Operations, and Transportation (MOT) department is to ensure
that the District’s buildings and grounds are well-maintained, functional, and clean, and that
school children are transported safely and efficiently to and from the District’s programs. A
well-functioning MOT department utilizes automated work order tracking software to streamline
and enhance its services. Standards are set for regular preventative maintenance of buildings,
equipment, buses, and other vehicles, for cleanliness of facilities and for appearance of grounds.
Analysis:
The MOT department consists of the following staff members:
Figure 10: MOT Staffing
Position
FTE
Director
Bus Driver
Custodian I
Custodian II
Grounds Maintenance Lead II
Grounds Maintenance Worker II
1.00
0.75
11.00
1.00
1.00
1.00
Maintenance Worker
2.00
17.75
Total FTEs
In looking at the comparative data available from the other districts in the study (see
Appendix B), the data provided is incomplete as the number of custodian FTE is not accurately
reflected, which makes it difficult to provide a comparison. However, excluding the custodians,
the District’s MOT department appears to be either understaffed as compared to the comparative
districts or the positions at the District are lower-skilled positions than those available at the
comparative districts. For example, Corcoran Joint Unified School District has 2.0 FTE skilled
maintenance workers in addition to the maintenances/grounds workers and an 1.0 FTE Head
Custodian in addition to the regular custodians. So while the District may have similar number of
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FTE as some of the comparative districts, the variety of the experience and skills of the
comparative districts appears to exceed that of the District.
The District consists of approximately 422,934 square feet of buildings on 34.7 acres of land.
Due to the relatively young age of the District’s facilities—the oldest building was constructed in
1998—and the existing budget shortfalls, the District is providing the bare minimum in terms of
facilities maintenance. Funding that was historically restricted and was only allowed to be used
for the maintenance of the facilities became flexible during the recession and, as in most other
districts in the state, was shifted to other budget priorities. The District completed a facilities
master plan approximately one year ago that they are utilizing as support of the plan to provide
minimal facilities maintenance investment.
However, it is important for school districts to ensure sufficient routine and preventative
maintenance programs are in order to mitigate the failure of building systems and minimize the
impact such failures have on not only maintenance and operations, but also on the instructional
components of the District. Preventative maintenance is the proactive servicing of vehicles,
equipment, and facilities to keep them in satisfactory operating condition. The intent is
preservation through replacement of worn components at specific intervals before failure.
The Director is responsible for overseeing staff, maintaining the facilities, and managing the
department budget. The Director directly supervises all of the employees within MOT and
performs work when needed, which also provides an opportunity to actively manage and
evaluate staff and provide hands-on training. For example, the entire District was recently
rekeyed and the MOT Director has responsibility for all of the codes and blanks and, therefore,
all requests for keys are handled by the MOT Director.
MOT has no clerical/administrative support dedicated to the department, therefore the MOT
Director must take on these duties, which limits the time the MOT Director has to manage more
critical MOT business. The Director handles calls and dispatching of workers from his cell
phone while out in the field, as there is no clerical support to manage these processes. This can
cause delays in providing services to the department’s customers.
In addition, there is no backup for the Director, as none of the other positions within the
department are supervisory positions. When the Director last took a vacation, an outside
consulting firm managed the department in his absence. This is not a sustainable practice as any
absence of the Director, whether planned or unexpected, leaves the department with no
supervision and with no one with the authority necessary to make high-level decisions.
The existing maintenance workers are general-purpose positions with no supervisory
responsibilities. MOT does not have skilled tradesmen (e.g., licensed plumber or heating,
ventilation, and air conditioning [HVAC] technician). Due to this fact, the District contracts with
third-party vendors for the completion of these types of jobs along with other work that cannot
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be completed by District staff due to lack of expertise and lack of available resources. For
example, the District installed artificial turf that is being maintained by a third-party vendor, at
an additional expense to the District. The use of third-party vendors requires the Director of
MOT to spend a great deal of time bidding out work, issuing contracts, and then overseeing work
when contractors are completing jobs on school sites.
The cost of these third-party contracts constitutes an additional expense to the District, as the
majority of the work that is completed by vendors is subject to prevailing wage law, which
represents a greater cost to the District in terms of labor and reporting requirements due to newly
implemented laws. (The new requirements by the Department of Industrial Relations require
additional paperwork and monitoring that increases the administrative burden on the Director.)
For example, the District paid approximately $54,000 in fiscal year 2013-14 on plumbing,
HVAC, and electrical vendors, which under current law would have required additional reporting
and the use of only those contractors registered with the state. Further, these costs represent the
changing of HVAC filters on an annual basis, while the manufacturer recommends the filters be
changed on a quarterly basis. This would further increase the costs to the District in the future if
this routine task is completed via contractors.
Custodial staff report directly to the school sites, though they are part of the MOT department.
This has caused some confusion as it is unclear to the school sites whether the custodians
“officially” report (e.g., who has the authority and responsibility to direct custodial work and
complete annual evaluations) to the school site administration or to the Director. Currently, the
principals are completing the performance evaluations of the custodians with feedback and input
from the Director of MOT.
The confusion extends to the Custodian II’s role and whether questions or requests should be
directed to that position or directly to the respective custodians. However, as it pertains to the
night custodians, school site staff have little interaction and can only judge performance based on
the state of the facilities when they arrive at the school sites in the mornings; they are therefore
uncertain as to their role in supervising the night custodians. Currently, there are three FTE
custodians assigned to the high school (there used to be four FTE, but one custodian recently
retired and due to budget cuts, the position was not filled) and 2.5 FTE to the middle school in
the evenings. The other 0.5 FTE provides service to the sports facilities at the high school, which
is insufficient to meet the demands of that facility. (There is currently no custodial support
provided to the aquatics center, which is discussed in the next section.) One elementary school
has 2.00 FTE assigned for the evenings, while the other has only one. Each site has one full time
custodian during the day with an additional custodian assigned to the District Office and the
early childhood development center. The custodian assigned to the middle school also services
the Palm Academy once per week, which is insufficient to meet these needs of that site,
especially appropriate restroom clean-up. In addition, the Custodian II position also manages the
custodial supply warehouse in addition to the normal custodial duties.
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The custodians rotate assignments every two years in an effort to provide equity in terms of
locations. This process makes the management of progressive discipline and/or performance
improvement difficult, as it takes a site administrator some time to get to know the custodian and
evaluate their performance and document deficiencies. Frequently, by the time the administrator
has undertaken progressive disciplinary action or is implementing a performance improvement
plan, it is time for the custodian to move on to another site. It does not appear that the District is
effectively following up once the rotation happens.
No districtwide standards have been established for the cleanliness of the facilities or the
maintenance of the grounds. Some school sites have developed their own checklists, but this is
not providing a consistent standard throughout the District. The District needs to set expectations
for what a typical day looks like and share this with school site staff who have firsthand
knowledge of the state of their facilities. In addition, the custodians need to be held accountable.
Last year, the District transferred its work order system to School Dude, an automated, online
work order system. The new system has made completion of work orders easier to monitor and
provided the ability for staff to more quickly address work orders.
Home-to-school transportation is largely handled through a contract with South Bay Union
School District, which supplies drivers and maintains the District’s vehicles—currently
consisting of one bus and four vans. The remaining services, which are athletics events and field
trips, are managed by the Director of MOT, but, as noted above, the day-to-day operations (e.g.,
field trip requests processing) are handled by the Purchasing/Transportation staff person in
Business Services. The District has a 0.75 FTE Driver position that does the driving for the field
trips.
It was reported by interviewees that field trips frequently cannot be accommodated with the
District bus and charter buses are utilized at an additional expense. If a charter bus is needed,
then the requesting department manages that process and it does not go through Transportation.
Athletic events take precedence over field trips. This is an issue found in most school districts
running a relatively small transportation operation, as there is little flexibility when it comes to
meeting all transportation needs.
Recommendations:
35. The District should ensure that facilities maintenance is being adequately funded. While
the District’s facilities were constructed within the last 20 years, if preventative and routine
maintenance is not provided as needed, small items that can be repaired relatively
inexpensively can quickly balloon to high-ticket items. While the District will once again be
required to set aside a minimum of 3% for routine restricted maintenance, for many districts,
this amount is insufficient to meet all maintenance needs. It is critical that the District ensure
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sufficient funding is being allocated on a regular basis to preserve the routine and
preventative maintenance needs of the facilities to ensure that routine maintenance does not
become deferred maintenance.
36. Maintain a comprehensive inventory of the condition of the facilities and grounds. A
comprehensive inventory of the facilities and grounds is critical to the maintenance of
facilities and grounds. Without an accurate list of the current age and condition of the
facilities, it is difficult to accurately determine staffing and budgetary needs. The inventory
should include macro-level data and document the use, square footage, number of stories,
year built, etc., for each building as well as the type of open space (e.g., grass fields, play
equipment, hard courts, etc.) at each facility. The inventory should then proceed to the
micro-level and document, room-by-room, the types of furniture, fixtures, and equipment,
their ages and conditions, counts either by item, linear, or square footage, etc. The inventory
should also look at whole-building systems (e.g., HVAC and low voltage). The District
recently developed a facility master plan, which includes many of these elements. It is
important that the District annually updates, and supplements as necessary, this document to
ensure that a current list of conditions is always available.
37. A preventative maintenance program should be created to proactively maintain the
facilities. The establishment of a preventative maintenance program is important to not only
assist with the upkeep of the facilities, but it will also assist with the development of staffing
schedules and budgets. Failure of any given building system will cause unnecessary delays
for the end user and add unexpected expenses to MOT’s budget. A preventative maintenance
program is especially beneficial in order to maximize the useful life of newer facilities. The
regularly scheduled maintenance of these systems will ensure they function for their
estimated useful life.
38. Consider designating an existing Business Services position to provide clerical
assistance to MOT. This position would provide clerical support to the MOT Director,
which will allow the Director to focus on core responsibilities. Currently, the
Purchasing/Transportation position provides some support to MOT for the transportation
functions. The District should consider designating this position to provide clerical assistance
to MOT. Alternatively, another Business Services position, such as the Administrative
Assistant, could be designated to provide the clerical support.
39. Prepare another staff position in MOT to supervise the department when needed. The
District should plan to train one of the custodial or maintenance staff, for example—the
existing Custodian II position—to provide supervision in the Director’s prolonged absence.
This would create a work out-of-class situation where the individual is temporarily upgraded
when the Director is absent for a sustained period of time.
41
April 22, 2015
40. Consider augmenting the existing maintenance staff. The addition of skilled tradesmen
would allow District staff to complete additional routine and preventative maintenance tasks
in-house and save the District the cost of not only the contracts with outside vendors, but also
the resources needed to secure and monitor those vendors. In addition, as vacancies become
available, the District should consider adjusting existing job descriptions to include these
skills, so that future maintenance workers are recruited and/or trained to complete a wider
variety of maintenance duties.
41. Create a custodial handbook which establishes quality standards for custodial services.
The handbook is intended to serve as a cleaning guide and set standards for the District. The
handbook includes detailed cleaning information and sample custodial schedules. We
recommend that cleaning standards be established and that adequate staffing be provided
based on the agreed-upon standards. MOT and school site administrators should work
collaboratively to hold custodial staff accountable to these standards. This should help to
ensure that, between the two shifts, the custodians are providing an appropriate level of
cleaning services for school sites.
42. Formalize the reporting structure for the custodial staff. We recommend that it be made
clear that the custodians report and receive direction from the MOT Director. Further, the
MOT Director should be completing the performance evaluation with significant input from
or in conjunction with the school site administrators. School site staff should work with the
MOT Director to establish any site specific protocols or requirements outside of the
recommended established Districtwide standards.
43. Institute more rigor and follow through in the evaluation and progressive discipline
processes for custodians. It is critical that a standardized process be established that
provides a structure for employee evaluations. The evaluation process should occur on an
annual basis with intermediate reviews if corrective action was identified during the annual
review. Evaluations should be conducted by the supervisor responsible for the employee’s
work assignments—in this case, the MOT Director—in consultation with the school
principal—based on the standards established in the previous recommendation. If the
custodian is rotated to another school site, the MOT Director and the Human Resources
department should work with the new principal to ensure that the performance improvement
or discipline in process is continued.
42
April 22, 2015
Brian Bent Memorial Aquatics Complex (BBMAC)
Standard:
According to the District’s website, the BBMAC is an $8.5 million state-of-the art aquatic
complex completed in late 2006. The complex features a 50-meter, 7-foot depth Olympic-class
pool that accommodates any water polo course length and can be split into multiple courses for
maximum versatility. The BBMAC launched a successful international marketing campaign in
2010 to position Coronado Island as a mecca for swim and water polo training and competition.
Since that time, hundreds of coaches and athletes from all over the world have come to Coronado
to enjoy this world-class facility.
Analysis:
The BBMAC consists of the following staff members:
Figure 11: BBMAC Staffing
Position
Director
Senior Guard
Total FTEs
FTE
1.00
1.00
2.00
None of the comparative districts have an aquatics complex comparable to that of the District;
therefore, no comparison data can be provided.
The BBMAC also employs an aquatics instructor and approximately 15 lifeguards (this number
fluctuates depending on events and swim lessons)—both with and without experience—who are
mostly college students that can only work 18 hours per week. Due to the age of these workers
and the fact that many are in and out of town due to school obligations, there is a high turnover.
One of the lifeguards is a Lifeguard II, which oversees the facility when neither the Director nor
Senior Lifeguard are present. As with the lifeguard positions, the Lifeguard II position is a
high-turnover position as capable people quickly move on to other facilities. When large events
are being held, it is difficult to ensure adequate coverage for all of the hours of operation
between the Director and the Senior Guard, and the backup, the Lifeguard II position, is not
always filled.
The facility’s hours are dependent on the rentals and events scheduled. The BBMAC is not open
to the general public unless the city pool is closed. The facility’s schedule is generally set a week
in advance with the Director managing the facility’s schedule, contracts, pool requests, etc. while
the Senior Guard manages the corresponding staff scheduling. The Senior Guard is typically the
contact for any afternoon rentals as the Director works the morning hours. All of the scheduling
43
April 22, 2015
is completed manually on Microsoft Excel spreadsheets developed by the Director. Groups
desiring to rent the facility do so via email or phone.
The facility and all equipment are maintained by the Director and the Senior Guard and other
staff (e.g., lifeguards) are responsible for the cleanliness of the facility. The District’s MOT
department does not provide any custodial support, with the exception of the exterior of the
facility after swim meets. However, when minor repairs are needed (e.g., plumbing or electrical
work), MOT does provide the support.
The majority of the facility’s budget is funded by revenues from rentals, with some support from
the District for general care (e.g., some maintenance and the above referenced limited custodial
support). When the facility originally opened, approximately $1.2 million was fundraised to
cover future operational deficits. The facility uses these funds when and if needed to cover
operational costs exceeding rental income and the District’s contribution. It is worth noting that
the District formerly provided $99,000 per year for operational expenses. It was always intended
that this money would be reduced as the facility became self-sufficient.
The Director manages all operational aspects for the facility. The Director prepares all employee
time sheets and provides the information to Business Services for processing. The Director also
conducts interviews and hires staff as needed. Positions are generally not posted, as BBMAC is
never quite sure when staff will be needed due to the high turnover and many people simply
walk in off the street asking if positions are available. The Human Resources department does
manage the formal hiring process once the Director has identified an individual to hire. This
process, however, can be significantly delayed and it has at times taken up to six weeks to
process a new employee. Whether this is due to the Human Resources department being
short-staffed or the applicants’ inability to expeditiously submit the required health information
is unclear.
The Director handles all supply orders and equipment repair requests and has been trained in
PeopleSoft, where the requisitions are entered, supplies ordered, and the budget and expenses
monitored. The District’s Accountant, housed in Business Services, manages the overall budget
in the District’s financial system and establishes necessary cost codes, etc. Any order made by
the Director is handled through the standard District approval process. The Director also
manages all accounts payable and receivable. For accounts receivable, the Director prepares
invoices and contracts at the first of the month and creates the deposits that are then provided to
the Business Services Administrative Assistant who deposits them. For accounts payable, the
Director reviews and signs off on the invoices and provides them to the Business Services Senior
Accounting Clerk for payment.
44
April 22, 2015
Recommendations:
44. Move BBMAC under the umbrella of Business Services. We would recommend moving
BBMAC under the supervision of the Assistant Superintendent of Business Services to
provide more direct support from Business Services to BBMAC.
45. Consider adding an additional Lifeguard II position. This addition will allow for better
facility coverage during large events and can still function as a lifeguard at other times.
46. Automate facility scheduling requests. The implementation of an online schedule system
could allow potential renters to check availability, and submit requests and any necessary
documentation and payments online. The system could either allow for complete
self-registration or require the Director to review and approve the requests. Either scenario
provides improved customer service for the renter and results in a reduced administrative
burden for the Director.
47. Automate staff scheduling. There are a number of systems available that can automate the
scheduling of staff and that would work in tandem with the facility scheduling. The
implementation of such a system would streamline the process and ensure that sufficient
personnel are available to meet the demands of the facility. In addition, an automated system
would allow tracking of hours per-employee and simplify the preparation of timesheets for
submission to Payroll.
48. Strengthen internal controls by separating the accounts receivable and payable
functions. As the Director is responsible for preparing the contracts and invoicing for use of
the BBMAC, the receipt of the payments should be managed by a separate individual within
Business Services for stronger internal controls. As the Administrative Assistant for Business
Services is currently tasked with the collection of fees for other District revenue-generating
programs (e.g., developer fees and other facilities rentals), we would recommend that the
responsibility of collecting fees for the BBMAC be shifted to this position.
45
Director
Adult Ed &
ROP (vacant)
Assistant
Principal
Principal
Village
Elementary
Assistant
Principal
Principal
Village
Elementary
Director Child Nutrition
HR Technician
Senior Director
Human
Resources
Principal
Village
Elementary
Accounts Payable
Accountant,
Confidential
Information
Systems Tech
Director
Maintenance
& Operations
Administrative
Assistant
Assistant
Superintendent
Business Services
Administrative
Assistant
Assistant
Superintendent
Student Services
Executive Assistant
Confidential
Payroll/Attendance
Director
Aquatics &
Facility Use
Principal
Village
Elementary
Senior
Admin. Assistant
Senior Director
Learning &
Instruction
Director
Preschool &
Child Care
Coordinator
Technology
Services
Asst. Principal
CoSA Director
Principal
Village
Elementary
Superintendent
Governing Board
Organizational Chart 2014-15
Appendix A—Organizational Charts
April 22, 2015
46
Assistant
Superintendent
Business Services
Human Resources
Technician/
Receptionist
Senior Director
Human Resources
Human Resources
Technician
Principals
(5)
Senior Director
Learning and
Instruction
Executive Assistant
Superintendent
Proposed Organization Chart
Superintendent’s Office
Director Student
Services
April 22, 2015
47
Director Preschool
Child Care
Coordinator Technology
Services
Senior Executive
Assistant
Senior Director
Proposed Organizational Chart
April 22, 2015
48
Shipping and
Receiving
Purchasing/
Transportation
Accounts Payable
Payroll/
Attendance
Accountant
Custodians
Skilled Maintenance
Staff
Transportation/
Clerical
0.5 FTE
Director
Maintenance,
Operations, and
Transportation
Information Systems
Technician
Director Child
Nutrition Services
Lifeguard II
Senior
Guard
Director
Aquatics and
Facility Use
Assistant
Superintendent
Business Services
Proposed Organization Chart
Business Services
Technology
Resources
Technician
Director CITV
Producer/Prog.
Clerk Typist III
Computer
Technician
Network Support
Technician
Network
Specialist
Director Technology
April 22, 2015
49
Superintendent
Coronado
Calaveras
Corcoran Joint
La Canada
Martinez
Palo Verde
Ripon
San Marino
Southern Kern Valley CenterUSD
USD
USD*
USD
USD
USD
USD
USD
USD*
Pauma USD
Administrator Superintendent Superintendent Superintendent Superintendent Superintendent Superintendent Superintendent Superintendent Superintendent Superintendent
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)*
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)*
(1.0 FTE)
Clerical
Executive
Administrative
Secretary to
Executive
Secretary
Executive
Administrative
Executive
Assistant
Assistant
Superintendent
Secretary
(1.0 FTE)
Assistant
Assistant
Assistant
Confidential
(1.0 FTE)
(1.0 FTE)*
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
Districtwide
Secretary
Enrollment/Ed
Services
(1.0 FTE)
Staff
Principal
Principal
Principal
Principal
Principal
Principal
Principals
Principal
Principal
Principals
(5.0 FTE)
(6.0 FTE)
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
(3.0 FTE)*
(3.0 FTE)
(4.0 FTE)
(3.0 FTE)
(5.0 FTE)
(2.0 FTE)
(2.0 FTE)*
(4.0 FTE)*
Assistant
Assistant
Principal
Principal
Principal
Principal
Principal
Principal
Principal
Principal
Principal
Principal
Middle School Middle School
Junior High
High School
High School
Middle School Middle School Middle School
(3.0 FTE)
(3.0 FTE)
(1.0 FTE)*
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)*
(1.0 FTE)*
Teaching
Principal
Assistant
Vice Principal
Vice Principal
Vice Principal
Principal
Principal
Principal
Principal
High School
Principal
Junior High
Secondary
High School
High School
High School
High School
(2.0 FTE)
(1.0 FTE)*
(2.0 FTE)
(2.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)*
(2.0 FTE)*
Vice Principal
Principal
Principal
Teaching
Assistant
Assistant
Middle School
High School
High School
Principal
Principal
Principal
(2.0 FTE)*
(1.0 FTE)
(1.0 FTE)
High School
Elementary
(6.0 FTE)*
(0.50 FTE)
(1.0 FTE)
Assistant
Assistant
Assistant
Principal
Principal
Principal
High School
High School
Middle School
(1.0 FTE)*
(1.0 FTE)
(1.0 FTE)
Principal
Assistant
Continuation
Principal
High
High School
(1.0 FTE)
(2.0 FTE)
Total FTE(s)
10.00 FTE(s)
13.0 FTE(s)
10.0 FTE(s)*
10.0 FTE(s)
12 FTE(s)
7.0 FTE(s)
9.5 FTE(s)
9.0 FTE(s)
11.0 FTE(s)*
9.0 FTE(s)
*FTE information not provided by district assuming 1.0 FTE.
Appendix B—Comparative Data
April 22, 2015
50
Accounting
Supervisor
(1.0 FTE)
Accounts
Payable/
Purchasing
(1.0 FTE)
Accounts
Receivable
(1.0 FTE)
Payroll
Technician
(2.0 FTE)
Accountant,
Confidential
(1.0 FTE)
Purchasing/
Transportation
(1.0 FTE)
Senior
Accounting
Clerk
(1.0 FTE)
Payroll/
Attendance
Accounting
(1.0 FTE)
Information
Systems
Technician
(1.0 FTE)
Shipping and
Receiving
(0.25 FTE)
Administrative
Assistant
(1.0 FTE)
Attendance/
Aeries
(1.0 FTE)*
Payroll
(1.0 FTE)*
Payroll
Technician
(1.0 FTE)
Accounting
Technician II
(1.0 FTE)
Accounting
Technician I
(1.0 FTE)
Lead Accounting
Analyst
(1.0 FTE)
Administrative
Districtwide
Assistant-Fiscal
Secretary
(1.0 FTE)*
(0.9375)
District Office
Secretary
(1.0 FTE)*
Accounting
Director of Fiscal
Clerk
Services
(1.0 FTE)*
(1.0 FTE)
Account
Clerk
(1.0 FTE)
Accounting
Technician
(1.0 FTE)
Accountant
(1.0 FTE)
Accounting
Supervisor
(1.0 FTE)
Martinez
USD
Chief Business
Officer
(1.0 FTE)
Storekeeper
(1.0 FTE)
Purchasing &
Facilities Clerk
(1.0 FTE)
Accounting
Specialist
(Payroll)
(2.0 FTE)
Budget
Analyst
(1.0 FTE)
Business
Assistant
(1.0 FTE)
Palo Verde
USD
Director
Business
Services
(1.0 FTE)
Business Services
La Canada
USD
Chief Business
Officer
(1.0 FTE)
2.0 FTE(s)(a)
AP/AR
Technician
(1.0 FTE)
Ripon
USD
Chief Business
Official
(1.0 FTE)
Budget
Analyst
(1.0 FTE)
Purchasing
Manager
(1.0 FTE)
7.75 FTE(s)
Accounting
Specialist
(1.0 FTE)
Fiscal
Accounting
Technician/
Receivables
(1.0 FTE)
Fiscal
Accounting
Technician/
Payable
(0.75 FTE)
Payroll
Specialist
(1.0 FTE)
Director of
Accounting
(1.0 FTE)
San Marino
USD
Assistant
Superintendent
Business
Services
(1.0 FTE)
41.0 FTE(s)*
Accounting
Clerk/Payroll
(1.0 FTE)*
Accounting
Clerk/Accounts
Payable
(1.0 FTE)*
Payroll &
Accounting
(1.0 FTE)*
Southern Kern
USD
Chief Business
Officer
(1.0 FTE)*
5.75 FTE(s)(a)
Print Shop
(0.75 FTE)
Purchasing
Supervisor
(1.0 FTE)
Accounts
Payable
(1.0 FTE)
Finance Analyst
(1.0 FTE)
Secretary
(1.0 FTE)
Valley CenterPauma USD
Chief Business
Officer
(1.0 FTE)
Total FTE(s)
7.25 FTE(s)
6.0 FTE(s)
6.0 FTE(s)
6.9375 FTE(s)
5.0 FTE(s)(a)
7.0 FTE(s)
*FTE information not provided by district assuming 1.0 FTE
(a)
Payroll resides in Human Resources: Martinez USD 1.0 FTE; Ripon USD 1.0 FTE; Valley-Center Pauma USD 2.0 FTE
Staff
Clerical
Coronado
Calaveras
Corcoran Joint
USD
USD
USD
Administrator
Assistant
Director of Fiscal Chief Business
Superintendent
Services
Officer
(1.0 FTE)
(1.0 FTE)
(1.0 FTE)*
April 22, 2015
51
Human
Resource
Technician II
(1.0 FTE)
Office
Assistance
(1.0 FTE)
Administrative
Secretary
(1.0 FTE)
Calaveras
USD
Director of
Personnel
(1.0 FTE)
Human
Resource
Specialist
(1.0 FTE)*
Corcoran Joint
USD
(a)
Personnel
Technician
(1.0 FTE)
Payroll/Benefits
Specialist(b)
(1.0 FTE)
Personnel
Supervisor
(1.0 FTE)
3.0 FTE(s)
Confidential
Secretary
(1.0 FTE)
Administrative
Assistant
(1.0 FTE)
Palo Verde
USD
Director of
Human
Resources
(1.0 FTE)
Human Resources
La Canada
Martinez
USD
USD
Associate
Assistant
Superintendent Superintendent
of Human
HR
Resources
(1.0 FTE)
(1.0 FTE)
Executive
Secretary
Human
Resources
(1.0 FTE)
Total FTE(s)
2.0 FTE(s)
3.0 FTE(s)
1.0 FTE(s)*
2.0 FTE(s)
4.0 FTE(s)
(a)
Superintendent is the Human Resources administrator
(b)
Payroll resides in Human Resources; the rest of the districts’ payroll resides in Business Services
Staff
Clerical
Administrator
Coronado
USD
Interim Senior
Director of HR
(1.0 FTE)
3.0 FTE(s)
Payroll
Technician(b)
(1.0 FTE)
Receptionist
(1.0 FTE)
Ripon
USD
Human
Resources
Manager
(1.0 FTE)
4.0 FTE(s)
Human
Resources
Technician
(1.0 FTE)
Personnel
Analyst
(1.0 FTE)
5.0 FTE(s)*
Human
Resource
Specialist
(2.0 FTE)*
District Office
Clerk
(1.0 FTE)*
San Marino
Southern Kern
USD
USD*
Assistant
Administrator
Superintendent
Human
Human
Resources Dept
Resources
(1.0 FTE)*
(1.0 FTE)
Administrative
District
Assistant HR
Receptionist
(1.0 FTE)
(1.0 FTE)*
Human
Resources
Assistant
(1.0 FTE)
Payroll
Technician
Classified(b)
(1.0 FTE)
Payroll
Technician
Classified(b)
(1.0 FTE)
4.20 FTE(s)
Secretary
(0.20 FTE)
Director of
Human
Resources
(1.0 FTE)*
April 22, 2015
52
Administrative
Assistant
(1.0 FTE)(a)
Corcoran Joint
USD*
(b)
Student Services
2.0 FTE(s)
1.0 FTE(s)
3.0 FTE(s)
La Canada
Martinez
Palo Verde
Ripon
USD
USD
USD
USD
Executive
Director
Director of
Director of
Director Special Student Services Special Services Student Services
Education
(1.0 FTE)
(1.0 FTE)(a)
(1.0 FTE)
(1.0 FTE)(a)
Director Special
Education
(1.0 FTE)(a)
Districtwide
Secretary
Administrative
(1.0 FTE)
Assistant—
Special
Education
(1.0 FTE)(a)
Attendance
Liaison
(1.0 FTE)
Total FTE(s)
2.0 FTE(s)
1.75 FTE(s)
1.0 FTE(s)*
2.0 FTE(s)
(a)
Positions not provided in FTE data but on organization chart or website
(b)
Superintendent is the Student Services administrator
Staff
Coronado
Calaveras
USD
USD
Administrator
Assistant
Director
Superintendent
Special
(1.0 FTE)
Education/Child
Welfare &
Atteandance
(1.0 FTE)(a)
Clerical
Administrative Office Assistant
Assistant
(0.75 FTE)(a)
(1.0 FTE)
Attendance
Technician
(1.0 FTE)
Registrar
(1.0 FTE)
2.60 FTE(s)
San Marino
USD
Activities
Supervisor/
Coordinator
(0.60 FTE)
3.0 FTE(s)*
Office Clerk
(1.0 FTE)(a)
Administrative
Assistant
(1.0 FTE)(a)
Southern Kern
USD*
Director of
Special
Education
(1.0 FTE)(a)
2.0 FTE(s)
Special
Education
Secretary
(1.0 FTE)(a)
Director of
Special
Education
(1.0 FTE)(a)
April 22, 2015
53
Staff
Clerical
Administrator
Maintenance
Worker
(2.0 FTE)
Grounds
Maintenance
Lead II
(1.0 FTE)
Grounds
Maintenance
Worker II
(1.0 FTE)
Coronado
USD
Director
Maintenance
Operations/
Transportation
(1.0 FTE)
Transportation
Manager
(Bus Drivers)
1.0 FTE
Transportation
Manager
(Mechanic)
(1.0 FTE)
Secretary
(1.0 FTE)
Calaveras
USD
Supervisor
M&O
(1.0 FTE)
Ground
Worker/Bus
Driver
(4.0 FTE)*
Maintenance
Worker/Bus
Driver
(1.0 FTE)*
Maintenance
Helper/Bus
Driver
(1.0 FTE)*
Ag Farm
Maintenance
(1.0 FTE)*
Skilled
Maintenance
(2.0 FTE)*
Head Grounds
(1.0 FTE)*
Maintenance V
(Mechanic/
Plumber)
(2.0 FTE)
Maintenance VI
(Roofing)
(1.0 FTE)
Maintenance IV
(Painter)
(1.0 FTE)
Maintenance I
(Floors/
Grounds)
(3.0 FTE)
Maintenance III
(General/Lead
Aud Tech)
(2.0 FTE)
Districtwide
Secretary
M.O.
(1.0 FTE)
La Canada
USD
Maintenance &
Operations
Manager
(1.0 FTE)
General
Maintenance
Mechanic
(2.0 FTE)
General
Maintenance
Worker
(1.0 FTE)
Grounds
Keeper
(2.0 FTE)
Martinez
USD
Coordinator
Maintenance
(1.0 FTE)
Mechanic
(1.0 FTE)
Trainer
(1.0 FTE)
Supervisor
Maintenance/
Operations
(1.0 FTE)
Supervisor of
Transportation
(1.0 FTE)
Facility &
Operations
Secretary
(1.0 FTE)
Palo Verde
USD
Director of
Facilities &
Operations
(1.0 FTE)
Administrative
Assistant
(1.0 FTE)
Secretary
(1.0 FTE)*
Director of
Transportation
(1.0 FTE)*
Lead Grounds
Maintenance
Worker
(1.0 FTE)
Grounds
Maintenance
Worker
(1.0 FTE)
Athletic Facilities
Maintenance
Technician
(1.0 FTE)
Lead Building
Trades
Technician
(1.0 FTE)
Building Trades
Technician II
(1.0 FTE)
Bus Driver
Dispatcher
(1.0 FTE)
Mechanic I
(3.0 FTE)
Custodian
(DO/Trans/
M&O)
(1.0 FTE)
Bus Driver
(12.07 FTE)
Skilled
Maintenance
Worker
(1.0 FTE)
Grounds
(5.0 FTE)
Secretary
(0.25 FTE)
Director of
Transportation
(1.0 FTE)
San Marino
USD*
Pauma USD
Director of
Director of
Director
Maintenance & Maintenance & Maintenance &
Operations
Operations
Operations
(1.0 FTE)
(1.0 FTE)*
(1.0 FTE)
Office Assistant
(1.0 FTE)
(District did not
Facilities
(District did not
provide data)
Coordinator
provide data)
(1.0 FTE)
Secretary
(1.0 FTE)
Ripon
USD
Maintenance
Supervisor
(1.0 FTE)
Corcoran Joint
USD
Director
Maintenance
Transportation
& Operations
(1.0 FTE)*
April 22, 2015
54
Calaveras
USD
Warehouse
(1.0 FTE)*
15.0 FTE(s)
6.0 FTE(s)
Martinez
USD
6.0 FTE(s)
Palo Verde
USD
2.0 FTE(s)
Ripon
USD
Corcoran Joint
La Canada
USD
USD
Custodian
Maintenance VII
(13.0 FTE)*
(HVAC/
Locksmith/
Carpenter)
(2.0 FTE)
Head Custodian Maintenance
(1.0 FTE)*
VIII
(Electrician)
(1.0 FTE)
Mechanic/Bus
Custodian
Driver
(1.0 FTE)
(1.0 FTE)*
Electrician
(1.0 FTE)*
Total FTE(s)
17.75 FTE(s)
4.0 FTE(s)
28.0 FTE(s)*
Bus Driver
(0.75 FTE)
Custodian II
(1.0 FTE)
Coronado
USD
Custodian I
(11.00 FTE)
28.39 FTE(s)
Mail Delivery
(0.28 FTE)
Warehouse
Worker/Delivery
Driver I
0.4775 FTE
Warehouse
Worker/Delivery
Driver II
0.4775 FTE
18.955 FTE(s)
HVAC
(1.0 FTE)
Van Drivers
(0.79 FTE)
Security
(1.0 FTE)
3.0 FTE(s)*
Southern Kern
USD*
Custodian
(1.0 FTE)
Lead Custodian
(1.0 FTE)
San Marino
USD
Electrician
(1.0 FTE)
April 22, 2015
55
Technology
Resource
Technician
(1.0 FTE)
Computer
Technician
(1.0 FTE)
Clerk Typist II
(1.0 FTE)
Network
Supervisor/
Specialist
(1.0 FTE)
Network
Support
Technician
(1.0 FTE)
Corcoran Joint
USD*
Director of
Technology
(1.0 FTE)*
Technology/
Attendance
Specialist
(1.0 FTE)
Teacher on
Special
Assignment
(1.0 FTE)
Network
Network
Systems
Specialist
Specialist
(2.0 FTE)*
(1.0 FTE)
Technology
Tech Specialist I
System Analyst
(3.0 FTE)*
(1.0 FTE)
Calaveras
USD
Chief
Technology
Officer
(1.0 FTE)
Computer
Support
Technician
(1.0 FTE)
Technology
Support
Supervisor
(2.0 FTE)
Student
Technology
Specialist
(1.0 FTE)
Instructional
Technology
Integration
Specialist
(1.0 FTE)
Network
Engineer
(2.0 FTE)
Martinez
USD
Chief
Technology
Officer
(1.0 FTE)
2.0 FTE(s)
Technology
Technician
(2.0 FTE)
Palo Verde
USD
Information Technology
La Canada
USD
Director of
Technology
(1.0 FTE)
Total FTE(s)
6.00 FTE(s)(a)
5.0 FTE(s)
6.0 FTE(s)
5.0 FTE(s)
4.0 FTE(s)
(a)
Director CITA Producer/Programmer (0.75 FTE) is excluded, as it is unique to having a cable station
(b)
Learning and Instruction table includes 2.0 FTE Data Analyst
Staff
Clerical
Administrator
Coronado
USD
Technology
Coordinator
(1.0 FTE)
1.0 FTE(s)(b)
Technology
Support
Assistant
(1.0 FTE)
Ripon
USD
3.0 FTE(s)
Technology
Services
Technician
(1.0 FTE)
Computer Lab
Coordinator
(1.0 FTE)
San Marino
USD
Chief
Technology
Officer
(1.0 FTE)
6.0 FTE(s)
IT Technician
(3.0 FTE)*
IT Systems
Administrator
(1.0 FTE)*
Technology
Supervisor
(1.0 FTE)*
Southern Kern
USD*
Director of
Technology
(1.0 FTE)*
9.0 FTE(s)
Database
Systems Tech
(3.0 FTE)
Computer
Technician
(1.0)
Network
Systems
Supervisor
(1.0 FTE)
Computer
Support
Technician
(3.0 FTE)
Director of
Leaning &
Information
Services
(1.0 FTE)
April 22, 2015
56
Senior
Administrative
Assistant
(1.0 FTE)
Calaveras
USD**
(a)
Director of
Categorical
Programs
(1.0 FTE)(b)
Corcoran Joint
USD*
Director of
Education
Services
(1.0 FTE)*
Director III of
Assessments,
Research,
Consolidated
Programs &
CalPADS
(1.0 FTE)
Coordinator
Educational
Services
(1.0 FTE)
Curriculum &
Instruction
Assistant
(1.0 FTE)
Palo Verde
USD
Director
Curriculum &
Instruction
(1.0 FTE)
La Canada
Martinez
USD
USD
Assistant
Director
Superintendent Curriculum & Ed
of Curriculum &
Tech
Instruction
(1.0 FTE)
(1.0 FTE)
Coordinator
English Learner
Services
(1.0 FTE)
Data Analyst
(2.0 FTE)
Coordinator
Instructional
Improvement
(1.0 FTE)
Ripon
USD
Director of
Curriculum &
Categorical
Programs
(1.0 FTE)
Secretary
(1.0 FTE)(b)
3.0 FTE(s)
Director of
Learning and
Information
Services
(1.0 FTE)(b)
5.0 FTE(s)
Special Projects
Secretary
(1.0 FTE)(b)
San Marino
USD*
Pauma USD
Assistant
Associate
Assistant
Superintendent Superintendent Superintendent
Instructional
of Educational
Educational
Services
Services
Services
(1.0 FTE)
(1.0 FTE)*
(1.0 FTE)*
Administrative
Programs
Assistant
Assistant
Secretary
Superintendent
(1.0 FTE)
(1.0 FTE)*
Secretary
(1.0 FTE)*
Receptionist/
Registrar
(1.0 FTE)
Special
Coordinator of Administrator in
Education
Assessment &
Charge of
Director
Special
Special Projects
(1.0 FTE)(b)
Programs
(1.0 FTE)*
(1.0 FTE)*
Total FTE(s)
2.0 FTE(s)
FTE(s)
2.0 FTE(s)
2.0 FTE(s)
2.0 FTE(s)
2.0 FTE(s)
6.0 FTE(s)
4.0 FTE(s)
**Due to budget reductions the Superintendent and Chief Technology Officer are picking up duties with clerical support from preschool department
(a)
Superintendent is the administrator of this department
(b)
Position not provided in FTE data but an organizational chart or website
Staff
Clerical
Coronado
USD
Administrator Senior Director
of Learning and
Instruction
(1.0 FTE)
April 22, 2015
57
Total FTE(s)
Staff
Clerical
7.7562 FTE(s)
Food Service
District Delivery
(0.5250 FTE)
Food Service
Worker II
(3.8062 FTE)
Food Service
Worker III
(2.4250 FTE)
Coronado
USD
Administrator Director of Child
Nutritional
Services
(1.0 FTE)
3.0 FTE(s)
Office Assistant
(1.0 FTE)
Office Manager
(1.0 FTE)
Calaveras
USD
Manager
Food Service
(1.0 FTE)
2.0 FTE(s)
Ripon
USD
Food Services
Supervisor/Tech
Support
(2.0 FTE)
Central Kitchen
Manager
(0.8125 FTE)
Food Service
Worker
(0.4375 FTE)
San Marino
USD
Director of
Food Services
(1.0 FTE)
2.875 FTE(s)
4.0 FTE(s)
Cafeteria
Manager
(2.0 FTE)
Nutrition
Services Clerk
(1.0 FTE)
Palo Verde
USD
Supervisor
Nutrition
Services
(1.0 FTE)
Cook
(4.0 FTE)*
25.0 FTE(s)
0.7813 FTE(s)
Driver
Food Service
(0.7813 FTE)
Martinez
USD
Cook/Baker
(0.6250 FTE)
FTE(s)
La Canada
USD
Food Services and Student Nutrition
Head Cook
(5.0 FTE)*
Cafeteria
Worker
(14.0 FTE)*
Cafeteria
Clerk
(1.0 FTE)*
Corcoran Joint
USD*
Food Service
Director
(1.0 FTE)*
6.0 FTE(s)
4.86 FTE(s)
Nutritional
Services Worker
(1.86 FTE)
Nutritional
Services
Worker/Delivery
Driver
(1.0 FTE)
Interim Food
Accounting
Service Manager
Specialist
(1.0 FTE)
(1.0 FTE)
Food Service
Supervisor
(1.0 FTE)*
Food Service
Manager
(3.0 FTE)*
Pauma USD
Director of Food Director of Child
Services
Nutrition
(1.0 FTE)*
Services
(1.0 FTE)
April 22, 2015
58
April 22, 2015
Appendix C—Sample Human Resources Annual Calendar
Month
July
August
Sept
Oct
Governance
Collective Bargaining
Agreement Tasks
and Timelines
 Personnel
recommendations (accept
resignations, retirements,
new hires)
 Personnel
recommendations (new
hires and substitutes)
 Provide Governing Board
with staffing update
 Personnel
recommendations (new
hires, subs)
 Report announcing the
granting of permanency
status to certificated
employees
 Annual report to Board
regarding the disposal of
personnel records classified
as Class 3—disposable
(California Code of
Regulations—
Title 5, Section 16025)
 Prior-year Student and Staff
Attendance and Absence
Trends report
 Personnel
recommendations
 Generate evaluation lists
and timeline for
certificated and classified
staff and send to
supervisors with all
templates/forms
Human Resources
Leadership
Human Resources
Operations
 Distribute administrative
work year calendar for the
upcoming year
 Records Management—
identification of Class 1—
Permanent records to be
archived/stored;
identification and disposal
of Class 3 records
 Review new employee
handbooks (certificated,
classified, and substitute
teachers) and make
necessary revisions
 Review and revise new
employee orientation
presentation
 Schedule new employee
orientations (certificated,
classified, management,
and nonmanagement)
 Certificated and classified
recruitment and hiring
 Monitor enrollment and
finalize staffing by school
site
 Schedule and/or conduct
annual contract
management, grievance
processing, investigation,
evaluation, and FRISK
training
 Prepare for fiscal year roll
 Send intent to return
notices to substitutes
 Memo to Principals re:
Certificated Stipends
 Personnel requisitions for
new hires, voluntary and
involuntary transfers
 Prepare Annual Legal
Notices Packet
 Prepare and distribute
Annual Notices to
Employees
 CBEDS preparation and
planning
 Prepare and distribute
NOE/Pay Notices
 Review and revise List of
Employees on Leave and
List of Temp Assignments
 New hire contracts
 New hire orientations
 Credentials Audit
 CBEDS Reporting
 Submit mandated cost
claims for prior year for
reimbursement
 Update department
operations and
procedures manuals
 Assignment audit
 Send CBEST reminders to
subs
 Annual Notices reviewed
and addresses updated
59
Nov
 CSBA Policy Maintenance
Updates
 Personnel
recommendations
Dec
 Prepare and present annual
teacher assignments audit
 Personnel
recommendations
Jan
 Personnel
recommendations
 Counsel with principals
regarding probationary
certificated employee
evaluations and
observations
 Identify comparable
districts, obtain copies of
contracts, and conduct
analysis
 Involve administrators in
identifying priorities for
contracts negotiations
 Consult with principals
regarding remediation
plans for teachers needing
improvement
 Begin work on enrollment
and staffing projections
and anticipated changes to
the instructional program
that could impact staffing
 Review and revise staffing
formulas
 Identify certificated
management and
nonmanagement staff to
serve on the Recruitment
Team
 Review/revise Teacher
Recruitment Plan,
Marketing Plan, and
Budget
 Create and verify seniority
list for certificated and
classified personnel
 Identify hiring/layoff needs
based on staffing formulas,
enrollment projections,
changes to the
instructional program, and
budgetary constraints
 Work with principals to
identify potential
certificated nonreelections
 Use comparability data
and input from
administrators to draft
classified and certificated
contract reopeners
April 22, 2015
 Assess utilization of
technology and
equipment and
replace/upgrade as
needed
 Assess efficiency of EdJoin
and the paperless
application process
 Collect applicant tracking
data for the prior year
 Update Desk Manuals
 Prepare certificated and
classified seniority lists as
needed (guidelines
determined for “Same
Date of Hire” criteria)
60
Feb
March
 Prepare Board
resolution/action item for
March 15 reassignment,
transfer, release of
principals/administrators
 Prepare Board
March 15 service of letters
of possible
layoff/reassignment of
certificated employees
 Prepare Board
certificated employees
recommended for nonreelection
 Personnel
recommendations
 Prepare classified layoff
Board resolutions
(elimination of categorical
programs and for lack of
work, lack of funds)
 CSBA Policy Maintenance
Updates
 Personnel
recommendations
 Sunshine Contract
Reopeners
 Train members of the
District’s Teacher
Recruitment Team
 Solicit feedback from
administrators regarding
proposed draft contract
reopeners
 By February 14—decisions
re: certificated nonreelection sent to HR from
sites
 Create PKS list and begin
work on layoff resolution
 Finalize and post seniority
list for certificated and
classified personnel
 Prepare layoff/
reassignment letters
 Summer school
advertising
 Schedule/register for
Recruitment Fairs and
Events
Certificated
 By March 15—issue
layoff/reassignment
notices to
principals/administrators
 By March 15—issue
certificated
nonmanagement layoff/
reassignment notices
 Review and revise
selection and hiring
protocols
 Summer school hiring
 Prepare annual
spreadsheet for
resignations, retirements,
employees returning from
leave of absence, job
shares, intent to return
 Prepare priority hiring
pool spreadsheet
 Prepare spreadsheet for
contingent offers of
employment and new
hire data
 Conduct TB Test Audit
 Begin advertising
certificated vacancies and
managing reassignments
and voluntary transfers
 Prepare for fiscal year roll
 Send intent to return
notices to substitutes
 By May 15—Issue final
certificated layoff notices
 Staff Appreciation—Day of
the Teacher and Classified
School Employees Week
 Memo to administrators
re: calendars for next
school year
 Reasonable assurance
letters sent to substitute
teachers
 By March 1—Leave
requests, intent to return
from leave or continue
leave due for subsequent
school year
 By March 15—
Probationary teacher
evaluations due
Classified
April
May
 Personnel
recommendations
 Day of the Teacher and
Classified School Employees
Week Resolutions
Recommended
 Declaration of Need for
Highly Qualified Educators
 Committee on Assignments
(E.C. 44258.3)
 Teacher Consents
( E.C. 44258.7)
 Resolution to affirm
certificated layoffs
April 22, 2015
 Sunshine Contract
Reopeners
Classified
 By April 1—Complete all
classified evaluations due
in the current year
Certificated
 By May 1—Temporary and
Permanent teacher
evaluations due
61
June
 Annual Statement of Need
for 30-day Substitute
Teaching Permits
 Board Resolution to
approve Waivers for CBEST
 Student Teaching
Agreements Approved
 Collect data on completed
evaluations—provide to
Superintendent
 June 30—Final written
notice given to managers
who will be reassigned
April 22, 2015
 Prepare personnel
requisitions for certificated
and classified positions
with 6/30 end dates
identified in January as
continuing positions
 Identify subs who haven’t
worked in more than
6 months, notice, end
employment
 Generate personnel
requisitions for new hires
requisitions for voluntary
and involuntary transfers
requisitions for Certificated
Job Share Agreements
62

Organizational Efficiency - Coronado Unified School District

Transcription

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