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San Juan Unified School District
Regular Meeting of the Board of Education
3738 Walnut Avenue, Carmichael, California 95608
Pamela Costa, President
Saul Hernandez, Vice President
Michael McKibbin, Clerk
Greg Paulo, Member
Lucinda Luttgen, Member
Board of Education Agenda
October 27, 2015
A. OPEN SESSION / CALL TO ORDER / ANNOUNCEMENT OF CLOSED SESSION TOPICS – 5:15 p.m.
B. CLOSED SESSION – 5:15 p.m.
1.
2.
3.
4.
Student expulsions in five cases. (Education Code §48918[f])
Collective bargaining matters – discussion with negotiator Jim Shoemake, Senior Director of Labor and Employee
Relations, regarding CSEA Chapter 127 general/operations support, Chauffeurs/Teamsters Local No. 150 transportation,
and supervisors, teachers and certificated supervisory units; and regarding non-represented groups: management and
confidential units (Government Code §54957.6)
Personnel Matter (Government Code §54957)
a. Superintendent’s goals
Conference with Legal Counsel
a. Anticipated litigation (Government Code §54956.9[a]) - one case
C. RECONVENE OPEN SESSION / PLEDGE OF ALLEGIANCE – 6:30 p.m.
D. APPROVAL OF THE MINUTES – October 13, 2015 regular meeting, pages 1859 – 1862.
E. ORGANIZATIONS / ANNOUNCEMENTS – 6:35 p.m.
1.
2.
3.
4.
5.
6.
7.
Recognition
a. Psychology Awareness Week (November 9 - 13)
(Calvin)
Action: Adoption of Resolution No. A-348, proclaiming November 9 – 13 as Psychology Awareness Week.
Board/Staff Reports
Board-appointed/District Committees
High School Student Council
Employee Organizations
Other District Organizations
Closed Session/Expulsion Actions (Government Code §54957.1)
F. VISITOR COMMENT – 6:45 p.m.
G. CONSENT CALENDAR – G-1/G-12 – 7:15 p.m.
Action: Recommendation of the administration that the consent calendar, G-1 through G-12 regarding regular business
items, be approved. (Any item may be removed for further discussion and separate action following consideration of
remaining agenda items.)
1. *Personnel - appointments, leaves of absence, and separations.
2. *Purchasing Report – purchase orders and service agreements.
3. *Business/Financial Report – notice of completion, warrants and payroll.
4. Acceptance of the following gifts (#=donor's est.):
Arcade Fundamental Middle School: from The Smith Family - $75.00.
Encina Preparatory High School: from Point West Rotary Club Foundation - $16,868.
Gold River Discovery Center: from Pat Donnelly - $75.00
San Juan High School: from San Juan Alumni Association – Booster Club, Yearbook Club, Biology, and Music, $1,900.
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5. *Approval of the Memorandum of Understanding between San Juan Unified School District and the Sacramento County
Office of Education to operate the CARE Intervention/Diversion Program as a community school for the 2015-2016
school year for seventh and eighth grade students enrolled at Encina Preparatory High School.
6. *Approval of the Memorandum of Understanding between San Juan Unified School District and the Sacramento County
Office of Education to maintain and operate the Community Day School.
7. *Approval of the Memorandum of Understanding between Visions to Learn and San Juan Unified School District.
8. *Approval of the Memorandum of Understanding between Gates of Learning and San Juan Unified School District.
9. *Approval of appointment of Monique Goldfried, parent, LeGette Elementary, to the Community Advisory Committee.
10. *Approval of Board Policy 0460 LCAP (Discussed: 10/13/15).
11. *Approval of members to the Local Control Accountability Plan Parent Advisory Committee.
12. *Approval of the Facilities Lease Amendment for Golden Valley Charter School.
* Material Provided
H. CONSENT CALENDAR (cont.)
I. BUSINESS ITEMS
1. System of Professional Growth Pilot Progress – 7:25 p.m.
Material provided.
(Messer)
Report: regarding an update on the progress of the System of Professional Growth.
2. Local Control Accountability Plan Update – 7:45 p.m.
Material provided.
(O’Neil)
Report: regarding the final version of the Annual Update of the Local Control Accountability Plan for 2014-15.
3. Public Hearing: Aspire Alexander Twilight Secondary Academy and College Prep – 8:00 p.m.
Material provided. Action anticipated: 11/10/15.
(Kern)
Public Hearing/Discussion: The board is asked to hold a public hearing and then discuss the renewal of the following
charter school petitions:
a. Aspire Alexander Twilight Secondary Academy
b. Aspire Alexander Twilight College Preparatory Charter School
4. Public Hearing: Conveyance of a Permanent Easement for Public Utilities at Citrus Heights – 8:10 p.m.
Material provided. (Discussed: 10/13/15).
(Camarda)
Public Hearing/Action: Recommendation of the superintendent to adopt Resolution No. 2787, declaring the conveyance of a
permanent utility easement at Citrus Height Elementary School to the Citrus Heights Water District.
5. San Juan Supervisors Association’s Proposal for 2015-2016 Contract Reopeners – 8:15 p.m.
Material provided. (Presented: 10/13/15).
(Shoemake)
Public Comment: regarding the bargaining interests of the San Juan Supervisors Association, pursuant to Government Code
3540 et. seq. and district Board Policy 4243.1 for 2015-2016.
6. District’s Proposal/Interests for Contract Negotiations with San Juan Supervisor Association – 8:20 p.m.
Material provided. (Presented: 10/13/15).
(Shoemake)
Public Comment/Action: Recommendation of the superintendent to adopt, pursuant to Government Code 3540 et. seq.
and district Board Policy 4243.1, the bargaining interests for negotiations with the San Juan Supervisors Association for 20152016.
2
7. San Juan Teachers Association Tentative Agreement – 8:25 p.m.
Material provided.
(Shoemake)
Discussion: regarding the tentative agreement between San Juan Teachers Association and San Juan Unified
School District. Action anticipated: 11/10/15.
8. San Juan Professional Educators Coalition Tentative Agreement – 8:30 p.m.
Material provided.
(Shoemake)
Discussion: regarding the tentative agreement between San Juan Professional Educators Coalition and San Juan
Unified School District. Action anticipated: 11/10/15.
9. Salary Schedule Adjustments: San Juan Administrators Association and Cabinet – 8:35 p.m.
Material provided.
(Shoemake)
Discussion: regarding the salary schedule adjustments for San Juan Administrators Association and Cabinet.
Public comment/action anticipated: 11/10/15.
10. Salary Schedule Adjustments: Confidential Group and Unrepresented Specialists – 8:40 p.m.
Material provided.
(Shoemake)
Discussion: regarding the salary schedule adjustments for the Confidential Group and Unrepresented Specialists.
Public comment/action anticipated: 11/10/15.
11. Revised 2016-2017 School Year Calendar – 8:45 p.m.
Material provided.
(Shoemake)
Discussion: regarding the revised 2016-2017 school year calendar. Action anticipated: 11/10/15.
12. Assignment of Teachers Outside Regular Base Credential – 8:50 p.m.
Material provided.
(Oropallo)
Action: Adoption of Resolution No. 2786, authorizing the assignment of certificated employees to areas
outside their authorized credential during 2015-16 per Education Code sections 44256(b), 44258.2, and 44263.
J. FUTURE AGENDA – 8:55 p.m.
K. VISITOR COMMENTS – 9:00 p.m.
B. CLOSED SESSION (continued - if necessary)
Announcement of Topics / Announcement of Actions
L. ADJOURNMENT – 9:05 p.m.
The Board of Education welcomes and encourages the public's participation at the board meetings and has devoted time
throughout the meeting for that purpose. You may comment on items included on this agenda, however, we ask that you limit your
comments to two minutes so that as many as possible may be heard (Education Code §35145.5, Government Code §54954.3).
When an item indicates, "Material provided," the additional information is available prior to the meeting in the information and
communication office, 3738 Walnut Avenue, Carmichael - 979-8281, or on the district website at www.sanjuan.edu.
A person with a disability may contact the Board of Education Office at (916) 971-7111 or e-mail [email protected] at least
48 hours before the scheduled board meeting to request receipt of an agenda and other distributed writings in an appropriate
alternative format or to request disability-related modifications or accommodations, including auxiliary aids or services, in order
to participate in the public board meeting.
NOTE: The times indicated are approximate
Mission Statement
Valuing diversity and excellence, the San Juan Unified School District’s mission is to educate and inspire
each student to succeed and responsibly contribute to a radically evolving world by providing innovative,
rigorous, student-focused instruction and programs in a safe, caring, and collaborative learning community.
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Board of Education
3738 Walnut Avenue, Carmichael, California 95608
D
10/27/15
Board of Education Minutes
October 13, 2015
Regular Meeting
Board of Education
5:15 p.m.
Call to Order
The October 13 regular meeting was called to order by the president, Pam Costa.
Roll Call
Present:
Pam Costa, President
Greg Paulo, Member
Recess: Closed Session
The meeting was immediately recessed with the board convening in closed session to consider student expulsions in four
cases (Education Code §48918[f]); and discussion with negotiator Jim Shoemake, Senior Director of Labor and Employee
Relations, regarding CSEA Chapter 127 General/Operations support, Chauffeurs/Teamsters Local No. 150 Transportation,
Supervisors, SJTA, and SJPEC (Government Code §54957.6).
Mr. Paulo excused himself following closed session due to a personal matter.
Roll Call
Present:
Absent: Greg Paulo, Member
Pledge of Allegiance
At 6:30 p.m., four members of the Del Campo High School Air Force Jr. ROTC led the group in the Pledge of Allegiance.
Minutes Approved (D)
It was moved by Mr. Hernandez, seconded by Dr. McKibbin, that the minutes of the September 22 regular meeting be
approved. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Luttgen].
Board/Staff Reports (E-1)
Ms. Costa reported that she attended the LCAP PAC on Friday, October 9 as a board representative. Ms. Costa reported that
Dr. McKibbin, Superintendent Kern, and she attended the SCOE Fall Dinner Meeting on October 7. Ms. Costa noted that the
keynote speaker was California State Board of Education Senior Fellow Nancy Brownell. Ms. Brownell spoke on the topic of
Local Control and Accountability. Ms. Costa attended Encina Preparatory High School Homecoming football game with
Mr. Hernandez and Mr. Paulo on October 2.
Dr. McKibbin reported he visited the following schools: Cambridge Heights, Charles Peck Elementary, and El Camino
Fundamental High School. Dr. McKibbin attended the IB candidacy visitation at Thomas Kelly Elementary School on
Monday, October 12 and spoke at the Orangevale Rotary Club on Friday, October 9.
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Board-appointed/District Committees (E-2)
Tom Nelson, Chair of the Curriculum, Standards, Instructional, and Student Services Committee, reported that the committee
met on October 7. General Counsel Linda Simlick presented information on the Brown Act, and Director of Assessment,
Evaluation and Planning Susan Green, presented CAASPP results. The committee felt closing the achievement gap is
extremely high priority and would like to establish that topic as an ongoing discussion item. The committee has requested the
full CAASPP report from Susan Green and stressed there should be a sense of urgency to close the achievement gap.
Members are interested in visiting school site council meetings to understand what is being communicated and addressed at
the school site levels related to the achievement gap. The committee recognized and thanked Sherry Skelly-Griffith for
serving on the committee and the valuable contributions she has made to San Juan Unified.
District High School Student Council (E-3)
High School Student Council Representatives Jeremiah Alindogan and Eugene Kim from Bella Vista High School, and
Mariah Lukenbill and Elisha Underwood from Rio Americano High School, updated the Board on the goals, activities, and
achievements at their respective schools.
Closed Session (E-6)
It was moved by Dr. McKibbin, seconded by Ms. Luttgen, that the hearing panels’ recommendation be accepted as written,
enrolling students in case nos. OS-05 and OS-13; and accepting the stipulated agreement as written, suspending the expulsion
of a student in case no. S-04; and accept as written, suspending the expulsion of a student in case no.S-04. MOTION
CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Luttgen].
Visitor Comments (F)
Karen Ganon, teacher, Cameron Ranch Elementary School, expressed a need for additional resources and support for Title 1
schools. Ms. Ganon stated she believes counselors and other support services are needed at Title 1 schools to provide the
support students need to be successful learners.
David Pegos, parent, acknowledged Dayle Cantrall, Program Manager, Special Education; Dee Johnston, Program Specialist;
Candy Cook, Program Specialist; Lyn Bagelmann, Pasadena Head Start teacher; and Cindy Camper, Special Education
Assistant for their work with his four year old child. Mr. Pegos acknowledged the difficult task that they have and thanked
them for all their efforts. He also stated he has worked with Nina Mancina securing approximately $80,000 in funding for
gardens. Mr. Pegos will be working with Cowan Fundamental Elementary School to develop a garden at that site. The school
will be receiving donations from California Agriculture in the Classroom and California School Garden Network.
Consent Calendar Approved (G-1/G-8)
It was moved by Dr. McKibbin, seconded by Ms. Luttgen, that the consent calendar, items G-1/G-8 be approved. MOTION
CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Luttgen].
Personnel (G-1) - appointments, leaves of absence, separations, job description/salary range change – all approved as
submitted.
Purchasing Report (G-2) – purchase orders and service agreements, change orders, construction bids, and piggyback
contracts – approved as submitted.
Business/Financial Report (G-3) – quarterly investment report – approved as submitted.
Gifts (G-4)
Acceptance of gifts to Arcade Fundamental Middle School, Camp Winthers, El Camino Fundamental High School, Encina
Preparatory High School, Howe Avenue Elementary School, Mesa Verde High School, Northridge Elementary School, Rio
Americano High School, and San Juan High School.
Revisions to Board Policy 0420 School Plans/School Site Councils (G-5)
Approval of revisions to Board Policy 0420 School Plans/School Site Councils.
Revisions and Adoption of Board Bylaws (G-6)
Approval of revisions to Board Bylaws, 9000, 9010, 9012, and adoption of new Board Bylaw 9005.
Facilities Lease Agreement for United Cerebral Palsy Association (G-7)
Approval of the Facilities Lease Agreement for United Cerebral Palsy Association of Greater Sacramento, Inc. (UCP) for the
use of portions of the Orange Grove site. The four year term of the lease runs through the 2018-2019 school year.
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Elementary Common Core State Standards Report Card Update (I-1)
Assistant Superintendent of Elementary Education Sue Hulsey, presented a report regarding the new elementary Common
Core State Standards report card. Ms. Hulsey explained that during the 2013-14 and 2014-15 school years, staff facilitated a
joint committee and pilot process for an elementary Common Core aligned report card with the San Juan Teachers’
Association. Ms. Hulsey acknowledged the collaborative work with Shannan Brown, president, San Juan Teachers
Association and Technology Services; both an integral part of the team in developing the report card. Dr. Slavensky provided
an update on the purpose, pilot process, successful practices, feedback, and the support and resources that are being provided.
Dr. Slavensky stated the Common Core State Standards report card is in full implementation across all 41 elementary and
K-8 schools. Ms. Luttgen asked if there are plans to develop this type of report card at the middle school level.
Ms. Hulsey responded that there are no plans at this time. Dr. McKibbin commended staff for developing a report card that
provides students with information that relates to growth and not just compliance. Dr. McKibbin stated that it would be
helpful for parents to see data related to persistence in academics compared to other countries; this would make these changes
make sense. Dr. McKibbin asked if a survey has been conducted with teachers to determine how much time it is taking to
evaluate the successful practices portion of the report card. Dr. Slavensky responded that staff has not yet, but this suggestion
would be a very good next step. Dr. Slavensky stated staff will add this recommendation to the survey that will be sent to
teachers at the end of this year. Dr. Slavensky stated when staff surveyed teachers initially two years ago, asking what was
important to them, teachers responded that they wanted a stream lined report card that would not be laborious.
Mr. Hernandez asked what percentage of parents returned the survey that was sent out to the 11 piloted schools.
Dr. Slavensky stated it was a lower percentage than hoped. Over 655 surveys were returned from the 11 piloted schools.
Mr. Hernandez asked if the progress reports available online also will be mailed to the parents/guardians of students.
Dr. Slavensky stated that the progress reports are mailed home to the parent/guardian and the report card will be given to the
parent/guardian at the first parent-teacher conference. Dr. Slavensky clarified that the progress report templates online are for
teachers and parents to access so they can anticipate what the progress report will look like. The actual completed progress
report is mailed home. Report cards are mailed home for the second and third trimester. Ms. Costa commended staff for the
work that they have accomplished on the Common Core report card. Ms. Costa asked if there has been any problems going
from the 11 piloted schools to full implementation of 41 elementary and K-8 schools that the board can lend support on.
Dr. Slavensky reported that last spring nine different professional development opportunities were offered at three different
locations to help prepare teachers. Staff are available and responding to questions. Many of the questions are related to
technical support. Ms. Costa recommended that a video of the professional development training be considered. Ms. Costa
stated that the next step is the calibration step.
Innovative Schools Update (I-2)
Ms. Hulsey presented a report on the progress of the Innovative Schools initiative. Ms. Hulsey explained Ottomon and
Pasadena Avenue elementary schools were identified as low enrolled in the 2013-14 school year. Each school was given the
opportunity to create a “magnet-like” program to increase enrollment through engaging, and innovative, themed instruction.
Ottomon Elementary School developed a performing arts focus, whereas Pasadena Avenue Elementary School developed a
science and engineering focus. Ms. Hulsey discussed the progress of the programs, marketing efforts and next steps.
Ms. Hulsey acknowledged Ottomon Elementary Principal Hilda Fernandez and Pasadena Avenue Elementary Principal
Teresa Cummings, their staff and parents. Ms. Hulsey stated that the schools are now beginning to retain students that are in
the residence area of the schools and interest is gaining in the innovative programs at the school sites. Ms. Hulsey stated that
the staff made sure that the innovative programs would be sustainable. Ms. Fernandez stated the Artful Learning innovative
program is having a ripple effect on not only the teaching but the unique style of learning that is occurring at Ottomon.
Ms. Fernandez discussed the collaboration between Ottomon and Pasteur Middle School. Ms. Fernandez said that she was
impressed with the Pasteur Middle School art students mentoring younger students at Ottomon; they were caring and very
natural in their interactions. Ms. Hernandez thanked the board on behalf of the staff, parents and students for making this
innovative program possible. Ms. Hulsey stated that Pasadena Ave. Elementary has a highly integrated science curriculum in
all academic areas, touching on all standards and being implemented in classrooms. Ms. Cummings has been able to develop
partnerships with National Geographic, RAFT, Sacramento County Office of Education, and Mira Loma High School.
Proposed New Board Policy 0460 Local Control Accountability Plan (LCAP) (I-3)
Associate Superintendent, Schools and Student Support, Donna O’Neil, Ed.D., presented Board Policy 0460 relating to the
Local Control Accountability Plan for discussion. Dr. O’Neil explained that the proposed new board policy is a result of the
Local Control Funding Formula and the Local Control Accountability Plan. Dr. O’Neil stated the intention of the policy is to
transparently communicate the guidelines that San Juan Unified follows as we establish and annually revise our LCAP.
Dr. O’Neil stated the LCAP communicates how our annual goals are aligned with action and services, with resource
allocation, and progress metrics for three unduplicated groups described by the state, but also for other groups that may or
may not be local priorities depending on the performance across school districts. That includes student ethnicity, students
with disabilities, and recently due to a bill signed by Governor Brown, homeless students. Dr. McKibbin asked if the district
has accountability requirements through LCAP when homeless students are added and would there be a change to the
funding formula, and if that happens does the Board Policy have to change. Dr. O’Neil stated that the Board Policy will not
have to be changed. Dr. O’Neil clarified how funding is provided for homeless students in the LCAP and stated homeless
students are fully included into our low income group. Action was scheduled for October 27, 2015.
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Cell Tower Revenue (I-4)
It was moved by Ms. Luttgen, seconded by Dr. McKibbin, to approve the requirement that school site councils will approve
expenditures of cell tower revenue. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Luttgen].
Public Hearing: Conveyance of a Permanent Easement for Public Utilities at Citrus Heights Elementary School (I-5)
It was moved by Dr. McKibbin, seconded by Ms. Luttgen, to adopt Resolution No. 2785, declaring the intent to convey
permanent utility easement at the Citrus Heights Elementary School site to the Citrus Heights Water District, and to call for a
public hearing to be held on October 27, 2015. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin,
Luttgen].
Presentation of the San Juan Supervisors Association’s Proposal for Reopeners 2015-2016 (I-6)
Jim Shoemake, Senior Director of Labor and Employee Relations, introduced the bargaining interests of the San Juan
Supervisors Association. Public comment/action was scheduled for October 27.
District’s Proposal/Interest for Contract Negotiations with San Juan Supervisors Association (I-7)
Jim Shoemake, Senior Director of Labor and Employee Relations, presented the bargaining interests of the board for
negotiations with the San Juan Supervisors Association for 2015-16. Public comment/action was scheduled for October 27.
Variable Term Waiver to the California Commission on Teacher Credentialing (I-8)
It was moved by Mr. Hernandez, seconded by Ms. Luttgen, to approve the submittal of a Variable Term Waiver to the
California Commission on Teacher Credentialing, effective October 14, 2015 through June 2, 2016 for one Language, Speech
and Hearing Specialist. MOTION CARRIED UNANIMOUSLY [Costa, Hernandez, McKibbin, Luttgen].
Williams Complaint (I-9)
Linda Simlick, General Counsel, explained that the district must report on the status of Williams-type complaints filed with
the district per Education Code §35186(d), which requires each school district to publicly report, on a quarterly basis,
summarized data on the nature and resolution of all Williams-type complaints. Ms. Simlick stated that during July through
September 2015, there were no Williams-type complaints filed.
Future Agenda (J)
Ms. Costa stated that she has requested that the topic of superintendent’s goals be discussed in closed session on October 27.
Adjournment
At 7:58 p.m., there being no further announcements or business, the regular meeting was adjourned.
________________________________
___________________________________
Kent Kern, Executive Secretary
Approved: _______
rm
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SAN JUAN UNIFIED SCHOOL DISTRICT
BOARD OF EDUCATION
AGENDA ITEM
SUBJECT:
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
School Psychology Awareness Week
DEPARTMENT:
Special Education
MEETING DATE:
E-1 (a)
10/27/15
ACTION REQUESTED:
The superintendent is recommending the board adopt Resolution No. A-348, proclaiming the week of November 913, 2015 as School Psychology Awareness Week.
RATIONALE/BACKGROUND:
San Juan Unified School District recognizes the vital role that school psychologists play in the personal and
academic development of our district’s students. During the week of November 9-13, 2015, school
psychologists are recognized across the nation for their work to help all children and youth learn best by
supporting students’ mental health, development, academic achievement and learning environments.
EMERGENCY ACTION RATIONALE: N/A
BOARD COMMITTEE ACTION/COMMENT:
Superintendent’s Cabinet:
10/19/2015
PREVIOUS STAFF/BOARD ACTION:
PREPARED BY:
Shelley Ellinghouse, Director, Special Education
APPROVED BY:
Debra Calvin, Ed.D., Assistant Superintendent, Educational Services
Donna L. O’Neil, Ed.D., Associate Superintendent, Schools and Student Support
Kent Kern, Superintendent of Schools
SE:ko
Resolution No. A-348
School Psychology Awareness Week
November 09 – 13, 2015
WHEREAS, School Psychology Awareness Week is November 09 – 13, 2015; and
WHEREAS, the special week honoring school psychologists provides special recognition for
school psychologists who deliver a continuum of mental health services and academic supports
to schools that lower barriers to learning, enabling teachers to teach students to learn; and
WHEREAS, the San Juan Unified School District appreciates and supports school psychologists
for providing sound psychological principles which are integral to instruction and learning,
social and emotional development, prevention and early intervention, and support culturally
diverse student populations. School psychologists facilitate collaboration to help parents and
educators to identify and reduce risk factors, promote protective factors, create safe, caring
schools and access community resources. They are trained to assess student and school-based
barriers to learning, utilize data-based decision-making, implement research-driven prevention
and intervention strategies, and evaluate outcomes and improve accountability; and
THEREFORE, BE IT RESOLVED that the Board of Education joins the superintendent and staff in
honoring school psychologists during School Psychology Awareness Week and throughout the
year,
Attested to this 27th day of October, 2015
_________________________________
__________________________________
Kent Kern, Chief Executive Officer
_________________________________
_________________________________
Michael McKibbin, Ed.D., Clerk
_________________________________
Greg Paulo, Member
_________________________________
Board of Education
Sacramento County, California
BOARD OF EDUCATION
AGENDA ITEM # _G1__
MEETING DATE: 10/27/2015
APPROVED:
HUMAN RESOURCES
The following reports are submitted for board approval
Personnel Pages
Page #
Appointments
Management
Certificated
Classified
1-2
2
Leaves of Absence
Management
Certificated
Classified
2
2
Separations
Management
Certificated
Classified
Pre-Retirement Reduced Workload
Reassignments/Change in Work Year
Errata
Job Description/Salary Range Change
Management
Certificated
Classified
Unrepresented
Cabinet Contracts/Extension of Contract
Recommendation to Extend A District Intern Credential
Certificated
Credential Approval Recommendations
Certificated
Charter School Personnel Actions
Visions
Choices
2
2
Agenda for the October 27, 2015 Board Meeting
1. APPOINTMENTS
CERTIFICATED
Type
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
Name
Anderson, Skye
Andino, Kabryna
Bell, Stephanie
Bishop-Olivares, Cory
Brown-Pelley, Nancy
Carney, Shelby
Cartano, Cynthia
Cornelison, Audrey
Corrigan, Lindsey
Dahal, Piyush
Danzinger, Alexandra
Davis, John
Degooyer, Jessie
Divelbiss, Erin
Ermigarat, Kathryn
Ferreira, Jose
Galvez, Kevin
Giammona, Heidi
Hale, Amanda
Hastie, Eileen
Hawkins, Rebecca
Hellon, Taneisha
Ho, Maria
Horner, Lindsey
Johnston, Debra
Jordan, Paula
Kemper, Kimberly
Kessler, Amy
La Rue, Heather
Lainez, Sarah
Lay, Van
Leidahl, Stacey
Lenzy, Corie
Lippuner, Susan
Lopez, Laura
Machschefes, Karl
Manus, Patricia
Marchant West, Emily
Matics, Mary
Miller, Kristine
Moreno, Gia
Moretti, Dominic
Nieves, Elisa
Oceguera, Natalie
Oprescu, Laura
Pak, Susan
Ross-Doris, Jodie
Ruttan, Sarah
Ryan, Molly
Schichtel, Nicole
Schmeck, Jaclyn
Serpa, Gabriella
Smith-Lozano, Hallie
Turner, Jeremy
Waggoner, Dava
Wallin, Emily
Whatley, Luke
Zanetti, Catherine
Status
Temp
Temp
Temp
Prob
Prob
Temp
Temp
Temp
Prob
Temp
Prob
Prob
Prob
Temp
Temp
Prob
Prob
Temp
Temp
Prob
Prob
Prob
Temp
Temp
Prob
Temp
Prob
Temp
Temp
Prob
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Prob
Temp
Temp
Temp
Temp
Prob
Temp
Temp
Temp
Prob
Prob
Assignment
Tch-English Language Dev
Teacher Grade 2
Tch-Grad 9/12
Tch-Grad 7/8
Tch-Grad 7/8
Teacher Grade 2
Teacher Grade 1
Tch-Grad 9/12
Teacher Grade 6
Teacher Grade 1
Teacher Grade 1
Tch-Grad 9/12
Tch-Grad 9/12
Teacher Kindergarten
Tch-Grad 9/12
Teacher Grade 5
School Social Worker
Teacher Grade 6
Counselor K/6
Tch-Grad 7/8
Counselor 7/8
Teacher Grade 3
Teacher Grade 2
Tch-Grad 9/12
Tch-Trav Elem Clsrm-PE
Tch-Trv Elem Clsrm-Other
Tch-Grad 9/12
District Resource Teacher
Tch-Trav Elem Clsrm-Art
School Social Worker
Tch-Grad 9/12
Tch-Grad 9/12
Counselor K/6
Teacher Grade 3
Teacher Grade 2
Tch-Grad 9/12
Tch-Grad 7/8
Teacher Grade 1
Tch-Grad 9/12
Teacher Grade 4
Teacher Grade 2
Teacher Grade 3
Teacher Grade 5
Tch-Trv Elem Clsrm-Other
Teacher Grade 3
Teacher Grade 2
Tch-Grad 7/8
Tch-Grad 7/8
Tch-Grad 9/12
Teacher Grade 5
Location
Woodside
Woodside
Del Campo
Woodside
Woodside
Del Paso Manor
Orangevale
Mira Loma
Northridge
Del Paso Manor
Northridge
Mira Loma
Mesa Verde
Greer
Del Campo
Dyer Kelly
Pupil Personnel
Green Oaks
Howe Avenue
Greer
Woodside
Churchill
Howe Avenue
Casa Roble
Mariemont
Mira Loma
Teaching and Learning
Deterding
Dyer Kelly
Del Campo
Cowan
Legette
Pupil Personnel
Mira Loma
Mira Loma
Gold River
Ottomon
Legette
Mira Loma
Arden
Del Campo
Mariemont
Del Campo
Howe Avenue
Howe Avenue
Howe Avenue
Twin Lakes
Dyer Kelly
Ottomon
Dyer Kelly
Will Rogers
Arden
Mesa Verde
Del Dayo
Effective Date (s)
08/11/15
06/03/16
08/11/15
06/03/16
08/11/15
06/03/16
08/11/15
08/11/15
08/11/15
06/03/16
10/05/15
06/03/16
08/24/15
06/03/16
08/11/15
08/11/15
06/03/16
08/11/15
08/11/15
07/01/15
08/24/15
06/03/16
01/05/16
06/03/16
08/11/15
09/23/15
08/11/15
06/03/16
08/11/15
06/03/16
08/11/15
08/11/15
08/11/15
09/22/15
06/03/16
08/11/15
06/03/16
08/11/15
09/08/15
06/03/16
08/11/15
08/11/15
06/02/16
08/11/15
06/03/16
08/11/15
08/25/15
10/09/15
01/04/16
08/11/15
06/03/16
08/24/15
10/12/15
06/29/16
08/11/15
09/04/15
06/03/16
07/01/15
08/11/15
06/03/16
09/29/15
06/03/16
08/11/15
06/03/16
08/11/15
12/18/15
08/11/15
06/03/16
08/11/15
06/03/16
08/11/15
08/11/15
06/03/16
08/11/15
06/03/16
08/11/15
08/11/15
06/03/16
09/04/15
06/03/16
08/11/15
06/03/16
08/17/15
06/03/16
08/11/15
08/11/15
06/02/16
08/24/15
06/03/16
08/11/15
08/11/15
08/11/15
Type
Rehire
Rehire
Rehire
Name
Adams, Eric
Battinich, Robert
Castillo, Neils
Status
Prob
Prob
Temp
Assignment
Tch-Grad 9/12
Tch-Grad 7/8
Tch-Grad 9/12
Location
Mira Loma
Arden
Casa Roble
Effective Date (s)
08/11/15
08/13/15
06/03/16
08/11/15
06/03/16
1
Agenda for the October 27, 2015 Board Meeting
1. APPOINTMENTS – continued
CERTIFICATED
Type
Rehire
Rehire
Rehire
Rehire
Rehire
Rehire
Name
Garcia, Paul
Memeo, Matt
Norgaard, Kathleen
Peterson, John
Ricketts, Kimberly
Twilling, John
Status
Temp
Temp
Prob
Temp
Prob
Temp
Assignment
Teacher Grade 5
Tch-Grad 9/12
Tch-Grad 7/8
Tch-Grad 9/12
Location
Dyer Kelly
Del Campo
Mariemont
Arden
Pershing
Mira Loma
Effective Date (s)
08/11/15
06/02/16
08/11/15
08/11/15
08/11/15
06/03/16
08/11/15
08/21/15
12/18/15
Name
Bellendir, Stephen
Carter, Anna
Crush, Eleni
Hofstetter, Heather
Jaffe, Jennifer
Mayforth, Michelle
Williams, Nichole
Status
Prob
Prob
Prob
Prob
Prob
Prob
Prob
Assignment
Instructional Assistant III
Instructional Assistant-P H
Tech Liaison I
Instructional Assistant II
Instructional Assistant I
Location
Mitchell
Churchill
Will Rogers
Coleman
La Vista Center
Pershing
Cameron Ranch
Effective Date (s)
10/01/15
09/30/15
10/05/15
10/01/15
09/30/15
09/28/15
09/08/15
CLASSIFIED
Type
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
New Hire
2. LEAVES OF ABSENCE
CERTIFICATED
Type
Unpaid
Name
Tejeda, Jennifer
Status
Perm
Assignment
Tch-CDPT
Location
Early Childhood Education
Effective Date (s)
10/01/15
11/12/15
Name
Brisco, Wilma
Holley, James
Status
Perm
Perm
Assignment
Bus Driver
Campus Monitor
Location
Transportation
Starr King K-8
Effective Date (s)
07/01/15
10/16/15
09/12/15
09/30/16
CLASSIFIED
Type
Unpaid
Unpaid
3. SEPARATIONS
CERTIFICATED
Type
Resignation
Resignation
Resignation
Name
Peterson, Annette
Starkey, Joan
Tamez, Christopher
Status
Perm
Temp
Temp
Assignment
Tch-Strs Disability
Tch-Grad 7/8
Location
Human Resources
Pasteur
Effective Date (s)
09/30/15
10/09/15
10/16/15
Type
Resignation
Resignation
Resignation
Resignation
Resignation
Resignation
Resignation
Resignation
Resignation
Name
Andrews, Shana
Azevedo, Holly
Blaine, Joanna
Brown, Darian
Camacho, Amparo
Greenwood, Caitlin
Gutierrez, Katie
Hobart, Diedre
Hull, Heather
Status
Perm
Prob
Prob
Prob
Prob
Perm
Perm
Prob
Perm
Assignment
Budget Technician
Food Service Worker
Food Service Worker
Campus Representative
Location
Pasadena
Budget Services
Mira Loma
Greer
Coyle
Rio Americano
Gold River
Pasadena
Ralph Richardson Center
Effective Date (s)
09/04/15
09/15/15
09/30/15
09/08/15
09/30/15
09/18/15
09/30/15
09/10/15
09/30/15
Retirement
Retirement
Retirement
Cleveland, Maria
Harrison, Lori
Hopson, Greg
Perm
Perm
Perm
Fiscal Technician I
Satellite Food Serv Worker
Warehouse/Delivery Worker
Student Learning Assistance 09/01/15
Dewey
09/30/15
Business Support Services
09/07/15
CLASSIFIED
2
BOARD OF EDUCATION
AGENDA ITEM #
MEETING DATE:
APPROVED:
Purchasing Contracts Report
The following reports are submitted for board approval/ratification:
Purchase Orders & Service Agreements
Change Orders
Construction Bids
Piggyback Contracts
Other
ERRATA
Inc
Page #
P
2
NA
NA
NA
NA
NA
1
G-2
10/27/2015
Kent Stephens
Purchasing Contracts Board Report
Purchase Orders and Service Agreements
Sept 30-Oct 13
PO#
Date
Vendor Name
Amount $
Site/Department
604294
10/13/2015
WESTERN STATES FIRE
$ 138,650.00
0405-M&O - BUILDING MAINTENANCE
Business Support Services
2
10/14/2015
BOARD OF EDUCATION
AGENDA ITEM #
MEETING DATE:
APPROVED:
Business and Financial Report
The following reports are submitted for board approval/ratification:
Easements/Leases (BP 3312)
Notices of Completion
Quarterly Investment Report
Warrants & Payroll
E-Rate
ERRATA
Inc
Page #

1

2
G-3
10/27/2015
Kent Stephens
Notices of Completion - Board of Education
10/27/2015
DATE OF
ACCEPTANCE
PROJECT
PO# 508881 Furnish labor, material, equipment, tools and incidentals for the LED Lighting
Retrofits throughout the campus at Bella Vista High School.
Vendor: Efficient Lighting Designs
9/10/15
PO# 508797 Furnish labor, material, equipment, tools and incidentals for (2) 24X40 leased
temporary classrooms on hard court area, Room 23 & 24 at Del Dayo Elementary School.
Vendor: Landmark Construction
Lease/Leaseback - 6 remaining lease payments
9/18/15
1
Accounting Services
WARRANTS & PAYROLL
VENDOR AND CONTRACT WARRANTS
01
09
10
11
12
13
14
21
22
23
24
25
35
40
67
95
Fund
September 2015
General Fund
5,820,316.17
Charter Schools
1,236,807.36
Special Ed Pass-Thru
Adult Education
16,711.49
Child Development
59,784.56
Food Service/Cafeteria
327,909.10
Deferred Maintenance
282,256.31
Building Fund
18,989.41
Measure S Building Fund
Measure J Building Fund
2,105,712.24
Measure N Building Fund
2,125,115.85
Capital Facilities
State Schools Facilities Fund
Sp Res FD -- Capital Outlay Proj
6,679.04
Self Insurance
551,201.04
Student Body
TOTALS
12,551,482.57
PAYROLL AND BENEFITS
All Funds
September 2015
Certificated Payroll
18,107,799.97
Classified Payroll
6,847,669.25
Benefits
10,014,603.97
TOTALS
34,970,073.19
GRAND TOTAL $ 47,521,555.76
2
BOARD OF EDUCATION
AGENDA ITEM
G-5
MEETING DATE:
10/27/15
SUBJECT: Memorandum of Understanding with
Sacramento County of Education to Operate
CARE Program 1 at Encina Preparatory High School
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
DEPARTMENT: Pupil Personnel Services
ACTION REQUESTED:
The superintendent is recommending the board approve a Memorandum of Understanding (MOU) between San
Juan Unified School District and Sacramento County of Education (SCOE) to continue to jointly operate a
community school entitled CARE Program 1 located at Encina Preparatory High School (Encina).
The MOU with SCOE defines the specific financial and operational relationship between Sacramento County of
Education and the district.
The CARE Program 1 is considered to be an intervention/diversion program that serves as a community school
for students at Encina who are referred and placed in the program by Encina staff. It is an individualized
educational and behavioral program for students who are at risk of failure. The Care Program 1 has operated at
Encina since 2012-2013.
Attachment A: MOU – Encina Preparatory High School (CARE Program 1)
10/19/2015
FINANCIAL DATA:
Estimated cost for current budget year: $ N/A
PREPARED BY:
Linda M. Bessire, Ed.D, Director, Pupil Personnel Services
APPROVED BY:
1
2
3
BOARD OF EDUCATION
AGENDA ITEM
Sacramento County Office of Education to Operate
Community School Programs
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
MEETING DATE:
G-6
10/27/15
ACTION REQUESTED:
The superintendent is recommending that the board approve a Memorandum of Understanding (MOU) with
Sacramento County Office of Education (SCOE) to continue to operate Community School programs for
students referred to its programs by the district.
Sacramento County Office of Education has continued to maintain and operate community school programs for
many years for students who have been expelled or referred from area school districts. The two community
schools operated by SCOE that serve students from San Juan Unified School District (SJUSD) are Elinor
Lincoln Hickey Jr./Sr. High School and North Area Community School.
The MOU specifies that the district agrees to pay a per student excess cost in the amount of $425 per student
based on actual average monthly enrollment as calculated by SCOE. In addition, if the district’s average
monthly enrollment falls below 20 students the district is obligated to pay an enrollment guarantee excess cost,
the calculation of which is stated in the MOU. SCOE agrees to provide the district with written updates as
needed on numbers of students enrolled.
Attachment A: MOU – Community School Programs
BOARD COMMITTEE ACTION/COMMENT: N/A
10/19/15
FINANCIAL DATA:
Estimated cost for current budget year: $ 20,000.00 – Unrestricted General Fund (BASE)
Ongoing:
This Year Only:
PREPARED BY:
Linda M. Bessire, Ed.D., Director, Pupil Personnel Services
APPROVED BY:
1
2
BOARD OF EDUCATION
AGENDA ITEM
Vision To Learn
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
MEETING DATE:
G-7
10/27/15
ACTION REQUESTED:
The superintendent is recommending the board approve a Memorandum of Understanding (MOU) with Vision
To Learn (VTL) to operate a Mobile Vision Clinic as a pilot program on the campus of Northridge Elementary
School.
On January 1, 2015, Senate Bill 1172 amended Section 49455 of the Education Code to read, in part,
“during the kindergarten year or upon first enrollment or entry in a California school district of a pupil at
an elementary school, and in grades 2, 5, and 8, the pupil’s vision shall be appraised by the school nurse or
other authorized person under Section 49452”. Following a vision appraisal, if a student fails the
screening, a letter is mailed to his/her parents/guardians to notify them of the finding and to refer them
to seek further examination and possible visual aides such as eyeglasses.
The MOU with VTL is to pilot a service that provides the basic vision examination for referred students,
provides a prescription and glasses, and fitting of the glasses. The VTL program was requested by the
school team at Northridge Elementary School.
Attachment A: MOU – Vision To Learn
Superintendent’s Cabinet: 10/19/15
FINANCIAL DATA:
N/A Fund (General, Adult Ed, etc.)
Ongoing:
This Year Only:
PREPARED BY:
APPROVED BY:
BOARD OF EDUCATION
AGENDA ITEM
Gates of Learning
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
MEETING DATE:
G-8
10/27/15
ACTION REQUESTED:
The superintendent is recommending the board approve for a second year, a Memorandum of Understanding
(MOU) in 2015-2016 to serve foster youth placed in Gates of Learning (GOL) through the El Sereno
Independent Study Program.
GOL operates Gateway, a non-public school for secondary foster youth, which offers a complete educational
and high school graduation program for students placed into GOL group homes. In 2014-2015, San Juan
Unified School District (SJUSD) entered into an MOU with GOL to provide an independent study teacher from
El Sereno High School to work with GOL staff to develop and implement an independent study program for
foster youth who are not eligible for special education services.
GOL and SJUSD staff would like to continue the agreement during the 2015-2016 school year. This option
continues to depend upon agreement between GOL, the student, the student’s education rights holder, and the
district who together determine if it would be in the best interest of the student to remain at GOL and enrolled in
the independent study program operated by El Sereno High School.
Attachment A: MOU – Gates of Learning
FINANCIAL DATA:
N/A Fund (General, Adult Ed, etc.)
Ongoing:
This Year Only:
PREPARED BY:
APPROVED BY:
BOARD OF EDUCATION
AGENDA ITEM
SUBJECT:
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
Appointment of New Members to the
Community Advisory Committee (CAC)
for Special Education
DEPARTMENT:
Special Education Department
MEETING DATE:
G-9
10/27/2015
ACTION REQUESTED:
The superintendent is recommending the board appoint the following member to the Community Advisory
Committee (CAC) for Special Education.
Monique Goldfried, Parent, LeGette Elementary
The Board of Education appoints members to the Community Advisory Committee for Special Education in
accordance with Education Code Sections 56190-56193. The committee’s bylaw specify that the membership
shall represent parents, staff and the community.
EMERGENCY ACTION RATIONALE: N/A
PREPARED BY:
Shelley Ellinghouse, Director, Special Education
APPROVED BY:
BOARD OF EDUCATION
SUBJECT: New Board Policy 0460
DEPARTMENT: Division of Teaching and Learning
AGENDA ITEM
_G-10___
MEETING DATE:
10/27/2015
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent is recommending the board approve the proposed new board policy 0460 (Local Control and
Accountability Plan). This policy is recommended as a result of the new funding policy for schools.
As a result of the Local Control Funding Formula and the Local Control Accountability Plan, a new board
policy is being developed which describes the guideline under which we work and to ensure the most effective
use of available state funding to improve outcomes for all students.
Attachment A: Board Policy 04060
N/A
Superintendents Cabinet: 9/21/2015, 10/5/15, 10/19/2015
Board of Education: 10/13/2015
FINANCIAL DATA:
______Fund (General, Adult Ed, etc.)
Ongoing:
This Year Only:
PREPARED BY:
Donna O’Neil, Ed.D., Associate Superintendent, Schools and Student Support
APPROVED BY:
Board Policy
Local Control And Accountability Plan
BP 0460
Philosophy, Goals, Objectives and Comprehensive Plans
The Governing Board desires to ensure the most effective use of available state funding to
improve outcomes for all students. A community-based, comprehensive, data-driven planning
process shall be used to identify annual goals and specific actions aligned with state and local
priorities and to facilitate continuous improvement of district practices.
(cf. 0000 – Concept and Roles)
(cf. 0200 - Goals for the School District)
The board shall adopt a districtwide local control and accountability plan (LCAP), using the
template provided by the State Board of Education, which addresses the state priorities specified
in Education Code section 52060. The LCAP shall be effective for three years and shall be
updated on or before July 1 of each year. (Education Code section 52060)
In addition, the LCAP shall address any related local priorities adopted by the board.
The LCAP shall focus on improving outcomes for all students, particularly those who are
"unduplicated students" and other underperforming students.
Unduplicated students include students who are eligible for free or reduced-price meals, English
learners, and foster youth and are counted only once for purposes of the local control funding
formula. (Education Code section 42238.02)
(cf. 3553 - Free and Reduced Price Meals)
(cf. 6174 - Education for Students of Limited English Proficiency)
To minimize duplication of effort and provide clear direction for program implementation, the
LCAP and other district and school plans shall be aligned to the extent possible.
(cf. 0440.1 – Use of District Computers, Computer Networks, and Internet Services)
(cf. 5030 – Coordinated School Health Programs)
(cf. 6171 - Title I Programs)
(cf. 7110 Determining Needs)
The superintendent or designee shall review the single plan for student achievement (SPSA)
submitted by each district school pursuant to Education Code section 64001 to ensure that the
specific actions included in the LCAP or the annual update are consistent with strategies included
in the SPSA. (Education Code section 52062)
1
(cf. 0420 - School Site Councils)
Any complaint that the district has not complied with legal requirements pertaining to the LCAP
may be filed pursuant to AR 1312.3 - Uniform Complaint Procedures. (Education Code section
52075)
(cf. 1312.3 - Uniform Complaint Procedures)
Plan Development
The superintendent or designee shall gather data and information needed for effective and
meaningful plan development and present it to the board and community. Such data and
information shall include, but not be limited to, data regarding the numbers of students in various
student subgroups, disaggregated data on student achievement levels, and information about
current programs and expenditures.
The board shall consult with teachers, principals, administrators, other school personnel,
employee bargaining units, parents/guardians, and students in developing the LCAP. (Education
Code section 52060)
(cf. 1220 - Citizen Advisory Committees)
(cf. 4143/4243 - Negotiations/Consultation)
(cf. 6020 - Parent Involvement and Family Engagement)
Public Review and Input
The board shall establish the following committee(s) to review and comment on the LCAP:
(Education Code section 52063)
1.
A parent advisory committee including at least one parent/guardian of unduplicated
students as defined above
2.
An English learner parent advisory committee whenever district enrollment includes
at least 15 percent English learners and at least 50 students who are English learners
The superintendent or designee shall present the LCAP or the annual update to the committee(s)
before it is submitted to the board for adoption, and shall respond in writing to comments received
from the committee(s). (Education Code section 52062)
The superintendent or designee shall notify members of the public of the opportunity to submit
written comments regarding the specific actions and expenditures proposed to be included in the
LCAP or the annual update to the LCAP. The notification shall be provided using the most
efficient method of notification possible, which may not necessarily include producing printed
notices or sending notices by mail. All written notifications related to the LCAP or the annual
update shall be provided in the primary language of parents/guardians when required by
2
Education Code section 48985. (Education Code section 52062)
The board shall hold at least one public hearing to solicit the recommendations and comments of
members of the public regarding the specific actions and expenditures proposed to be included in
the LCAP or the annual update. The public hearing shall be held at the same meeting as the
public hearing required prior to the adoption of the district budget in accordance with Education
Code section 42127 and AR 3100 - Budget. (Education Code sections 42127, 52062)
(cf. 3100 - Budget)
(cf. 3460 – Periodic Financial Reports and Accountability)
(cf. 9320 - Meetings)
Adoption of the Plan
Prior to adopting the district budget, but at the same public meeting, the board shall adopt the
LCAP or the annual update. This meeting shall be held after the public hearing described above,
but not on the same day as the hearing. (Education Code section 52062)
The board may adopt revisions to the LCAP at any time during the period in which the plan is in
effect, provided the board follows the process to adopt the LCAP pursuant to Education Code
section 52062 and the revisions are adopted in a public meeting. (Education Code section 52062)
Submission of Plan to County Superintendent of Schools
Not later than five days after adoption of the LCAP or the annual update to the LCAP, the board
shall file the LCAP or the annual update with the County Superintendent of Schools. (Education
Code section 52070)
If the County Superintendent sends, by August 15, a written request for clarification of the contents
of the LCAP or the annual update, the board shall respond in writing within 15 days of the request.
If the County Superintendent then submits recommendations for amendments to the LCAP within
15 days of receiving the board's response, the board shall consider those recommendations in a
public meeting within 15 days of receiving the recommendations. (Education Code section
52070)
Monitoring Progress
The superintendent or designee shall report to the board, at least annually in accordance with the
timeline and indicators established by him/her and the board, regarding the district's progress
toward attaining each goal identified in the LCAP. Evaluation data shall be used to recommend
any necessary revisions to the LCAP.
(cf. 0500 – Review and Evaluation)
Technical Assistance/Intervention
3
When it is in the best interest of the district, the board may submit a request to the County
Superintendent for technical assistance, including, but not limited to: (Education Code section
52071)
1. Assistance in the identification of district strengths and weaknesses in regard to state
priorities and review of effective, evidence-based programs that apply to the district's goals
2. Assistance from an academic expert, team of academic experts, or another district in the
county in identifying and implementing effective programs to improve the outcomes for
student subgroups
3. Advice and assistance from the California Collaborative for Educational Excellence
established pursuant to Education Code section 52074
In the event that the County Superintendent requires the district to receive technical assistance
pursuant to Education Code section 52071, the board shall review all recommendations received
from the County Superintendent or other advisor and shall consider revisions to the LCAP as
appropriate in accordance with the process specified in Education Code section 52062.
If the Superintendent of Public Instruction (SPI) identifies the district as needing intervention
pursuant to Education Code section 52072, the district shall cooperate with any action taken by
the SPI or any academic advisor appointed by the SPI, which may include one or more of the
following:
1. Revision of the district's LCAP
2. Revision of the district's budget in accordance with changes in the LCAP
3. A determination to stay or rescind any district action that would prevent the district from
improving outcomes for all student subgroups, provided that action is not required by a
collective bargaining agreement
Legal Reference:
EDUCATION CODE
17002 State School Building Lease-Purchase Law, including definition of good repair
41020 Audits
42127 Public hearing on budget adoption
42238.01-42238.07 Local control funding formula
44258.9 County superintendent review of teacher assignment
48985 Parental notices in languages other than English
51210 Course of study for grades 1-6
51220 Course of study for grades 7-12
52052 Academic Performance Index; numerically significant student subgroups
52060-52077 Local control and accountability plan
52302 Regional occupational centers and programs
4
52372.5 Linked learning pilot program
54692 Partnership academies
60119 Sufficiency of textbooks and instructional materials; hearing and resolution
60605.8 California Assessment of Academic Achievement; Academic Content Standards
Commission
60811.3 Assessment of language development
64001 Single plan for student achievement
99300-99301 Early Assessment Program
UNITED STATES CODE, TITLE 20
6312 Local educational agency plan
6826 Title III funds, local plans
Management Resources:
CSBA PUBLICATIONS
Impact of Local Control Funding Formula on Board Policies, November 2013
Local Control Funding Formula 2013, Governance Brief, August 2013
State Priorities for Funding: The Need for Local Control and Accountability Plans, Fact Sheet,
August 2013
CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS
California School Accounting Manual
WEB SITES
CSBA: http://www.csba.org
California Department of Education: http://www.cde.ca.gov
Policy SAN JUAN UNIFIED SCHOOL DISTRICT
adopted: _____________ Carmichael, California
effective: _____________
5
BOARD OF EDUCATION
SUBJECT: LCAP: Parent Advisory Committee – Revised
AGENDA ITEM #
G-11
MEETING DATE:
10/27/2015
CHECK ONE:
For Discussion:
For Action:
Emergency Action:
Report:
Recognition:
ACTION REQUESTED:
The superintendent is recommending that the board approve the following members to the Local Control
Accountability Plan Parent Advisory Committee (LCAP PAC).
Mohamed Al Aboosi, Student, El Camino High School*
Brittney Bell, Student, San Juan High School
Damaris Canton, Parent, El Camino High School
Travis Dennard, Parent, Dyer-Kelly Elementary
Madeline Enmark, Student, Rio Americano High School*
Jennifer-Lynn Galinato, Student, Rio Americano High School
Tatiana Gauthier, Student, Encina High School
Patricia Hale, Parent, Encina High School
Jaida Kindle, Student, Bella Vista High School
Jeannette Nunez, Parent, Bella Vista High School
*Denotes alternate student members
The Local Control Accountability Plan (LCAP) approved by the Board of Education on June 24, 2014 includes a
provision for a parent advisory committee to be formed for the purpose of advising the board on matters connected
with the plan. This committee, which is required by Education Code section 52063 (a)(1) and (a)(2), must include
parents or legal guardians of students in the three targeted populations for which funding is received (low income,
foster youth, and English language learners). The guidelines for the LCAP PAC are intended to increase the input of
parents and students, particularly of the targeted groups. This work is necessary as we move to close achievement
gaps across our system.
This Parent Advisory Committee will work collaboratively with staff, employee groups and at-large stakeholders to
provide input and feedback on the actions and services provided for in the LCAP and their effectiveness in meeting the
state priorities and overall goals.
Attachment: LCAP Parent Advisory Committee Members
Superintendent’s Cabinet
10/19/2015, 5/5/2015, 10/20/2014, 10/6/2014, 08/18/2014, 08/11/2014
Board of Education
10/14/2014, 08/26/2014
FINANCIAL DATA:
Estimated cost for current budget year: $3,000
LCFF Base Funds - Ongoing:
This Year Only:
PREPARED BY:
APPROVED BY:
Local Control Accountability Plan (LCAP)
Parent Advisory Committee (PAC) Members
Updated list of members as of 10/12/2015
Participant
Esmeralda Aldaz
David Balla-Hawkins
Mary Beth Barber
Rafael Bautista
Brittney Bell
Damaris Canton
Travis Dennard
Christina Determan
Diane England
Alia Ervin
Jennifer-Lynn Galinato
Tatiana Gauthier
Deyanyra Gomez
Patricia Hale
Lee Hiatt
Myel Jenkins
Amy Kassouni
Jaida Kindle
Jeannette Nunez
Robert Thacker
Juan Yniguez
Role
Student
Parent
Parent
Parent
Student
Parent
Parent
Parent
Parent
Student
Student
Student
Parent
Parent
Community
Parent
Parent
Student
Parent
Community
Community
School(s)
Encina
Mission Avenue
Pre-Schooler
Mariemont
San Juan HS
El Camino
Dyer-Kelly
Trajan, Casa Roble
Lichen
Del Campo
Rio Americano
Encina
Mira Loma
Encina
Mohamed Al Aboosi **
Madeline Enmark **
Student
Student
El Camino
Rio Americano
Suzanne Ambrosini *
Shannan Brown *
Cherie Chenoweth *
Amy Arguello *
Maria Mahon *
Consultant
Consultant
Consultant
Consultant
Consultant
SJ Prof Educ Coalition
San Juan Teachers Assoc
CA School Employees Assoc
Northridge, Carnegie
Deterding, Mira Loma
Bella Vista
Bella Vista
Pam Costa
Board Rep.
Donna O’Neil
Staff Liaison
Robin Snider
Admin Asst.
*Non-voting members
** Alternate student members; non-voting unless a student member is absent
6 Students (2 alternates)
New members as of 10/13/15 (bold)
Revised 10.12.2015 rs
15 Parents/Community Members
BOARD OF EDUCATION
AGENDA ITEM
SUBJECT: Facility Lease Agreement Amendment,
Golden Valley Charter School at Orangevale/Filbert Campus
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
DEPARTMENT: Planning and Property Management
MEETING DATE:
G-12
10/27/2015
ACTION REQUESTED:
The superintendent is recommending the board approve an amendment to the Facilities Lease Agreement for
Golden Valley Charter School (GVCS) for the use of the Orangevale/Filbert campus.
The 5-year lease was approved by the board at the August 11, 2015 meeting. Subsequent to the board approval
of the lease, Golden Valley Charter requested the district amend Section 4.c. which addresses the provision of
custodial services. The original lease language specified that custodial services would be provided by the
district. The requested amendment allows GVCS the option to provide their own custodial services should they
wish to do so. District provided custodial services are included in Golden Valley Charter School’s annual rent
calculations. Should GVCS provide their own custodial services, those costs would be eliminated from their
annual rent. The 2015-2016 custodial cost component in GVCS’s lease is $57,691. The total 2015-2016 annual
rent is $191,928.
Attachments:
(1) Amendment to Facility Lease Agreement - Original Section 4c. and proposed amended Section 4c.
Board of Education approval of lease with GVCS: 8/11/15
Cabinet: 10/19/15
FINANCIAL DATA:
Estimated revenue for 2015-2016 budget year: n/a
Ongoing:
This Year Only:
PREPARED BY:
David Burke, Director of Planning and Property Management
APPROVED BY:
Frank Camarda, Senior Director of Facilities, Maintenance & Transportation
1
ATTACHMENT 1:
AMENDMENT TO
FACILITY LEASE AGREEMENT
BETWEEN
GOLDEN VALLEY CHARTER SCHOOL
AND
2015-2019
This Amendment to the Facility Lease Agreement is entered into on this 27th day of October, 2015 (“Effective Date”), by and
between San Juan Unified School District (“District”) and Golden Valley Charter School (“GVCS”).
ORIGINAL LEASE LANGUAGE:
Paragraph 4.c.:
PRO RATA SHARE OF COSTS.
Custodial Services Assignment: Custodial services will be provided by the District based on the District’s
custodial formula that is applied to equivalent schools. Should Golden Valley request additional custodial
services to supplement the custodial services currently provided, the District will agree that Golden Valley may
hire and pay for this supplemental custodial service, separate and apart from the District provided custodial
service, providing that there is coordination with the current District custodian; the current custodian will
consult with the Golden Valley’s new custodian to ensure that there is no use of District provided supplies and
that the supplemental custodian’s work and methods are consistent with the District’s processes.
PROPOSED AMENDED LANGUAGE:
Paragraph 4.c.:
PRO RATA SHARE OF COSTS.
Custodial Services Assignment: Custodial Services Assignment: All custodial services will be provided by the
District based on the District’s custodial formula that is applied to equivalent schools. In any subsequent school
year within this agreement, Golden Valley will have the option to elect to provide all custodial services at its
sole cost and expense, by hiring outside/private vendors (non-district employees) and shall pay for any and all
custodial services, employment related expenses, equipment, supplies, etc. required by the outside/private
vendors to perform this service for Golden Valley. Should Golden Valley elect to provide its own custodial
services, Golden Valley shall not use District employees, equipment, or supplies for any and all custodial work
performed by Golden Valley for that school year.
Golden Valley shall notify the District via written letter or email by March 1, of the year prior to the start of
each school year whether it wishes to no longer use district custodial services for the upcoming school year. If
Golden Valley fails to notify the district by March 1, of any change in its custodial services, the services utilized
by Golden Valley from the ensuing year will continue through the next school year.
Should Golden Valley chose to provide its own custodial services for one or more years within this agreement,
the District will reduce Golden Valley’s pro rata share of costs by not including custodial related costs as
identified in each fiscal year’s fee calculations provided in exhibit “B.”
Should Golden Valley request additional custodial services, said services shall be provided by the District in a
3
manner consistent with existing bargaining unit agreements. Costs for additional requested services and
supplies shall be paid for by Golden Valley as an addition to their monthly rent.
Except as modified above, all other terms and conditions of the Facility Lease Agreement previously agreed to
and identified above between the district and GVCS shall remain the same.
APPROVAL:
Date:
_____________________________
_______________________________________
Andrew Silvert, CBO
Golden Valley Charter School
Date:
_____________________________
____________________________________
Kent Kern, Superintendent
4
SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM
BOARD OF EDUCATION
AGENDA ITEM #
MEETING DATE:
SUBJECT: System of Professional Growth Pilot
CHECK ONE:
For Discussion:
For Action:
Report:
Workshop:
Recognition:
Emergency Action:
I-1
10/27/15
ACTION REQUESTED:
The superintendent recommends that the board engage in a presentation by the Division of Teaching and Learning regarding
the System of Professional Growth Pilot.
The purpose of this report is to update the board on the progress of the System of Professional Growth Pilot.
In May 2011, San Juan Unified and San Juan Teachers Association (SJTA) identified the shared belief that practitioners are
professionals who continue to grow and deepen their practice throughout their careers. Both parties recognized that our
current evaluation system does not support this deep work. As a result, both parties agreed to design a system that supports
the work of continuous growth.
In January 2013, the joint evaluation committee was convened and is currently comprised of the following members:
President of SJTA, three classroom teachers, a consulting teacher, Assistant Superintendent of Human Resources, Assistant
Superintendent of Secondary Education, and three site administrators.
Last spring, school sites from across the district were recruited to participate in the pilot. Those teachers and administrators
from the schools who volunteered were trained in June and late July and started the pilot at the beginning of the school year.
Currently there are six schools (Casa Roble High School, Del Campo High School, Carnegie Middle School, Del Paso Manor
Elementary, Del Dayo Elementary, and Lichen K-8) participating with a total of 65 teacher practitioners and 13 peer and
administrator facilitators. All participants are meeting on October 27th and 28th to provide progress and feedback based on
their experiences. Using their feedback, the committee will develop a proposal. The committee will report back to the board
during the spring in 2016 with a recommendation to adopt the new evaluation system.
ATTACHMENTS:
Attachment A - Power Point Presentation
Attachment B - Year at a Glance
Attachment C - Standard 2 Rubric, Essential Element 2.3 with Instructional Strategies
Attachment D - Secondary Administrator Professional Learning Plan
Facilities Transportation & Finance Committee - 10/6/15
Superintendent’s Cabinet – 10/12/15
Board of Education – 12/19/14 & 5/12/15
FINANCIAL DATA:
Estimated cost for current budget year: $500,000 Unrestricted General Fund (Base)
Ongoing:
This Year Only:
PREPARED BY:
Rick Messer, Assistant Superintendent, Secondary Schools
APPROVED BY:
Donna O’Neil, Ed.D., Associate Superintendent, Schools and Student Support
Attachment A
DIVISION OF TEACHING AND LEARNING
AND
SAN JUAN TEACHERS ASSOCIATION
SYSTEM OF PROFESSIONAL
GROWTH
PILOT
Presentation to the Board of Education
October 27, 2015
Rick Messer, Assistant Superintendent, Secondary Education
Shannan Brown, President, San Juan Teachers Association
Major Shifts
 Evaluation to growth
 From data to prove to data to improve
 Rubrics of Essential Elements from the California
Standards of the Teaching Profession

From event to process
 Role of the facilitator (formerly evaluator)
 From speaking to listening
 Multiple measures
 Observable and non-observable evidence, including student
work
2
3
To the Essential Elements
CSTP 1: Engaging and Supporting All Students in Learning

1. 5 Promoting critical thinking through inquiry, problem solving, and reflection
CSTP 2: Creating and Maintaining Effective Environments for Student Learning

2.3 Establishing and maintaining learning environments that are physically, intellectually, culturally, and
emotionally safe
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
CSTP 4: Planning Instruction and Designing Learning Experiences for all Students

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual
development to plan instruction

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
CSTP 5: Assessing Students for Learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress
CSTP 6: Developing as a Professional Educator
6.1 Reflects on teaching practice in support of student learning

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
3
Training
 Created by our Consulting Teachers from our Center
for Teacher Support
 Three main components:
 Essential Element Rubrics (and using evidence)
 Objective evidence (scripting, analysis of student work, etc.)
 Learning-focused Conversations
(based on the work of Laura Lipton and Bruce Wellman)
4
4
From Prototype to Pilot
 Prototype (2014-15)



Approximately 90
participants (administrators
and practitioners) from over
31 sites representing ECE
through high school.
Purpose of prototyping is to
learn ‘what’s working’ and
‘what’s not’ so adjustments
can be made before a pilot.
$100,000.00
 Pilot (2015-16)



Six schools, plus a few
individuals at various sites,
‘opted in’ for the SPG pilot
for the 2015-2016 school
year.
 Casa Roble, Del Campo,
Carnegie, Del Paso Manor,
Del Dayo, Lichen
Purpose of pilot is to refine
at site level and test the
process.
$500,000.00
5
SPG Pilot Components
 Training for Facilitators and Practitioners
 Essential element rubrics
Shifts focus to growth, capture the depth and breadth, and supports selfreflection, goal setting, and create a clear vision of next steps.
 Observations
 Pre- conference for focus/post-conference to debrief and reflect.
 Reflective conversations
 A process by which a facilitators supports a practitioner’s capacity to reflect
upon data, generate ideas and options, and increase personal and
professional awareness and skills.

6
5
SPG Pilot Components
Observations and Reflective Conversations
3 Observations and 2 Reflective Conversations
OR
2 Observations and 3 Reflective Conversations
One observation can be replaced by videotaped lesson
(piloting use of Swivls and annotation software – in
collaboration with teachers on special assignment who
work in Technology Services)
7
Required Components for Pilot
Initial meeting:
 Utilize rubrics, identify focus area, schedule observations, discuss growth
Pre and post observations debriefs:
 (One of the observations may be debriefed electronically using annotation software so
practitioners and facilitators can reflect on the video)
Pre-observation:
 Practitioner shares lesson objective and identifies the feedback focus for the observation
Post-observation:
 Practitioner completes evidence section of the Reflection Form, meets with facilitator,
reflects on continuum and plan next steps
Reflective conversations:
 30-60 minute discussing and reviewing evidence other than observation evidence
End of year reflection (required):
 30-60 minute professional growth conversation (reflection and planning) with
facilitator(s)
8
6
Advisory Concept
9
Professional Development
 Training refinements - use of learning targets, work
products and assessment data to modify the learning
plan to meet the needs of facilitators and
practitioners
10
7
Next Steps
 Draft contract language with San Juan Teachers
Association (SJTA)
 Board meeting discussion and recommendation –
spring 2016
11
8
Attachment B
Division of Teaching and Learning
San Juan Teachers Association
SPG Pilot Dates
Year at a Glance (by month)
Month(s)
Late August/Early September
SPG Professional Learning Event(s)
Tools
Event #1 – Initial meeting and Goal Setting
o
Facilitator Guide for Event #1
Dates to Remember:
August 31st – Training
o
Practitioner – Self Assessment
Rubric for Event #1
Event #2 – Observation or Reflecting
Conversation (RC)
o
Evidence and Reflection Tool
Attend Focus Group on October 28th
o
Observation Toolkit
Event #3 – Observation or Reflecting
Conversation (RC)
o
Optional Support Meeting:
Individual At Site
o
Observation Toolkit
Nov/Dec
Optional Support Meetings:
Ed Camp Format based on Survey Results
o
Jan/Feb
Event #4 – Observation or RC
o
Observation Toolkit
Attend Focus Group on January 26th
o
Event #5 – Observation or RC
o
Observation Toolkit
Attend Focus Group on March 30th
o
Event # 6 - Final Observation or RC
o
Observation Toolkit
Event #7 –End of Year Meeting (includes
placement on rubric)
o
Rubric Tool
o
Completion of Professional
Growth Plan
Optional Support Meeting: Individual at site
September
Optional Support Meeting: Individual at site
October
Optional Support Meeting: At site
and Ed Camp Format
March/April
May
Event #8 – Sharing of SPG Growth Plans and
Celebration
Optional Support Meeting: On site
9
Not Meeting
Standards
Either does not
recognize safety
issues, does not
attempt to
address them
and/or uses
ineffective
strategies
Essential Element
2.3
Establishing and
maintaining
learning
environments that
are physically,
intellectually,
culturally, and
emotionally safe
Recognizes and
addresses safety
issues regarding
materials, student
interactions, and
the room
organization
Developing
Models and provide
instruction on skills
that develop resiliency
and support
intellectual, emotional
and cultural safety
Uses multiple
strategies that include
examining biases in the
learning environment
and curriculum to
support physical,
intellectual, cultural,
and emotional safety
Includes components
of ‘Developing’
Shares responsibility
with the students for
establishing and
maintaining a
physically,
intellectually,
culturally, and
emotionally safe
environment focused
on high quality and
rigorous learning
11
Adapted from the Continuum of Teaching Practice
Integrates support for
students to take risks
in offering respectful
opinions about
divergent viewpoints
Meeting Standards
Standard 2 Rubric
Essential Element 2.3 with Instructional Strategies
System of Professional Growth
(SPG)
Attachment C
 Provide seating for independent learning, group formations, teamwork, and paired
assignments based on assignments and student needs
 Use a sound rationale, supporting all students, when designing the class seating chart
 Arrange seating so that all students are able to see and hear the teacher during instruction
 Ensure that all students are able to see the work space (e.g. white board, Smart Board)
 Uses Guided Language Acquisition Design (GLAD) strategies – Standards, Scouts, Literacy
Awards, T-Graph for Social Skills, Team Points, Personal Interactions, Home School
Connections
 Other








- arrange the learning environment
to facilitate positive and productive
classroom interactions?
- encourage, support, and recognize
the achievements and contributions
of all students?
12
Use proactive classroom management
Post student work and the agenda
Praise students for their accomplishments in and outside the classroom/school setting
Model praise that is purposeful
Acknowledge and/or correct all students’ contributions with positive words
Conduct one-to-one conferences
Establish individual attainable goals
Uses GLAD strategies – Standards, Scouts, Literacy Awards, T-Graph for Social Skills, Team
Points, Personal Interactions, Home School Connections
 Other
K-12 Strategies
How might I …
2.3 Establishes and maintains learning environments that are physically, intellectually, culturally, and emotionally safe
(SPG)
- foster the development of each
student's self-esteem?
Encourage students to strive for their personal best
Recognize incremental successes as students participate in scaffolded instruction
Use positive and supporting words
Use “wait time” to encourage students to complete thoughts and express opinions
Positively acknowledge student work/accomplishments either verbally and/or visually
Stress student responsibility and accountability
Post student work samples
Highlight students’ strengths and uniqueness through activities
Support students in developing the attitude that helping each other is rewarding
 Other



















- encourage students to take risks
and to express thoughtful and
respectful opinions related to the
topic or subject of discussion?
Model thoughtful and respectful language
Provide opportunities for students to practice and use positive, supportive words
Use “wait time” to encourage students to complete thoughts and express opinions
Encourage different modes of expression and student choice
Provide a “penalty free” environment that allows students to contribute and evaluate their
ideas while receiving constructive and timely feedback
Encourage reflective feedback after each lesson
Foster careful listening among all class members including yourself
Other
K-12 Strategies
How might I …
(SPG)
13







- create a safe, accessible
learning environment for all
students?
14
*Instructional Strategies CSTP list originally from work of the New Teacher Center and Mastery Teaching - Common Core Strategies by Marie Pagliero.
Modified by BTSA Cluster 1 Director Work, the Teacher Effectiveness and Evaluation Project – San Diego County Office of Education, and input from various
stakeholders.
Reflect on student(s) academic and behavioral needs and develop a plan of support
Provide supervision for students at all times
Arrange seating to provide safety and accessibility for all students
Adhere to district safety codes
Follow fire code guidelines
Post evacuation and emergency information
 Other
K-12 Strategies
How might I …
(SPG)
Attachment D
Secondary Division
System of Professional Growth (SPG)
Secondary Administrator Professional Learning Plan
Purpose
The purpose of this plan is to construct understanding of the System of Professional
Growth (SPG) based on contextualized data, relevant research, and explicit standards that
reflect principles of effective practice.
The Secondary (SPG) Professional Learning will consist of two sessions per month. The
first session will focus on the components and guiding principles of the System of
Professional Growth. During the second session, administrators will construct
understanding of an Essential Element of the Standards of Practice through classroom
walks. Evidence and artifacts of student learning that are gathered during the walks will
guide discussions on what “Meeting Standard” might look like in secondary classrooms.
The focus will not be on a specific teacher, but what was generically observed in the
classrooms that might be evidence for “Meeting Standard” on the Essential Element
Rubric.
15
Secondary Division
Table of Contents
Professional Learning Design: Cycle of Continuous Improvement
page 3
Professional Learning Overview
page 4
Learning Target Statement
page 5
Monthly Topics
page 6
Data Collection Cycle
page 7
Definition of Terms
page 8
Continuum of Interaction
page 9
Resources
page 10
16
Secondary Division
The Cycle of Continuous Improvement
Informs ongoing
improvements in
teaching and
learning
Define learning
goals
Select and
implement
evidence-based
designs for
professional
learning to
achieve learning
goals
Assess
effectiveness of
professional
learning
Provide jobembedded
supports and
other forms of
assistance to
facilitate transfer
of learning
Adapted from Hirsh, S., Psencik, K., & Brown, F. (2014) Becoming a learning system. Oxford, OH; Learning Forward. @
Learning Forward. All Rights Reserved.
17
Secondary Division
Professional Learning Overview
Learning Targets/Outcomes
Targets/Outcomes are categorized by knowledge,
reasoning, and skill.
Data – Progress Monitoring
Data collection will include informal observations
during professional learning and the use of surveys
to monitor and adjust progress on the
targets/outcomes.
Learning Designs
Multiple learning designs and protocols will be
utilized and may include: face-to-face, Schoology,
classroom visitations, observations and analysis of
practice, use of structured professional learning
protocols, problem-based learning, feedback loops,
and inquiry.
Alignment to Strategic Plan and The System of Professional Growth is aligned to
LCAP
Strategy 1 of the Strategic Plan and it is called out
in LCAP.
18
Secondary Division
Learning Target Statements *
Knowledge Targets
“What I need to know”
 I know the definition of these terms and
how they are components of the System
of Professional Growth:
- standards-driven system
- stances of the Continuum of Interaction
- evidence in a system of growth
- invitational inquiry
- use of a third point
- essential elements rubrics
 I can describe critical attributes of the
SJUSD Essential Elements Rubrics in a
classroom setting
 I can describe evidence sources for each
of the SJUSD Essential Element Rubrics
Reasoning Targets
“What I can do with what I know”
Skill Targets
“What I can demonstrate”
Product Targets
“What I can make to show my thinking”
 I can shift stances in the Continuum of
Interaction to customize support for
practitioners
 I can explain how to use tools from
Learning-focused Supervision and
evidence from a practitioner’s classroom
to support growth over time on the
Essential Elements Rubrics.
 I can facilitate a learning-focused
conversation based on a third point
 I can gather evidence of practice during
an observation
 I can gather evidence of practice during a
reflective conversation
 I can move fluidly within the stances on
the Continuum of Interaction to support
practitioner thinking
 I can use a “third point” to support
practitioner thinking
 I can use “invitational inquiry” to support
practitioner growth on the Essential
Elements Rubrics
 I can apply all of the elements of
Learning-focused Supervision to support
practitioner growth on the Essential
Elements Rubrics
* Based on the work of Myron Dueck
19
Secondary Division
Secondary Administrators Network Meeting Topics
(Please note that the topics may change based on survey data)
Month
September
October
November
December
January
February
March
April
May
SPG Component
(1st Wednesday)
Walks
(3 Wednesday)
SPG Overview
Essential Element 2.3
SPG – Learning-focused
Supervision
SPG – Continuum of
Interaction
SPG – Invitational Inquiry
Conversation –
Planning Template
Conversation –
Reflecting Template
SPG – The Use of
a Third Point
SPG – SPG Toolkit
SPG – Culminating Event
Evidence Collection for
rd
20
Secondary Division
Data Collection (informal and formal)
• Informal Measures
• Work Products
• Survey Responses
Initial Meeting
Second Meeting
• Work Products
• Samples of
Evidence Collection
• Survey Responses
• Data Analysis to
Inform the Next
Month
Use Data to Plan
Next Monthly Series
21
Secondary Division
Glossary of Terms
Continuum of Interaction: Four Stances along a continuum that describe interactions in
a standards-driven system:
-
Calibrating (directive conversations in which learning and teaching standards
become the focal points for addressing student performance and the need for
expanding teaching repertoire)
-
Consulting (sharing expertise and providing technical assistance)
-
Collaborating (shared planning and problem solving)
-
Coaching (a nonjudgmental interaction)
Essential Element Rubrics: Rubrics describing the Essentials Elements from the Standards
of Practice for the San Juan Unified School District
Evidence in a Professional Growth System: Literal notes, student work products, lesson
plans, video, photos, assessment data, reflections, and other forms of objective data that
can form the basis for calibrating against standards
Invitational Inquiry: The strategic design of questions to invite and sustain thinking
Standards-driven system: The components include: Clearly articulated and well
understood standards and related performance scales, high levels of observation, data is
collected in multiple forms, both formative and summative data, emphasis is on
development and growth instead of just remediation
Use of a third point: The focus of conversation to a third point (data, standards, lesson
plans, etc.) so that the cognitive and emotional energy shifts from the
facilitator/practitioner to a third point
22
Secondary Division
Laura Lipton and Bruce Wellman – A Continuum of Interaction – Developing Professional Expertise in Standards-Driven Systems
23
Secondary Division
Resources
Adapted from Hirsh, S., Psencik, K., & Brown, F., (2014) The cycle of continuous
improvement tool: Becoming a learning system. Oxford, OH. Retrieved from
http://www.learningforward.org
Dueck, Myron. (May 2015) Templates from a Professional Learning Seminar for the San
Juan Unified School District.
Drago-Severson, E., Blum-DeStefano, J., & Asghar, A. (2013) Learning for leadership:
Developmental strategies for building capacity in our schools. Thousand Oaks, CA: Corwin
Press
Learning Forward. Standards for Professional Learning. (August 2011) Retrieved from
http://www.learningforward.org
Lipton, L. & Wellman, Bruce. (2013) Learning-focused Supervision: Developing
Professional Expertise in Standards-Driven Systems. Charlotte, VT: Mira Via Publishing.
San Juan Unified School District - System of Professional Growth. (2015) Essential
Elements of the Standards of Practice. Carmichael, CA: Authors
San Juan Unified School District - System of Professional Growth. (2015) Guiding Principles
of the System of Professional Growth. Carmichael, CA: Authors
Superintendent of Public Instruction: Professional Learning Support Division. (Revised
March 2015). California Department of Education. The Superintendent’s Quality
Professional Learning Standards. Sacramento, CA: Authors.
24
BOARD OF EDUCATION
AGENDA ITEM
MEETING DATE:
SUBJECT: LCAP Annual Update - Final
I-2
10/27/15
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent requests that the board discuss the final version of the Annual Update of the Local Control
Accountability Plan for 2014-15.
Beginning in 2013-14, California school districts began receiving funds under the new Local Control Funding
Formula (LCFF). The LCFF was accompanied by regulations requiring each local education agency and charter
school to develop a Local Control and Accountability Plan (LCAP) in collaboration with internal and external
stakeholders. The LCAP demonstrates how a district’s goals will be met through a set of actions and services,
how resources have been allocated in support of the goals, and how related student outcomes in the eight state
priority areas will be measured. The first cycle of the LCAP was implemented in 2014-15 and a preliminary
version of the Annual Update was discussed at the May 25, 2015 board workshop. This report is intended to
close the cycle with an examination of unaudited actual expenditures and measurable outcome data.
Attachments:
A-PowerPoint Presentation
B-2014-15 LCAP Annual Update-Final
C-2014-15 LCAP Metric Progress
D-2014-15 LCAP Metric Report
LCAP PAC Committee: 10/9/15
Board Adoption of 2015-2018 LCAP: 6/23/14
Board Review of Preliminary Annual Update: 5/26/15
FINANCIAL DATA:
Unaudited Actuals $237,880,339
Various Fund (General, Adult Ed, etc.)
Ongoing:
This Year Only:
PREPARED BY:
Susan Green, Director, Assessment, Evaluation and Planning
APPROVED BY:
(dlo)
Attachment A
Local Control and Accountability
Plan
2014-15 Annual Update - Final
Presented to the Board of Education
October 27, 2015
1
Agenda
•
•
•
•
LCAP cycle
Use of resources
Measurable outcomes
Next steps
2
1
LCAP Cycle
Review
performance in
8 priority areas
Consult with
stakeholders
Revise LCAP
Establish
needs/
priorities
Plan for
improvement
3
Integration of Resources
CEIS
9%
Common Core
12%
LCFF Base
2%
Title III
1%
Title II
8%
LCFF
Supplemental
54%
LCAP illustrates
how multiple
funding sources
are used together
to support
improved
outcomes in the
priority areas.
Title I
14%
4
2
Use of Resources
Books/
Materials
5%
Contracts
13%
Benefits
20%
Funds shown in graph
$18,252,604
Cost of core staff
$219,599,735
(not included in graph)
Certificated
salary
55%
Note: Certificated/classified
salaries include positions,
substitutes, and extra
assignment included in
LCAP
5
Classified
salary
7%
Supplemental Funds – Student Support
EL/Redesignated
1%
Foster
Youth
5%
At Risk All students
6%
8%
Supplemental
dollars are largely
dedicated to
supporting low
income and English
learners. Some
funds are used to
support ‘at risk’ or
‘all students.’
LowIncome/EL
80%
6
3
Supplemental Funds - Intent
Central support to sites
$3,003,469
Direct to sites
$2,929,606
Goals are being
used to better
account for the
use of funds
according to the
intent of the
action/service.
$2,596,600
Bilingual/English Learners
Dropout Prevention/Early Intvn
$597,288
Foster Youth
$483,818
Barriers to College
$187,889
$23,400
Other
$-
$1,000,000
$2,000,000
$3,000,000
7
State Priority Areas
CONDITIONS FOR LEARNING
ENGAGEMENT
PUPIL OUTCOMES
Basic Services
Parent Engagement
Pupil Achievement
Implementation of State
Standards
Pupil Engagement
Other Pupil Outcomes
Course Access
School Climate
Metrics may be:
• State identified and with a defined measure
• State identified with measure defined locally
• Locally identified and defined
8
4
Measuring the Results
Improvement: From 13-14 to 14-15
Outcomes: Where is the District in Terms of Meeting Our Long Term Goals?
Very High
High
Intermediate
Low
Very Low
Improved
Significantly
Excellent
Good
Good
Good
Acceptable
Improved
Excellent
Good
Good
Acceptable
Issue
Maintained
Excellent
Good
Acceptable
Issue
Concern
Good
Acceptable
Issue
Issue
Concern
Acceptable
Issue
Issue
Concern
Concern
Declined
Declined
Significantly
Excellent: District is meeting their outcome goal and not declining
Good: The outcome is not ‘very low’ and the district is not ‘declining significantly’
Acceptable: Results show promise in the short term
Issue: Issue with either the improvement level or the outcome level
9
Concern: Issue with both improvement and outcome
Student Outcomes: Math
All Students
• MAP (Page 3 of Metric Report)
Metric
Math (3-9)
MAP
1.1k
Description
Increase rate at/above grade level:
Grades 3-9 MAP (to 85%).
14-15: Increase 3%
Type
Year
ALL
Baseline
13-14 44.1%
Target
14-15 47.1%
May/Final 14-15 37.0%
Improvement:
Declined
Outcome:
Low
• Metric Progress for All Students in Math
Metric
Defined Code Pg #
MAP
L
1.1k
3
CAHSEE
S
1.1l
3
IM1/Algebra by Grade 9
L
1.1m 3
CAASPP
S
1.1n
3
Improvement
Declined
Declined
Declined
NA
Outcome Overall Indicator
Low
Issue
Intermediate Issue
Issue
Intermediate Issue
Low
Issue
10
5
Results by Priorities/Targeted Groups
Priority
All Students
Basic Services
English Learners
Issue (Measured Only for All)
Good
Issue
Parent Engagement
Pupil Engagement
Low Income
Acceptable (Measured Only for All)
State Standards
Course Access
Foster Youth
Issue
Acceptable
Acceptable (Measured Only for All)
Acceptable
Acceptable
Issue
Issue
Issue
Issue
Issue
Issue
Student Outcomes
All Students
English Learners
Foster Youth
Low Income
English Language Arts
Acceptable
Issue
Concern
Issue
NA
Issue
NA
NA
School Climate
English Language
Development
Mathematics
Issue
Concern
Concern
Issue
College Readiness
Acceptable
Issue
Concern
Issue
Course Completion
Good
Acceptable
Issue
Acceptable
11
Next Steps
Metrics
• Additional metrics for 20152016
– 1.1c Text Level Grades K-2
– 1.1j Math Assessment K-2
(Piloted this year)
• Additional targeted group:
Homeless
• PSAT target (gr. 10)
replacing CAHSEE
• Review locally defined
metrics
Budget
• Code budget according to
intent/focus of money
• Initiate a cycle of review of
expenses and actions/
services
Mid-Year Update
• February 23, 2015
12
6
10/14/2015 -Revised from the SJUSD Board approved LCAP on 6/23/15
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not
limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?
3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving
the desired outcomes?
4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?
5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making
progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress
and assessment of the effectiveness of the actions and services?
6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?
Guiding Questions:
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the
required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions.
Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the
LCAP.
Annual Update Final
Attachment B
7
8
C) Increase percent of grade 3-11 students at/above grade
level in mathematics by 3% (to >85%)
B) Increase percent of grade 3-11 students at/above grade
level in English-language arts by 3% (to >85%)
Schools:
ALL
Applicable Pupil Subgroups:
ALL
Student Achievement
A) Increase percent of K-2 students reading at/ above grade
level by 5% (to 90%).
Actual Annual
Measurable
Outcomes:
Related State and/or Local Priorities:
1_X_ 2_X_ 3__ 4_X_ 5_X_ 6__ 7_X_
8_X_
COE only: 9__ 10__
Local : Specify _____________________
C) Based on the spring MAP assessment given in March, the
district decreased by 7.1%. All of the groups dropped below
their 13-14 baseline rates except for low income students and
foster youth. On grade 10 CAHSEE the district rate declined
4.3% and all groups fell below the 13-14 baseline rate. On
the spring 2015 CAASPP the baseline rate was set for all
students at 32.0%. The lowest baseline rates were for English
learners (4.0%), foster youth (8.1%) and students with
disabilities (8.0%).
B) Based on spring MAP assessment given in March, the
district decreased by 4.3%. All groups dropped below their
13-14 baseline rates. On grade 10 CAHSEE the district
increased by 1.2% over the 13-14 baseline. African American
and Hispanic students both exceeded the 3% improvement
target. English learners, students with disabilities, and white
students made some progress but did not meet the target
while low-income students, redesignated English learners and
foster youth fell below the 13-14 baseline. On the spring
2015 CAASPP the baseline rate was set for all students at
41.2%. The lowest baseline rates were for English learners
(2.6%) and students with disabilities (8.7%).
A) By year end, rates for all students increased by 5.2%. All
groups increased the percentage of students at grade level,
and all groups met their targets.
Improve and support student learning to close achievement gaps and ensure all students
graduate college and career ready
Expected
Annual
Measurable
Outcomes:
Goal Applies to:
Original GOAL
from prior year
LCAP:
Annual Update
9
M) CTE completion rate increased by 2.5%.
M) Increase rate of students completing Career Technical
L) Students completing A-G increased by 1.7%. Rates for
English learners, low income, and special education student
groups dropped below the baseline percentages from 13-14.
J) Overall rates of students with qualifying scores increased
slightly (1.8%) and also increased for foster youth, African
American, Hispanic, and white students.
Student Achievement: College Readiness
J) Increase number of students with a qualifying Advance
Placement (AP)/International Baccalaureate (IB) college
readiness score by 3%
L) Increase rate of students completing A-G by 3% (to 80%)
I) The district will be designing and piloting a K-2 math
assessment in the spring 2015.
I) Identify and pilot Common Core State Standards (CCSS)aligned math assessment for K-2
K) The overall baseline rate for English language arts is
51.2% conditionally exempt or exempt. Rates vary by groups
from 3.0% (English learners) to 55.1% for white students. In
math, the baseline rate for conditionally exempt or exempt is
26.5% overall with a range from 2.4% for English learners to
28.5% for white students.
H) API was suspended by the state.
H) API: Report when available
K) Establish baseline college readiness baseline for grade11
on Smarter Balanced ELA and Math
G) Long term English learners (LTELs) met their growth
target with a 5.9% increase in redesignation rate. English
learners overall showed some increase (17%) but did not
meet the redesignated target.
G) Increase percent of EL students redesigated as English
fluent by 2% (4% for Long Term English Learner Student
(LTELS))
F) The percent of English learners reaching fluency on
CELDT was 17.5% compared to 17.8% in 13-14. For LTEL
the percentage was 43.2% in 14-15 compared to 44.6% in
13-14.
E) Fewer English learners (52.1%) grew one or more CELDT
levels when compared to 52.6% in the 13-14 school year.
E) Increase percent of English Learner (EL) students
growing 1+ California English Language development Test
(CELDT) levels by 2%
F) Increase percent of EL students reaching fluency on
CELDT by 2% (4% for LTELS)
D) The rates of ninth graders successfully completing Algebra
1 fell 0.7%. No groups met the assigned growth target
although foster youth, African American, and white students
showed some improvement.
D) Increase percent of students completing Algebra 1 by
grade 9 by 5% for targeted groups and by 3% for all other
groups (to >85%)
10
Q) The rate of enrolled students increased by 0.6%. All
groups grew but did not make their targets.
R) In middle school, baseline rates for completion of courses
are 78.1% for ELA (62.7% to 82.0% by group), 72.7% in math
(54.3% to 78.2%), 75.5% for social studies (44.1% to 81.5%),
and 77.7% for science (55.1% to 83.0%). In high school,
baseline rates for course completion are 78.1% in ELA (range
from 57.9% to 80.3%), 58.7% in math (37.6% to 61.9%),
59.7% in social studies (32.1% to 61.7%) and 57.7% in
science (35.8% to 60.4%).
Q) Increase rate of students taking 1+HS honors/AP/IB
courses by 2% (5% for targeted groups)
R) Establish baseline for successful completion of courses
by department
U) The district was at 100%.
U) Maintain 100% sufficiency in standards-aligned
instructional materials
T) The number of sites with mis-assigned teachers decreased
by 1.
T) Reduce the number of teachers mis-assigned by 4
S) The number of teachers not highly qualified increased by
1.
P) The rate of students enrolling in the middle school
honors/MYIB courses increased by 2% for African American,
Hispanic, English learner, low income, foster youth and
special education groups.
P) Increase rate of middle school African American,
Hispanic, English learner, foster youth, and students with
disabilities in honors and international baccalaureate
classes by 4%
Basic Services
S) Decrease the number of teachers who are not Highly
Qualified by 5
O) Baseline rates of middle school students enrolled by
course range from 98.6% in physical education to 93.1 % in
English language arts. Rates for world language and
visual/performing arts are lower as these are elective
courses. In high school, rates vary by course with 96.4%
enrolled in English to 40.8% enrolled in world language.
N) Baseline rate for students receiving a full course of study
in grades 1-6 is 100% overall and 99.5% at schools with 55%
or more targeted students.
O) Establish a baseline for a comprehensive course of study
for secondary students
Course Access
N) Establish a baseline for a comprehensive course of study
for elementary students
Education (CTE) capstone class by 3% (to 25%)
11
LEA-wide
2000:$35,227,270
3000:$17,042,046
$52,269,316
LCFF Base
1000:
$123,754,719
3000:$39,918,796
$163,673,515
LCFF Base
2.0) Action: Professional Learning – Ensure quality
first instruction in support of student learning that is
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient _
_Other Subgroups:(Specify) ________
Scope of service:
1.0) Action/Service: In order to improve student
learning, close achievement gaps, and ensure
students graduate college and career ready,
SJUSD will employ and support certificated and
classified staff who are highly trained.
Budgeted
Expenditures
LEA-wide
_X_ALL
OR:
Scope of service:
1.0) Certificated and classified staff hired and placed at
school sites per district staffing guidelines.
1000:$125,238,456
2000:$35,186,166
3000:$59,175,112
Estimated Actual
Annual
Expenditures
$219,599,735
LCFF Base
Y) Current average for updating records/transcripts is 1.4
days.
Y) Establish a baseline rate for completing academic history
of foster youth enrolling in the district
Actual Actions/Services
X) Current average for enrollment/scheduling is 1.8 days.
X) Maintain 2 day average for enrollment/scheduling of
foster youth
Planned Actions/Services
W) The percentage of teachers implementing CCSS ELA is
53%, math is 50%, science is 11%, and ELD is 15%.
W) Identify a tool to measure implementation of CCSS, ELD
and New Generation Science Standards (NGSS) standards
and establish a baseline
LCAP Year: 2014-15
V) All teachers received initial training on standards.
V) Train 100% of teachers in the basics of CCSS, ELD and
NGSS standards
12
$600,000
CCSS
1000:$138,540
3000:$11,460
LCFF Base: IMF
5000:$450,000
$998,779
Title I (PD)
1000: $100,000
3000: $7,773
4000: $37,006
5000: $854,000
$182,800
CCSS
1000:$46,114
3000:$3,886
5000:$132,800
2.2) Service: CCSS K-3 reading instruction to include
fluency, phonics, a range of reading/text complexity (1st
cohort of 15 schools):
2.3) Service: Develop and support elementary teachers’
instructional practices to ensure all students can actively
read text in a manner that promotes a deeper
understanding of print as called for in CCSS (Cohort 1)
2.4) Service: Secondary Comprehensive Literacydeveloping, implementing and studying CCSS units of
study (80 secondary teachers)
$80,000 c/o
CCSS funds
5000:$80,000
2.1)Service: Early Childhood Education (ECE) to support
instruction of Common Core State Standards (CCSS) early
literacy skills
research-based and acknowledges and respects
cultural and economic diversity
2.4) Supported 98 teachers across 20 sites (Elem, K-8, MS,
HS). Summer professional learning was the catalyst for
practices in reading instruction, focused on 6 goal areas.
Monthly coaching work supported summer learning, as
teachers planned units of study and saw instructional
practices modeled in their classroom. Mid-year program
evaluation showed higher student growth rates on MAP
reading for schools with a larger concentration (>50% of
2.3) Critical Literacy is a system for developing deeper
thinking and responding skills through an enriched
understanding and interpretation of text. It focuses on
understanding and to both literary and informational texts.
Critical Literacy professional learning included teachers and
administrators at 23 elementary sites. Mid-year program
evaluation in the works. (Year 1, 6 schools; Year 2, 9
schools; Year 3, 4 schools; Year 4, 4 schools).
2.2) Approximately 120 teachers and administrators at 12
sites are learning the foundational elements of teaching
reading through small group guided reading focused on
individual needs which accelerates the reading progress.
Strategies include, targeting skills in phonics, phonemic
awareness, oral language and English syntax, vocabulary
and meaning making of text. Program evaluation in the
works.
2.1) 35 preschool, transitional kindergarten (TK), and
kindergarten teachers participated in 3 full days of vertical
articulation and CCSS aligned professional learning
including demo observations and a focus on oral/English
language development to support reading/writing growth.
51 preschool teachers, 31 infant/toddler teachers, and 51
Discovery Club teachers participated in monthly
Professional Learning sessions focused on CCSS aligned
instructional and assessment strategies, supported by the
CCSS facilitators and ECE leaders.
$196,475
CCSS
1000:$56,197
3000:$5,878
5000:$134,400
$938,374
Title I (PD)
1000: $160,315
3000: $13,007
4000:1,052
5000: $764,000
$673,976
CCSS
1000:$168,578
3000:$17,648
IMF
5000:$487,750
$65,920 c/o
CCSS funds
1000:$3,263
2000:$229
3000:$415
4000:$50,934
5000:$11,078
Some of $80,000
was spent in
prior year
13
No cost
2.7) Service: Develop integrated middle school science
courses that integrate Science-Technology-EngineeringMath (STEM) learning aligned to Common Core/Next
Generation Science Standards (NGSS)
$255,000
CCSS
1000:$69,171
3000:$5,829
5000:$180,000
2.9) Service: Build site capacity around elementary
CCSS math instruction including the eight CCSS identified
mathematical practices (cohort 1)
$70,000
CCSS
1000:$9,223
3000:$777
5000:$60,000
$10,000
CCSS
5000:$10,000
2.6) Service: Develop CCSS-aligned expository reading
and writing skills and practices of science teachers (6-12)
(Cohort 1)
2.8) Service: UC Davis History Project- studying, using and
evaluating CCSS-aligned history and literacy standards
(100 secondary teachers)
$15,000
LCFF Base
1000:$13,834
3000:$1,166
2.5) Service: California State University (CSU) English
Reading and Writing Course (ERWC) – support instruction
of critical high school and middle school CCSS
reading/writing standards identified by CSU English
Placement Test (Early Assessment Program-EAP)
committee
$36,279
CCSS
1000:$11,240
3000:$1,175
5000:$23,864
Fewer teachers
participated,
reducing outside
contract
$267,912
CCSS
1000:$84,295
3000:$8,817
5000:$174,800
2.9) Elementary teachers participated in 3 cycles of grade
level PD and collaborative planning around the CCSS
content standards and practices. Secondary math teachers
participated in 4 cycles of PD and collaborative planning
around the CCSS content standards and practices.
No cost
$7,500
CCSS
5000:$7,500
Fewer teachers
chose to
participate than
expected
$10,157
LCFF Base
1000:$9,395
3000:$762
Cost of guest
teachers
provided with site
funds
2.8) UC Davis faculty facilitated four after-school
professional learning opportunities throughout the year for
approximately 40 teachers. Twelve (12) CCSS summer
institute teachers will correlate the units they created with
the scope and sequence in June. Additionally 10 teachers in
grades 7, 8, 9, 10, and 11 wrote a significant portion of a
scope and sequence and performance tasks for courses at
those grade levels.
2.7) SJUSD continues to build awareness of NGSS through
after school workshops and will consider implementation of
integrated or discipline specific pathway in 2015-2016.
Work slowed when state framework was delayed.
2.6) 13 science teachers met twice with a literacy consultant
around reading and writing in science. Science teachers at
individual sites have reached out to the consultant for more
personalized support.
2.5) Two whole-group meetings have taken place, and
American River College (ARC) partners are in regular
communication with high school teachers. Cohorts of 12
middle school teachers are being trained for the Expository
reading and Writing Course ERWC middle school course,
qualifying them to teach the (ERWC) curriculum in middle
school.
students served by teachers in the secondary literacy work).
14
_X_ALL
OR:
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________
LEA-wide
$50,000
CCSS
1000:$18,445
3000:$1,555
5000:$30,000
2.12) Service: Secondary CCSS Unit Planning and
Assessment for Learning Training (grades 6-12)
Scope of service:
$20,000
LCFF Base
1000:$18,445
3000:$1,555
$145,000
CCSS
1000:$18,445
3000:$1555
IMF
5000:$125,000
2.11) Service: CSUS Algebra: (20 secondary teachers)
Observe engineers and develop conceptual understanding
of integrated STEM in support of CCSS mathematics
implementation.
2.10) Service: CSUS K-12 Math Practicum- studying, using
and evaluating CCSS mathematics lessons and
instructional practices (50 K-12 teachers)
LEA-wide
_X_ALL
OR:
__Other Subgroups:(Specify)________________________
Scope of service:
2.12) 500 secondary teachers and administrators
participated in the Fall Assessment for Learning Training
(Myron Dueck) on November 14th (El Camino and Arden
staffs) and a 4.5 hour Saturday Seminar on November 15th.
More than 280 secondary teachers and administrators
participated in the spring Assessment for Learning Training
(Myron Dueck) on May 1st (Casa Roble and Pasteur staffs)
and a 4.5 hour Saturday Seminar on May 2nd.
2.11) In summer 2014, 27 teachers received training on
questioning strategies (including practicum and lesson
study). Throughout the school year, teachers have
participated in monthly practicum meetings. Teachers meet
with engineers every other month around the real
application of math. (Year 1 of 3 year grant)
2.10) Elementary teachers participated in 3 cycles of grade
level PD and collaborative planning around the CCSS
content standards and practices. Secondary math teachers
participated in 4 cycles of PD and collaborative planning
around the CCSS content standards and practices.
$11,466
CCSS
5000:$11,466
Vendor contract
less than
estimated;
payment for
teachers
absorbed in
contracted time
(CCSS
agreement)
$7,746
LCFF Base
1000:$7,010
3000:$737
$28,000
CCSS
5000:$28,000
$101,778
CCSS
1000:$22,478
3000:$2,352
IMF
5000:$76,948
Lower
attendance and
afterschool
sessions reduced
costs
15
$512,789
Title II
1000:$374,434
3000:$138,355
4.2) Service: Maintain 5 Teachers on Special Assignment
to provide support to schools in instructional practice,
assessment and curriculum aligned to new standards
$1,400,827
CCSS
1000:$1,069,175
3000:$331,652
4.1) Service: Provide direct support to teachers in the
development of instructional materials and methods
aligned with CCSS and EL standards (11 CCSS
Facilitators)
4.0) Action: Implementation of Common Core and ELD
Standards
$750,681
CCSS
1000:$572,853
3000:$177,828
3 positions not
filled.
$420,260
Title II
1000:$312,544
3000:$107,716
5th position was
not filled for
4.2) Continued with 2 English-language arts and 2 Math
TOSAs who support the move to CCSS and support
implementation of new instructional materials. 5th position
was not filled for 2014-15.
Employee cost higher
than projected
$138,563
LCFF Supp
1000: $103,802
3000: $34,761
$188,708
Title III
1000: $45,355
3000: $3,678
5000: $139,675
4.1) Eight CCSS Facilitators are supporting Preschool-12th
grade teachers in material identification and development to
support CCSS implementation. CCSS Facilitators have
been trained in the ELA/ELD framework and have then in
turn provided support guidance to teachers in unit alignment
to CCSS and EL standards. Positions end in June 2015 as
planned.
OR:
__Low Income pupils _X_ English Learners
__Foster Youth _X_Redesignated fluent English proficient
OR:
LEA-wide
__ALL
Scope of service:
3.2) Program Specialist provided program support to all
schools for implementation of the new English Language
Development (ELD) standards at all schools. Focused on
direct support to school EL programs/services
3.1) Two complete GLAD sessions were offered during fall
and winter. 135 participants from 24 school sites.
__ALL
LEA-wide
$126,315
LCFF Supp
1000: $93,587
3000: $32,728
3.2) Service: Program Specialist for English Language
Learning to assist sites with ELD program implementation,
evaluation, and modifications.
Scope of service:
$210,000
LCFF Supp
1000: $62,989
3000: $6,097
5000: $140,914
3.1) Service: Guided Language Acquisition Design (GLAD)
training for teachers and support staff; follow up throughout
the year
3.0) Action: Professional Learning: English Language
Development
16
No cost
No cost
$665,477
5.3) Service: Coaching for literacy and use of data (all
Elementary principals)
5.4) Service: CSUS coaching and lesson study for literacy
and mathematical practices in support of CCSS
implementation in elementary schools.
5.5) Service: Additional personnel needed to meet LCAP
$110,000
CCSS
1000:$101,450
3000:$8,550
5.2) Service: CCSS and New Generation Science
Standards (NGSS) implementation Planning and
Professional Learning
5.5) Director of Elementary/K-8 and Program Specialists for
5.4) Principals and other site instructional support staff
participate in professional learning designed to develop
coaching and observing around the new instructional
strategies being implemented by teachers
5.3) All elementary and K-8 principals meet every two
weeks for PD on CCSS ELA shifts and deeper literacy PD.
Data inquiry is included in Principal Network meetings.
Elementary Assistant Superintendent. and Directors coach
around data at school sites
5.2) SJUSD will continue to build awareness of CCSS and
NGSS through workshops, Department Chair meetings, and
other Professional Learning.
5.1) 12 facilitators providing leadership and Professional
Learning for site administrators including facilitating
Principal Network meetings, providing professional learning
on Common Core ELA shifts, school climate, instructional
practices, and use of assessment data for school
improvement.
$66,990
LCFF Supp
1000: $60,000
3000: $6,990
LEA-wide
5.1) Service: Provide Principal Network Facilitators (PNFs):
Four Secondary PNFs and Eight Elementary PNFs
Scope of service:
_X_ALL
OR:
LEA-wide
_X_ALL
OR:
5.0) Action: Provide Professional Learning for support
staff and administration to coach and facilitate
practitioner/ teacher growth in support of student
learning using research-based practices
Scope of service:
$508,946
No cost
No cost
No costCCSS
training
integrated into
other meetings at
no cost
$65,260
LCFF Supp
1000: $58,123
3000: $7,137
2014-15.
17
6.1) All 82 students served first semester have shown
significant growth in early literacy. Those students who are
not meeting grade level literacy standards are receiving
additional small group instruction. Second semester, 115
students are being served 1st-5th grade. Reading Recovery
Teacher Leaders (RRTL) train and coach 13 teachers on
Reading Recovery strategies three hours per week.
Additionally, RRTL visits the 13 teachers’ classrooms
weekly and provides feedback on lessons and strategy
execution. Seven Reading Recovery (RR) teachers/leaders
attended the RR annual Professional Learning conference.
$111,150
Title 1;
1000:$80,373
3000:$30,777
$19,000
IMF Prop 20
Lottery
4000:$19,000
6.1) Service: Reading Recovery – reading Intervention
(grades 1-2)
LEA-wide
_X_ALL
OR:
Scope of service:
5.6) New staff, working collaboratively with existing staff,
collected, monitored, and reported formative data to
stakeholders throughout the year. Through the data analysis
effectiveness of LCAP action, goals, and metrics is being
monitored.
ELA and Math were hired to support the implementation of
CCSS; a Research Specialist I and a Fiscal Tech 1 (in lieu
of an Operations Coordinator) were each hired to assist with
the data requirements of LCAP; Additional staffing has
resulted in increased service and support to school sites.
_X_ALL
OR:
6.0) Action: Academic Early Intervention & Prevention
LEA-wide
No cost
5.6) Monitor and evaluate progress, and effectiveness of
LCAP actions, goals and metrics.
Scope of service:
LCFF Supp
1000: $433,069
2000: $58,848
3000: $173,560
$71,954
LCFF Base
2000: $42,276
3000: $29,678
goals beyond the staff funded through site funds.
1. Coordinator of Instruction: ELA
2. Coordinator of Instruction: Math
3. Operations Coordinator PLI: Classified
4. Research Specialist II: Assessment & Evaluation
5. Director of K-8
6. Administrative Assistant to Director K-8
$97,860
Title 1;
1000:$74,030
3000:$23,830
Employee cost
lower than
projected
$18,926
LCFF Base
1000:$2,100
2000:$170
4000:$16,656
No cost
LCFF Supp
1000:$301,552
2000:$89,758
3000:$117,636
$53,406
LCFF Base
2000:$36,914
3000:$16,492
Employee costs
were lower than
projected
18
$100,000
Title 1
1000:$43,395
3000:$5,051
4000:$51,590
Title 1 Elementary Schools
LEA-wide
$0
Scope of service:
__ALL
OR:
_X_ Low Income pupils _X_ English Learners
6.4) Intervention and enrichment was provided to targeted
students through afterschool programs at selected school
sites.
Scope of service:
LEA-wide
Scope of service:
LEA-wide
__ALL
OR:
6.4) Continuity between school day and after school
programs was provided by 30 site coaches affiliated with the
Bridges and ASSETs programs. Over 80% of students in
the afterschool program are English learners or low income
students.
Scope of service:
OR:
X _Low Income pupils __English Learners
_X_ Foster Youth __Redesignated fluent English proficient
6.3) Of the students who attended 13 or more of the 15
instructional days: Elementary students: 66% improved in
text features; 33% improved in writing; 72% showed text
level growth in reading. Average daily attendance 185 of
200 enrollees or 92.5%.
OR:
_X_ Low Income pupils __English Learners
6.3) Service: 20-day Title I (Grades 1 -3) Summer School
Program at four sites with Literacy focus
Scope of service:
6.2) Academic coaches are working collaboratively with
teachers to identify students at risk of being referred to
special education related to academic deficits. The coaches
maintain a caseload of students and collect data on the
effectiveness of the intervention supports and strategies
being provided. District staff has begun meeting about how
to use existing materials as a starting place for targeted
interventions, emphasizing foundational reading skills. (Starr
King K8, Northridge, Dyer Kelly, Howe, Greer).
__ALL
$152,000
CEIS
4000:$152,000
__ALL
Scope of service:
6.2) Service: Identify and employ appropriate practices
and protocols for pre-referral and early intervention in
reading and math to ensure appropriate academic and
behavioral interventions prior to special education referrals.
$65,591
LCFF Supp
1000:$58,465
3000:$7,126
Additional funds
budgeted to
ensure
educational
continuity
$71,458
Title 1
1000:$57,963
2000:$5,383
3000:$8,112
$298
CEIS
4000:$298
Costs for staff
involved are
included in 18.1
19
LEA-wide
LEA-wide
$60,207
LCFF Base
1000:$18,760
2000:$2,500
3000:$1,697
4000:$4,000
5000:$33,250
$50,000
Refugee
Grant/Title III
Immigrant
1000: $41,309
2000: $1,000
3000: $4,992
4000: $1,749
5000: $950
_X_ALL
OR:
Scope of service:
6.6) Service: Re-evaluate Strategic Plan (values, beliefs,
mission)
OR:
__ALL
Scope of service:
__ALL
OR:
6.5) Service: 20-day Immigrant/Refugee Summer School
(High School site 9-12; Elementary Site 1-8)
LEA-wide
LEA-wide
_X_ALL
OR:
Scope of service:
6.6) In October the Planning Team reviewed the beliefs and
mission, they revised strategies and objectives. Action
teams for each of the four strategies identified by the
planning team and included students, parents, community
members and district staff. Teams worked from January
through April. The Planning Team will receive the action
plans and finalize recommended changes to the Board in
late May. Alignment of action plans to the Local Control
Accountability Plan was a critical component of the work.
__ALL
OR:
Scope of service:
__ALL
OR:
6.5) Served 79 students at elementary, 56 students at
secondary. Trained 11 teachers. Of the students who
attended 13 or more of 15 instructional days: Elementary:
74% improved in rhyming recognition; 88% improved in
blending onsets; 87% improved phonemic awareness.
Secondary: 65% showed growth in sentence construction;
53% showed growth in paragraph construction; and 61%
showed growth in decoding and phonics.
$43.686
LCFF Base
1000:$900
2000:$1,158
3000:$189
4000:$8,761
5000:$32,678
Costs for staff
participation and
consultant lower
than expected
$15,740
Refugee
Grant/Title III
Immigrant
1000: $10,521
2000: $3,448
3000: $1,771
20
$1,655,241
Title 1;
1000: $978,833
3000: $343,593
7.5) Service: Sixteen (16) Instructional coaches assigned
to all Title I elementary sites.
_X_ALL
OR:
7.4) Service: Create nine (9) “administrative-instructional
support specialist”: Assign to highest poverty Title I sites
$1,100,614
LCFF Supp
1000: $848,374
3000: $252,240
$10,000
Title II
1000:$9,223
3000:$777
7.3) Service: Complete training plan for teachers not
“highly qualified.”
LEA-wide
$150,000
LCFF Supp
1000:$120,000
3000:$9,327
5000:$20,673
7.2) Service: Create a System of Professional Growth
(SPG) prototype involving a select number of teacher
participants and teacher/administrator observers.
Scope of service:
$1,000,000
Title II
1000:$883,500
3000:$116,500
7.1) Service: PAR/BTSA Collaborating Teachers
7.0) Action: Ensure highly effective teachers in all
classrooms
7.5) Title I site coaches in place at 16 of 17 elementary Title
I sites; one resource teacher at 17th Title I site. Coaches
offering modeling, lesson planning, data review, and small
_X_ALL
OR:
7.4) Administrative Instructional Specialists hired for eight
schools: Will Rogers, Encina, Greer, Dyer-Kelly, Kingswood,
Starr King, Lichen, and San Juan. This increased support
services for students in targeted groups at schools with
greatest density of low income students.
LEA-wide
$1,669,915
Title 1;
1000: $1,030,915
$989,971
LCFF Supp
1000: $750,174
3000: $239,797
$6,503
Title II
4000: $1,255
5000:$5,248
7.3) Human Resource staff working with 27 teachers at 14
sites who are not yet highly qualified to ensure necessary
coursework. Highly qualified status has been achieved by
1793 teachers
Scope of service:
$116,313
LCFF Supp
1000:$103,547
3000:$12,710
4000:$56
Fewer
participants than
projected
$977,564
Title II
1000:$740,055
3000:$237,508
7.2) Prototypes were tested throughout the year with
voluntary facilitators and practitioners. Based on feedback
from both facilitators and practitioners in October and
January, the SPG team has created a pilot model for 201516 that will include 8 schools. The final prototype debriefing
is scheduled in June.
7.1) Seven Consulting Teachers and 29 site coaches
support year 1 and 2 teachers including clearing credentials
for second year teachers. Consulting teachers also support
identified certificated staff through the Peer Assistance and
Review (PAR) program.
21
9.1) Counselors continue to meet monthly for collaboration
and staff development. Through Schoology and meetings,
counselors have completed, outside of workday, nine hours
of staff development around CC and the ‘new’ National
School Counseling Standards. This work develops the
foundation for a district guidance plan to be continued next
year.
$10,000
LCFF Supp.
1000:$8000
3000:$932
4000:$1068
LEA-wide
9.1) Service: Develop district guidance plan tied to
National School Counseling Guidance Standards
Scope of service:
__ALL
OR:
LEA-wide
_ _ALL
OR:
9.0) Action/Service: Provide collaboration time and
Professional Learning for counselors to address short
and long term student academic and social/emotional
needs.
Scope of service:
8.1) Collective bargaining agreement reached to reduce
class size TK, K and grade 1 to 26:1 in 2015-16 and migrate
by one grade in each subsequent year until grade 6 (on
elementary campuses).
Cost TBA
LEA-wide
8.1) Service: Reduce TK-3 class size based on pending
agreement between SJUSD and SJTA.
Scope of service:
__ALL
OR:
LEA-wide
group intervention.
__ALL
OR:
8.0) Action/Service: Reduce TK-3 class size to provide
a classroom environment which supports student
learning.
Scope of service:
LCFF Supp
1000: $246,529
3000: $86,286
No cost
Work was done
during contract
day; no
additional cost
incurred
No cost
3000: $351,161
LCFF Supp
1000: $219,678
3000: $68,161
22
LEA-wide
$15,627
LCFF Base
1000:$14,500
3000:$1,127
10.2) Service: Support teacher understanding of use of
data and evidence to improve student learning
10.2) Focused on the Smarter Balanced Tools (Digital
Library, Interim Assessment Tools and Summative
Assessment). The district piloted the interim assessment in
March and has developed a roll out plan for interim
assessments starting in June 2015. All teachers and
administrators were given access to the Digital Library as of
February 2015.
10.1) Prioritized district initiatives and have evaluation plans
in development for Positive Behavior Interventions &
Supports (PBIS), K-3 Reading and Critical Literacy. Data is
being collected. Mid-year reviews were held and final
reports will be done in July.
No cost
High schools
10.1) Service: Work with all instructional stakeholders
collaboratively to identify expected student outcomes and
how progress will be measured in order to evaluate
initiatives/ programs for effectiveness.
Scope of service:
__ALL
OR:
High schools
$485,955
LCFF Supp.
1000:$347,769
3000:$138,186
LEA-wide
_X_ALL
OR:
9.2) 4.5 FTE counselors hired to support low income, foster
youth and English learners at comprehensive high schools.
Scope of service:
__ALL
OR:
10.0) Action/Service: Use data and evidence to inform
decisions and actions, and evaluate progress and
effectiveness of actions by student subgroup.
Scope of service:
_X_ALL
OR:
9.2) Service: Allocate an additional .5 counselor FTE to all
high schools in order to reduce counselor/student ratios for
the 14-15 school year and meet the express needs to lowincome, EL, and foster youth (Total FTE 4.5).
Scope of service:
$710
LCFF Base
1000:$633
3000:$78
Work was part of
contracted day
No cost
$375,586
LCFF Supp.
1000:$294,918
3000:$80,668
Employee cost
lower than
projected
23
_X_ALL
OR:
LEA-wide
$20,000
LCFF Base
1000:$15,000
3000:$1,167
4000:$3,833
10.4) Service: Develop common grade level and course
assessments
Scope of service:
No cost
10.3) Service: Quarterly administrator meetings to include
analysis of district and school site data to improve student
learning for all student subgroups
LEA-wide
_X_ALL
OR:
Scope of service:
10.4) Began conversations around writing calibration and
work on the K-2 mathematics common assessment. We will
be meeting with K-2 teachers in June to develop a K-2
mathematics assessment.
10.3) Work incorporated in the principal networks; to review
district assessment results (Text level data, Measures of
Academic Progress (MAP) data). Additionally a Schoology
group has been set up to ensure site level progress data
(academic, climate, engagement) is shared with
administrators and district staff throughout the year.
$6,698
LCFF Base
1000:$6,111
3000:$587
Work with
teacher leaders
will continue into
next year
No cost
24
OR:
_X_ Foster Youth _XRedesignated fluent English proficient
__ALL
LEA-wide
No cost
11.2) Service: Identify barriers to course access; define
and implement solutions to course and program access
barriers during course selection process in winter 2015;
identify student support structures to ensure success once
open access is created
Scope of service:
$5,690,545
LCFF Supp
1000:
$2,497,143
2000: $449,379
3000:$1,048,789
4000:$1,622,825
5000:$72,409
11.1) Service: Provide each school site with unduplicated
per pupil allocation to be used for site level actions aligned
to SPSA and LCAP goals (includes support for 18 English
Language Instructional Specialists and 11 Bilingual
Instructional Assistants)
11.0) Action/Service: Identify and dismantle barriers to
allow full access to challenging educational programs,
courses, and social and academic support services
LEA-wide
__ALL
OR:
_X_ Foster Youth _X_Redesignated fluent English
proficient __Other
Subgroups:(Specify)________________________
Scope of service:
11.2) Schools used MAP results in math to help identify
placement for incoming freshmen into Integrated Math 1 or
IM1 and IM1 with Support. Quarterly meetings were held
with AVID Site Coordinators. Certification of sites by AVID
Center based on AVID’s Eleven Essentials. AVID Essential
1: Student selection important to AVID’s mission of working
with data on gender, ethnicity and socioeconomic status.
11.1) Hired 18 English Language Instructional Specialists
(ELIS) and 11 Bilingual Instructional Assistants (BIA) to
provide direct service to English learners at school sites;
sites identified and allocated remaining resources in support
of low income students, English learners and foster youth.
Allocation guided by site data and documented in Single
Plans for Student Achievement (SPSA) (approved by
School Site Council and San Juan Board of Education)
$187,889
LCFF Supp
1000: $35,201
2000: $11,404
3000:$3,902
4000:$12,502
5000:$124,879
AVID originally
unbudgeted as
action
overcoming
barriers to
college-career
$5,526,206
LCFF Supp
1000: $2,772,106
2000: $534,181
3000:$1,150,385
4000:$825,060
5000:$244,474
25
$10,000
LCFF Base
1000:$9,278
3000:$722
No cost
No cost
11.6) Service: Revise graduation requirements to ensure
students graduate college and career ready
11.7) Service: Middle Schools (MS) refine and enhance
Honors course development in alignment with CCSS
11.8) Service: Continue to identify, through external audit,
strengths and weaknesses of AP course/program access
12.0) Action: Establish student transition plans
between early childhood education, elementary,
middle and high school
_X_ALL
OR:
LEA-wide
$10,000
LCFF Base
1000:$8,957
3000:$1043
11.5) Service: Develop district-wide course catalog for
grades 7-12
Scope of service:
$10,000
LCFF Base
1000:$4,640
3000:$360
5000:$5,000
11.4) Service: Increase the number of teachers trained in
Advanced Placement in order to increase the number of
course offerings
_X_ALL
OR:
LEA-wide
No cost
11.8) On April 30th and May 1st, three College Board reps
led the district’s 2nd AP audit at Bella Vista, Casa Roble and
Encina high schools. Their visits included interviews with
district staff, principals, counselors and AP teachers.
Reports will be provided during the summer.
Scope of service:
No cost
No cost
Work was part of
contracted day
No cost
LCFF Base
No costs have
been incurred to
date. Work
continuing in 1516
No cost
Costs of teacher
training absorbed
through school
budgets
11.7) MS Department Chairs have voiced a need to align
Honors with AP and create a district-wide trajectory.
11.6) The district has been researching and analyzing data
related to the transition to A-G default graduation
requirements and developed a timeline to start the process
developing and implementing the new requirements in the
spring of 2015.
11.5) The district has committed to develop a course catalog
starting in May 2015. Catalog will be available by November
2015.
11.4) The district continues to work with representatives
from College Board to gather data to support students and
teachers in the AP programs and continue to develop AP
teacher and staff training opportunities for the 15-16 school
year.
26
$230,000
LCFF Supp
1000:$162,572
2000:$12,991
3000:$50,547
4000:$3,890
13.1) Service: Create and implement a plan to ensure 50%
of all foster youth receive educational advisement in 14-15
No cost
14.2) Service: Revise and refine data system to allow for
tracking and monitoring of foster youth LCAP metrics;
ensure proper use and access to such data system by
district and school site personnel
No cost
14.1) Service: Identify current practice; gaps in practice;
create and implement a plan to ensure rapid enrollment
and issuing of full and partial credits;
14.0) Action: Ensure foster youth will be immediately
enrolled in the appropriate school and classes, and
transferring foster youth will be awarded partial credits
pursuant to SB 578.
No cost
12.1) Service: Identify current practice in support of
transient students: Develop a plan for implementation in
15-16, including mid-year plans for transient students.
13.0) Action: Ensure that every foster youth receives
educational advisement from a foster youth advisor
with the skills, time and training necessary to carry out
their responsibilities.
14.2) Alignment between San Juan’s data system,
Sacramento County Foster Focus and California
Longitudinal Pupil Achievement Data System (CALPADs)
has begun. Identified San Juan Student Information System
(SIS) as 85% accurate with foster youth enrollment codes.
SJUSD SIS clean-up process completed. Process created
at state, county and district level for on-going monitoring of
data match between systems – still undergoing
improvements to increase data match between district,
county and state.
14.1) FYS Program Manager met with high school
counselors to provide training on issuing partial credits.
Universal tool for partial credit calculation delivered to
counselors. Initiated Memorandum of Understanding
(MOU) with Group Homes/Non-Public Schools to enroll
students in Least Restrictive Environment through a
collaborative effort with El Sereno Independent Study High
School (as appropriate).
13.1) All foster youth service (FYS) staff attended statewide
conference to learn strategies and increase capacity in
supporting foster youth.
12.1) This work did not occur as such this year. Prototype
phase in of ECE integration with elementary schools will be
a part of this process over time.
No cost
No cost
$237,708
LCFF Supp
1000:$175,867
2000:$13,181
3000:$48,660
No cost
27
$102,138
LCFF Supp
1000:$66,192
3000:$35,946
Employee cost
16.1) School social worker hired to serve foster youth in San
Juan.
$123,000
LCFF Supp
1000:$90,666
3000:$32,334
16.1) Service: Hire licensed, credentialed social worker to
support foster youth.
No cost
$143,971
LCFF Supp
1000:$83,285
2000:$16,346
3000:$40,036
4000:$3,620
5000:$685
Valley Oaks
services noted as
vital component
of service to
foster youth
15.2 FYS Program Manager met with high school
counselors to provide training on issuing partial credits.
Universal tool for partial credit calculation delivered to
counselors.
No cost
No cost
16.0) Advertised for Credit Recovery teachers. Formalized
credit recovery procedures for Foster Youth through
traditional school year and summer school. Initiated priority
list of eligible 11th/12th grade FYS needing credit recovery.
Credit Recovery initiated with 11th/12th grade Foster Youth
after school. Hired 8 Credit Recovery teachers for summer
school on hourly basis.
Supported students removed from the home and placed in
Sacramento Children’s Receiving Home by providing
individualized academic and social-emotional supports
during the school day.
No cost
15.2)Service: Develop and provide trainings on foster
youth credit policy; provide on-going consultation to schoollevel staff on foster youth credit issues; Identify current
practice and gaps in practice
15.1) FYS Program Manager assigned student caseloads to
3 FYS School Community Workers, 1 FYS School Social
Worker, 1 FYS School Counselor and 1 FYS Youth
Employment Tech (caseloads average ~100 foster
youth/staff). Staff meeting with foster youth on a regular
basis for educational advisement. Staff logging direct
services with foster youth into Foster Focus data
management system.
14.3) Advertised for Credit Recovery teachers. Formalized
credit recovery procedures for foster youth through
traditional school year and summer school. Initiated priority
list of eligible 11th/12th grade FYS needing credit recovery.
Hired 8 Credit Recovery teachers for summer school on
hourly basis.
16.0) Action: Develop district policies aligned to State
law to support educational success of foster youth.
No cost
No cost
15.1) Service: Develop and implement a plan to prioritize
foster youth for assignment to foster youth staff;
systematically increase the availability of foster youth staff
each year of LCFF implementation until every foster youth
is receiving education counseling
15.0) Action: Ensure foster youth liaison and staff have
adequate time, knowledge and resources to fully
execute their responsibilities.
14.3) Service: Work with summer school program manager
to ensure that summer enrichment programs include credit
recovery programs for high school foster youth
28
LEA-wide
Scope of service:
$331,631
LCFF Supp
1000:$210,572
2000:$18,244
3000:$102,815
Original budget
did not include
these services
Provide educational, parenting and infant/toddler services to
pregnant and/or parenting teens to ensure students remain
in high school, earning credit towards graduation.
Pregnant/parenting teens were identified locally as overrepresented in non-graduate numbers.
Scope of service:
LEA-wide
California High School Exit Exam (CAHSEE) Intervention
supports occurred at each high school (3.01, before/after
school interventions, tutoring) targeting students with lowest
passing rates who are disproportionately low income and
English learners.
$200,067
LCFF Supp
1000:$149,590
2000:$1,022
3000:$45,802
4000:$2,573
5000:$1080
Original budget
did not include
first line
intervention,
CAHSEE
supports
17.1) District and school staff identified critical first steps in
addressing dropout trends. Credit recovery was created at
every high school (11). Summer School will run in June and
July. Alternative learning programs were communicated: El
Sereno HS Independent Study Program, Advance Path
Academies at Encina and San Juan HS, and blended online
courses at La Entrada Continuation HS.
$20,000
LCFF Supp
1000:$13,435
3000:$1565
4000:$5,000
LEA-wide
17.1) Service: Convene a Dropout Prevention Task Force
in order to collect and analyze current student data by
student subgroup at each secondary school site.
Research best practices, identify resources, and develop
recommended prevention and intervention actions to
decrease the overall dropout rate and increase the overall
graduation rate, targeting groups with the highest dropout
rates (African American, two or more races, American
Indian, English Learner, Students with Disabilities,
Hispanic/Latino, low income.)
Scope of service:
__ALL
OR:
LEA-wide
__ALL
OR:
17.0) Convene a dropout prevention task force with
multiple stakeholders (students, staff, parents,
community members from elementary and secondary
schools)
Scope of service:
lower than
projected
29
Math was another area of concern as evidenced through gr. 3-9 math MAP scores and grade 10 CAHSEE results
(metric 1C) and the low level of college readiness in math from 2013-14 (metric 1K). In 2015-16 new Common
Core aligned math materials are being implemented in TK-9 with appropriate professional learning for instructional
staff and resources for parents. (16.1.1.9-10) Additionally middle school math intervention models will be piloted to
assist students in catching up during this transition period. (16.1.3.5) Reduced class size and low ratio support
classes are also planned for ninth grade Integrated Math 1 classes (16.1.3.3-4) as expectations for math course
Lack of annual growth and movement to proficiency for English learners (metrics 1E, F) were of particular concern.
The central support staff (3.1) and GLAD training (3.2) will be continued to serve more teachers. Additionally
professional learning on ELD standards, the new framework and effective instructional strategies for all instructional
administrators, certificated and classified staff is planned for the fall. (16.1.1.6-7) Additional staff is being added at
K8, middle and high schools to ensure every English learner receives English language development instruction
daily. (16.1.1.8) Summer programs focused on newcomer English learners (6.5) will continue with expansion of the
summer program planned. (16.1.2.8) Additionally, an English learner counselor to provide case management for
long term English learners is being added to support the students’ growth toward reclassification, graduation and
college/career planning. (16.1.3.10b)
Reading in grades 3-9 (metric 1B) was also a significant area of concern for the district as a whole and for every
targeted group. The Critical Literacy initiative (2.3) is being continued for participating schools in years 1-3 focused
on deepening implementation of the instructional practices. No new schools are being added pending a review of
evaluation results. Allocated funds will be reduced due to reduced number of schools. (16.1.1.2) Additional
supports for reading include Reading Recovery, a grade 1 intensive intervention (6.1) and summer programs for low
income students (6.3). Additional supports are being developed to increase student reading across all schools.
(16.1.2.3)
By year end, primary grade reading reached target, but greater improvement is needed (metric 1A). The
professional learning initiative will continue (2.2) but be refocused on K-1 teachers, who will also be the focus of
class size reduction. A second cohort of teachers will be recruited to participate in this reading professional
learning. (16.1.1.1)
What changes in actions, services, and
expenditures will be made as a result of
reviewing past progress and/or changes to
goals?
_X_ALL
OR:
Within goal one, a significant number of areas which needed greater attention were identified using data trends and
evidence observed throughout the year.
OR:
_X_ALL
30
Student performance results and lack of systemic movement toward closing achievement gaps suggests a need for
a more structured approach to the development of a multi-tiered system of support. This includes early intervention
and prevention practices along with a system of interventions for students who are already demonstrating learning
difficulties. This work will begin with the development of a multi-tiered system of support (16.1,2,1) and include
support services during the school day (16.1.2.3, 16.1.3.4-5) as well as before/after school (16.1.2.4-5) and during
the summer (16.1.2.7 and 16.1.3.13). The intent of summer programs is to be both educational and engaging for
students, deepening the connection with school. The addition or expansion of arts programs/integration at high
poverty schools will also serve as a connection between students and school. (16.1.4.2) At the secondary level
Enrollment of identified groups in advanced classes (Honors, International Baccalaureate, Advanced Placement,
etc.) increased in 2014-15. In middle school (metric 1P) progress was made by all groups but English learners,
African Americans and students with disabilities did not reach the established targets. Middle schools are
continuing to strengthen their honors classes (11.7) and the addition of new middle grade counselors in 2015-16 will
support outreach to students who otherwise may not self-identify as honors students. At high school all groups
showed varying levels of increases of honors enrollment but no one reached the established targets (metric 1Q).
These rates will be affected in the next several years with more students having experienced Honors in middle
school (11.7), additional outreach by counselors at the middle and high schools (9.2), and the use of 10th grade
PSAT results beginning in 2015-16 to identify additional students for specific Advanced Placement classes.
Completion of college entrance requirements (A-G) is a lagging indicator (from 2013-14) that takes multiple years to
affect (metric 1L). However, the changes in math, additional support for English learners (both noted above), and
increased graduation requirements and student supports are expected to positively affect this measure over time for
English learners, low income students and students with disabilities. This is also true for completion of Career
Technical Education (CTE) pathways (metric 1M). Expansion of CTE pathways is planned for the next several
years and counselors will be working with students, and especially foster youth, to raise awareness of program
availability. (16.1.4.9-11)
The baseline data around implementation of Common Core standards in English-language arts and math, English
language development standards, and Next Generation Science Standards clearly demonstrated that substantial
work is needed (metric 1W). Services 1.0-5.0 describe the beginning level of this work. Some services will be
eliminated (2.6, 2.9, 2.10, 4.1, 5.5) with new models put into place that better meet the professional learning needs
of teachers. Additionally the scope of some of the work (2.4, 2.8) will be reduced in order to go deeper with
teachers. This work will be evaluated for effectiveness and adjusted continually throughout the year. In order to
ensure availability of high quality supplementary, standards-aligned instructional materials, an online learning
management system is being expanded. This will house teacher-identified or created materials for use across the
school district. (16.1.1.16)
completion increase. CAHSEE interventions (16.1) and other school-based support services (11.1) for students will
continue. When college readiness data from the 2015 testing is available it will be analyzed to determine the areas
where students are struggling in order to better meet student needs.
31
E) Rates of students who are chronically absent rose by 4.3%
to 16.7%. Rates for every subgroup also increased.
E) Decrease percent of chronic non-attenders by 1% (to
<8%)
C) The number of middle school dropouts decreased to 34.
All groups (by ethnicity) are below 20.
D) Attendance rates declined overall by 1.2%. Rates for all
student groups also declined. Rates for English learners and
redesignated English learners remained at 95% or above.
Actual Annual
Measurable
Outcomes:
B) The rate decreased by 1.0% overall. Dropout rates among
ELL, low income and Special Education groups increased.
A) The rate increased by 0.7%. Special Education met its
target while all other groups increased but did not meet
targets.
D) Increase attendance rate by 0.2%.
C) Reduce middle school dropout counts by 10 (to <20
overall).
B) Reduce dropout rates among high school students by 1%
(to <3%).
Schools:
ALL
Applicable Pupil Subgroups:
ALL
Pupil Engagement
A) Increase 4-year high school graduation cohort rate by 3%
(to 95%).
Foster respectful, collaborative, and reflective school and district cultures that ensure academic
and social/emotional well-being for each student.
Expected
Annual
Measurable
Outcomes:
Goal Applies to:
Original GOAL
from prior year
LCAP:
Related State and/or Local Priorities:
1_X_ 2__ 3_X_ 4__ 5_X_ 6_X_ 7__
8__
COE only: 9__ 10__
Local : Specify _____________________
While there are significant areas of concern, San Juan remains committed to the first goal established with the
2014-15 LCAP. This goal, in alignment with our district Strategic Plan, provides a significant part of the roadmap to
achieving success of each student. Within the goal, the 2015-16 LCAP will be organized in 4 focus areas and
within each focus area actions/services are grouped based on their interconnectedness or student population focus.
This is intended to better illustrate the inner-connectedness of actions and services, provide a stronger link to
expected measurable outcomes, and to more clearly articulate the focus of the district’s resources. Priority has
been placed on direct service to students with selected 2015-16 actions/service delayed (increased central staff) in
lieu of funding actions or services which are closer to students. This does not diminish the need for supports for
schools, but instead takes a more targeted approach at allocating resources.
additional services are added to ensure that students continue working toward graduation at their comprehensive
high school through credit recovery and parenting supports. (16.1.3.12, 14, 15) The multi-tiered system of support
will also include supports aligned with goal 2 which will be discussed on subsequent pages.
32
Budgeted
Expenditures
Planned Actions/Services
LCAP Year: 2014-15
Basic Services
N) Maintain the 100% exemplary/good overall facilities
ratings.
Actual Actions/Services
Estimated
Actual Annual
N) 97.2% of the schools had an overall rating of good or
exemplary.
M) Overall the district offered 17 classes (307 parents
participating) that were intended to support parents and
positively impact student learning. Based on the parent
survey, 78.9% of parents overall (and 72.5% of parents at
sites with a majority of targeted students) report having
opportunities at the site to participate in activities which
positively impact student learning.
L) New baseline established at 74.4% in 2014-15.
Parental Involvement
L) Increase opportunities for parents/families to provide input
on school/district decisions by 5%.
M) Increase participation of parents in programs to support
student learning by 10%.
K) The percentage decreased by 0.1% from 2013.
J) The percentage decreased by 8.4% from 2013.
I) Expulsion rates remain below 0.1%.
H) Perception among students dropped by 3.9%. Perception
among parents increased by 2% and perception among staff
increased by 3.2%.
G) All groups met targets for reduced class and home
suspensions except African American students (home
suspensions down 4%) and redesignated English learners
(home suspensions up 0.3%).
F) Home and school suspension rates dropped overall (2.9%
and 5.3% respectfully).
K) Increase percent of students who strongly agree that
there are high expectations and caring relationships in
schools by 2%.
J) Increase percent of students who strongly agree that
there is meaningful participation in schools by 2%.
I) Maintain/reduce expulsion rates to 0.1% or less.
H) Increase perceptions of campus safety by 5% (strongly
agree/agree) among parents, students and staff
G) Reduce the suspension rates of African American
students, Foster Youth, and Students with Disabilities by 5%
(to <5).
School Climate
F) Reduce suspension rates by 2% (to <5).
33
$ 16,516
LCFF Supp
Direct health-related services (screenings, immunizations)
are provided to low income families at San Juan Central
$1,540,350
CEIS
1000: $961,965
2000: $183,893
3000: $394,492
19.1) All 13 CEIS schools have a .5 behaviorist allocation
and 4 of the CEIS schools have an additional .5 allocation of
a Mental Health Therapist to support students with
social/emotional and behavioral challenges. After a year of
this additional support, schools are seeing slight decreases
in the number of office referrals, suspensions, and students
referred for special education.
$1,625,981
CEIS
1000: $947,643
2000: $184,167
3000: $494,171
$50,642
CEIS
1000: $6,789
3000: $834
4000: $1,385
5000: $41,634
Model of service
to CEIS sites
less costly than
expected
19.1) Service: Provide and evaluate the effectiveness of
the current method being used in the district to deliver
health and social-emotional services for students at 13
CEIS elementary and secondary schools.
Scope of service:
CEIS Sites- Cottage, Coyle, Dyer
Kelly, Edison, Greer, Howe,
Northridge, Sierra Oaks, Starr King,
Arden, Churchill, Mesa Verde, Mira
Loma
18.1) On 9/30/14 Dr. Mary Montle Bacon provided an all-day
training for the 13 Comprehensive Early Intervening Services
(CEIS) site leadership teams on Shaping Culturally
Responsive School Environments. She also provided a 2hour training for the special education management team on
cultural awareness related to special education assessment
and eligibility on 10/15/14. Dr. Bacon then visited 10 of the
13 CEIS schools to provide insight regarding site practices
related to cultural responsiveness.
_X_ALL
OR:
_Other Subgroups:(Specify) ______
CEIS Sites
$100,000
CEIS
5000: $100,000
_X_ALL
OR:
_Other Subgroups:(Specify) ______
19.0) Action: Expand health and socio-emotional
support services to students and their families.
Scope of service:
18.1) Service: The district will positively impact student
learning and social/emotional wellbeing by providing
cultural proficiency training sessions for district and school
staff that promote resiliency and supportive relationships
between staff and students.
18.0) Action: Professional Learning and support
designed to increase actively engaged, focused, and
on-task student learning through culturally responsive
instruction.
Expenditures
34
$15,000
LCFF Supp
5000: $15,000
21.1) Service: Partner with community-based organizations
(CBOs) to offer culturally proficient workshops throughout
the district that build on the strengths of families and offer
strategies to support positive discipline and learning at
home (e.g., PTA Smarts Program).
21.0) Action: Partner with community-based
organizations (CBOs) to provide workshops focused
on building the skills of families to support their
child’s academic and emotional resiliency.
21.1) We have partnered with California PTA to offer the
School Smarts program in English at Cottage and Arabic at
Encina. A third class will be held during the EL Summer
School. Currently partnering with Kids First, Sacramento
Children's Home, and Mutual Assistance Network to provide
parent education courses.
20.1) Fall conference included 19 teams from throughout the
district. Spring conference is scheduled for 5/12 and 5/13
focused on integrating school climate efforts. 22 school
teams attended.
$18,400
LCFF Supp
4000: $14,400
5000: $4,000
20.1) Service: Expand implementation of Academic
Partnership Conferences (APC) as a method of structuring
conversations about student data and family engagement
with school teams, including staff, students, and parents.
Scope of service:
_X_ALL
OR:
CEIS Sites
_X_ALL
OR:
20.0) Action: Family Engagement: Increase family
engagement, parent education, and community
outreach opportunities throughout the district that
promotes shared responsibility between staff,
students, and families for student achievement.
Scope of service:
CEIS Sites- Cottage, Coyle, Dyer
Kelly, Edison, Greer, Howe,
Northridge, Sierra Oaks, Starr King,
Arden, Churchill, Mesa Verde, Mira
Loma
Family Admission Center as well as on high need campuses
via Health On Wheels (partnership with Elica)
$11,700
LCFF Supp
5000: $11,700
Program less
costly than
expected
$12,143
LCFF Supp
2000: $56
3000: $15
4000: $8,121
5000: $3,952
1000: $6,273
2000: $8,703
3000: $1,374
4000: $166
Original budget
did not include
these services
35
23.1) The Breaking the Code curriculum has been piloted at
Pasteur and Sylvan with 35 parents and their students
participating in this 4 week class. It was also attempted at
Encina and Edison, but ended due to lack of parent
participation. Partnering with United Way to create
Graduation Playbook to serve as a guide for this class and
other secondary school parent outreach. Exploring delivering
curriculum through online class format.
$5,000
LCFF Supp
1000:$1,875
3000:$219
4000:$1,906
5000:$1,000
LEA-wide
23.1) Create resource guide for participants to refer to
throughout their child’s middle and high school years.
Resources will be posted/made available online in major
languages.
Scope of service:
_X_ALL
OR:
LEA-wide
_X_ALL
OR:
23.0) Action/Service: Develop family education series
focused on preparing middle and high school students
for success in secondary school so that they
successfully transition to college and career.
Scope of service:
22.1) As of August 2014, we have consistent signage for all
FRCs in district. Half of our schools have opened centers.
Online FRC is accessible through the district and school site
webpages.
$10,000
LCFF Supp
5000: $10,000
LEA-wide
22.1) Develop online Family Resource Center (FRC) with
resources for staff, families, and students that support
student learning and well-being.
Scope of service:
__ALL
OR:
__Foster Youth __Redesignated fluent English proficient __
___Other Subgroups:(Specify)_ ____________
LEA-wide
__ALL
OR:
_X_ Other Subgroups:(Specify)_ _____________
22.0) Action/Service: Family Engagement: Expand and
strengthen Family Resource Centers to reach and
support all parents.
Scope of service:
$2,325
LCFF Supp
1000:$885
2000:$481
3000:$125
4000:$649
5000:$185
$4,750
LCFF Supp
4000: $744
5000: $4,006
Signage cost
less than
expected
36
LEA-wide
$50,000
25.1) Service: Develop and promote site-based attendance
_X_ALL
OR:
25.0) Action: Student supports: Site-based attendance
and behavior incentives.
Scope of service:
Cost: TBD
LCFF Base
24.2) Service: Provide two seasons of middle school sports
at all middle schools.
LEA-wide
_X_ALL
OR:
Scope of service:
24.2) Middle school wrestling was expanded in winter 2015
24.1) This follow-up did not occur at a district level. However
many schools did pursue adding student-driven courses,
teams or activities as a part of increasing student voice.
$4,231
LCFF Base
1000:$3,694
3000:$287
4000:$150
5000:$100
Grades 6-12
24.1) Service: Students will assist with survey of peers as
to their interests: academic, programmatic, social,
leadership, and athletic.
Scope of service:
__ALL
OR:
__Other Subgroups:(Specify) _____________
Grades 6-12
__ALL
OR:
__Other Subgroups:(Specify) _____________
24.0) Action: Student Engagement: Expand and
develop more high interest student programs
(academic and social) that connect students to their
school and engage them in their learning.
Scope of service:
$5,714
$4,994
LCFF Base
2000:$3500
3000:$119
4000:$375
5000:$1000
Late allocation
to support
initiative
No cost
37
LEA-wide
_X_ALL
OR:
27.0) Action: Create a district-level intervention model
to address the needs of those students with the most
Scope of service:
LEA-wide
_X_ALL
OR:
Scope of service:
26.1) A team of PBIS Specialists and Assessment,
Evaluation, and Planning Department (AEP) staff continues
to work together to analyze data regarding home
suspensions, classroom suspensions and, in particular,
willful defiance. Information from this analysis is shared
during trainings and in reports as requested.
$10,000
LCFF Base
1000:$7,500
3000:$875
4000:$1,625
LEA-wide
26.1) Service: Form a working group to analyze data by
student subgroup on lost class time due to student
defiance. Research necessary supports, alternatives to
suspension, and possible funding sources.
Scope of service:
25.1) Eleven schools received site-based attendance
incentive awards for either their attendance improvement on
days designated as historically low attendance days or for
their attendance improvement plans that were judged by a
panel after implementation.
_X_ALL
OR:
LEA-wide
LCFF Base
4000:$50,000
_X_ALL
OR:
26.0) Action: Implement programs and supports that
improve student behavior in order to significantly
reduce lost instructional time due to office referrals or
home suspensions due to student defiance under
Education Code section 48900k.
Scope of service:
incentives for sites to reduce instructional time lost due to
office referrals and increase their student attendance on
traditionally high absentee days, and their overall
attendance rates from year to year.
No cost
Work was part
of contracted
day
LCFF Base
4000:$5,714
$11,000 in
incentives were
awarded to
schools;
unspent and
unallocated
funds carried
over to next year
for same use
38
$350,424
LCFF Base
2000:$283.185
3000:$67,239
27.3) Service: Provide PD and support to school sites on
providing pre-referral intervention and alternatives for
students receiving home suspensions.
CEIS Sites
$24,970
LCFF Base
1000:$9,757
2000:$44
3000:$889
4000:$3,466
5000:$10,814
$18,000
CEIS
1000:$16,700
3000:$1,300
$57,030
LCFF Supp
1000:$34,344
3000:$3,219
4000:$13,896
5000:$5,571
27.2) Service: Refine the implementation of researchbased school-climate improvement plan (such as PBIS,
Restorative Justice) to improve student behavior and
reduce lost instructional time due to misbehavior – Cohort
1.
Scope of service:
$169,000
CEIS
1000:$156,800
3000:$12,200
27.1) Service: Research a district-level intervention model
for students with significant behavior concerns that
includes school staff, the student, their family, and district
and community supports.
significant behavior concerns in order to improve
academic outcomes, increase the high school
graduation rate, and reduce in school and out of
school suspensions and expulsions.
CEIS Sites
$362,967
LCFF Base
2000:$293,611
3000:$69,356
27.3) Training and support in social-emotional Learning
through Skills Streaming curriculum, School Climate, and
classroom management have been key areas of emphasis in
the PBIS trainings. Through the PBIS data system,
information is analyzed for each school and district-wide to
provide information needed when developing an effective
school system of supports.
Scope of service:
$69,962
LCFF Base
4000:$12,794
5000:$9,579
CEIS
4000:$80
5000:$1,775
LCFF Supp
1000:$16,180
2000:$1,833
3000:$1,818
4000:$11,455
5000:$14,446
Staff costs partly
covered in 19.1
$40,696
CEIS
1000:$6,975
3000:$565
4000:$33,156
Staff costs
included in 19.1
27.2) PBIS Behavior Specialists support all district schools to
develop school wide systems of support in a multi-tiered
model. These supports provide pre-referral interventions
and alternative ideas and suggestions for school teams to
adopt in their school systems. To date, 26 SJUSD schools
have been included in the Professional Learning training and
support offered by the PBIS Specialists. Six additional
elementary schools have requested PBIS training and
support during the Spring 2015 semester
27.1) Special Education and Pupil Personnel Services (PPS)
are working collaboratively to meet the needs of the school
sites. Twelve schools are currently receiving training to
implement or deepen Positive Behavior Interventions and
Supports (PBIS) and one school is implementing Restorative
Justice within the 13 CEIS schools.
39
$10,000
LCFF Supp
2000:$5,000
29.2) Develop and implement Parent Leadership
Academies offered at school sites preparing parents to be
leaders at the school site level and giving them specific
29.2) Parent Leadership Academy (PAC) series was held on
2/5-3/29. Focus was on current school site parent leaders
who are interested in leadership opportunities at the district
29.1) Five teacher leaders and 1 district leader have been
trained in the Academic Parent Teacher Team model and
Whitney is currently piloting this model. Kingswood, Starr
King, and Del Paso Manor are considering for next year. A
district-wide training is being offered on Saturday, May 30th.
$15,000
LCFF Supp
2000:$13,435
3000:$1565
LEA-wide
29.1) Pilot in 5 elementary schools with at least 50% of
students qualifying as Low Income LI.
Scope of service:
__ALL
OR:
_X_ Other Subgroups:(Specify)_ Cohort 1_____________
LEA-wide
__ALL
OR:
_X_ Other Subgroups:(Specify)_Cohort 1_____________
29.0) Action: Parent Teacher Data Meeting conference
model where student data is shared with parents and
teachers model strategies for learning activities at
home that parents use to help their student improve
their academic achievement.
Scope of service:
28.1) Collaborative discussions began around the optimal
model to use for site leadership trainings. Trainings
postponed until fall 2015 due to system capacity.
28.1) Service: Implement a series of agreed upon site
leadership team trainings designed to improve the
collaborative culture in order to increase student
achievement.
$100,000
LCFF Supp
1000:$44,783
2000:$5217
3000:$50,000
_X_ALL
OR:
_Other Subgroups:(Specify) ____
_X_ALL
OR:
_Other Subgroups:(Specify) ____
28.0) Action: Identify and implement district-wide
trainings for Article 24 site leadership teams in order
to promote reflective and collaborative cultures that
result in improved student outcomes.
$3,640
LCFF Supp
4000:$3,310
$15,664
LCFF Supp
1000:$3,643
2000:$65
3000:$450
4000:$339
5000:$11,167
No cost
Trainings moved
to 15-16
40
$1,000
LCFF Base
4000:$1,000
30.2) Service: Create listening circles involving students
and parents for feedback on key district initiatives and
issues. Staff will learn to facilitate listening circles.
30.2) Twenty staff members (district and site level) were
trained in facilitating listening circles. In Jan. 2015 listening
circles were conducted with homeless students and families
in support of our McKinney Vento Homeless Education Grant
needs assessment. In the spring 2015, 12 listening circles
were conducted (approximately 96 students) at K-8, middle
and high schools, focused on hearing from foster youth,
English learners and low income students to identify areas of
primary importance to them in order to better meet their
social-emotional and academic needs.
30.1) LCAP Parent Advisory Committee was formed through
an application process approved by the Board of Education.
The 25-member committee met in from October through
May, building background knowledge, examining progress
data and budget information, and analyzing input from
stakeholders. Staff liaisons, employee group
representatives, and a Board liaison attend to collaborate
with committee members.
$3,000
LCFF Base
1000:$2,737
3000:$263
LEA-wide
30.1) Service: Develop structure for LCAP PAC to ensure
representation and meaningful input from parents of LI, EL,
and Foster Youth, frequency of meetings, etc. Hold first
meeting of PAC by November 2014.
Scope of service:
level. Parent liaisons and LCAP PAC parents were
encouraged to attend and bring other parents.
__ALL
OR:
_X_ Other Subgroups:(Specify) Elementary/K-8 schools with
50% or more Low Income (LI) students.
LEA-wide
3000:$5,000
__ALL
OR:
_X_ Other Subgroups:(Specify) Elementary/K-8 schools
with 50% or more Low Income (LI) students.
30.0) Action: Establish LCAP Parent Advisory
Committee (PAC) to advise LCAP development and
oversight as required under Education Code section
52063.
Scope of service:
strategies to support their children’s learning at home.
Develop curriculum and train staff and parent leaders to
offer two 5-week series throughout the district.
$3,577
LCFF Supp
1000:$2,130
3000:$173
4000:$1,274
Additional funds
were used to
support students
during circles;
more circles
$3,000
LCFF Base
1000:$2,737
3000:$263
5000:$330
Training on
smaller scale
than originally
planned; costs
lower than
expected
41
32.1) Due to change in state law, Parent Liaisons are now
paid hourly. Sites have the opportunity to hire the liaison for
as many hours as needed. Sites are also being encouraged
to look at the Community Liaison position that can better
assist with SSC/ELAC.
No cost
LEA-wide
32.1) Service: Investigate current Parent Liaison position
and research other models that allow for more time and
compensation for Liaisons to support school site family and
community engagement efforts.
Scope of service:
_X_ALL
OR:
LEA-wide
_X_ALL
OR:
32.0) Action: Increase the role and responsibility of the
Parent Liaison position to include parent recruitment
and training for School Site Council (SSC) and English
Language Advisory Committee (ELAC), volunteer
recruitment and training, and assist parents in
connecting to community resources.
Scope of service:
31.1) Based on parent feedback, Parent University was
offered as stand-alone workshops on topics such as bullying
prevention, Common Core, homework and effective parent
teacher conferences. Video segments will be edited and
produced over the summer.
$10,000
LCFF Supp
4000: $5,000
5000: $5,000
LEA-wide
31.1) Develop curriculum for two 6-week class series open
to all schools, with specific focus on schools with 50 or
more LI students. Recruitment will target parents from
underrepresented student populations. Produce video
segments with information that families can access
remotely and in their primary language.
Scope of service:
_X_ALL
OR:
LEA-wide
_X_ALL
OR:
31.0) Action/Service: District Parent University
Workshops – Staff and parent leaders will teach
parents about district-wide governance issues to
prepare parents to have greater voice on district-wide
leadership committees.
Scope of service:
No cost
No cost
than planned for
42
LEA-wide
LEA-wide
TBD based on
interest
LCFF Supp
Title III
Immigrant Grant
$28,000
$28,000
Title III
1000:$25,548
3000:$2,452
34.1) Service: Identify schools and recruit families to
participate in Adult Education English Learner classes.
_X_ALL
OR:
34.0) Action: Increase access to Adult Education –
English Learner classes throughout the district.
Scope of service:
33.1) Service: Hire additional translator(s) in needed
languages (e.g., Arabic).
33.0) Action: Encourage schools to hire Parent
Liaisons fluent in major languages at their school.
Liaisons would continue the development and use of
site-based Family Resource Centers as a vehicle for
increasing family engagement and building parent
capacity at the site.
__ALL
OR:
_X_ Other Subgroups:(Specify) Title I schools and schools
with 50% or more LI students
Scope of service:
LEA-wide
LEA-wide
34.1) 1. English as a Second Language (ESL) & technology
classes for parents, focusing on helping their children to be
successful in school, were established at Howe, Dyer-Kelly,
Kingswood and Thomas Edison. 287 students enrolled in
ESL classes at Encina, 38% of all Encina Adult Ed ESL
enrollment are parents of SJUSD students (half of the 38%
were in lower level classes), Adult Basic Education/GED
Test Preparation is also offered at Encina.
_X_ALL
OR:
Scope of service:
33.1) Arabic translator hired; additionally Parent Liaisons
who are able to communicate, inform, train and support in
the family’s home language will provide parents with access
and an opportunity for two way communication and are
encouraged.
__ALL
OR:
_X_ Other Subgroups:(Specify) Title I schools and schools
with 50% or more LI students
Scope of service:
No cost
Site funds were
used to offer
classes
$44,351
Title III
2000:$28,871
3000:$15,480
43
LEA-wide
LEA-wide
$9,000
LCFF Supp
36.2) Service: Pay for partial AP test fees for students
needing assistance
$400,135
LCFF Supp
1000:$308,975
3000:$91,160
No cost
36.1) Service: Reduce class size at two Title I schools with
specialized programs.
36.0) Action/Service: Identify and dismantle barriers to
allow full access to challenging educational programs,
courses, and social and academic support services
__ALL
OR:
X Foster Youth __Redesignated fluent English proficient
X_ Other Subgroups:(Specify) Chronically absent and/or
homeless students
Scope of service:
35.1) Service will begin in 2015-16
35.0) School supports-School community workers and
Intervention Specialists to provide supports and
interventions for chronically absent students and their
families, specifically reaching out to families in
homeless situations.
__ALL
OR:
_X_Other Subgroups:(Specify) Identified schools and
families
Scope of service:
LEA-wide
LEA-wide
$422,075
LCFF Supp
1000:$317,990
3000:$104,485
$7,705
LCFF Base
36.2) Discounted Advance Placement (AP) test fees are
available to income eligible students at the time of test
No cost
36.1) 2.24 FTE provided at Thomas Edison Language
Academy and 3.24 FTE at Cottage Elementary (Montessori
program) support more effective implementation of
innovative programs for English learners and low income
students.
OR:
X Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Chronically absent and/or
homeless students
__ALL
Scope of service:
35.1) Services will begin in 2015-16
__ALL
OR:
_X_ Other Subgroups:(Specify) Identified schools and
families
Scope of service:
44
LEA-wide
1000:$1,061
3000:$116
4000:$2,051
5000:$4,478
For younger students this lack of connection often results in poor attendance patterns growing to chronic absences.
Mid-year attendance patterns caused concern with attendance rates declining and the rate of students who are
chronically absent increasing (metric 2 D, E). School-based attendance incentives will continue (20.1) into next
year. Increasing engaging learning opportunities connected to school is planned, including arts/arts integration,
Related to those outcomes are non-academic reasons that students disengage from school. Student perceptions
around their meaningful participation and connectedness to school declined from 2013 (metric 2J) as did student
ratings of high expectations and caring relationships on campus (metric 2K). This data suggests that more work is
needed with schools in being responsive to the needs of each student (13.1) and this work may be facilitated in
schools through the site leadership team training (23.1). Providing additional venues to listen to student
needs/input and build engaging and relevant programs around their interests will be expanded, with new CTE
programs serving as one example. (16.1.4.9-10)
Two lagging indicators (reported now for 2013-14) are cohort graduation rates (metric 2A) and high school dropout
rates (metric 2B). These outcomes continue to be of concern for students with disabilities, English learners, and
low income students (foster youth data not yet available). Curricular and instructional changes noted above
including those for math and ELD are expected to have a long term affect. Additionally blended online programs for
credit recovery are being implemented at every high school to support students in catching up with missed credits
while remaining enrolled on comprehensive high school campuses. The intent of the programs is to allow greater
personalization to better meet student learning needs.(16.1.3.14-15)
What changes in actions, services, and
expenditures will be made as a result of
reviewing past progress and/or changes to
goals?
LEA-wide
__ALL
OR:
families
Scope of service:
signups. Students currently pay $5.00 per test with no limit
on the number of tests they may take. Fee reimbursement
occurs through the College Board and through funding
received through application to the California Department of
Education each June. The district makes up the remaining
site based costs.
A significant number of areas which needed greater attention were identified using data trends and evidence
observed throughout the year for goal 2 as well.
__ALL
OR:
families
Scope of service:
4000:$9,000
45
While there are significant areas of concern, San Juan remains committed to goal two established with the 2014-15
LCAP. This goal, in alignment with our district Strategic Plan, provides the second part of the roadmap to achieving
success of each student. Within goal 2, the 2015-16 LCAP will be organized in 3 focus areas and within each focus
area actions/services are grouped based on their interconnectedness or student population focus. This is intended
to better illustrate the inner-connectedness of actions and services, provide a stronger link to expected measurable
outcomes, and to more clearly articulate the focus of the district’s resources. Priority has been placed on direct
service to students with selected 2015-16 actions/service delayed (increased central staff) in lieu of funding actions
or services which are closer to students. This does not diminish the need for supports for schools but instead takes
a more targeted approach at allocating resources.
Data is not yet available on parent involvement trends for 2014-15 (metric 2 L, M, N). However the connection
between parent involvement and increased positive outcomes for students must be noted. Parent education in a
variety of forms occurred this year with varying levels of attendance (24, 27.1, 27.2). This work will continue with
outreach to the parents of English learners, guardians of foster youth, and parents in poverty prioritized. This will
include increasing the voice of parents/guardians in providing input and feedback to the district and schools (25.2).
Strengthening the partnership with parents will strengthen the educational system supporting their children.
(16.2.2.5,11)
Related to both safety and other academic outcomes are suspension outcomes. Suspension rates improved based
on available data (metrics 2 F, G), but remain significant especially among low income, foster youth, African
American students and students with disabilities. Deepening the work which is providing behavioral structures for
students (21.1, 22.1, 22.2, 22.3) is planned with program expansion depending on positive evaluations of
effectiveness. The work stated above in support of campus climate and safety will also have a positive effect on
suspension rates for targeted groups, as will the planned increase of counseling services at K8 and middle schools
(9.2). Additionally Learning Support Teams will pilot at three locations in the district and will develop models of
academic and social-emotional support services for students through coordination with district and community
resources. (16.2.1.12) Findings from these pilots will inform the allocation of additional services to address mental
health, drug, alcohol and other related issues with students for the next several years. (16.2.1.3-4)
Students also reported lower rates of feeling safe at school compared with 2013 students (metric 2H). A variety of
equity and diversity work (13.1) along with increased parent involvement focus support changing the culture at
schools (26.1). Additionally, more staff for campus supervision is being added in 2015-16 along with increased
support for bullying prevention. (16.2.1.10-11) Campus climate assessments will be piloted, with in-depth
examinations of multiple campuses resulting in action plans to address the findings. (16.2.3.2)
increased CTE and other student-driven opportunities. (16.1.4.2) Additionally, family support services provided
centrally are being reorganized to increase cohesiveness and outreach to families including low income, foster
youth and homeless students.
Attachment C
SJUSD LCAP Metric Progress
CONDITIONS OF LEARNING
Priority Area: Basic Services
Metric
Instructional Materials
Qualified Teachers
Mis-Assignments
Well Maintained Facilities
2014-2015
Defined
S
S
S
S
ALL Students
ID Page
1.1p 10
1.1r 10
1.1s 10
2.2c 15
Improvement
Maintain
Decline
Improved
Decline
Outcome
Very High
Intermediate
Intermediate
High
Overall
Indicator
Excellent
Issue
Acceptable
Good
Acceptable
Priority Area: Implementing State Standards
Metric
Defined Code Pg #
Teachers Trained
S/L
1.1a 10
Implementing CCSS/ELD/NGSS
S/L
1.1o 10
Improvement
NA
NA
Outcome
Intermediate
Low
Overall
Indicator
Acceptable
Issue
Issue
Priority Area: Course Access
Metric
Foster Youth Enrollment
Foster Youth Records
Course of Study Elementary
Course of Study: Middle/High
Honors Middle School
Honors High School
Code Pg #
1.4l
4
1.4m 4
1.1q 7
1.3a 7
1.4j
7
1.3e 7
Improvement
Improved
Improved
NA
NA
Improved
Improved
Outcome
Very High
Very High
Very High
High
Intermediate
Intermediate
ENGAGEMENT
Priority Area: Parent Engagement
Metric
Defined Code Pg #
Parent Input on Decisions
S/L
2.2b 15
Parent Offerings
S/L
2.2d 15
Parent Participation
S/L
2.2e 15
Improvement
NA
NA
NA
Outcome
Intermediate
Intermediate/High
Intermediate
Priority Area: Pupil Engagement
Metric
Graduation Rates
Drop Out Rates (grades 9-12)
Attendance Rates
Chronically Absent
Defined
S
S
S
S
Code Pg #
1.3b 11
1.3d 11
1.4a 12
1.4b 12
Improvement
Improved
Improved
Declined
Declined
Outcome
Intermediate/High
High
Intermediate
Low
Overall
Good
Good
Issue
Issue
Priority Area: School Climate
Metric
Suspension Rates
Explusion Rates
Student Connectedness
High Expectation/Relationships
Safety
Defined
S
S
S/L
S/L
S/L
Code Pg #
2.1b 13
2.1c 13
2.2a 14
2.3a 14
2.3b 14
Improvement
Improved
Maintained
Declined
Declined
Declined
Outcome
Intermediate
Very High
Intermediate
Intermediate
Intermediate
Overall
Good
Excellent
Issue
Issue
Issue
Defined
L
L
S/L
S/L
L
L
Overall
Excellent
Excellent
Excellent
Good
Good
Good
Indicator
Good
Overall
Indicator
Acceptable
Acceptable
Good
Acceptable
Indicator
Acceptable
Indicator
Issue
47
Define Codes: S(State identified with defined measure), S/L (State Idenitified with measure defined locally) L (District identified and defined)
2014-2015
ALL Students
STUDENT OUTCOMES
AREA: ELA
Metric
Text Level (grades K-2)
MAP (grades 3-9)
CAHSEE (grade 10)
CAASPP (grades 3-8 and 11)
Defined
L
L
S
S
Code Pg #
1.1a 1
1.1d 1
1.1e 1
1.1f
1
Improvement
Improved
Declined
Improved
NA
Outcome
Intermediate
Low
Intermediate
Low
AREA: ELD
Metric
ELD Growth
ELD Fluency
EL Reclassification
Defined
S
S
S
Code Pg #
1.1g 2
1.1h 2
1.1i
2
Improvement
Declined
Declined
Improved
Outcome
Low
Low/Intermediate
Low
AREA: Math
Metric
MAP (grades 3-8 and IM1 Math)
CAHSEE (grade 10)
Algebra/IM1 by Grade 9
Defined
L
S
L
S
Code Pg #
1.1k 3
1.1l
3
1.1m 3
1.1n 3
Improvement
Declined
Declined
Declined
NA
Outcome
Low
Intermediate
Intermediate
Low
AREA: College Readiness
Metric
AP Scores (grade 12)
EAP ELA (grade 11)
EAP Math (grade 11)
A-G (grade 12)
CTE (grade 12)
Defined
S
S
S
S
S
Code Pg #
1.4g 5
1.4d 5
1.4d 5
1.3c 6
1.4h 6
Improvement
Improved
Improved Significantly
Improved
Improved
Improved
Outcome
Low
Intermediate
Low
Low
Intermediate
Area: Course Completion
Metric
Middle School
High School
Defined Code Pg #
S/L
1.3f
8
S/L
1.3f
9
Improvement
NA
NA
Outcome
High
High
Overall
Good
Issue
Good
Issue
Indicator
Acceptable
Overall
Indicator
Issue
Issue
Issue
Acceptable
Overall
Issue
Issue
Issue
Issue
Indicator
Issue
Overall
Indicator
Acceptable
Good
Acceptable Acceptable
Acceptable
Good
Overall
Good
Good
Indicator
Good
48
Metric
Qualified Teachers
Mis-Assignments
2014-2015
ELL Students
Defined
S
S
S
S
ID
1.1p
1.1r
1.1s
2.2c
Page
10
10
10
15
Improvement
Metric
Defined
Teachers Trained
S/L
S/L
Code
1.1a
1.1o
Pg #
10
10
Improvement
NA
NA
Outcome
Low
Low
Overall
Issue
Issue
Indicator
Metric
Honors High School
Defined
L
L
S/L
S/L
L
L
Code
1.4l
1.4m
1.1q
1.3a
1.4j
1.3e
Pg #
4
4
7
7
7
7
Improvement
Outcome
Overall
Indicator
Improved
Improved
Very Low
Very Low
Issue
Issue
ENGAGEMENT
Metric
Parent Offerings
Defined
S/L
S/L
S/L
Code
2.2b
2.2d
2.2e
Pg #
15
15
15
Improvement
Outcome
Overall
Metric
Graduation Rates
Attendance Rates
Chronically Absent
Defined
S
S
S
S
Code
1.3b
1.3d
1.4a
1.4b
Pg #
11
11
12
12
Improvement
Improved
Declined
Maintained
Declined
Outcome
Low
Low
High
Low
Metric
Suspension Rates
Explusion Rates
Safety
Defined
S
S
S/L
S/L
S/L
Code
2.1b
2.1c
2.2a
2.3a
2.3b
Pg #
13
13
14
14
14
Improvement
Improved
Improved
Outcome
High
Very High
Outcome
Overall
Results only for ALL
Indicator
Acceptable
Issue
NA
Issue
Indicator
Acceptable
Overall
Indicator
Acceptable
Issue
Acceptable
Good
Issue
Overall
Good
Excellent
Indicator
Issue
49
2014-2015
ELL Students
STUDENT OUTCOMES
AREA: ELA
Metric
MAP (grades 3-9)
CAHSEE (grade 10)
Defined
L
L
S
S
Code
1.1a
1.1d
1.1e
1.1f
Pg #
1
1
1
1
Improvement
Improved
Declined
Improved
NA
Outcome
Low
Very Low
Very Low
Low
Overall
Indicator
Acceptable
Concern
Issue
Issue
Issue
AREA: ELD
Metric
ELD Growth
ELD Fluency
EL Reclassification
Defined
S
S
S
Code
1.1g
1.1h
1.1i
Pg #
2
2
2
Improvement
Declined
Declined
Improved
Outcome
Low
Low/Intermediate
Low
Overall
Indicator
Issue
Issue
Issue
Acceptable
AREA: Math
Metric
CAHSEE (grade 10)
Defined
L
S
L
S
Code
1.1k
1.1l
1.1m
1.1n
Pg #
3
3
3
3
Improvement
Declined
Declined
Declined
NA
Outcome
Very Low
Very Low
Very Low
Very Low
Overall
Concern
Concern
Concern
Concern
Indicator
Metric
EAP ELA (grade 11)
EAP Math (grade 11)
A-G (grade 12)
CTE (grade 12)
Defined
S
S
S
S
S
Code
1.4g
1.4d
1.4d
1.3c
1.4h
Pg #
5
5
5
6
6
Improvement
Declined
Improved
Improved
Declined
Improved
Outcome
Very Low
Very Low
Very Low
Very Low
Intermediate
Overall
Concern
Issue
Issue
Concern
Good
Indicator
Metric
Middle School
High School
Defined
S/L
S/L
Code
1.3f
1.3f
Pg #
8
9
Improvement
NA
NA
Outcome
Intermediate
Intermediate
Concern
Issue
Overall
Indicator
Acceptable
Acceptable
Acceptable
50
Metric
Qualified Teachers
Mis-Assignments
2014-2015
Defined
S
S
S
S
Foster Youth
ID
1.1p
1.1r
1.1s
2.2c
Page
10
10
10
15
Pg #
10
10
10
15
Improvement
Metric
Defined Code
Teachers Trained
S/L
1.1a
S/L
1.1o
Pg #
10
10
Pg #
10
10
Improvement
Metric
Honors High School
Outcome
Overall
Outcome
Acceptable
Overall
Code
1.4l
1.4m
1.1q
1.3a
1.4j
1.3e
Pg #
4
4
7
7
7
7
Pg #
4
4
7
7
7
7
Improvement
Improved
Improved
Improved
Improved
Low
Very Low
Acceptable
Concern
ENGAGEMENT
Metric
Defined
S/L
Parent Offerings
S/L
S/L
Code
2.2b
2.2d
2.2e
Pg #
15
15
15
Pg #
15
15
15
Improvement
Outcome
Overall
Metric
Graduation Rates
Attendance Rates
Chronically Absent
Defined
S
S
S
S
Code
1.3b
1.3d
1.4a
1.4b
Pg #
11
11
12
12
Pg #
11
11
12
12
Improvement
Declined
Declined
Low
Very Low
Issue
Concern
Metric
Suspension Rates
Explusion Rates
Safety
Defined
S
S
S/L
S/L
S/L
Code
2.1b
2.1c
2.2a
2.3a
2.3b
Pg #
13
13
14
14
14
Pg #
13
13
14
14
14
Improvement
Improved
Maintained
Outcome
Very Low
Very High
Overall
Issue
Excellent
Overall
Excellent
Excellent
Indicator
Acceptable
Outcome
Indicator
Issue
Defined
L
L
S/L
S/L
L
L
Outcome
Very High
Very High
Indicator
Indicator
Acceptable
Overall
Indicator
For 13-14 Year Not Collected by Group
Issue
Indicator
Issue
51
2014-2015
Foster Youth
STUDENT OUTCOMES
AREA: ELA
Metric
MAP (grades 3-9)
CAHSEE (grade 10)
Defined
L
L
S
S
Code
1.1a
1.1d
1.1e
1.1f
Code
1.1a
1.1d
1.1e
1.1f
Pg #
1
1
1
1
Improvement
Improved
Declined
Declined
NA
Outcome
Low
Very Low
Very Low
Very Low
AREA: ELD
Metric
ELD Growth
ELD Fluency
EL Reclassification
Defined
S
S
S
Code
1.1g
1.1h
1.1i
Code
1.1g
1.1h
1.1i
Pg #
2
2
2
Improvement
Outcome
AREA: Math
Metric
CAHSEE (grade 10)
Defined
L
S
L
S
Code
1.1k
1.1l
1.1m
1.1n
Code
1.1k
1.1l
1.1m
1.1n
Pg #
3
3
3
3
Improvement
Improved
Declined
Maintained
NA
Metric
EAP ELA (grade 11)
EAP Math (grade 11)
A-G (grade 12)
CTE (grade 12)
Defined
S
S
S
S
S
Code
1.4g
1.4d
1.4d
1.3c
1.4h
Code
1.4g
1.4d
1.4d
1.3c
1.4h
Pg #
5
5
5
6
6
Metric
Middle School
High School
Defined
S/L
S/L
Code
1.3f
1.3f
Code
1.3f
1.3f
Pg #
8
9
Overall
Indicator
Acceptable
Concern
Concern
Concern
Concern
Overall
Indicator
Outcome
Very Low
Very Low
Very Low
Very Low
Overall
Issue
Concern
Concern
Concern
Indicator
Improvement
Maintained
Improved
Improved
Maintained
Declined
Outcome
Very Low
Very Low
Very Low
Very Low
Intermediate
Overall
Concern
Issue
Issue
Concern
Good
Indicator
Improvement
NA
NA
Outcome
Low
Low
Overall
Issue
Issue
Indicator
NA
Concern
Concern
Issue
52
Metric
Qualified Teachers
Mis-Assignments
2014-2015
Defined
S
S
S
S
Low Income
ID
1.1p
1.1r
1.1s
2.2c
Page
10
10
10
15
Improvement
Metric
Defined Code
Teachers Trained
S/L
1.1a
S/L
1.1o
Pg #
10
10
Improvement
Metric
Honors High School
Defined Code
L
1.4l
L
1.4m
S/L
1.1q
S/L
1.3a
L
1.4j
L
1.3e
Pg #
4
4
7
7
7
7
Improvement
ENGAGEMENT
Metric
Parent Offerings
Defined Code
S/L
2.2b
S/L
2.2d
S/L
2.2e
Pg #
15
15
15
Improvement
Metric
Graduation Rates
Attendance Rates
Chronically Absent
Defined Code
S
1.3b
S
1.3d
S
1.4a
S
1.4b
Pg #
11
11
12
12
Improvement
Improved
Declined
Declined
Declined
Outcome
Intermediate
Intermediate
Intermediate
Very Low
Overall
Good
Issue
Issue
Concern
Indicator
Metric
Suspension Rates
Explusion Rates
Safety
Defined Code
S
2.1b
S
2.1c
S/L
2.2a
S/L
2.3a
S/L
2.3b
Pg #
13
13
14
14
14
Improvement
Improved
Maintained
Outcome
Intermediate
Very High
Overall
Good
Excellent
Indicator
Outcome
Overall
Outcome
Acceptable
Overall
Outcome
Indicator
Indicator
Issue
Overall
Indicator
NA
Improved
Improved
NA
NA
Low
Low
Outcome
Intermediate/High
Intermediate
Acceptable
Acceptable
Acceptable
Overall
Indicator
Acceptable
Good
Acceptable
Issue
Issue
53
2014-2015
Low Income
STUDENT OUTCOMES
AREA: ELA
Metric
MAP (grades 3-9)
CAHSEE (grade 10)
Defined Code
L
1.1a
L
1.1d
S
1.1e
S
1.1f
Pg #
1
1
1
1
Improvement
Improved
Declined
Declined
NA
Outcome
Low
Low
Low
Very Low
AREA: ELD
Metric
ELD Growth
ELD Fluency
EL Reclassification
Defined Code
S
1.1g
S
1.1h
S
1.1i
Pg #
2
2
2
Improvement
Outcome
AREA: Math
Metric
CAHSEE (grade 10)
Defined Code
L
1.1k
S
1.1l
L
1.1m
S
1.1n
Pg #
3
3
3
3
Improvement
Improved
Declined
Declined
NA
Metric
EAP ELA (grade 11)
EAP Math (grade 11)
A-G (grade 12)
CTE (grade 12)
Defined Code
S
1.4g
S
1.4d
S
1.4d
S
1.3c
S
1.4h
Pg #
5
5
5
6
6
Metric
Middle School
High School
Defined Code
S/L
1.3f
S/L
1.3f
Pg #
8
9
Overall
Indicator
Acceptable
Issue
Issue
Issue
Concern
Overall
Indicator
Outcome
Very Low
Low
Low
Very Low
Overall
Issue
Issue
Issue
Concern
Indicator
Improvement
Improved
Improved
Improved
Declined
Improved
Outcome
Very Low
Very Low
Very Low
Very Low
Intermediate
Overall
Issue
Issue
Issue
Concern
Good
Indicator
Improvement
NA
NA
Outcome
Intermediate
Intermediate
NA
Issue
Issue
Overall
Indicator
Acceptable
Acceptable
Acceptable
54
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
13-14
14-15
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
Target
Target
Target
Type
Baseline
Target
May/Final
Target
Target
Target
Baseline
Target
Final
Target
Target
Target
Baseline
Target
Target
Target
Increase percent of students reading at/above grade
level at all school sites.
Baseline
Description
14-15: Increase 5%
15-16: Increase 10%
16-17: Increase 10%
17-18: Increase by 10%
15-16: all schools to 25% at grade level
Metric
Description
ELA (3-9)
Increase rate at/above grade level: Grades 3-9
MAP
MAP (to 85%).
1.1d
14-15: Increase 3%
15-16: Increase 5%
16-17: Increase 5%
17-18: Increase 5%
ELA (10)
Increase rate at/above (prof) grade level: Grade
CAHSEE
10 CAHSEE (to 85%)
1.1e
14-15: Increase 3%
15-16: Increase 3%
16-17: Increase 3%
17-18: Increase 3%
ELA (3-9 &11) Increase rate at/above grade level: Grades 3-8
CAASPP
& 11 CAASPP (to 85%)
1.1f
14-15: Baseline
Text Level
K-2
1.1 c
Metric
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
Increase the percentage of students reading
at/above grade level (to 90%).
Type
Baseline
Target
Final
Target
Target
Target
Type
Metric
Text Level
K-2
1.1b
Description
DRAFT
LCAP Metric Report 2014-2015 School Year
41.2%
46.2%
51.2%
56.2%
95.0%
100.0%
100.0%
100.0%
ALL
47.3%
50.3%
43.0%
55.3%
60.3%
63.3%
54.4%
57.4%
55.6%
60.4%
63.4%
66.4%
ALL
34.0%
39.0%
50.8%
49.0%
59.0%
69.0%
Schools
2.6%
7.6%
12.6%
17.6%
24.1%
29.1%
34.1%
39.1%
15.3%
20.3%
25.3%
30.3%
21.0%
26.0%
31.0%
36.0%
25.9%
30.9%
35.9%
40.9%
47.2%
52.2%
57.2%
62.2%
41.5% 8.7%
46.5% 13.7%
51.5% 18.7%
56.5% 23.7%
ELL LowSES FosterY Af Am. Hispanic White RFEP SpED
8.4% 30.3% 19.7% 29.3% 29.5% 54.8% 50.3% 12.3%
11.4% 33.3% 22.7% 32.3% 32.5% 57.8% 53.3% 15.3%
6.5% 26.3% 17.2% 23.5% 26.5% 50.1% 48.9% 10.5%
16.4% 38.3% 27.7% 37.3% 37.5% 62.8% 58.3% 20.3%
21.4% 43.3% 32.7% 42.3% 42.5% 67.8% 63.3% 25.3%
24.4% 46.3% 35.7% 45.3% 45.5% 70.8% 66.3% 28.3%
2.8% 37.4% 23.7% 25.9% 36.5% 61.5% 55.9% 9.3%
5.8% 40.4% 26.7% 28.9% 39.5% 64.5% 58.9% 12.3%
3.0% 36.9% 22.8% 36.3% 42.0% 61.7% 51.8% 11.0%
8.8% 43.4% 29.7% 31.9% 42.5% 67.5% 61.9% 15.3%
11.8% 46.4% 32.7% 34.9% 45.5% 70.5% 64.9% 18.3%
14.8% 49.4% 35.7% 37.9% 48.5% 73.5% 67.9% 21.3%
19.5% 25.5% 21.7% 24.1% 23.6% 40.2% 64.7% 13.2%
24.5% 30.5% 26.7% 29.1% 28.6% 45.2% 69.7% 18.2%
29.6% 39.6% 34.1% 38.9% 38.9% 58.1% 94.1% 21.7%
34.5% 40.5% 36.7% 39.1% 38.6% 55.2% 79.7% 28.2%
44.5% 50.5% 46.7% 49.1% 48.6% 65.2% 89.7% 38.2%
54.5% 60.5% 56.7% 59.1% 58.6% 75.2% 99.7% 48.2%
Attachment D
55
1.1i
Metric
ELD Reclass
1.1h
Metric
ELD
Fluency
(AMAO 2)
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Type
Baseline
Target
May/Final
Target
Target
Target
Type
Baseline
Target
May/Final
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Metric
ELD Growth
Growth
(AMAO 1)
1.1g
Description
Increase the percent of students growing 1 or
more levels (to state target)
14-15: Increase 2%
15-16: Increase 3%
16-17: Increase 3%
17-18: Increase 5%
Description
Increase the percent of students who are fluent
on the CELDT (to state target)
14-15: Increase 2% LT by 4%
Description
Increase the percent of students reclassified (to
30%)
14-15: Increase 2%/LT by 4%
DRAFT
56
All ELL
52.6%
54.6%
52.1%
57.6%
60.6%
65.6%
<5 Yrs
17.8%
19.8%
17.5%
23.8%
27.8%
31.8%
All ELL
4.6%
6.6%
6.3%
9.6%
12.6%
16.6%
LT ELL
32.9%
34.9%
30.5%
37.9%
40.9%
45.9%
> 5 Yrs
44.6%
48.6%
43.2%
50.6%
56.6%
62.6%
LT ELL
13.1%
17.1%
19.0%
22.1%
27.1%
30.0%
LT: Long Term ELL Students
Year
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
13-14
14-15
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Type
Baseline
Target
Target
Type
Baseline
Target
May/Final
Target
Target
Target
Baseline
Target
Final
Target
Target
Target
Baseline
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Metric
Math (K-2)
Tool:
1.1j
Description
Increase the percentage of students at/above
grade level (to 90%).
15-16: Baseline
16-17:
17-18
Metric
Description
Increase rate at/above grade level: Grades 3-9
Math (3-9)
MAP (to 85%).
MAP
1.1k
14-15: Increase 3%
15-16: Increase 3%
16-17: Increase 5%
17-18: Increase 5%
Increase rate at/above (prof) grade level: Grade
Math (10)
10 CAHSEE (to 85%)
CAHSEE
1.1l
14-15: Increase 3%
15-16: Increase 3%
16-17: Increase 3%
17-18: Increase 3%
Math (3-8/11) Increase rate at/above grade level: Grades 3-8
& 11 CAASPP (to 85%)
1.1m
14-15: Baseline
15-16: : Increase by 5%
Metric
Description
Increase the rate passing Algebra/IM1 (C or
IM 1/Alg
better) (to 85%) Groups: AA,FY,SPED
By 9th Gr
1.1n
14-15: Increase 3% (Groups by 5%)
DRAFT
57
32.0%
37.0%
42.0%
47.0%
ALL
63.0%
66.0%
62.3%
71.0%
76.0%
83.0%
ALL
44.1%
47.1%
37.0%
50.1%
53.1%
56.1%
57.3%
60.3%
53.0%
63.3%
66.3%
69.3%
ALL
LowSES FosterY Af Am. Hispanic White
RFEP
SpED
4.0% 16.8% 8.1% 11.0% 16.7% 37.7% 32.1% 8.0%
9.0% 21.8% 13.1% 16.0% 21.7% 42.7% 37.1% 13.0%
14.0% 26.8% 18.1% 21.0% 26.7% 47.7% 42.1% 18.0%
19.0% 31.8% 23.1% 26.0% 31.7% 52.7% 47.1% 23.0%
29.9% 49.0% 28.1% 37.2% 51.9% 67.7% 74.3% 21.4%
34.9% 54.0% 33.1% 42.2% 54.9% 70.7% 77.3% 24.4%
22.9% 48.2% 28.2% 41.6% 46.4% 67.9% 67.1% 21.3%
39.9% 59.0% 41.1% 50.2% 59.9% 75.7% 82.3% 32.4%
44.9% 64.0% 49.1% 58.2% 64.9% 80.7% 85.0% 40.4%
51.9% 71.0% 59.1% 68.2% 71.9% 85.0% 85.0% 50.4%
10.5% 15.4% 13.3% 25.7% 39.1% 52.5% 51.7% 11.3%
13.5% 18.4% 16.3% 28.7% 42.1% 55.5% 54.7% 14.3%
8.3% 21.9% 15.0% 15.5% 20.9% 44.4% 43.7% 8.5%
16.5% 21.4% 19.3% 31.7% 45.1% 58.5% 57.7% 17.3%
19.5% 24.4% 22.3% 34.7% 48.1% 61.5% 60.7% 20.3%
22.5% 27.4% 25.3% 37.7% 51.1% 64.5% 63.7% 23.3%
13.0% 42.8% 26.3% 30.1% 42.5% 63.3% 63.7% 10.7%
16.0% 45.8% 29.3% 33.1% 45.5% 66.3% 66.7% 13.7%
8.1% 36.9% 22.8% 26.1% 39.2% 59.2% 53.1% 9.8%
19.0% 48.8% 32.3% 36.1% 48.5% 69.3% 69.7% 16.7%
22.0% 51.8% 35.3% 39.1% 51.5% 72.3% 72.7% 19.7%
25.0% 54.8% 38.3% 42.1% 54.5% 75.3% 75.7% 22.7%
ELL
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
14-15
15-16
16-17
17-18
Type
Baseline
Target
Final
Target
Target
Target
Type
Final
Target
Target
Target
Metric
Foster Youth
Description
Maintain a 2 day average for enrollment and
scheduling.
1.4l
14-15: 2 day
15-16: 2 day
16-17: 2 day
17-18: 2 day
Metric
Description
Foster Youth Maintain a 2 day average for updating records
Updating Rec including transcripts.
1.4m
14-15: Baseline
15-16: < 2 Days
16-17: < 2 Days
17-18: < 2 Days
DRAFT
58
1.4
2
2
2
FY
2
2
1.8
2
2
2
FY
Metric
Grade 12
EAP Scores
Math
1.4d
Metric
Grade 12
EAP Scores
ELA
1.4d
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
14-15
15-16
16-17
17-18
Type
Baseline
Target
Final
Target
Target
Target
Type
Baseline
Target
May/Final
Baseline
Target
Target
Target
Type
Baseline
Target
May/Final
Baseline
Target
Target
Target
Metric
AP Scores
3 or Higher
1.4g
Description
Increase percentage of Grade 12 students with
1 AP score of 3 or higher
Description
Increase percentage of grade 12 students ready
for college: on EAP ELA (to 60%)
14-15: Baseline from SBAC
Description
Increase percentage of grade 12 students ready
for college: on EAP Math (to 60%)
14-15: Baseline from SBAC
DRAFT
59
ALL
19.1%
22.1%
20.7%
25.1%
28.1%
35.1%
ALL
26.4%
28.4%
28.9%
51.2%
53.2%
55.2%
57.2%
ALL
19.1%
21.1%
20.6%
26.5%
28.5%
30.5%
32.5%
2.9%
8.0%
4.3% 6.4% 11.6% 20.4% 19.8% 1.5%
5.9% 11.0% 7.3% 9.4% 14.6% 23.4% 22.8% 4.5%
1.8%
8.3%
0.0% 6.8% 14.1% 21.1% 17.1% 1.5%
8.9% 16.0% 12.3% 14.4% 19.6% 28.4% 27.8% 9.5%
11.9% 19.0% 15.3% 17.4% 22.6% 31.4% 30.8% 12.5%
18.9% 26.0% 22.3% 24.4% 29.6% 38.4% 37.8% 19.5%
0.0% 13.2% 0.0% 11.7% 14.9% 29.5% 22.1% 1.0%
2.0% 15.2% 2.0% 13.7% 16.9% 31.5% 24.1% 3.0%
0.3% 15.6% 5.2% 15.6% 15.8% 31.9% 23.4% 2.4%
3.0% 36.1% 26.5% 27.4% 37.7% 55.1% 43.1% 8.9%
5.0% 38.1% 28.5% 29.4% 39.7% 57.1% 45.1% 10.9%
7.0% 40.1% 30.5% 31.4% 41.7% 59.1% 47.1% 12.9%
9.0% 42.1% 32.5% 33.4% 43.7% 61.1% 49.1% 14.9%
1.6% 10.7% 0.0% 6.4% 10.1% 21.3% 21.6% 1.0%
3.6% 12.7% 2.0% 8.4% 12.1% 23.3% 23.6% 3.0%
3.1% 11.2% 3.5% 7.1% 11.5% 22.1% 19.4% 1.2%
2.4% 13.6% 6.0% 7.2% 14.1% 28.5% 23.0% 2.5%
4.4% 15.6% 8.0% 9.2% 16.1% 30.5% 25.0% 4.5%
6.4% 17.6% 10.0% 11.2% 18.1% 32.5% 27.0% 6.5%
8.4% 19.6% 12.0% 13.2% 20.1% 34.5% 29.0% 8.5%
38.4%
41.4%
44.4%
47.4%
13-14
14-15
15-16
16-17
Metric
AG/CTC
1.4i
Metric
CTE
1.4h
ALL
34.4%
37.4%
36.1%
40.4%
43.4%
51.4%
ALL
8.8%
11.8%
11.3%
14.8%
17.8%
20.8%
ALL
Year
12-13
13-14
13-14
14-15
15-16
16-17
Year
12-13
13-14
13-14
14-15
15-16
16-17
Year
Type
Baseline
Target
May/Final
Target
Target
Target
Description
Type
Increase rated of CTE Captstone completers for Baseline
Target
Gr 12 students (to 25%)
May/Final
Target
Target
Target
17-18: Increase 5%
Description
Type
Increase rate of graduates completing either AG or CTE (to 80%)
Baseline
14-15 Baseline
Target
Target
Target
Metric
A-G
1.3c
Description
Increase rated of A-G completers (to 80%)
DRAFT
60
7.7%
10.7%
13.7%
16.7%
23.9%
26.9%
29.9%
32.9%
0.0%
3.0%
6.0%
9.0%
22.5%
25.5%
28.5%
31.5%
27.2%
30.2%
33.2%
36.2%
40.3%
43.3%
46.3%
49.3%
38.6% 3.8%
41.6% 6.8%
44.6% 9.8%
47.6% 12.8%
11.0% 24.0% 0.0% 20.4% 24.3% 35.9% 32.2% 4.2%
14.0% 27.0% 3.0% 23.4% 27.3% 38.9% 35.2% 7.2%
7.2% 22.3% 0.0% 21.3% 25.5% 37.7% 36.7% 3.5%
17.0% 30.0% 6.0% 26.4% 30.3% 41.9% 38.2% 10.2%
20.0% 33.0% 9.0% 29.4% 33.3% 44.9% 41.2% 13.2%
28.0% 41.0% 17.0% 37.4% 41.3% 52.9% 49.2% 21.2%
5.9%
7.5% 16.6% 6.5%
6.4%
7.9% 13.6% 6.9%
8.9% 10.5% 19.6% 9.5%
9.4%
10.9% 16.6% 9.9%
7.9%
9.0%
7.7% 6.5%
8.3%
11.2% 19.3% 8.3%
11.9% 13.5% 22.6% 12.5% 12.4% 13.9% 19.6% 12.9%
14.9% 16.5% 25.0% 15.5% 15.4% 16.9% 22.6% 15.9%
17.9% 19.5% 25.0% 18.5% 18.4% 19.9% 25.0% 18.9%
Metric
Honors
Enrollment
HS
1.3e
Metric
Honors
Enrollment
MS
1.4j
Metric
Course of
Study
HS
1.3a
Metric
Course of
Study
Gr 6-8
1.3a
96.4%
97.4%
98.4%
99.4%
ALL
30.9%
30.9%
34.2%
34.2%
34.2%
34.2%
ALL
38.6%
40.6%
39.2%
42.6%
44.6%
50.6%
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
9.5%
10.5%
11.5%
12.5%
FL
FL
34.9%
35.9%
36.9%
37.9%
VAPA
VAPA
98.6%
99.0%
99.0%
99.0%
PE
PE
Targeted Groups Based on Sites with
unduplicated % over 55
82.1% 73.7% 75.6% 40.8% 47.8% 47.8%
83.1% 74.7% 76.6% 41.8% 48.8% 48.8%
84.1% 75.7% 77.6% 42.8% 49.8% 49.8%
85.1% 76.7% 78.6% 43.8% 50.8% 50.8%
0.8% 13.2% 2.0% 11.8% 15.9% 35.7% 27.6% 3.0%
2.8% 15.2% 4.0% 13.8% 17.9% 35.7% 27.6% 5.0%
2.5% 16.0% 10.2% 13.4% 19.0% 39.5% 34.4% 4.0%
6.8% 19.2% 8.0% 17.8% 21.9% 39.5% 34.4% 9.0%
10.8% 23.2% 12.0% 21.8% 25.9% 39.5% 34.4% 13.0%
16.8% 29.2% 18.0% 27.8% 31.9% 39.5% 34.4% 19.0%
4.8% 19.7% 5.9% 19.1% 23.5% 41.5% 38.3% 2.0%
9.8% 24.7% 10.9% 24.1% 28.5% 43.5% 40.3% 7.0%
5.7% 20.9% 8.0% 19.4% 25.1% 42.7% 40.3% 3.5%
14.8% 29.7% 15.9% 29.1% 33.5% 45.5% 42.3% 12.0%
19.8% 34.7% 20.9% 34.1% 38.5% 47.5% 44.3% 17.0%
29.8% 44.7% 30.9% 44.1% 48.5% 53.5% 50.3% 27.0%
92.5%
93.5%
94.5%
95.5%
Social St
93.1% 93.5% 96.2%
94.1% 94.5% 97.2%
95.1% 95.5% 98.2%
96.1% 96.5% 99.2%
ELA Math Science
14-15
15-16
16-17
17-18
Year
Targeted Groups
99.5%
100.0%
99.5%
100.0%
99.5%
100.0%
99.5%
100.0%
ELA Math Science Social St
ALL
14-15
15-16
16-17
17-18
Year
Year
Metric
Course of
Study
Elem
1.1q
Description
Type
Increase the percentage of students receiving
full course of study in grades 1-6.
Baseline
14-15: Baseline
Target
15-16: Maintain
Target
16-17: Maintain
Target
17-18: Maintain
Description
Type
Increase the % of students enrolled in each
subject areas
Baseline
14-15: Baseline
Target
Target
Target
17-18: Increase to 1%
Description
Type
Increase the % of students enrolled in each
subject areas
Baseline
14-15: Baseline
Target
Target
Target
Description
Type
Baseline
Increase the percentage of students who are
enrolled in 1 or more Honors/IB class. Groups: Target
May/Final
14-15: Increase by 2% (Groups Only)
Target
Target
Target
Description
Type
Baseline
Increase the percentage of students who are
enrolled in 1 or more Hrs/AP/IB class. Groups: Target
May/Final
14-15: Increase by 2% (Groups by 5%)
Target
Target
Target
DRAFT
61
Year
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
Type
Baseline
Target
Target
Target
Baseline
Target
Target
Target
Baseline
Target
Target
Target
Baseline
Target
Target
Target
Metric
ELA Course
Completion
Grades 6-8
1.3f
Description
ELA Establish baseline for successful
completion (C- or better)
14-15: Baseline
Math Course Math Establish baseline for successful
Completion
Grades 6-8
14-15: Baseline
1.3f
SS Course
Social Studies Establish baseline for successful
Completion
Grades 6-8
14-15: Baseline
1.3f
Science Course Science Establish baseline for successful
Completion
Grades 6-8
14-15: Baseline
1.3f
DRAFT
62
77.7%
80.7%
83.7%
86.7%
75.5%
78.5%
81.5%
84.5%
72.7%
75.7%
78.7%
81.7%
78.1%
81.1%
84.1%
87.1%
ALL
55.1%
58.1%
61.1%
64.1%
50.6%
53.6%
56.6%
59.6%
54.3%
57.3%
60.3%
63.3%
67.2%
70.2%
73.2%
76.2%
ELL
68.6%
71.6%
74.6%
77.6%
64.4%
67.4%
70.4%
73.4%
62.8%
65.8%
68.8%
71.8%
69.1%
72.1%
75.1%
78.1%
55.9%
58.9%
61.9%
64.9%
44.1%
47.1%
50.1%
53.1%
55.9%
58.9%
61.9%
64.9%
62.7%
65.7%
68.7%
71.7%
69.1%
72.1%
75.1%
78.1%
65.7%
68.7%
71.7%
74.7%
61.0%
64.0%
67.0%
70.0%
68.2%
71.2%
74.2%
77.2%
69.1%
72.1%
75.1%
78.1%
67.5%
70.5%
73.5%
76.5%
63.4%
66.4%
69.4%
72.4%
71.0%
74.0%
77.0%
80.0%
80.6%
83.6%
86.6%
89.6%
78.2%
81.2%
84.2%
87.2%
75.5%
78.5%
81.5%
84.5%
80.4%
83.4%
86.4%
89.4%
83.0%
86.0%
89.0%
92.0%
81.5%
84.5%
87.5%
90.5%
78.2%
81.2%
84.2%
87.2%
82.0%
85.0%
88.0%
91.0%
RFEP
56.4%
59.4%
62.4%
65.4%
52.0%
55.0%
58.0%
61.0%
62.9%
65.9%
68.9%
71.9%
70.6%
73.6%
76.6%
79.6%
SpED
Year
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
Type
Baseline
Target
Target
Target
Baseline
Target
Target
Target
Baseline
Target
Target
Target
Baseline
Target
Target
Target
Metric
ELA Course
Completion
Grades 9-12
1.3f
Description
ELA Establish baseline for successful
14-15: Baseline
Math Course Math Establish baseline for successful
Completion
Grades 9-12
14-15: Baseline
1.3f
SS Course
Social Studies Establish baseline for successful
Completion
Grades 9-12
14-15: Baseline
1.3f
Science Course Science Establish baseline for successful
Completion
Grades 9-12
14-15: Baseline
1.3f
DRAFT
63
57.7%
60.7%
63.7%
66.7%
59.7%
62.7%
65.7%
68.7%
58.7%
61.7%
64.7%
67.7%
78.1%
81.1%
84.1%
87.1%
ALL
38.5%
41.5%
44.5%
47.5%
41.2%
44.2%
47.2%
50.2%
41.0%
44.0%
47.0%
50.0%
65.1%
68.1%
71.1%
74.1%
ELL
48.3%
51.3%
54.3%
57.3%
49.8%
52.8%
55.8%
58.8%
48.7%
51.7%
54.7%
57.7%
69.0%
72.0%
75.0%
78.0%
42.2%
45.2%
48.2%
51.2%
32.1%
35.1%
38.1%
41.1%
41.3%
44.3%
47.3%
50.3%
59.6%
62.6%
65.6%
68.6%
46.6%
49.6%
52.6%
55.6%
50.6%
53.6%
56.6%
59.6%
44.0%
47.0%
50.0%
53.0%
68.9%
71.9%
74.9%
77.9%
49.3%
52.3%
55.3%
58.3%
52.3%
55.3%
58.3%
61.3%
52.4%
55.4%
58.4%
61.4%
69.7%
72.7%
75.7%
78.7%
59.9%
62.9%
65.9%
68.9%
61.3%
64.3%
67.3%
70.3%
60.3%
63.3%
66.3%
69.3%
80.3%
83.3%
86.3%
89.3%
60.4%
63.4%
66.4%
69.4%
61.7%
64.7%
67.7%
70.7%
61.9%
64.9%
67.9%
70.9%
79.7%
82.7%
85.7%
88.7%
RFEP
35.8%
38.8%
41.8%
44.8%
43.0%
46.0%
49.0%
52.0%
37.6%
40.6%
43.6%
46.6%
57.9%
60.9%
63.9%
66.9%
SpED
14-15
15-16
16-17
17-18
Year
14-15
15-16
16-17
17-18
Baseline
Final
Target
Target
Type
Baseline
Target
Target
Target
Metric
Implement
of CCSS
1.1o
Learning
Targets
Metric
CCSS/ELD
NGSS
1.1a
Metric
Instr
Materials
1.1p
1.1s
Metric
Mis
Assignments
1.1r
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
Type
Baseline
Target
May/Final
Target
Target
Target
Type
Baseline
Target
May/Final
Target
Target
Target
Type
Baseline
Target
May/Final
Target
Target
Target
Type
Metric
Highly
Qualified
14-15: 100% in Basics
15-16: 100% in Intermediate Application
Description
Increase the percentage of teachers
implementing (3 or 4 on rubric) CCSS
14-15: Baseline
17-18: 100%
Description
100% of teachers trained on standards.
14-15: 100%
15-16: 100%
16-17: 100%
17-18: 100%
Description
Maintain 100% sufficiency.
14-15: Four Less
15-16: Four Less
16-17: Four Less
17-18: Four Less
Description
Fewer Schools with Mis Assigned Teachers
14-15: Five less
15-16: Five less
16-17: Five less
17-18: Five less
Description
Fewer teachers NOT Highly Qualified
DRAFT
64
Sch
100%
100%
100%
100%
100%
100%
ELD
NGSS
53%
73%
93%
100%
50%
70%
90%
100%
11%
31%
51%
100%
100.0% 100.0% 41.0%
100%
100% 100%
100%
100% 100%
100%
100% 100%
ELA
Math NGSS
ALL
26
21
27
16
11
6
All
15
11
14
7
3
0
Tch
100%
100%
100%
100%
100%
100%
CCSS
14%
34%
54%
100%
ELD
12-13
12-13
13-14
14-15
Year
12-13
13-14
13-14
14-15
15-16
16-17
Year
12-13
13-14
13-14
14-15
15-16
16-17
Baseline
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Metric
Drop Out
Numbers MS
1.4k
Metric
Drop Out
Rates HS
1.3d
Metric
Grad Rate
for SPED
1.3b
Year
12-13
13-14
13-14
14-15
15-16
16-17
Year
Type
Baseline
Target
Final
Target
Target
Target
Type
Metric
Grad Rate
1.3b
14-15: Decrease by 10
17-18; Decrease by 5
Description
Increase the 4 year cohort graduation rate (to
95%)
14-15: Increase 3%
15-16: Increase 3%
16-17: Increase 5%
Description
Increase the cohort graduation rates for SPED
students (to 95%)
14-15: Baseline
15-16: Increase 6-yr rate by 3%
Description
Decrease the drop out rate (to <3%) Groups:
AA, His,ELL, LI, FY, SpEd
14-15: Decrease 1%
15-16: Decrease Groups by 1%
Description
Decrease the number of drop outs (<20)
DRAFT
65
64.0%
67.0%
70.0%
73.0%
ALL
4.9%
4.9%
3.9%
3.9%
3.0%
3.0%
ALL
166
156
34
29
24
20
ALL
80.9%
83.9%
81.6%
86.9%
91.9%
95.0%
SPED
ELL LowSES FosterY
18.1% 13.5%
17.1% 12.5%
20.6% 14.7%
18.1% 13.5%
13.1% 8.5%
5.1%
3.0%
ELL LowSES FosterY
Af Am. Hispanic White
11.1% 7.3%
3.6%
10.1% 6.3%
3.6%
6.1%
6.2%
2.9%
11.1% 7.3%
3.0%
6.1%
3.0%
3.0%
3.0%
3.0%
3.0%
Af Am. Hispanic White
24
26
97
14
16
67
8
5
16
8
5
16
8
5
16
8
5
16
ELL LowSES FosterY Af Am. Hispanic White
62.2% 72.0%
64.8% 68.3% 85.5%
65.2% 75.0%
67.8% 71.3% 88.5%
63.8% 72.4%
67.2% 68.5% 85.8%
68.2% 78.0%
70.8% 74.3% 91.5%
73.2% 83.0%
75.8% 79.3% 95.0%
81.2% 91.0%
83.8% 87.3% 95.0%
RFEP
RFEP
RFEP
SpED
17.3%
16.3%
18.2%
17.3%
12.3%
4.3%
SpED
SpED
63.0%
66.0%
62.3%
69.0%
74.0%
82.0%
Metric
Chronic
Absences
1.4b
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Metric
Attendance
1.4a
Description
Type
Increase the attendence rates for TK-8 (to 95%) Baseline
Target
Final
14-15: Increase 0.2%
Target
Target
Target
Description
Type
Baseline
Reduce the percent of students who are
Target
chronically absent (to <8%) in TK-8.
Final
14-15: Decrease by 1%
Target
15-16: Decrease by 1% (5% for Groups)
Target
Target
DRAFT
66
ALL
95.6%
95.0%
94.4%
95.0%
95.0%
95.0%
ALL
12.4%
11.4%
16.7%
10.4%
9.4%
8.0%
95.8% 94.7% 93.6% 93.7% 95.4% 95.9%
95.0% 94.9% 93.8% 93.9% 95.0% 95.0%
95.0% 93.3% 91.5% 92.0% 94.2% 94.7%
95.0% 95.0% 94.0% 94.1% 95.0% 95.0%
95.0% 95.0% 94.5% 94.6% 95.0% 95.0%
95.0% 95.0% 94.7% 94.8% 95.0% 95.0%
11.5% 16.8% 21.7% 24.5% 14.4%
9.9%
10.5% 15.8% 20.7% 23.5% 13.4%
8.9%
14.2% 22.2% 29.8% 29.6% 18.0% 14.5%
9.5% 10.8% 15.7% 18.5% 8.4%
8.0%
8.5%
8.0% 10.7% 13.5% 8.0%
8.0%
8.0%
8.0%
8.0% 8.0%
8.0%
8.0%
RFEP
97.2%
95.0%
95.8%
95.0%
95.0%
95.0%
RFEP
3.7%
8.0%
10.2%
8.0%
8.0%
8.0%
SpED
94.6%
94.8%
92.9%
95.0%
95.0%
95.0%
SpED
16.6%
15.6%
24.0%
10.6%
9.6%
8.0%
Metric
Explusion
Rates
2.1c
Metric
Class
Suspension
Rates
2.1b
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
Type
Baseline
Target
Final
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Metric
Home
Suspension
Rates
2.1b
Description
Reduce the suspension rates for all students (to
<5%). Groups: AA,SpED, FY
14-15: Decrease by 2% (Groups by 5%)
Description
Reduce the suspension rates for all students (to
<5%). Groups: AA, SpED, FY
Description
Reduce the explusion rate for all students (to
<0.1%).
14-15: <0.1%
15-16: <0.1%
16-17: <0.1%
17-18: <0.1%
DRAFT
67
ALL
12.7%
10.7%
9.8%
8.7%
6.7%
5.0%
ALL
12.9%
10.9%
7.6%
8.9%
6.9%
5.0%
ALL
0.1%
0.1%
<0.1%
0.1%
0.1%
0.1%
11.4% 18.9% 53.1% 31.4% 12.3% 10.5% 6.5% 27.9%
9.4% 16.9% 48.1% 26.4% 10.3%
8.5% 5.0% 22.9%
7.3% 14.8% 43.4% 27.4% 9.6%
7.7% 6.8% 19.4%
7.4% 14.9% 43.1% 21.4% 8.3%
6.5% 5.0% 17.9%
5.4% 12.9% 38.1% 16.4% 6.3%
5.0% 5.0% 12.9%
5.0%
9.9% 33.1% 11.4% 5.0%
5.0% 5.0% 7.9%
11.7% 19.9% 57.1% 31.9% 14.4% 10.2% 12.3% 26.2%
9.7% 17.9% 52.1% 26.9% 12.4%
8.2% 10.3% 21.2%
4.2% 11.0% 27.9% 16.0% 7.6%
6.9% 6.8% 14.1%
7.7% 15.9% 47.1% 21.9% 10.4%
6.2% 8.3% 16.2%
5.7% 13.9% 42.1% 16.9% 8.4%
5.0% 6.3% 11.2%
5.0% 10.9% 37.1% 11.9% 5.4%
5.0% 5.0% 6.2%
0.1%
0.1%
<.1%
0.1%
0.1%
0.1%
<0.1% <0.1% <0.1%
0.1%
0.1%
0.1% 0.1%
0.1%
0.1% 0.1% 0.1%
0.1%
0.1%
0.1% 0.1%
0.1%
0.1% 0.1% 0.1%
0.1%
0.1%
0.1% 0.1%
0.1%
0.1% 0.1% 0.1%
Year
12-13
14-15
14-15
15-16
16-17
17-18
Year
12-13
14-15
14-15
15-16
16-17
17-18
Year
12-13
14-15
14-15
15-16
16-17
17-18
Type
Baseline
Target
Final
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Metric
Student
Description
Increase percentage indicating agree or
Connectedness strongly agree on surveys.
Meaningful
Participation
2.2b
17-18; Increase by 2%
Metric
Description
Student
High Expect
strongly agree on surveys.
Caring Rel.
2.3a
Metric
Description
Safety
Perception
strongly agree on surveys.
2.3b
DRAFT
68
Stu
70.4%
72.4%
62.0%
74.4%
76.4%
78.4%
Stu
68.9%
70.9%
68.8%
72.9%
77.9%
82.9%
Stu
68.8%
70.8%
64.9%
75.8%
80.8%
85.8%
Parent
71.5%
73.5%
78.2%
75.5%
77.5%
79.5%
Parent
79.4%
81.4%
78.8%
83.4%
88.4%
93.4%
Parent
84.0%
86.0%
86.0%
91.0%
96.0%
99.0%
Tch
66.9%
68.9%
81.9%
70.9%
72.9%
74.9%
Tch
79.6%
81.6%
80.3%
83.6%
88.6%
93.6%
Tch
76.9%
78.9%
80.1%
83.9%
88.9%
93.9%
Results from District Surveys (Jan-Mar)
Students: Grades 5-11
Metric
Well
Maintained
Facilities
2.2c
To Support
Learning
2.2e
Participation
Metric
Parent
To Support
Learning
2.2d
Participation
Metric
Parent
To Support
Learning
2.2d
Participation
14-15: Maintain 100%
17-18; Maintain 100%
Description
Increase participation by parents (FACE
programs)
14-15: Baseline
Description
Maintain 100% Exemplary or Overall Good
14-15: Baseline
16-17: Increase by 4 %
Description
Increase offerings to parents (school level)
14-15: Baseline
15-16: Increase by 4
Baseline
Target
Target
Target
Type
Baseline
Target
Final
Target
Target
Target
Baseline
Target
Target
Target
Type
Baseline
Target
Target
Target
Type
14-15
15-16
16-17
17-18
Year
13-14
14-15
14-15
15-16
16-17
17-18
14-15
15-16
16-17
17-18
Year
14-15
15-16
16-17
17-18
Year
14-15
15-16
16-17
17-18
Year
Baseline
Target
Target
Target
Type
Metric
Parent
Year
Type
Metric
Parent
Input on
Decisions
2.2a
Description
Increase the opportunies for parents to give
input on decisions
14-15: Baseline
Description
Increase offerings to parents (district)
DRAFT
69
469
516
567
624
All
100%
100%
97%
100%
100%
100%
78.9%
82.9%
86.9%
90.9%
All
17
21
25
29
All
8958
9406
9876
10370
District
Survey
307
338
371
409
72.5%
76.5%
80.5%
84.5%
TrGps
TrGps
74.4%
79.4%
84.4%
89.4%
Dis
Target Groups: Sites Over 55% NSLP
Target Groups: Sites Over 55% NSLP
BOARD OF EDUCATION
SUBJECT:
Public Hearing and Discussion of the
Aspire Alexander Twilight Secondary Academy
Charter School Renewal Petition
DEPARTMENT:
Admissions and Family Services
AGENDA ITEM
I-3 (a)
MEETING DATE:
10/27/15
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent is recommending that the Board of Education hold a public hearing and discussion of the
Aspire Alexander Twilight Secondary Academy. The charter term for this charter will expire on June 30, 2016,
unless approved for renewal by the Board of Education. If approved, contingent upon the development of a
Memorandum of Understanding (MOU) between the charter and the district prior to June 30, 2016, the
authorized period of time shall be for five years (July 1, 2016 through June 30, 2021).
Action Anticipated: November 10, 2015.
Aspire Alexander Twilight Secondary Academy is in their 5th year of operation as an independent district
charter. The Aspire Alexander Twilight Secondary Academy services students in grades 6-12.
In order for a charter to be approved, it must meet at least one of the following performance standards:
(1) attainment of the school’s Academic Performance Index (API) growth target in two of the last three years or
in the aggregate last three years; (2) an API decile ranking of four or better in the prior year or two of the last
three years; (3) an API Similar Schools decile ranking of four or better in two of the last three years; (4)
documented evidence that the performance of charter school students is at least equal to that of the students in
schools of the district that those students would otherwise be attending; (5) qualification for participation in the
Alternative School Accountability Model.
The district’s Charter Review Team has thoroughly studied the charter renewal petition and the Aspire
Alexander Twilight Secondary Academy has provided all necessary information, additions and/or changes as
requested during the review process. The Aspire Charter Renewal Petitions presented to the Board of Education
is in compliance with district Board Policy 0420.4 - Charter Schools, and current law. Aspire has met the State
Performance Standard #4 – students performed commensurate or better than similar schools.
The MOU agreement will continue to define the specific financial and operational relationship between Aspire
Charters and the district and resolve other matters of mutual interest not otherwise contained within the terms of
the charter petition. It is the intent of the MOU that Aspire Charters not be a fiscal burden to the district.
Attachment A: Charter Renewal Petition Budget Review
Attachment B: Aspire Public Schools, SJUSD Charter Renewal Presentation
Cabinet
10/19/15
FINANCIAL DATA: N/A
PREPARED BY:
John Garrard, Ed.D, Director, Admissions and Family Services
APPROVED BY:
Charter 2016-17 Renewal Petition Budget Review
Attachment- A
Aspire Alexander Twilight Secondary Academy (ATSA)
2016-17 Renewal Petition Budget
ADA
Projections are reasonable and supportable
yes
Grade Level
4-6
7-8
9-12
Total
% change
revised 09/28/15
11-12
P2 ADA
12-13
P2 ADA
13-14
P2 ADA
14-15
P2 ADA
58.04
86.22
38.32
182.58
87.70
86.81
91.49
119.76 151.69 181.07
48.09
64.87
75.29
255.55 303.37 347.85
39.97% 18.71% 14.66%
15-16
Proj ADA
16-17
Proj ADA
17-18
Proj ADA
18-19
Proj ADA
87.58
173.26
114.24
375.09
7.83%
87.86
173.81
143.25
404.92
7.95%
87.86
173.81
162.35
424.02
4.72%
87.86
173.81
181.45
443.12
4.50%
Revenue and expenses are supported by assumptions
Funding rates reflect current estimates
Multi year projection submitted with the petition is based on the Local Control Funding Formula (LCFF). The multi year projection
reflects an increase of 18.73% ($546K) for 16-17, 8.85% for 17-18 & 6.71% for 18-19.
Grant awards/Other funding verified
Federal Funding is projecting a reasonable increase through FY 17-18 with a decrease projected in FY 18-19 due to the elimination
of "other Federal Revenue". State revenue is projected to decrease -4.38% ($33K reduction in State Special Ed) for 16-17and is
showing reasonable projected increases in 17-18 & 18-19. Lottery projection matches School Services Dartboard dated July 17,
2015.
Prior year adjustments included
N/A
One time funds identified-% of total revenue
Local Revenue decreased $137K from 2015-16 to $10,000 in 2016-17 thru 2018-19.
Major expenditure changes from prior year
Total expenses are projected to increase 8.5% in 16-17, 7.15% in 17-18 & 6.24% in 18-19. The largest increase in 16-17 is in
outgoing expenses of 27.65%. ATSA is projecting to add 1 teacher per year for the next three years to cover projected increase in
enrollment.
Budget adjusted to current ADA projections?
ADA is projected at an increase of 7.95% for 16-17, 4.72% for 17-18 and 4.5% for 18-19. The projected growth is only in the 9-12
grade level and past history has not shown this significant of a growth at this level. The budget reflects this increase as well.
Actual expenditures/receipts reported in appropriate classification?
Yes
Beginning balance reported correctly
Beginning balance is reported correctly and reflects a positive increase from 16-17 thru 18-19.
Fund balance/reserve amounts and %
ATSA is projecting a growing fund balance thru 18-19, ending with a fund balance of $1.3 million.
Audit adjustments reflected
N/A
Audit findings are corrected or correction is in process
N/A
Actuals reported support cash flow information
Cash flow was provided for the renewal petition; however, per previous email from ATSA "Aspire Public Schools does not maintain
separate cash accounts for individual schools. We manage cash on a consolidated basis". Aspire Public Schools has an audited
consolidated cash balance as of 6/30/14 of $39.4 million. Therefore, we are not able to confirm the beginning cash for 16-17. Cash
flow does seem reasonable and does reflect Accounts Receivables and Accounts Payables. Information provided on the cash flow
statement does reconcile to the budget projections.
Revenue receipts compared to known allocation schedules
Revenue receipts for 16-17 for State apportionment does not reconcile with known schedules; however, FY 17-18 & 18-19 the State
apportionment does match known schedules. In lieu of Property tax has the correct percentages, but off by one month. Cash flow
reflects payment in July for the new year and it begins in August; there should be an A/R set up for In lieu of Property tax.
However, as per statement above, the actual cash flow is monitored by the Parent corporation and the parent corporation will cover
any shortages if they exist. The charter has been notified of these concerns but will not be asked for an updated cash flow
statement.
2
Is Cash balance positive each month?
There is a positive cash balance reflected each month on the cash flow statements. As stated above the beginning cash flow could
not be confirmed and revenue received does not match known schedules. However, since Aspire Public Schools does not maintain
separate cash accounts for individual schools and they manage cash on a consolidated basis. This is not a concern. Additionally,
Aspire Public Schools has an audited consolidated cash balance as of 6/30/14 of $39.4 million that would be used to cover any
shortages if they should apply.
Charter has sufficient fund balance for deficit months
The charter has a sufficient fund balance to cover any deficit months.
Conclusion:
The district concurs with the assumptions used by Aspire Alexander Twilight Secondary Academy for 2016-17 thru 2018-19 multiyear projection. The charter school is projected to maintain a fund balance that is larger than 29% of expenses thru 2018-19.
According to financial documents available and previous history, I recommend approval of the renewal petition.
3
4
Attachment-B
Aspire Public Schools
SJUSD Charter Renewal Presentation
Aspire Alexander Twilight College Preparatory Academy
Aspire Alexander Twilight Secondary Academy
October 27, 2015
THE MISSION OF ASPIRE PUBLIC SCHOOLS IS…
To open and operate small, high-quality charter schools in low-income
neighborhoods, in order to:
• Increase the academic performance of underserved students,
• Develop effective educators,
• Share successful practices with other forward-thinking educators, and
• Catalyze change in public schools.
C O L L E G E F O R C E R TA I N
2
5
ASPIRE PUBLIC SCHOOLS IS ONE OF THE NATION’S HIGHEST
PERFORMING, LOW-INCOME SCHOOL SYSTEMS
National scale and top-tier results
- Over 14,000 students in 38 schools in 2 states
- As we’ve grown, our results have increased
California’s highest-performing highpoverty K-12 school system
Our kids go on to college
- For the last four years, 100% of our graduating
seniors accepted to four-year colleges
- High quality teachers lead to student achievement
Efficient scalable financial model
- Minimal private funds leveraged for public funds
3
OUR SUCCESS HINGES ON A STRONG CULTURE, HIGH
EXPECTATIONS FOR STUDENTS, AND DEEP INVESTMENT IN
OUR TEACHERS
What it Looks Like in Our
What We Believe In
Schools
College-going environment
Classrooms named after colleges
starting in kindergarten
•
College for Certain culture
•
•
•
Highest academic standards for
students
•
•
Student-led discussion
Academic rigor and college prep
•
More time on task
•
•
Longer school day and year
Instructional minutes are precious
•
Personalized school communities
•
•
Ongoing personal relationships
Every student known by name
•
Partnership with host districts to
transform school systems
•
•
Collaboration with districts
Share best practices
•
Highly effective teachers
•
•
•
Cutting-edge support systems
Clear feedback to improve
Collaborative culture
•
Restorative school culture
•
•
Response student and family supports
Restorative approach to discipline
4
6
KEY POINTS - CAASPP

ATCPA had higher baseline performance in
ELA and Math compared to its’ 4 closest
schools with FRL populations of at least
73%. More than a quarter of the school’s
students scored at the Met or Exceeded
Standard level in both subjects.

ATSA had a higher baseline performance in
math than it’s 3 neighboring schools with
FRL populations of at least 69%. It scored
higher than 2 of its 3 neighboring schools
on the ELA SBAC. 14% of its students
scored at the Met or Exceeded level on the
Math SBAC and almost a quarter of the
school’s students scored at the Met or
Exceeded Standard levels in ELA.
5
ASPIRE ALEXANDER TWILIGHT COLLEGE PREPARATORY ACADEMY
• Opened in 2009
• Charter renewed in 2012
• Serves 416 scholars
• Grades K-5
• Principal Ms. Jamie Wallen
6
7
ASPIRE ALEXANDER TWILIGHT SECONDARY ACADEMY
• Opened in 2010
• Charter renewed in 2012
• Serves 429 scholars
• Grades 6-12
• Awarded a 6-year accreditation by WASC in 2015
• Graduated two classes of seniors who all graduated 100% to four year
universities
• Principal Mr. Robert Spencer
7
8
8
ATSA STUDENTS AT COLLEGE FAIR – COLLEGE ACCEPTANCES!
9
CELEBRATING AND APPRECIATING OUR STUDENTS AT ATSA
10
9
BOARD OF EDUCATION
SUBJECT:
Public Hearing and Discussion of the
Aspire Alexander Twilight College Preparatory
Academy Charter School Renewal Petition
DEPARTMENT:
Admissions and Family Services
AGENDA ITEM
MEETING DATE:
I-3 (b)
10/27/15
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent is recommending that the Board of Education hold a public hearing and discussion of the
Aspire Alexander Twilight College Preparatory Academy. The charter term for this charter will expire on June
30, 2016, unless approved for renewal by the Board of Education. If approved, contingent upon the development
of a Memorandum of Understanding (MOU) between the charter and the district prior to June 30, 2016, the
authorized period of time shall be for five years (July 1, 2016 through June 30, 2021).
Action Anticipated: November 10, 2015.
Aspire Alexander Twilight College Preparatory Academy is in their 5th year of operation as an independent
district charter. The Aspire Alexander Twilight College Preparatory Academy CCS serves students in grades
TK-5.
In order for a charter to be approved, it must meet at least one of the following performance standards:
(1) attainment of the school’s Academic Performance Index (API) growth target in two of the last three years or
in the aggregate last three years; (2) an API decile ranking of four or better in the prior year or two of the last
three years; (3) an API Similar Schools decile ranking of four or better in two of the last three years; (4)
documented evidence that the performance of charter school students is at least equal to that of the students in
schools of the district that those students would otherwise be attending; (5) qualification for participation in the
Alternative School Accountability Model.
The district’s Charter Review Team has thoroughly studied the charter renewal petition and the Aspire
Alexander Twilight College Preparatory Academy has provided all necessary information, additions and/or
changes as requested during the review process. The Aspire Charter Renewal Petitions presented to the Board
of Education is in compliance with district Board Policy 0420.4 - Charter Schools, and current law. Aspire has
met the State Performance Standard #4 – students performed commensurate or better than similar schools.
The MOU agreement will continue to define the specific financial and operational relationship between Aspire
Charters and the district and resolve other matters of mutual interest not otherwise contained within the terms of
the charter petition. It is the intent of the MOU that Aspire Charters not be a fiscal burden to the district.
Attachment A: Charter Renewal Petition Budget Review
Cabinet
10/19/15
FINANCIAL DATA: N/A
PREPARED BY:
John Garrard, Ed.D, Director, Admissions and Family Services
APPROVED BY:
Attachment- A
Charter 2016-17 Renewal Petition Budget Review
Aspire Alexander Twilight College Preparatory Academy (ATCPA)
2016-17 Renewal Petition Budget
ADA
Projections are reasonable and supportable
yes
revised 10/2/15
11-12
P2 ADA
12-13
P2 ADA
13-14
P2 ADA
14-15
P2 ADA
15-16
Proj ADA
16-17
Proj ADA
17-18
Proj ADA
18-19
Proj ADA
K-3
4-6
275.24
111.03
281.50
114.12
284.53
114.96
264.68
143.85
264.13
143.55
264.96
115.20
264.96
115.20
264.96
115.20
Total
% change
386.26
395.62
2.42%
399.49
0.98%
408.53
2.26%
407.68
-0.21%
380.16
-6.75%
380.16
0.00%
380.16
0.00%
Grade Level
Revenue and expenses are supported by assumptions
Funding rates reflect current estimates
Multi year projection submitted with the petition is based on the Local Control Funding Formula (LCFF). The multi year projection
reflects an increase of 2.19% ($67K) for 16-17, 3.8% for 17-18 & 1.95% for 18-19.
Grant awards/Other funding verified
Federal Funding is projecting a decrease in 16-17 of $22K, with a slight increase of $3,000 in 17-18 and another decrease of $64K
in FY 18-19 due to the elimination of "other Federal Revenue". State revenue is projected to decrease -8.51% ($74K for 16-17 and
is showing reasonable projected increases in 17-18 & 18-19. Lottery projection matches School Services Dartboard dated July 17,
2015.
Prior year adjustments included
N/A
One time funds identified-% of total revenue
Local Revenue decreased $48K in 2016-17. Local revenue was consistent from FY 2016-17 thru 2018-19.
Major expenditure changes from prior year
Total expenses are projected to decrease 7.13% in 16-17, and increase 4.25% in 17-18 & 3.14% in 18-19. The largest decrease in
16-17 is in capital outlay expenses of $94K. ATCPA is reflecting a decrease in expenses in all areas except for benefits (payroll
related costs) in 2016-17. Expenses for 2017-18 & 2018-19 reflect reasonable increases.
Budget adjusted to current ADA projections?
ADA is projected at a decrease of 6.75% for 16-17, and no change for 2017-18 & 2018-19.
Actual expenditures/receipts reported in appropriate classification?
Yes
Beginning balance reported correctly
Beginning balance is reported correctly and reflects a positive increase from 16-17 thru 18-19.
Fund balance/reserve amounts and %
ATCPA is projecting a growing fund balance thru 18-19, ending with a fund balance of $1.8 million.
Audit adjustments reflected
N/A
Audit findings are corrected or correction is in process
N/A
Actuals reported support cash flow information
Cash flow was provided for the renewal petition; however, per previous email from ATCPA "Aspire Public Schools does not
maintain separate cash accounts for individual schools. We manage cash on a consolidated basis". Aspire Public Schools has an
audited consolidated cash balance as of 6/30/14 of $39.4 million. Therefore, we are not able to confirm the beginning cash for 1617. Cash flow does seem reasonable and does reflect Accounts Receivables and Accounts Payables. Information provided on the
cash flow statement does reconcile to the budget projections.
Revenue receipts compared to known allocation schedules
Revenue receipts for 16-17 for State apportionment does not reconcile with known schedules; however, for FY 17-18 & 18-19 the
State apportionment does match known schedules. In lieu of Property tax has the correct percentages, but off by one month. Cash
flow reflects payment in July for the new year and it begins in August; there should be an A/R set up for In lieu of Property tax.
However, as per statement above, the actual cash flow is monitored by the Parent corporation and the parent corporation will cover
any shortages if they exist. The charter has been notified of these concerns but will not be asked for an updated cash flow
statement.
2
Is Cash balance positive each month?
There is positive cash balance reflected each month on the cash flow statements. As stated above the beginning cash flow could
not be confirmed and revenue received does not match known schedules. However, since Aspire Public Schools does not maintain
separate cash accounts for individual schools and they manage cash on a consolidated basis; this is not a concern. Additionally,
Aspire Public Schools has an audited consolidated cash balance as of 6/30/14 of $39.4 million that would be used to cover any
shortages if they should apply.
Charter has sufficient fund balance for deficit months
The charter has a sufficient fund balance to cover any deficit months.
Conclusion:
The district concurs with the assumptions used by Aspire Alexander Twilight College Preparatory Academy for 2016-17 thru 201819 multi-year projection. The charter school is projected to maintain a fund balance that is larger than 38% of expenses thru 201819.
According to financial documents available and previous history, approval of the renewal petition is recommended.
3
4
BOARD OF EDUCATION
AGENDA ITEM
SUBJECT: Convey a Permanent Easement to
Citrus Heights Water District for Public Utilities at
Citrus Heights Elementary School
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
DEPARTMENT: Planning and Property Management
MEETING DATE:
I-4
10/27/15
ACTION REQUESTED:
The superintendent is recommending the board hold a public hearing to receive public comment related to the
proposed conveyance and adopt Resolution No. 2787 to convey a permanent utility easement at Citrus Heights
Elementary School to the Citrus Heights Water District.
The Citrus Heights Water District is requesting the San Juan Unified School District provide a right-of-way and
non-exclusive easement to construct, reconstruct, operate, maintain and/or repair water pipelines together with
any and all appurtenances appertaining thereto.
Education Code section 17556, et seq. authorizes the San Juan Unified School District to dedicate or convey an
easement/real property to municipal corporations for public streets or highways and to a public corporation, to
lay, construct, reconstruct, maintain and operate water, sewer, gas, or storm drain facilities or ditches, electric or
telephone lines, and access roads used in connection therewith, either with or without consideration and without
a vote of the electors of the District being taken. The conveyance of a utility easement as authorized by
Education Code section 17556, et seq. is not subject to surplus property proceedings.
The process of conveying property for purposes of a utility easement consists of (1) adopting a resolution of
intent to convey the property (completed October 13, 2015); (2) posting a public notice of the intent to convey
property (completed October 16, 2015); (3) holding a public hearing to accept public comment on the proposed
conveyance (October 27, 2015); (4) adopting resolution conveying the property, also anticipated on October 27,
2015; and, (5) recording the easement.
Attachments:
(1) Resolution to Convey property
(2) Google Earth Map of Site
(3) Description of the proposed easement (Exhibit A)
(4) Scale of Easement (Exhibit B)
(5) Grant of Easement
Cabinet: 10/5/15 and 10/19/15
FINANCIAL DATA:
Estimated cost for current budget year: N/A
____Fund (
)
Ongoing:
This Year Only:
PREPARED BY:
David Burke, Director of Planning and Property Management
APPROVED BY:
Frank Camarda, Senior Director of Facilities, Maintenance & Transportation
1
RESOLUTION No. 2787
RESOLUTION BEFORE THE SAN JUAN UNIFIED SCHOOL DISTRICT
BOARD OF EDUCATION ON CITRUS HEIGHTS ELEMENTARY SCHOOL
(To Convey an Easement for Public Utilities)
WHEREAS, section 17556, et seq. of the Education Code authorizes the San Juan Unified
School District (“district”) to dedicate or convey an easement/real property to municipal
corporations for public streets or highways and to a public corporation, to lay, construct,
reconstruct, maintain and operate water, sewer, gas, or storm drain facilities or ditches, electric or
telephone lines, and access roads used in connection therewith, either with or without
consideration and without a vote of the electors of the district being taken;
WHEREAS, on October 13, 2015 the Board of Education (“board”) declared its intent to
dedicate a permanent easement for utility access and maintenance to the Citrus Heights Water
District for the purpose of maintaining the water lines at Citrus Heights Elementary School,
located at 7085 Auburn Blvd., Citrus Heights, California 95621. The proposed easement is
specifically described in Exhibit “A” attached hereto and incorporated herein by the reference
(hereinafter referred to as the “Easement”); and
WHEREAS, the board called for a hearing in connection with its intent to convey the easement;
and
WHEREAS, all statutorily required notices were given, and on October 27, 2015, the board held
a public hearing on the question of conveying the easement described above, at which all persons
so desiring were afforded an opportunity to be heard.
NOW, THEREFORE, the San Juan Unified School District Board of Education does hereby
resolve as follows:
Section 1. The foregoing recitals are hereby adopted as true and correct.
Section 2. Having received no legal protest with regard to dedicating the easement, the board
hereby approves the dedication, as described in this resolution to convey an easement for public
utilities and holding a public hearing in connection therewith, adopted October 27, 2015. The
President of the Board, the Clerk, and any other member of the board is hereby authorized and
directed to execute and deliver to the Citrus Heights Water District for recordation, the
conveyance document in substantially the same form as attached hereto.
3
The foregoing Resolution was adopted by the San Juan Unified School District Board of
Education at a meeting of the Board on October 27, 2015, by the following vote:
AYES:
NOES:
ABSENT:
ABSTAIN:
______________________________
Pam Costa, President,
Board of Education
Attest:
______________________________
Michael McKibbin, Clerk,
Board of Education
4
5
Exhibit A
Legal Description
Water Easement for Citrus Heights School
All that portion of Section 26, Township 10 North, Range 6 East, M.D.M. lying Northwest
of the public right-of-way now known as Auburn Boulevard, and lying east of Sylvan
Park Unit Number 3, recorded in Book 49 of Maps at Page 18 on file in the Office of the
Recorder, County of Sacramento, State of California.
Beginning at a point on the northwesterly right of way of Auburn Boulevard, said point
bearing North 66°52'00" East 321.52 feet from the Southeast corner of Lot 173 of said
Sylvan Park Unit Number 3.
Thence the following four (4) courses:
1. Leaving aforesaid northwesterly right of way of Auburn Boulevard North
19°57'51" West 21.65 feet;
2. North 70°02'09" East 19.81 feet;
3. South 19°57'51" East 20.55 feet to the aforesaid northwesterly right of way;
4. Along said northwesterly right of way South 66°52'00" West 19.84 feet to the
Point of Beginning.
Containing 418.00 square feet
Basis of bearing for this description is identical to that of said Sylvan Park Unit Number
End of Description
Prepared by: Warren Consulting Engineers, Inc.
1117 Windfield Way, Ste. 11 0
El Dorado Hills, CA 95762
September 8, 2015
6
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WARREN CONSULTING ENGINEERS. INC.
1117 WINDFIELD WAY, SUITE 11 0
EL DORADO HILLS, CA 95762 (916) 985-1 870
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EXHIBIT 8
WATER LINE EASEMENT
FOR
7085 AUBURN BLVD.
CITRUS HEIGHTS, CA 95621
CITRUS HEIGHTS WATER DISTRICT
COUNTY OF SACRAMENTO, CALIFORNIA
SCALE:
1"=20'
DATE
09-08-15
SHEET:
1 OF 71
RECORDED AT THE REQUEST OF
AND RETURN TO:
P.O. BOX286
CITRUS HEIGHTS, CA 95611-0286
EXEMPT FROM TRANSFER TAX
(Revenue and Taxation Code Section 11922)
NO FEE FOR RECORDING
(Government Code Section 6103)
use only
COUNTY APN:
LOCATION:
Space above for Recorder's
211-0020-003
7085 Auburn Blvd., Citrus Heights CA 95621
GRANT OF EASEMENT
TO
San Juan Unified School District, for a valuable consideration, receipt of which is hereby
acknowledged, does hereby grant to CITRUS HEIGHTS WATER DISTRICT, a political
subdivision of the State of California formed pursuant to Division 11 of the Water Code (the
"District"), a right-of-way and non-exclusive easement to construct, reconstruct, operate,
maintain and/or repair water pipelines together with any and all appurtenances appertaining
thereto; together with the perpetual right of ingress thereto and egress there from for the purpose
of exercising and performing all of the rights and privileges granted herein; said pipelines and
appurtenances to be of such size(s) and character as the grantee may determine, on, over, across
and under all that certain real property, situate in the County of Sacramento, State of California
particularly described as follows:
SEE EXHIBITS "A" and "B" attached hereto and made a part hereof;
Use of this easement by the Grantor or by the Grantor's assignees or successors in interest,
which is not compatible or interferes with the District's construction, reconstruction, operation,
maintenance or repair of the water pipelines and appurtenances, shall not be allowed. The
District acknowledges and agrees that Grantor and Grantor's assignees or successors in interest
shall, at all times, be allowed to utilize the easement as a roadway, parking area or outdoor open
space, including any hardscaped or landscaped area, and shall be permitted to maintain these
improvements in a manner compatible with such uses on the easement. Any other proposed use
by the Grantor or by the Grantor's assignees or successors in interest shall be requested in
writing and subject to written approval by the District prior to the proposed construction or use
of the easement by the Grantor. The Grantor at the Grantor's sole expense shall remove in a
timely manner any use not specified and acknowledged above or approved in writing by the
District. Should the District find it necessary to remove any part or all of the acknowledged or
approved improvements of Grantor or Grantor's assignees or successors in interest for the
8
purpose of constructing or maintammg its water pipelines and appurtenances at any time,
pursuant to the District's rights granted herein, the District shall be liable for all costs of removal
of any such roadways, parking areas or other improvements and shall be responsible for the
repair and restoration of such areas to the condition such areas were in prior to District's removal
of any of such improvements.
In witness thereof, Grantors have hereunto subscribed their names this
day of
9
A notary public or other officer completing this certificate verifies only the identity of the individual who
signed the document, to which this certificate is attached, and not the truthfulness, accuracy, or validity of
that document.
STATE OF CALIFORNIA
COUNTY OF _ _ _ _ __
§
§
§
On
before me,
, Notary Public, personally
appeared
, who proved to me on the basis of
satisfactory evidence to be the person(s) whose name(s) is/are subscribed to the within instrument and
acknowledged to me that he/she/they executed the same in his/her/their authorized capacity(ies), and
that by his/her/their signature(s) on the instrument the person(s), or the entity upon behalf of which the
person(s) acted, executed the instrument.
I certify under PENALTV OF PERJURY under the laws of the State of California that the foregoing
paragraph is true and correct.
WITNESS my hand and official seal.
Signature _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (Seal)
Signature of Notary Public
10
BOARD OF EDUCATION
SUBJECT:
Presentation of the San Juan Supervisors
Association Proposal for Contract
Reopeners for 2015-2016
DEPARTMENT:
Labor and Employee Relations
AGENDA ITEM # I-5
MEETING DATE: 10/27/15__
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The bargaining interests of the San Juan Supervisors Association are presented for discussion pursuant to
Government Code section 3540 et seq. and district Board Policy 4243.1.
The public is invited to comment at the board meeting.
The board and representatives of the San Juan Supervisors Association have agreed to engage in an interestbased, collaborative approach to negotiations. As part of the model of negotiations, the parties identify their
respective interests for public sunshining.
Superintendent’s Cabinet: 10/5/2015; 10/19/2015
FINANCIAL DATA: N/A
PREPARED BY:
Jim Shoemake, Senior Director of Labor and Employee Relations
APPROVED BY:
To: San Juan Unified School District Board
From: San Juan Supervisors Association
Subject: Contract re-openers for 2015/2016
Listed are the items the San Juan Supervisors Association
(SJSA) submit for this years contract negotiations; they
include items related to Salary and items related to Fringe
Benefits. The points identified are as follows:
4.0 Conditions of Employment –
4.7 Professional growth –
4.7.1 An allocated amount that matches other
bargaining units.
•
5.0 Salary –
•
5.1 Salaries - A fair and equitable salary package.
6.0 Fringe Benefits
•
6.4 Longevity – Assess the time required to obtain
longevity or the % of increase allocated to years of
service.
9.0 Holidays
•
9.1 Holidays – Evaluate the current number of
allocated days identified as Holiday.
Mike Anderson – President Emeritus SJSA
September 17, 2015
BOARD OF EDUCATION
SUBJECT:
District’s Proposal/Interests for Contract
Negotiations with the San Juan Supervisors
Association for 2015-2016 Reopeners
DEPARTMENT:
AGENDA ITEM #
I-6
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent is recommending the board adopt, pursuant to Government Code section 3540 et seq.
and district Board Policy 4243.1, the bargaining interests with the San Juan Supervisors Association for
2015-2016.
The public is invited to comment on these interest statements at which time the board will adopt its
interest statements.
The board and representatives of the San Juan Supervisors Association have agreed to engage in an
interest-based, collaborative approach to negotiations. As part of the model of negotiations, the parties
identify their respective interests for public sunshining.
Superintendent’s Cabinet: 10/5/2015; 10/19/2015
FINANCIAL DATA: N/A
PREPARED BY:
Jim Shoemake, Senior Director, Labor and Employee Relations
APPROVED BY:
SAN JUAN UNIFIED SCHOOL DISTRICT (SJUSD)
INITIAL BARGAINING PROPOSAL/INTERESTS
FOR CONTRACT NEGOTIATIONS WITH THE
SAN JUAN SUPERVISORS ASSOCIATION (SJSA)
FOR 2015-2016 REOPENERS
Except as modified below or in response to the issues and options of the SJSA, the District
proposes a continuation of the current collective bargaining agreement.
Article 5
Salary
•
Article 6
Fringe Benefits
•
Article 7
The district’s interest is to provide quality benefits and affordable options for
all district employees while realizing cost containment for both employees and
the district.
Leaves
•
•
Article 8
The district’s interest is to balance our income and our expenditures while
maintaining an appropriate level of reserve.
The district’s interest is to clarify and improve Leave language.
The district’s interest is to work with Supervisors on ways to reduce the
number of sick days, PN days, and improve overall attendance.
Vacation
•
The district’s interests include encouraging the use of vacation and preventing
an FTE from costing more than the budgeted salary, i.e., the vacation buyback
program.
BOARD OF EDUCATION
SUBJECT:
Tentative Agreement with the San Juan
Teachers Association and the
DEPARTMENT: Labor and Employee Relations
AGENDA ITEM # I-7
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The Governing Board is asked to discuss the San Juan Teachers Association tentative agreement.
Public Comment/Action Anticipated: November 10, 2015
Statute requires that the public be made aware of the costs associated with a tentative collective
bargaining agreement before it becomes binding on the district or county office of education. Government
Code Section 3547.5 states:
“Before a public school employer enters into a written agreement with an exclusive representative
covering matters within the scope of representation, the major provisions of the agreement, including, but
not limited to, the costs that would be incurred by the public school employer under the agreement for the
current and subsequent fiscal year, shall be disclosed at a public meeting of the public school employer in
a format established for this purpose by the Superintendent of Public Instruction [G.C. 3547.5(a)].”
FINANCIAL DATA:
In accordance with AB 1200 (Chapter 1213/1991), GC 3547.5, and CCR, Title V, Section 15449, Budget
Services prepared an analysis of the fiscal impact of the proposed agreement and submitted it to the
Sacramento County Office of Education. Costs to the General Fund beginning each year for the San Juan
Teachers Association tentative collective bargaining agreement are: an increase of $6,619,873 for 20152016; an increase of $1,007,378 for 2016-2017; and a decrease of $1,807,956 for 2017-2018.
(The AB 1200 public disclosure document can be reviewed on Agenda Item I-7.)
PREPARED BY:
APPROVED BY:
24.04.10 Resignation and forfeiture
24.04.10.a If an elected member of a Leadership Team is unable or unwilling to complete
his/her two year term, he/she may resign from the leadership team by notifying the Leadership
Team of his/her intention to do so.
If the resignation occurs prior to March 1 of the second year of the term, a special election will
be held within three weeks. The election in such cases will be for the remainder of the term
vacated.
If the resignation occurs on or after March 1 of the second year of the term, a special election
will be held within three weeks. The election in such cases will be for the remainder of the term
vacated, plus the normal two-year term of a Leadership Team member.
If an elected member of the Leadership Team takes a leave of absence lasting more than three
months and less than two years, but does not wish to resign and fully intends to return to his/her
role on leadership at the conclusion of his/her leave, the site may elect a temporary person to fill
that seat during the period of absence. The election shall be carried out in accordance the
provisions of Article 24.04.2. During his/her leave, a member will not receive the stipend for
serving on leadership. During his/her period of service, the member serving in the temporary
position will receive a pro rata share of the Leadership Team stipend based on days of service in
that capacity.
24.04.10.b If an elected member of a Leadership Team is unable or unwilling to attend 70% of
the scheduled meetings during the course of a school year, he/she forfeits the remainder of the
term for his/her seat on the Leadership Team at the end of that school year.
An election will be held to fulfill the remainder of the term for which the seat was vacated. The
member who forfeited his/her seat is eligible to be elected for that seat. If a member who has
forfeited his/her seat is re-elected, and multiple seats are available, the member who forfeited
his/her seat shall be assigned to finish the term of the seat he/she forfeited.
24.04.4 Roles and Responsibilities of the School Leadership Team Members
c. Leadership team members will attend annual trainings for the purpose of developing
leadership skills and capacity. These trainings may be held outside of the calendar year or
outside of the school day.
f. Leadership team members will represent and communicate with all members of the staff, not
solely a specific department or grade level. This includes the development and use of effective
feedback loops to elicit input from staff and other site level leadership committees to guide
decision-making.
5
SACRAMENTO COUNTY OFFICE OF EDUCATION
PUBLIC DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENT
In Accordance with AB 1200 (Chapter 1213/1991), GC 3547.5, and CCR, Title V, Section 15449
Name of School District:
San Juan Unified School District - General Fund
Name of Bargaining Units:
Certificated, Classified, Other:
SJPEC, SJTA, Supervisors Bargaining Units; Unrepresented Specialists,
Confidential, SJAA units and Board Contracted Cabinet members
Certificated & Classified, Board Contracts
The proposed agreements cover the period beginning:
July 1, 2014
and ending:
(date)
June 30, 2016 or later
(date)
The Governing Board will act upon the proposed agreement(s) on:
November 10, 2015
(date)
Note: This form, along with a copy of the proposed agreement, must be submitted to the County Office at least ten (10)
working days prior to the date the Governing Board will take action. This form must also be available to the public at least ten
(10) working days prior to the date the governing board will take action on the proposed bargaining agreements.
A. Proposed Change in Compensation
Page 1a
Compensation
1 Salary Schedule
(This is to include Step and Column, which is also
reported separately in Item 6)
Fiscal Impact of Proposed Agreement
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
09/08/2015 Board Approved
FY 2015-16
FY 2016-17
FY 2017-18
$184,115,539
$6,841,387
$987,875
($1,828,699)
3.72%
2 Other Compensation
Stipends, Bonuses, Longevity, Overtime,
Differential, Callback or Standby Pay, etc.
$0
$0
0.54%
$0
$0
0.00%
3 Statutory Benefits - STRS, PERS, FICA
WC, UI, Medicare, etc. (retiree h&w and long-term
sick leave included in section 4)
$26,757,992
$990,262
0.00%
$158,850
3.70%
4 Health/Welfare Plans - includes medical, dental,
vision, life insurance, retiree h&w, long-term sick
leave, cash option, PEHP
$35,211,679
$20,750
$246,085,211
($276,680)
$10,498
$7,852,399
0.00%
0.59%
-1.03%
$0
0.06%
5 Total Compensation - Add Items 1 through 4 to
equal 5
-0.99%
0.03%
$1,157,223
3.19%
0.00%
($2,105,379)
0.47%
-0.86%
6
Step and Column - Due to movement plus any
changes due to settlement. 2014-15, 2015-16 and
2016-17 step and column increases have already
been included in the multi-year projection. This is
a subset of Item No. 1
$672,932
7 Total Number of Represented Employees (Use
FTEs if appropriate)
8 Total Compensation Average Cost per
Employee
$0
2,298.24
$28,696
2,300.44
$107,076
$3,413
$184,115,539
$6,841,387
$4,014
2,300.84
$503
3.19%
9 Total Salary Compensation
Total Salary Compensation %
($915)
0.47%
$987,875
3.72%
2,300.84
-0.85%
($1,828,699)
0.54%
-0.99%
A. Proposed Change in Compensation-breakdown of amounts on page 1
Page 1b
Compensation
1 Salary Schedule
(This is to include Step and Columns, which is also reported separately in Item 6)
Certificated Salaries - Object 1xxx - SF 0
Certificated Salaries - Object 1xxx - Restricted
General fund
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$184,115,539
$6,841,387
$987,875
($1,828,699)
$139,924,415
$35,305,755
Classified Salaries - Object 2xxx - SF 0
$6,214,931
Classified Salaries - Object 2xxx - Restricted
$2,670,438
COLA-Certificated Salaries - Object 1xxx - SF 0
$4,407,147
COLA-Certificated Salaries - Object 1xxx - Restricted
$1,034,604
$217,846
COLA - Classified Salaries - Object 2xxx - SF 0
$86,210
COLA - Classified Salaries - Object 2xxx - Restricted
Other - Certificated Salaries - Object 1xxx - SF 0
$181,149
Other - Certificated Salaries - Object 1xxx - Restricted
$914,431
$987,875
($914,268)
($914,431)
Other - Classified Salaries - Object 2xxx - SF 0
Other - Classified Salaries - Object 2xxx -Restricted
Stipends, Bonuses, Longevity, Overtime, Differential, Callback or Standby Pay, etc.
$0
$0
3 Statutory Benefit - Certificated Rates
Statutory Benefit - Classified Rates
Statutory Benefits - STRS, PERS, FICA, WC, UI, Medicare, etc. (Retiree H&W & Longterm Sick Leave included in section 4)
Payroll costs SF 0
Payroll costs-Restricted
14.18%
14.18%
16.08%
18.03%
21.50%
21.50%
22.75%
26.40%
$26,757,992
$990,262
$158,850
$21,177,492
$5,580,500
COLA - Certificated payroll costs - SF 0
$624,934
COLA - Certificated payroll costs - Restricted
$146,706
COLA - Classified payroll costs - SF 0
$44,734
COLA - Classified payroll costs - Restricted
$18,535
Other - Certificated payroll costs - SF0
Other - Certificated payroll costs - Restricted
-$276,680
$25,687
$158,850
$129,666
Other - Classified payroll costs - SF0
Other - Classified payroll costs - Restricted
Other - Classified payroll costs - SF0
Other - Classified payroll costs - Restricted
W:\BUDGET\AB1200\2015-16\11.10.15 All units except Teamsters and CSEA\SJUSD AB1200 Disclosure -SJTA, Confidential & Supervisors,SJAA, Cabinet, SJPEC 11-10-2015 Bd
Approval.xlsx
($147,014)
($129,666)
Compensation
4 Health/Welfare Plans medical,dental,vision, life insurance, retiree h&w, lt sick leave, cash option (obj 340x, 395x,
37xx, 396x, 391x)
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$35,211,679
$20,750
$10,498
$0
Unrestricted (SF 0)
Medical/Dental/VSP - Object 340x
$22,568,912
Life Insurance - Object 395x
$245,340
Retiree H&W & Long-term Sick Leave - * See below for rates
$4,599,838
Cash Option - Object 391x
$207,676
$20,750
Health & Welfare -SF 0 Certificated - * See below for rates
$10,498
Health & Welfare -Restricted Certificated -* See below for rates
Health & Welfare -SF 0 Classified - *See below for rates
Health & Welfare - Restricted Classified -* See below for rates
Post Employment Health Plan (PEHP) Object 3751 (SJTA only)-SF 0
$0
$346,362
Total Unrestricted
$27,968,128
$20,750
$10,498
$0
$0
$0
$0
Restricted
$5,905,918
$5,258
$1,231,950
$23,572
$76,852
Post Employment Health Plan (PEHP) Object 3751 (SJTA only)-SF 3,5
Total Restricted
5 Total Compensation - Add Items 1 through 4
6
Step and Column - Related to movement plus any changes due to settlement. This is a
subset of Item No. 1 (2015-16 step/col calculated for certificated at .35% and classified at
.7%)
$7,243,550
$246,085,211
$672,932
FTE - Using Sept. 8, 2015 FTE for cost prior to proposed agreements. Years 1 - 3 have
changes only due to the proposed agreements.
* Rates:
Retiree H&W & Long-term Leave Rates - Certificated
Retiree H&W & Long-term Leave Rates - Classified
Health & Welfare
$7,852,399
2,298.2388
FY'2015-16
($2,105,379)
$28,696
$4,014
2,300.4388
FY'2015-16
3.00%
6.47%
$1,157,223
2,300.8388
FY'2016-17
3.00%
6.47%
2,300.8388
FY'2017-18
3.08%
5.55%
6.00%
Approval.xlsx
3.44%
5.64%
8.00%
Public Disclosure of Proposed Collective Bargaining Agreement
Page 2.a, 2.b
9 . What was the negotiated salary percentage increase approved? For example, if the increase in "Year 1"
was for less than a full year, what is the annualized percentage of that increase for "Year 1"?
2015-16 - Article 11 - Salary #11.01 (SJTA) - All salary and stipend schedules except D-6 (Certificated Additional
Assignment Schedule), shall be increased by a total of 3.25%, retroactive effective July 1, 2015.
2015-16 - Article 5 - Salary #5.1 (Supervisors) - All salaries shall be increased by a total of 3.25% retroactive
effective July 1, 2015.
2015-16 - Article 12 - Salary #12.1 - (SJPEC) All salary and stipend schedules shall be increased by a total of
3.25%, effective July 1, 2015.
10 . Were any additional steps, columns, or range added to the schedules? (If yes, please explain.)
2015-16 - Extra-Curricular Class Activities Stipends Joint Committee (SJTA) - The District and SJTA agree to add
the following language to the bottom of the Extra Curricular Class Activities Stipends form: Schools with unused
Extra Curricular Class Activities stipends and who wish to alter the application of those stipends may present
innovative proposals to their Site Leadership Team and School Site Councils for approval.
2015-16 - The District and SJPEC agree to establish a Summer School Joint Committee. The purpose of the joint
committee is to specifically address the Summer School Stipends. Results and recommendations of the committee
shall be reported to the respective bargaining teams no later than December 1, 2015.
2015-16 - Article 12 -The District and SJPEC agree to provide a $2500 annual stipend for all K-8 principals
retroactive effective July 1, 2015. This stipend shall be part of the member’s annual salary.
11 . Please include comments and explanations as necessary. (If more room is necessary, please attach an
additional sheet.)
12 . Does this bargaining unit have a negotiated cap for Health & Welfare
benefits?
X
Yes
No
If yes, please describe the cap amount.
B.
Proposed Negotiated Changes in other compensation and non-compensation Items (i.e., class size
adjustments, staff development days, teacher prep time, classified staffing ratios, etc.).
2015-16 - Article 7 - Class Size #7.0 (SJTA) - SJTA and the District agree to establish a K-8 Joint Committee within
45 days of ratification of this contract. The purpose of the joint committee is to specifically address the issues of
class size and student contacts maximums for departmentalized grades 6-8 at K-8's and elementary specialists
assigned to such grades. Results and recommendations of the committee shall be reported to the respective
bargaining teams no later than March 1, 2016.
2015-16 - Article 8 - (SJTA) - Exhibit C: The District and the Association agree to correct the 2016-17 calendar.
Members' pay and total number of days worked will not be negatively impacted.
2015-16 - Article 8 - Hours #8.01.7 (SJTA) - Secondary and K8 Preparatory Time; It is the intent of the District and
SJTA to provide daily preparation time to all 6-8 teachers at K8 schools beginning November 30, 2015. Effective
July 1, 2016 each full-time classroom teacher assigned to a middle or high school and each 6-8 grade teacher
assigned to a K8 school and teaching in a departmentalized setting shall have one (1) period (part-time pro rata
share) as part of the instructional day. Effective July 1, 2016, Elementary Specialists assigned full time to
departmentalized grades 6-8 at a K-8 shall receive the same preparation time as the classroom teacher.
Page 2.a, 2.b
Article 8 - Hours #8.02.8 (SJTA) & Article 12 - Salary (SJPEC) - Optional Days; For the 2015-16 and 2016-2017
school years, all SJTA members who have a work year calendar of 185 days or less and all SJPEC members shall
have the option of working additional hours, at their daily rate of pay, that are outside the school day/calendar year.
Members may not use Personal Necessity or Sick time to account for these optional professional development
hours. These optional professional development hours will be scheduled as follows:
2015-16 - Article 8 - Hours #8.02.8 (SJTA) & Article 12 - Salary (SJPEC) - Optional Days; Six hours of
District sponsored professional development paid at the member’s pro-rata daily rate of pay. These
hours will be funded in accordance with Educator Effectiveness Block Grant Funds.
2016-17 - Article 8 - Hours #8.02.8 (SJTA) & Article 12 - Salary (SJPEC)- Optional Days, Day 1 - Six
hours of District sponsored professional development paid at the member’s pro-rata daily rate of pay.
This day will be funded in accordance with Educator Effectiveness Block Grant Funds.
2016-17 - Article 8 - Hours #8.02.8 (SJTA) & Article 12 - Salary (SJPEC)- Optional Days, Day 2 - Six
hours of District sponsored professional development paid at the member’s pro-rata daily rate of pay.
This day will be funded by Supplemental monies.
2015-16 & 2016-17 - Article 8 - Hours #8.02.8 (SJTA) - Optional Days; With regard to applicable ECE
teachers, SJTA and the District will meet to determine professional development options no later than
April 1, 2016.
2015-16 - Article 24 - Creating & Sustaining a Collaborative Culture #24.03.1 (SJTA); Effective July 1, 2016 the
District and SJTA will jointly design, offer, and lead annual training to Leadership Teams. Compensation for
attendance will be at the Certificated Special Additional Assignment Salary Schedule (EXHIBIT D-6).
2015-16 - Article 24 - School Leadership Teams #24.04.2e (SJTA); Allocation. If a teacher is split between two (2)
or more sites, they are counted at both sites for the purposes of Leadership Team member allotment:
2015-16 - Article 24 - School Leadership Teams Roles and Responsibilities #24.04.4c (SJTA); Leadership team
members will attend annual trainings for the purpose of developing leadership skills and capacity. Theses trainings
may be held outside of the calendar year or outside of the school day.
C.
2015-16 - SJPEC - Article 10 -The District agrees to increase the high school administrator supervision budget by
$3000 at sites with less than 3 Vice Principals.
What are the specific impacts (positive or negative) on instructional and support programs to
accommodate the settlement? Include the impact of changes such as staff reductions or increases, program
reductions or increases, elimination or expansion of other services or programs (i.e., counselors, librarians,
custodial staff, etc.)
Salary increase helps SJUSD with employee recruitment. Grade 6-8 teachers at K-8 schools teaching in a
departmentalized setting shall have daily preparation time. As much as possible, program budgets will absorb cost
increases. Unappropriated fund balance is the source of funding to accommodate the settlements until additional
solutions are identified and approved.
Page 3
D.
What contingency language is included in the proposed agreement (e.g., reopeners, etc.)?
Supervisors - Article 2 - Contract Provisions - This contract shall remain in full force and effect from July 1,
2014 through June 30, 2017, with re-openers in the second and the third year of the agreement on wages,
benefits and two articles to be identified by each party.
E.
Will this agreement create or decrease deficit financing in the current or subsequent year(s)?
"Deficit Financing" is defined to exist when a fund's expenditures and other financing uses exceed its
revenues and other financing sources in a given year. If yes, explain the amounts and justification for
doing so.
General Fund: Deficit financing in unrestricted will be created from the agreements in the subsequent
years (2016-17and 2017-18). Fund balance is projected to be used until further budget solutions are
identified and approved.
Adult Education Fund and Cafeteria Fund: Deficit financing will increase in current year from the
agreements and continue in the subsequent years (2016-17 and 2017-18). Fund balance is projected to
be used until further budget solutions are identified and approved.
Child Development Fund: Agreements in both current and subsequent years will create deficit
financing. Fund 12 has been granted General Transfer Outs in the amounts of $703,000 for 2015-16 and
$600,000 for 2016-17. For fiscal year 2017-18 and ongoing, the approved amount will be $500,000.
F.
Identify other major provisions that do not directly affect the district's costs, such as binding
arbitrations, grievance procedures, etc.
None known at this time.
G.
Source of Funding for Proposed Agreement
1. Current Year
Unrestricted revenue and restricted revenues.
2. If this is a single year agreement, how will the ongoing cost of the proposed agreement be funded in
subsequent years (i.e., what will allow the district to afford this contract)?
See below.
3. If this is a multiyear agreement, what is the source of funding, including assumptions used, to fund
these obligations in subsequent years? (Remember to include compounding effects in meeting
obligations )
Unappropriated fund balance is the source of funding until additional solutions are identified and approved.
Department of Finance growth GAP percentage is currently assumed for LCFF revenue in projected year
2016-17. An average of Department of Finance and School Services of California growth GAP
percentages is currently assumed for LCFF revenue in projected year 2017-18.
Page 4a
H. IMPACT OF PROPOSED AGREEMENT ON CURRENT YEAR OPERATING BUDGET
Unrestricted SF0 General Fund
Enter Bargaining Unit/Group:
Column 1
Column 2
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
REVENUES
LCFF Sources (8010-8099)
Column 3
$
307,526,521
$
$
29,451,585
$
$
336,978,106
$
Certificated Salaries (1000-1999)
$
139,924,415
$
Classified Salaries (2000-2999)
$
37,876,205
Employee Benefits (3000-3999)
$
Books and Supplies (4000-4999)
Remaining Revenues (8100-8799)
TOTAL REVENUES
Column 4
Adjustments as a Result Other Revisions, including
of Proposed Agreement
proposed budget revision
(Net of Increase less other
reductions)
-
2,029,714
-
FY 2015-16
Proposed Budget after
adjustments
$
309,556,235
$
29,451,585
$
2,029,714
$
339,007,820
4,544,506
$
606,620
$
145,075,541
$
217,846
$
27,064
$
38,121,115
66,215,191
$
709,895
$
(812,690) $
66,112,396
$
19,603,374
$
Services, Other Operating Expenses (5000-5999)
$
Capital Outlay (6000-6999)
EXPENDITURES
(332,286) $
1,907,775
$
21,178,863
13,649,042
$
87,659
$
13,736,701
$
55,000
$
-
$
55,000
Other Outgo (7100-7299) (7400-7499)
$
433,912
$
-
$
433,912
Direct Support/Indirect Cost (7300-7399)
$
(5,509,370)
$
Other Adjustments
$
TOTAL EXPENDITURES
$
272,247,769
$
OPERATING SURPLUS (DEFICIT)
$
64,730,337
$
TRANSFERS IN & OTHER SOURCES (8910-8979)
$
TRANSFERS OUT & OTHER USES (7610-7699)
$
715,501
CONTRIBUTIONS (8980-8999)
$
(53,032,047) $
CURRENT YEAR INCREASE (DECREASE) IN FUND
BALANCE
$
10,982,789
BEGINNING BALANCE
$
35,447,703
$
COMPONENTS OF ENDING BALANCE:
$
46,430,492
$
-
$
(5,535,413)
-
$
1,790,385
$
279,178,115
(5,139,961) $
239,329
$
59,829,705
-
Prior-Year Adjustments/Restatements (9793/9795)
CURRENT-YEAR ENDING BALANCE
5,139,961
(26,043) $
-
$
-
$
$
-
$
715,501
(1,015,213) $
(2,006,999) $
(56,054,259)
$
(6,155,174) $
(1,767,670) $
3,059,945
$
-
-
35,447,703
$
-
$
-
$
$
$
-
$
-
$
38,507,648
$
-
$
500,000
$
8,200,000
-
Nonspendable Amounts:
Reserved Amounts (9711-9740)
$
500,000
Reserved for Economic Uncertainties (9770)
$
8,000,000
Committed Funds (9750-9760)
$
Assigned Amounts
$
3,748,077
Unappropriated Amounts (9790)
$
34,182,415
$
100,000
-
$
$
$
-
$
100,000
-
$
-
(2,018,727) $
1,729,350
$
28,078,297
Page 4b
Restricted SF 3 & 5 General Fund
Column 1
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
REVENUES
$
Column 2
Column 3
Adjustments as a Result
reductions)
Other Revisions,
including proposed
budget revision
-
$
$
78,517,250
$
78,517,250
$
$
35,305,755
$
1,514,503
$
23,564,476
$
$
34,595,928
$
$
12,812,747
$
$
12,926,675
$
Other Outgo (7100-7299) (7400-7499)
TOTAL REVENUES
Column 4
-
FY 2015-16
adjustments
$
-
$
271,597
$
78,788,847
$
271,597
$
78,788,847
$
(371,587) $
36,448,671
86,210
$
(23,046) $
23,627,640
229,439
$
(379,499) $
34,445,868
-
EXPENDITURES
(814,939) $
2,181,115
$
14,178,923
$
172,220
$
13,098,895
-
$
16,362
$
16,362
$
28,180
$
-
$
28,180
$
4,154,179
$
26,043
$
4,180,222
$
-
$
Other Adjustments
$
1,015,213
$
TOTAL EXPENDITURES
$
123,387,940
$
(44,870,690) $
$
800,000
$
-
$
800,000
$
2,013,890
$
-
$
2,013,890
$
53,032,047
$
BALANCE
$
6,947,467
$
BEGINNING BALANCE
$
20,578,428
$
$
$
(1,015,213) $
1,015,213
1,621,608
$
-
(1,350,011) $
126,024,761
(47,235,914)
$
2,006,999
$
56,054,259
-
$
656,988
$
7,604,455
-
$
$
20,578,428
-
-
$
27,525,895
$
28,182,883
Nonspendable Amounts
$
$
27,525,895
$
-
Committed Funds
$
-
Assigned Amounts
$
-
$
-
$
656,988
$
$
28,182,883
$
-
$
-
$
-
$
-
$
-
$
-
$
-
Page 4c
Combined General Fund
Enter Bargaining Unit/Group: Confidential, SJAA units and Board Contracted Cabinet members
REVENUES
Column 1
Column 2
Column 3
Column 4
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
Adjustments as a Result of
Proposed Agreement (Net of
Increase less other
reductions)
Other Revisions,
including proposed
budget revision
FY 2015-16
adjustments
$
307,526,521
$
-
$
2,029,714
$
309,556,235
$
107,968,835
$
-
$
271,597
$
108,240,432
$
415,495,356
$
-
$
2,301,311
$
417,796,667
$
175,230,170
$
6,059,009
$
235,033
$
181,524,212
$
61,440,681
$
304,056
$
4,018
$
61,748,755
$
100,811,119
$
939,334
$
(1,192,189) $
100,558,264
$
32,416,121
$
(1,147,225) $
$
26,575,717
$
-
$
55,000
$
Other Outgo (7100-7299) (7400-7499)
$
462,092
Other Adjustments
TOTAL REVENUES
EXPENDITURES
4,088,890
$
35,357,786
$
259,879
$
26,835,596
-
$
16,362
$
71,362
$
-
$
-
$
462,092
$
(1,355,191) $
-
$
-
$
$
-
-
$
-
$
$
$
405,202,876
(1,110,682) $
12,593,791
$
395,635,709
$
$
19,859,647
$
$
800,000
$
-
$
-
$
800,000
$
2,729,391
$
-
$
-
$
2,729,391
$
$
-
$
-
$
BALANCE
$
17,930,256
BEGINNING BALANCE
$
56,026,131
$
$
73,956,387
$
$
-
TOTAL EXPENDITURES
-
6,155,174
(1,355,191)
(6,155,174) $
(6,155,174) $
3,411,993
-
(1,110,682) $
10,664,400
$
56,026,131
$
-
$
-
$
$
-
$
-
$
$
66,690,531
-
$
28,025,895
$
$
8,000,000
$
Committed Funds
$
Assigned Amounts
$
Unappropriated Amounts - Unrestricted (9790)
$
Reserve for Economic Uncertainties Percentage
-
100,000
$
656,988
$
28,682,883
$
100,000
$
8,200,000
$
-
3,748,077
$
-
$
(2,018,727) $
1,729,350
34,182,415
$
-
$
-
28,078,297
2.01%
1.62%
$
$
-
2.01%
Page 5
I. IMPACT OF PROPOSED AGREEMENT ON SUBSEQUENT YEARS
Combined General Fund
Enter Bargaining Unit/Group: Confidential, SJAA units and Board Contracted Cabinet members
REVENUES
TOTAL REVENUES
EXPENDITURES
Other Outgo (7100-7299) (7400-7499)
Other Adjustments
TOTAL EXPENDITURES
BALANCE
BEGINNING BALANCE
FY 2015-16
FY 2016-17
FY 2017-18
FY 2015-16
adjustments
First Subsequent Year
Second Subsequent Year
$309,556,235
$320,271,910
$326,839,723
$108,240,432
$85,528,526
$86,469,557
$417,796,667
$405,800,436
$413,309,280
$181,524,212
$185,526,373
$185,021,432
$61,748,755
$62,321,568
$63,042,176
$100,558,264
$109,952,083
$122,231,007
$35,357,786
$23,809,289
$21,995,728
$26,835,596
$26,124,156
$26,384,554
$71,362
$71,362
$71,362
$462,092
$330,173
$330,173
($1,355,191)
($1,118,583)
($1,118,583)
$0
$0
$0
$405,202,876
$407,016,421
$417,957,849
$12,593,791
-$1,215,985
-$4,648,569
$800,000
$400,000
$0
$2,729,391
$2,626,391
$2,526,391
$0
$0
$0
($3,442,376)
($7,174,960)
$66,690,531
$63,248,155
$66,690,531
$63,248,155
$56,073,195
$28,682,883
$20,329,448
$14,973,123
$8,200,000
$8,200,000
$8,400,000
$0
$0
$0
$1,729,350
$1,729,350
$1,729,350
$28,078,297
$32,989,357
$30,970,722
2.01%
2.00%
2.00%
$10,664,400
$56,026,131
$0
Committed Funds
Assigned Amounts
Unappropriated Amounts - Unrestricted (9790)
Page 6
J. IMPACT OF PROPOSED AGREEMENT ON UNRESTRICTED RESERVES
1. State Reserve Standard
2015-16
Projected Year
Totals - Budget
a.
Total Expenditures, Transfers Out, and Uses
(Including Cost of Proposed Agreement)
b.
State Standard Minimum Reserve Percentage for
this District (2%) enter percentage:
c.
State Standard Minimum Reserve Amount for this
District (For districts with less than 1,001 ADA,
this is the greater of Line a, times Line b, OR
$50,000
$
407,932,267
2016-17
Multi-Year
Projection
$
2017-18
Multi-Year
Projection
409,642,812
2%
$
8,158,645
$
420,484,240
2%
2%
$
8,192,856
$
8,409,685
2. Budgeted Unrestricted Reserve (After Impact of Proposed Agreement)
a.
b.
General Fund Budgeted Unrestricted
Designated for Economic Uncertainties (9770)
General Fund Budgeted Unrestricted
Unappropriated Amount (9790)
d.
Special Reserve Fund (Fund 17) Budgeted
Designated for Economic Uncertainties (9770)
Special Reserve Fund (Fund 17) Budgeted
Unappropriate Amount (9790)
g.
Total Available Reserves
h.
c.
$
8,200,000
$
8,200,000
$
8,400,000
$
28,078,297
$
32,989,357
$
30,970,722
$
-
$
-
$
-
$
-
$
-
$
-
$
36,278,298
41,189,357
2.01%
3. Do unrestricted reserves meet the state minimum reserve amount?
2015-16
2016-17
2017-18
4. If no, how do you plan to restore your reserves?
$
$
39,370,722
2.00%
Yes
Yes
Yes
x
x
x
2.00%
No
No
No
Page 7
5. If the total amount of the adjustment in Column 2 on Page 4c does not agree with the amount of
the Total Compensation Increase in Section A, Line 5, Page 1a (i.e., increase was partially budgeted),
explain the variance below:
Total amount of the adjustment in Column 2 on Page 4c is: $
6,155,174
Total Compensation Increase in Section A, Line 5, Page 1a is: $
7,852,399
Variance $
(1,697,225)
Amount already budgeted in Supplemental and Categorical funds: $
(1,715,225)
Amount budgeted in Object 43xx, non-compensation for safety $
funds for SJPEC
18,000
$
(1,697,225)
6. Please include any additional comments and explanation of Page 5 if necessary:
Page 8
K. SALARY NOTIFICATION REQUIREMENT
The following section is applicable and should be completed when any Salary/Benefit
Negotiations are settled after the district's final budget has been adopted.
COMPARISON OF PROPOSED AGREEMENT TO CHANGE IN DISTRICT LOCAL
CONTROL FUNDING
(a) Current-Year Local Control Funding per ADA( line 19 below):
$
8,173
(b) Prior-Year Base Funding per ADA (line 20 below)
(c) Amount of Current-Year Increase: (a) minus (b)
$
$
7,358
815
(d) Percentage Increase in Base LCFF per ADA: (c) divided by (b)
(e) Total Compensation Percentage Increase from Section A, Line 5, Page 1 for current
year (Year 1)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
6,361,740
4,398,886
24,749,916
5,230,781
2,350,261
K-3 CSR
EIA
Other State categorical
Transportation
Targeted Instructional Improvement Grant (TIIG)
Total LCFF Categoricals
2012-13 Rev Limit funding per ADA
Actual or Estimated funded ADA
Current year ADA x 2012-13 Rev Limit funding per
ADA (7 x 8 )
Prior year gap funding
Prior year gap funding per ADA
Total of all prior years gap funding adjusted for
current year ADA
Adjusted Funding Floor (6 + 9 + 12)
LCFF funding target
Funding GAP (14-13)
LCFF Statewide funding GAP %
LCFF Growth (15 x 16)
LCFF Funding ( 13 + 17)
LCFF revenue per ADA (18/10)
Prior year funding per ADA
Per ADA change from Prior year (19 - 20)
Growth Increase % (21/20)
$
$
$
$
$
$
$
$
$
$
$
43,091,584
5,303.79
37,967.55
201,371,912
24,442,482
641.65
35,034,936
279,498,432
339,309,093
59,810,661
51.52%
30,814,453
310,312,885
8,173
7,358
815
11.08%
11.08%
3.19%
Page 9
L. CERTIFICATION NO. 1: CERTIFICATION OF THE DISTRICTS ABILITY TO MEET THE COSTS OF COLLECTIVE
BARGAINING AGREEMENT
The disclosure document must be signed by the district Superintendent and Chief Financial Officer at the time of public disclosure.
In accordance with the requirements of Government Code Section 3547.5, the Superintendent and Chief Financial Officer of
San Juan Unified School District (District), hereby certify that the District can meet the costs incurred under the Collective
bargaining Agreements between the District and SJTA, Supervisors and SJPEC Units, non represented employees in
Confidential, Specialists and SJAA Units and Board Contracted Cabinet employees during the term of the agreement from
July 1, 2014 to June 30, 2016 or later.
The budget revisions necessary to meet the costs of the agreement in each year of its term are as follows:
15-16
16-17
17-18
Budget Adjustment
General Fund
Budget Adjustment Categories:
Increase (Decrease)
$0
Revenues/Other Financing Sources
Expenditures/Other Financing Uses *
Ending Balance Increase (Decrease)
* (includes budget offsets, if any)
$0
$0
$6,155,174
$
95,941
$
-
($6,155,174)
$
(95,941)
$
-
(No budget revisions necessary)
The Other Funds (Adult Ed, Cafeteria, Deferred Maintenance/Building Funds, and Self Insurance Fund) will absorb the increased
cost of the agreement for their appropriate Full-Time Equivalent (FTE) staff. Child Development is receiving General Fund support
up to $703,000 for 2015-16, $600,000 for 2016-17 and $500,000 for 2017-18.
10/19/2015
Date
Kent Stephens, Chief Financial Officer
10/19/2015
Date
General Funds (Unrestricted )
Group Total Costs
Teamsters
Teachers (SJTA)
General & Operations support (CSEA)
Management (SJAA) & Board
Contracted Cabinet members
Certificated Supervisory (SJPEC)
including 4xxx funds
Supervisors
Confidential & Unrepresented
Specialists Units
Total
Less offsets
Total impact to budget
$
Not Cumulative
17-18
Not Cumulative
16-17
15-16
$6,619,873
$
$1,007,378
$
($1,807,956)
$341,153
$47,841
($95,085)
$748,771
$71,197
$102,004
($202,338)
$89,405
$7,870,399
($1,715,225)
$6,155,174
$1,157,223
($1,061,282)
$95,941
($2,105,379)
$2,105,379
($0)
Page 10
M. CERTIFICATION NO. 2
The disclosure document must be signed by the district Superintendent or designee at the time of public
disclosure and by the President or Clerk of the Governing Board at the time of formal board action on the
proposed agreement.
The information provided in this document summarizes the financial implications of the proposed
agreement(s) and is submitted to the Governing Board for public disclosure of the major provisions of
the agreement(s) (as provided in the "Public Disclosure of Proposed Bargaining Agreement") in
accordance with the requirements of AB 1200 and Government Code Section 3547.5.
10/19/2015
Date
(Signature)
Kent Stephens, Chief Financial Officer
Contact Person
(916) 971-7238
Phone
After public disclosure of the major provisions contained in this summary, the
Governing Board at its meeting on November 10, 2015 took action to approve the
proposed agreements with SJPEC, SJTA and Supervisors bargaining units,
employees in Unrepresented Specialist, Confidential,SJAA Units and Board
Contracted Cabinet members.
President, Governing Board
(Signature)
11/10/2015
Date
San Juan Unified School District - Adult Education Fund
and ending:
(date)
(date)
November 10, 2015
(date)
working days prior to the date the Governing Board will take action. This form must also be available to the public at least
ten (10) working days prior to the date the governing board will take action on the proposed bargaining agreements.
Page 1 (Other Funds Section)
Annual
Compensation
1 Salary Schedule
(This is to include Step and Columns, which is
also reported separately in Item 6)
July 1, 2014
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$532,892
$17,161
$0
$0
3.22%
$0
$0
0.00%
$0
0.00%
WC, UI, Medicare, etc. (retiree h&w and longterm sick leave included in section 4)
$75,564
$2,434
$105,991
$0
$0
$714,448
Step and Column - Due to movement plus any
changes due to settlement. 2014-15, 2015-16
and 2016-17 step and column increases have
already been included in the multi-year
projection. This is a subset of Item No. 1
Employee
$1,859
10.75
$1,822
$532,892
$17,161
$0
$69
$0
$0
10.75
$0
0.00%
$0
3.22%
0.00%
10.75
2.74%
0.00%
0.00%
10.75
$66,439
$0
$0
$0
0.00%
0.00%
2.74%
6
$0
$0
$19,595
0.00%
0.00%
0.00%
equal 5
$0
0.00%
3.22%
4 Health/Welfare Plans - includes medical,
dental, vision, life insurance, retiree h&w, longterm sick leave, cash option
0.00%
0.00%
$0
0.00%
0.00%
A. Proposed Change in Compensation for Adult Education Fund
Page 2a(Other Funds Section)
Compensation
1 Salary Schedule
(This is to include Step and Columns, which is also reported
separately in Item 6)
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$532,892.00
$17,161.00
$0.00
$0.00
Certificated Salaries - Object 1xxx
$532,892
Classified Salaries - Object 2xxx
$0
COLA - Classified Salaries - Object 2xxx
$0
3 Statutory Benefit - Certificated Rates
Statutory Benefit - Classified Rates
Statutory Benefits - STRS, PERS, FICA, WC, UI, Medicare, etc.
(Retiree H&W & Long-term Sick Leave included in section 4)
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
14.18%
14.18%
16.08%
18.03%
21.50%
21.50%
22.75%
26.40%
$75,564
Certificated Payroll costs
$0
$17,161
$0
COLA -Certificated Salaries - Object 1xxx
$0
$2,434
$0
$0
$75,564
$0
$0
Classified Payroll costs
COLA - Certificated payroll costs
COLA - Classified payroll costs
$0
$0
$2,434
$0
$0
$0
A. Proposed Change in Compensation for Adult Education Fund
Page 2b(Other Funds Section)
4 Health/Welfare Plans Medical,dental,vision, life insurance, retiree h&w, lt sick leave, cash
option (obj 340x, 395x, 37xx, 396x, 391x)
$105,991
$0
$0
$0
$19,595
$0
$0
$69
$0
$86,989
$616
$15,987
5
Total Compensation - Add Items 1 through 4 to equal 5
6 Step and Column - Related to movement plus any changes due to
settlement. This is a subset of Item No. 1 (2015-16 step/col
calculated for certificated at .35% and classified at .7%)
FTE - Using Sept. 8, 2015 FTE for cost prior to proposed
agreements. Years 1 - 3 have changes only due to the proposed
agreements.
* Rates:
Health & Welfare
$2,399
$714,448
$1,859
10.75
10.75
10.75
10.75
FY'2015-16
FY'2015-16
FY'2016-17
FY'2017-18
3.00%
6.47%
3.00%
6.47%
3.08%
5.55%
6.00%
W:\BUDGET\AB1200\2015-16\11.10.15 All units except Teamsters and CSEA\SJUSD AB1200 Disclosure -SJTA, Confidential &
Supervisors,SJAA, Cabinet, SJPEC 11-10-2015 Bd Approval.xlsx
3.44%
5.64%
8.00%
Adult Ed Fund-Unrestricted & Restricted
Specialists, Confidential, SJAA units and Board Contracted Cabinet
members
Column 1
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
REVENUES
Column 2
Column 3
reductions)
Other Revisions,
including proposed
budget revision
$
417,250
$
$
1,092,515
$
1,509,765
$
$
532,892
$
FY 2015-16
adjustments
$
417,250
$
(40,964) $
1,051,551
-
$
(40,964) $
1,468,801
$
17,161
$
-
$
550,053
106,234
$
-
$
-
$
106,234
$
300,455
$
2,434
$
(3,124) $
299,765
$
37,507
$
24,291
$
442,486
$
$
-
$
-
$
-
Other Outgo (7100-7299) (7400-7499)
$
-
$
-
$
-
$
-
$
-
$
-
Other Adjustments
$
-
$
-
$
-
$
9,737
$
1,448,906
(50,701) $
19,895
TOTAL REVENUES
-
Column 4
EXPENDITURES
TOTAL EXPENDITURES
$
1,419,574
$
$
90,191
$
$
-
$
$
BALANCE
$
(80,000) $
BEGINNING BALANCE
$
377,047
$
$
$
-
Nonspendable
$
-
Restricted
$
$
-
Committed
$
-
Assigned
$
$
170,191
-
297,047
118,257
178,790
-
19,595
(19,595) $
$
61,798
(11,430) $
431,056
$
-
$
$
-
$
$
-
$
(19,595) $
(50,701) $
$
$
170,191
(150,296)
377,047
-
$
226,751
$
90,272
$
136,480
$
-
San Juan Unified School District - Child Development Fund
and ending:
(date)
(date)
November 10, 2015
(date)
Compensation
1 Salary Schedule
July 1, 2014
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$6,381,679
$199,814
$0
$0
3.13%
$0
$0
0.00%
$0
0.00%
Description of other compensation
$904,922
$28,334
$1,735,581
$0
$0
$9,022,182
Employee
$50,648
124.34
$72,562
$6,381,679
$0
$799
124.34
$1,835
124.34
124.34
$0
0.00%
$0
3.13%
0.00%
$0
$0
$199,814
0.00%
0.00%
2.53%
$0
$0
$0
0.00%
0.00%
2.53%
6 Step and Column - Due to movement plus any
$0
$0
$228,148
0.00%
0.00%
0.00%
equal 5
$0
0.00%
3.13%
leave, cash option
0.00%
0.00%
$0
0.00%
0.00%
A. Proposed Change in Compensation for Child Development Fund
Page 6 (a) (Other Funds Section)
Compensation
1 Salary Schedule
(This is to include Step and Columns, which is also reported separately in
Item 6)
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$6,381,679
$199,814
$0
$0
$6,381,679
$0
$199,814
$0
$0
$0
3 Statutory Benefits - STRS, PERS, FICA,WC, UI, Medicare, etc. (Retiree
H&W & Long-term Sick Leave included in section 4)
$0
$0
$0
$0
$904,922
$28,334
$0
$0
$904,922
Certificated payroll costs
Classified payroll costs
$28,334
$0
$0
$0
A. Proposed Change in Compensation for Child Development Fund
Page 6 (b) (Other Funds Section)
4 Health/Welfare Plans medical,dental,vision, life insurance, retiree h&w, lt sick leave, cash option
(obj 340x, 395x, 37xx, 396x, 391x)
$1,735,581
$0
$0
$0
$9,022,182
$228,148
$0
$0
$50,648
$0
$799
$0
124.34
124.34
124.34
124.34
$1,498,975
$14,281
$191,450
$4,538
$26,337
Post Employment Health Plan (PEHP) Object 3751 (SJTA only)
5
settlement. This is a subset of Item No. 1 (2015-16 step/col calculated
for certificated at .35% and classified at .7%)
FTE - Using Sept. 8, 2015 FTE for cost prior to proposed agreements.
Years 1 - 3 have changes only due to the proposed agreements.
Child Development Fund-Unrestricted & Restricted
members
Column 1
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
REVENUES
$
Column 2
Column 3
reductions)
Other Revisions,
including proposed
budget revision
-
$
-
Column 4
FY 2015-16
adjustments
$
-
$
17,186,891
$
17,186,891
$
$
6,381,679
$
$
4,017,373
$
$
5,170,122
$
1,261,922
$
344,558
$
-
$
-
$
-
Other Outgo (7100-7299) (7400-7499)
$
-
$
-
$
-
$
$
-
$
Other Adjustments
$
$
-
$
TOTAL REVENUES
-
$
(17,160) $
17,169,731
$
(17,160) $
17,169,731
EXPENDITURES
199,814
$
-
$
6,581,493
-
$
-
$
4,017,373
$
28,334
$
(81,388) $
5,117,068
$
-
$
$
621,376
-
TOTAL EXPENDITURES
$
17,797,030
$
$
703,000
$
$
(610,139) $
228,148
$
65,212
$
1,327,134
(984) $
343,574
(17,160) $
621,376
18,008,018
(228,148) $
-
$
(838,287)
-
$
-
$
703,000
87,513
$
-
$
87,513
$
-
$
-
$
-
BALANCE
$
5,348
(228,148) $
-
$
(222,800)
BEGINNING BALANCE
$
241,088
$
241,088
$
$
$
-
Nonspendable
$
-
Restricted
$
59,439
$
Committed
$
Assigned
$
$
$
$
246,436
$
-
$
18,288
$
-
$
-
$
-
$
18,288
-
$
-
$
-
-
$
-
$
-
$
(186,997) $
-
$
-
$
-
186,997
-
$
-
I. IMPACT OF PROPOSED AGREEMENT ON SUBSEQUENT YEARS
Child Development Fund
SJPEC, SJTA, Supervisors Bargaining Units; Unrepresented
Enter Bargaining Unit/Group: members
FY 2015-16
FY 2016-17
FY 2017-18
First Subsequent Year
Second Subsequent Year
FY 2015-16
Proposed Budget after adjustments
REVENUES
$0
$0
$0
$17,169,731
$17,529,277
$17,939,180
$17,169,731
$17,529,277
$17,939,180
EXPENDITURES
$6,581,493
$6,605,621
$6,653,753
$4,017,373
$4,029,124
$4,020,593
$5,117,068
$5,433,656
$5,947,913
$1,327,134
$949,764
$884,862
$343,574
$323,925
$323,925
$0
$0
$0
TOTAL REVENUES
Other Outgo (7100-7299) (7400-7499)
Other Adjustments
TOTAL EXPENDITURES
BALANCE
BEGINNING BALANCE
$0
$0
$0
$621,376
$684,463
$699,975
$0
$0
$0
$18,008,018
$18,026,553
$18,531,021
($838,287)
($497,276)
($591,841)
$703,000
$600,000
$500,000
$87,513
$0
$0
$0
$0
$0
($222,800)
$102,724
($91,841)
$241,088
$18,288
$121,012
$18,288
$121,012
$29,171
Nonspendable
$0
$0
$0
$18,288
$121,012
$29,171
Reserved for Economic Uncertainties
$0
$0
$0
Committed
$0
$0
$0
$0
0.00%
$0
0.00%
$0
0.00%
Restricted
Assigned
San Juan Unified School District - Cafeteria Fund
and ending:
(date)
(date)
November 10, 2015
(date)
Compensation
1 Salary Schedule
July 1, 2014
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$823,701
$26,656
$0
$0
3.24%
$0
$0
0.00%
$0
0.00%
0.00%
$0
0.00%
0.00%
$177,096
$5,731
$0
3.24%
leave, cash option
$227,824
$0
0.00%
$0
0.00%
equal 5
$1,228,621
$32,387
Employee
0.00%
17.38
$1,864
$823,701
$0
$0
$26,656
17.38
$0
0.00%
$0
3.24%
0.00%
17.38
2.64%
0.00%
$0
$227
17.38
$70,712
$0
$0
$5,726
0.00%
0.00%
2.64%
$0
0.00%
$0
0.00%
0.00%
A. Proposed Change in Compensation for Cafeteria Fund
Compensation
1 Salary Schedule
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$823,701
$26,656
$0
$0
$823,701
3 Statutory Benefits - STRS, PERS, FICA, WC, UI, Medicare, etc.
$0
$26,656
$0
$0
$0
$0
$177,096
$5,731
$0
$0
Certificated payroll costs
Classified payroll costs
$177,096
$5,731
4 Health/Welfare Plans medical, dental, vision, life insurance, retiree h&w, lt sick leave,
cash option (obj 340x, 395x, 37xx, 396x, 391x)
$227,824
$0
$0
$0
$32,387
$0
$0
$227
$0
17.375
17.375
$172,775
$1,755
$53,293
5
$0
$0
$1,228,621
settlement. This is a subset of Item No. 1 (2015-16 step/col
agreements.
* Rates:
Health & Welfare
$5,726
17.375
FY'2015-16
6.47%
17.375
FY'2015-16
6.47%
FY'2016-17
5.55%
6.00%
FY'2017-18
5.64%
8.00%
Cafeteria Fund - Untrestricted & Restricted
Enter Bargaining Unit/Group: Specialists, Confidential, SJAA units and Board Contracted Cabinet
Column 1
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
REVENUES
$
Column 2
Column 3
Adjustments as a Result of
Proposed Agreement (Net of
Increase less other reductions)
Other Revisions, including
proposed budget revision
Column 4
FY 2015-16
adjustments
-
$
-
$
-
$
-
$
15,375,835
$
-
$
15,375,835
$
-
$
$
15,375,835
TOTAL REVENUES
$
15,375,835
EXPENDITURES
$
$
4,900,901
$
26,656
$
-
$
4,927,557
$
2,819,810
$
5,731
$
-
$
2,825,541
$
6,128,460
$
(1,650) $
6,126,810
$
730,485
$
1,650
$
270,000
$
(270,000) $
-
Other Outgo (7100-7299) (7400-7499)
$
$
-
$
-
$
$
-
$
Other Adjustments
$
$
-
$
$
(270,000) $
$
-
-
635,673
15,485,329
$
32,387
$
TOTAL EXPENDITURES
$
$
(109,494) $
$
-
$
$
12,051
$
$
-
$
-
$
BALANCE
$
(121,545) $
(32,387) $
-
$
BEGINNING BALANCE
$
$
$
$
Nonspendable
$
157,694
Restricted
$
2,416,187
$
Committed
(32,387) $
270,000
270,000
2,695,426
$
$
$
$
-
$
2,573,881
-
732,135
635,673
15,247,716
128,119
282,051
(153,932)
2,695,426
-
$
2,541,494
$
157,694
2,383,800
-
$
$
-
$
-
$
-
$
-
$
-
$
-
$
-
Assigned
$
-
$
-
$
-
$
-
$
-
$
-
$
-
-
San Juan Unified School District - Deferred Maintenance, Building,
Capital Facilities and Self Insurance Funds
Other
and ending:
(date)
(date)
November 10, 2015
(date)
Compensation
1 Salary Schedule
July 1, 2014
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$1,805,700
$58,197
$0
$0
3.22%
$0
$0
0.00%
$0
0.00%
0.00%
$0
0.00%
0.00%
$294,976
$9,518
$0
3.23%
leave, cash option
$269,893
$0
0.00%
$0
0.00%
equal 5
$2,370,569
$67,715
Employee
$8,140
22.29
$106,351
$1,805,700
$0
$310
22.29
$3,038
22.29
22.29
$0
0.00%
$0
3.22%
0.00%
$0
$0
$58,197
0.00%
0.00%
2.86%
$0
$0
$0
0.00%
0.00%
2.86%
$0
0.00%
$0
0.00%
0.00%
A. Proposed Change in Compensation for :
Compensation
1 Salary Schedule
Deferred Maintenance, Building,
Annual
Cost Prior to
Year 1
Year 2
Year 3
Proposed Agreement
Increase (Decrease)
Increase (Decrease)
Increase (Decrease)
FY 2015-16
Revised Budget
FY 2015-16
FY 2016-17
FY 2017-18
$1,805,700
$58,197
$0
$0
$1,273,894
$531,806
$40,914
$0
$0
$17,283
$0
$0
Stipends, Bonuses, Longevity, Overtime, Differential, Callback or
Standby Pay, etc.
3 Statutory Benefits - STRS, PERS, FICA, WC, UI, Medicare, etc.
$0
$0
$0
$0
$294,976
$9,518
$0
$0
Certificated Payroll costs
$180,638
Classified Payroll costs
$114,338
$0
$5,802
$0
$3,716
4 Health/Welfare Plans medical, dental, vision, life insurance, retiree h&w, lt sick leave,
cash option (obj 340x, 395x, 37xx, 396x, 391x)
$269,893
$0
$72,625
6 Step and Column - Related to movement plus any changes due
to settlement. This is a subset of Item No. 1 (2015-16 step/col
agreements.
* Rates:
Health & Welfare
$0
$0
Retiree H&W & Long-term Sick Leave - * See below for
rates
$0
$0
$197,268
5
$0
$0
$0
$0
$2,370,569
$67,715
$8,140
22.29
FY'2015-16
22.29
0.00% FY'2015-16
3.00%
6.47%
$0
$0
$310
$0
22.29
22.29
0.00% FY'2016-17
3.00%
6.47%
0.00% FY'2017-18
3.08%
5.55%
6.00%
0.00%
3.44%
5.64%
8.00%
Approval.xlsx
Deferred Maintenance, Building,
Enter Bargaining Unit/Group: Specialists, Confidential, SJAA units and Board Contracted
Column 1
Column 2
FY 2015-16
Revised Budget
09/08/2015 Board
Approved
Column 3
of Proposed Agreement Other Revisions, including
(Net of Increase less other proposed budget revision
reductions)
REVENUES
Column 4
$
$
23,853,597
TOTAL REVENUES
$
23,853,597
$
EXPENDITURES
$
1,273,894
$
-
FY 2015-16
adjustments
$
-
$
(11,219) $
23,842,378
-
$
(11,219) $
23,842,378
$
40,914
$
-
$
1,314,808
2,599,165
$
17,283
$
51,484
$
2,667,932
$
1,606,190
$
9,518
$
(7,979) $
1,607,729
$
4,343,578
$
500,974
$
4,844,552
$
33,003,938
$
681,358
$
33,685,296
$
60,843,410
$
(75,288) $
60,768,122
Other Outgo (7100-7299) (7400-7499)
$
4,956,826
$
-
$
$
-
$
-
$
-
Other Adjustments
$
-
$
-
$
-
$
TOTAL EXPENDITURES
$
108,627,001
$
(84,773,404) $
$
2,549,127
$
800,000
$
BALANCE
$
(83,024,277) $
BEGINNING BALANCE
$
149,789,063
$
149,789,063
$
66,764,786
$
65,805,303
Restricted
$
55,327,085
$
63,444,861
$
-
$
-
Committed
$
-
$
-
Assigned
$
2,114,890
Restricted Net Position
$
9,079,212
Unappropriated Amounts/Net Position (9790)
$
243,599
-
67,715
$
(67,715) $
1,150,549
$
4,956,826
109,845,265
(1,161,768) $
(86,002,887)
$
330,000
$
2,879,127
$
60,000
$
860,000
$
-
$
(67,715) $
(891,768) $
(83,983,760)
Nonspendable
$
2,145,023
$
215,419
BOARD OF EDUCATION
SUBJECT:
AGENDA ITEM # I-8
Tentative Agreement with the San Juan
Professional Educators Coalition and the
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The Governing Board is asked to discuss the San Juan Professional Educators Coalition tentative
agreement.
Statute requires that the public be made aware of the costs associated with a tentative collective
bargaining agreement before it becomes binding on the district or county office of education. Government
Code Section 3547.5 states:
“Before a public school employer enters into a written agreement with an exclusive representative
covering matters within the scope of representation, the major provisions of the agreement, including, but
not limited to, the costs that would be incurred by the public school employer under the agreement for the
current and subsequent fiscal year, shall be disclosed at a public meeting of the public school employer in
a format established for this purpose by the Superintendent of Public Instruction [G.C. 3547.5(a)].”
FINANCIAL DATA:
In accordance with AB 1200 (Chapter 1213/1991), GC 3547.5, and CCR, Title V, Section 15449, Budget
Services prepared an analysis of the fiscal impact of the proposed agreement and submitted it to the
Sacramento County Office of Education. Costs to the General Fund beginning each year for the San Juan
Professional Educators Coalition tentative collective bargaining agreement are: an increase of $748,771
for 2015-2016; an increase of $102,004 for 2016-2017; and a decrease of $202,338 for 2017-2018.
(The AB1200 public disclosure document can be reviewed on Agenda Item I-7.)
PREPARED BY:
APPROVED BY:
BOARD OF EDUCATION
SUBJECT:
Salary Schedule Adjustments for the
San Juan Administrators Association
and Cabinet
AGENDA ITEM # I-9
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The Governing Board is asked to discuss the salary schedule adjustments for the San Juan Administrators
Association and Cabinet as outlined in the language below.
Recommendation of the superintendent that the San Juan Administrators Association salary and stipend
schedules and Cabinet contracts be amended to reflect a salary increase by a total of 3.25%, retroactive
effective July 1, 2015.
FINANCIAL DATA:
A cost analysis, pursuant to AB 1200 (Chapter 1213/1991), GC 3547.5, and CCR, Title V, Section 15449,
was prepared by Budget Services and submitted to the Sacramento County Office of Education. Costs to
the General Fund beginning each year for the San Juan Administrators Association and Cabinet members’
salary schedule adjustments are: an increase of $341,153 for 2015-2016; an increase of $47,841 for 20162017; and a decrease of $95,085 for 2017-2018. (The AB 1200 public disclosure document can be
reviewed on Agenda Item I-7.)
PREPARED BY:
APPROVED BY:
BOARD OF EDUCATION
SUBJECT:
AGENDA ITEM # I-10
Salary Schedule Adjustments for the
Confidential Group and Unrepresented
Specialists
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The Governing Board is asked to discuss the salary schedule adjustments for the Confidential Group and
Unrepresented Specialists as outlined in the language below.
Recommendation of the superintendent that the Confidential Group and Unrepresented Specialists’ salary
schedules be amended to reflect a salary increase by a total of 3.25%, retroactive effective July 1, 2015.
FINANCIAL DATA:
A cost analysis, pursuant to AB 1200 (Chapter 1213/1991), GC 3547.5, and CCR, Title V, Section 15449,
was prepared by Budget Services and submitted to the Sacramento County Office of Education.
Increased costs to the General Fund for the Confidential Group and Unrepresented Specialists’ salary
schedule adjustments are $89,405 beginning in 2015-2016. (The AB 1200 public disclosure document can
be reviewed on Agenda Item I-7.)
PREPARED BY:
APPROVED BY:
BOARD OF EDUCATION
SUBJECT:
Revised 2016-2017 School Year Calendar
DEPARTMENT:
AGENDA ITEM #
I-11
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent is asking the Governing Board to discuss the proposed revised school year calendar
for 2016-2017.
Action Anticipated: November 10, 2015
The attached proposed revisions to the school year calendar for 2016-2017 are presented for the board’s
consideration. Revisions include the addition of September 30 (which was inadvertently left off during
prior approval at the January 14, 2014, board meeting) and two optional SJTA professional development
days per the October 2015 SJTA tentative agreement. This proposed calendar has been structured
similarly to previous school year calendars.
FINANCIAL DATA: N/A
PREPARED BY:
Jim Shoemake, Senior Director, Labor and Employee Relations
APPROVED BY:
Kent Kern, Acting Superintendent of Schools
2016-2017 School Year Calendar
M
FIRST
WEEK
T W T
F
M
SECOND
WEEK
T W T
1
4
5
6
7
8
11 12 13 14 15
18
19 20
21
22
25
26
27
4
5
8
9
10
11
12
15 16 17 18 19
22
23 24
25
26
29
30
31
1
2
5
6
7
8
9
12 13 14 15 16
19
20 21
22
23
26
27
28
July
August
1
2
3
September
October
3
THIRD
WEEK
T W T
F
M
F
M
FOURTH
WEEK
T W T
F
M
FIFTH
WEEK
T W T
F
29
28
29
30
School School
Days
Days
Elem
Sec
10
10
21
21
21
21
15
15
17
17
4
5
6
7
10 11 12
13
14
17 18 19 20 21
24
25 26
27
28
31
1
2
3
4
7
8
9
10
11
14 15 16 17 18
21
22 23
24
25
28
29
30
1
2
5
6
7
8
9
12 13 14 15 16
19
20 21
22
23
26
27
28
4
5
6
9
10 11
12
13
16 17 18 19 20
23
24 25
26
27
30
31
15
15
February
1
2
3
6
7
8
9
10
13 14 15 16 17
20
21 22
23
24
27
28
15
15
March
1
2
3
6
7
8
9
10
13 14 15 16 17
20
21 22
23
24
27
28
23
23
15
15
22
22
November
December
January
2
3
April
3
4
5
6
7
10 11 12
13
14
17 18 19 20 21
24
25 26
27
28
May
1
2
3
4
5
8
12
15 16 17 18 19
22
23 24
25
26
9 12 13 14 15 16
First/Last Day of Service
August 15 - June 8
19
20 21
22
23
9
10
11
June
1 2 5 6
Holidays
September 5, Labor Day
November 11, Veterans' Day
November 24, Thanksgiving Day
November 25, Local Holiday
December 26, Christmas Day (Observed)
7
8
29
29
30
31
26
27
28
29
30
29
30
31
30
Work Days
6
6
180
180
Non-Instructional Days*
Total Days
Student First/Last Day
August 18 - June 8
December 27, 28, 29, 30 Winter Break
*Non-Instructional Days
Semester Dates - Secondary (MS & HS)
January 2, New Year's Day (Observed)
January 16, Martin Luther King, Jr. Day
February 20, Presidents' Day
February 21 Lincoln's Day Observed
April 14, Local Holiday
May 29, Memorial Day
August 15 - Staff Development Day
August 16 - Staff Development Day
August 17 - Teacher Work Day
November 10 - Elementary Teacher Work Day
November 10 - Secondary Professional
Development
January 9 - Secondary Teacher Work Day
January 9 - Elementary Professional
Development
August 18 - January 9 (85 days)
January 10 - June 8 (95 days)
Strike through days represent "School Recess Days"
Board Approved: 1/14/14
Revised:
Trimester Dates (Elem & K-8)
August 18 - November 10 (12 Weeks)
November 14 - March 3 (12 Weeks)
March 6 - June 8 (12 Weeks)
NonInst
Days
3
1
1
5
185
BOARD OF EDUCATION
SUBJECT:
Assignment of Teachers Outside
Regular Base Credential
DEPARTMENT: Human Resources
AGENDA ITEM
_I-12_______
MEETING DATE:
10/27/15
CHECK ONE:
For Discussion:
For Action
Report:
Workshop:
Recognition:
Emergency Action:
ACTION REQUESTED:
The superintendent is recommending the board adopt Resolution No. 2786 authorizing the assignment
of sixty-one (61) certificated employees who hold regular base credentials outside these authorizations
during the 2015-2016 school year per Education Code sections 44256(b), 44258.2, 44263 and 44865.
Per the California Education Code sections cited above, a teacher may be authorized by action of the
governing board to teach subjects beyond their credential provided they hold a valid credential, have a
prerequisite number of college units in the subject area, and agree to the assignment. Several schools
have identified teachers who meet the requirements to teach additional subjects (listed on the
attachment). The schools and the district see these assignments as beneficial to the instructional
program and therefore to student academic success.
FINANCIAL DATA: N/A
PREPARED BY:
Deann Carlson, Director, Certificated Personnel, Human Resources
APPROVED BY:
Paul Oropallo, Assistant Superintendent, Human Resources
RESOLUTION NO. 2786
ASSIGNMENT OF TEACHERS UNDER THE LICENSING
OF CERTIFICATED PERSONNEL LAW
WHERAS, Education Code Sections 44256(b), 44258.2, 44263, and 44865 adopted by the California Legislature as
part of the licensing of certificated personnel provides that the governing board of a school district may annually
adopt a resolution authorizing the holder of certain teaching credentials to teach courses assigned which are not
listed on his or her base teaching credential provided that the teacher has completed a pre-requisite number of
college units at an accredited institution in the subject to which he or she is assigned; and
WHEREAS, many situations arise in which assignment to teach such subject is both necessary and desirable for the
efficient operation of the school;
NOW, THEREFORE, BE IT RESOLVED that for the 2015-2016 school year, the Superintendent of the San Juan
Unified School District, shall be authorized to assign teachers in accordance with the procedures enumerated below
and to delegate such authority as deemed appropriate to the Associate Superintendent of Schools and Student
Support.
A.
A holder of a single/multiple subject teaching credential, standard elementary teaching
credential, or other teaching credential may be assigned to teach courses other than those
authorized by subject matter designated on his/her credential.
B.
Only the teachers listed with this resolution and those subsequently reported to the Board
of Education during the 2015-2016 school year may be assigned in accordance with the
provision cited.
IN WITNESS WHEREOF, on a motion by Board Member ________________, seconded by
_____________, the foregoing Resolution was passed and adopted by the Board of Education of the San Juan
Unified School District, Carmichael, California, this 27th day of October 2015.
_____________________________________
President
_____________________________________
Vice President
_____________________________________
Clerk
_______________________________________
Member
_______________________________________
Member
Members of the Board of Education of the San Juan Unified
School District, a political subdivision of the State of California
Attested:
_______________________________________
Kent Kern, Executive Secretary
2015-2016 Board Resolutions
NAME
SITE
BASE CREDENTIAL
AUTHORIZATION(S)
COVERED BY
RESOLUTION
FTE
Education Code 44263 allows the holder of a Single Subject or Multiple Subject Credential to teach high school with 9 upper
division/or combination of 18 units in added area of authorization.
Multiple Subject; Intro Physical Education; Intro Math
Physical Education
0.67
Baer, Jorie
Casa Roble
Bartholomew, Patricia
Biesanz, David
Casa Roble
Mesa Verde
M/S; Intro Home Economics
S/S PE, Speech, Drama, Intro English,
Literature, English Comp
M/S; Intro Science, Intro English
M/S; Intro Math
M/S, General Science, Health Science,
Life Science, Physical Science, Physical
Education, Social Science
Home Economics
Industrial & Technology Edu
1.00
0.33
Buchmiller, John
Cardoso, Todd
Eby, James
Mira Loma
El Camino
Rio Americano
Geo Science
Math
Biology
1.00
0.20
1.00
Friedman, Douglas
Ohori, Megumi
Mira Loma
Mira Loma
Physical Education
Math
0.60
0.40
Encina
M/S; Intro PE
M/S; Intro Math
S/S Social Science, Computer Concepts &
Applications, Intro English
Sato, Lori
English (yearbook)
0.40
Soloman, Regina
Trappe, Maria
Twilla, Deborah
Wheeler, Christie
Wohlenberg, Erich
Mesa Verde
Del Campo
New San Juan
Bella Vista
Del Campo
Std Elem-English, Math, French
M/S, Intro Business
M/S, Intro Math
S/S Business
Multiple Subject
English
Business
Math
English (yearbook)
Physical Education
Total FTE:
0.33
0.67
0.20
0.20
0.33
7.33
EDUCATION CODE 44256(b) allows the holder of a Multiple Subject credential to teach in grades Eight and below with 6 upper
Antler, Vania
Churchill
Multiple Subject
French
1.00
Cano, Diane
Arden
Multiple Subject
Social Science
1.00
Multiple Subject
Daniels, Jennifer
Barrett
English
0.20
Cottage (Elementary Prep) Multiple Subject
Music
1.00
Davis, Karla
Mowles, Kristina
Sylvan
Multiple Subject, English, Art, Spanish
Social Science
1.00
Pfardresher, Leslie
Arden
Multiple Subject
English
1.00
Popazivanov, Zoran
Pasteur
Multiple Subject
Social Science
1.00
Tamburrino, Jill
Carnegie
Multiple Subject
Social Science
1.00
Multiple Subject; Intro English, Intro Math, Intro Science
Art
0.20
Slayton, Susanne
Woodside K-8
Tulga, Kathryn
Arden
Multiple Subject
English
0.20
Total FTE: 7.60
EDUCATION CODE 44258.2 allows the holder of a Single Subject credential to teach in grades Eight and below with 6 upper
Burnett, Jean
Arcade
S/S Social Science
Art
1.00
Callender, Kim
Thomas Edison
S/S English
Social Science
0.40
Dozier, Tracy
Carnegie
S/S History, Intro: PE, English Comp
English
1.00
Hicks, Jamal
Will Rogers
S/S Spanish
Math (computers)
0.40
Lofgren, John
Arcade
S/S Business,
Math
1.00
Physical Science (Earth Science) 0.40
Pollock, William
Pasteur
S/S Biology
Randall, Jeff
Arcade
S/S Soc Sci, Psych
Math
1.00
Total FTE: 5.20
Key: M/S = Multiple Subject
S/S= Single Subject
Std Elem= Standard Elementary
Std Sec=Standard Secondary
2015-2016 Board Resolutions
NAME
SITE
BASE CREDENTIAL
AUTHORIZATION(S)
COVERED BY
RESOLUTION
FTE
EDUCATION CODE 44865 provides that a teacher with a valid teaching credential issued by the State Board of Education or the
Commission for Teacher Preparation and Licensing, based on a bachelor’s degree, student teaching, and special fitness to
perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a
teacher to a position for which qualifications are prescribed by this section shall be made with the consent of the teacher:
a) Home Teacher
b) Classes organized
c) Hospital Classes
primarily for adults
d) Necessary small high school
e) Continuation schools
f) Alternative Schools g) Opportunity schools
h) Juvenile courts schools
i) County community schols
Ferrari, Jerilynn
Goldfried, Monique
Koester, Karl
Werly, Scott
Austin, Kim
Dalton, Jennifer
Dean, Cindy
Erickson, David
Adams, Deborah
Cuttle, Caroline
Feliz, Marc
Frederick, Donnamarie
Havert, James
Lloyd, Paula
Myers, Robert
Nelson, Janet
Nelson, Larry
Pierce, Anna
Polston, Matthew
Taurone, Cynthia
Wilson, David
Elkins, Michele
Ballisty, Jane
Foster, Corinne
Jagerson, Stacey
Jones, William
Newman, Cara
Seekins, Billie
Shellans, Timothy
Townsend, Rita
Encina Academy
Encina Academy
Encina Academy
Encina Academy
La Entrada Academy
New San Juan Academy
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
El Sereno
Valley Oaks
Home and Hospital
Home and Hospital
Home and Hospital
Home and Hospital
Home and Hospital
Home and Hospital
Home and Hospital
Home and Hospital
Key: M/S = Multiple Subject
S/S= Single Subject
j) District community day schools
S/S Business; Intro Math
S/S English
S/S Social Science
M/S; Intro English; Literature; Drama
S/S History, Intro Social science
Ed Specialist mild/moderate disabilities
S/S English
S/S Social Science; Intro Math
Std Sec Home Ec; Sociology
M/S; Intro English
Multiple Subject
S/S Life Science
S/S Social Science
M/S; Intro Music, Intro Art
S/S Social Science
S/S Math
S/S Social Science; Spanish; M/S
S/S English; M/S
S/S English; Physical Education
S/S Home Ec, Business
S/S Social Science
Multiple Subject
Standard Elementary
S/S Home Ec
Multiple Subject
Std. Elem; Intro Social Science
Multiple Subject
M/S; Intro English, Home Ec, Health
Multiple Subject
S/S English
Std Elem= Standard Elementary
Std Sec=Standard Secondary
d)
d)
d)
d)
d)
d)
d)
d)
f)
f)
f)
f)
f)
f)
f)
f)
f)
f)
f)
f)
f)
f)
a) & c)
a) & c)
a) & c)
a) & c)
a) & c)
a) & c)
a) & c)
a) & c)
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.67
1.00
1.00
1.00
1.00
0.40
1.00
0.50
0.50
1.00
1.00
1.00
1.00
1.00
0.60
0.60
0.60
0.60
0.60
0.60
0.60
0.60
Total FTE: 24.87
TENTATIVE BOARD AGENDA ITEMS
2015-2016
J
10/27/15
NOVEMBER 10
Set Annual Organizational Meeting – A
Costa
Educator Effectiveness Plan – D
O’Neil
Early Childhood Education Prototype Update – R
Hulsey
Induction Program – R
Messer
Public Hearing/Charter School Renewal – Gateway International School -D
Kern
Tentative Agreement with SJTA [Discussed: 10/27/15] – A
Shoemake
Tentative Agreement with SJPEC [Discussed: 10/27/15] – A
Shoemake
Salary Schedule Adjustments: Confidential Group and Unrepresented Specialists [Discussed: 10/27/15] – A Shoemake
Salary Schedule Adjustments: SJAA and Cabinet [Discussed: 10/27/15] – A
Shoemake
Bond Polling Survey RFO – D
Camarda
*Charter School Renewal – Aspire Alexander Twilight College Prep & Secondary Academy [10/27/15] – A
Kern
*Revised 2016-17 School Year Calendar – A
Shoemake
DECEMBER 8
Annual Organizational Meeting – A
A-G Default Graduation Requirements – R
Educator Effectiveness Plan [Discussed: 11/10/15] – A
Bond Polling Survey RFO – A
2015-2016 First Interim & Budget / Financial Status Report – A
2014-2015 Audit Report – A
*Charter School Renewal – Gateway International School [Public Hearing/Discussion: 11/10/15] – A
Costa
Messer
O’Neil
Camarda
Stephens
Stephens
Kern
DECEMBER 22 (CANCELLED)
JANUARY 12
ELD Update – R
Adult Ed / Career Technology Ed. (CTE)/Alternative Ed. – R
Math Implementation – R
Williams Complaint – R
Annual Policy Review – D
BP 3430
Investing
BP 5116.3
Open Enrollment
BP 6145
Extra Curricular
BP 6171
Parent Involvement
JANUARY 26
Recognition – 2016 Classified Employee of the Year – A
Recognition – National School Counselor Week – A
Annual Policy Review [Discussed: 1/12/16] – A
BP 3430
Investing
BP 5116.3
Open Enrollment
BP 6145
Extra Curricular
BP 6171
Parent Involvement
Multi-Tiered System of Support (MTSS) – R
Calvin
Messer
O’Neil
Simlick
Simlick
Oropallo
Messer
Simlick
Calvin
FEBRUARY 9
System of Professional Growth Proposal – D
High School Signature Projects – Phase II – R
Messer
Camarda
FEBRUARY 23
Recommendation for Reductions in PKS & Criteria for Tie Break (Certificated) – D
Resolution Reducing/Discontinuing CCS & Criteria for Tie Break (Certificated ECE) – D
Recommendation for Reductions in PKS & Criteria for Tie Break (Certificated, Adult Ed) – D
Notice of Intent to Reduce Classified Positions – D
Oropallo
Oropallo
Oropallo
Oropallo
rm: updated 10/20/2015 8:56 AM
LCAP – mid-year report – R
O’Neil
MARCH 8
Recognition – Arts Appreciation Month (March) – A
Recognition – Week of the Young Child – A
System of Professional Growth Proposal [Discussed: 2/09/16] – A
Second Interim – Budgetary / Financial Status Report – A
Recommendation for Reductions in PKS & Criteria for Tie Break (Certificated) [2/23/16] – A
Resolution Reducing/Discontinuing CCS & Criteria for Tie Break (Certificated ECE) [2/23/16] – A
Recommendation for Reductions in PKS & Criteria for Tie Break (Certificated, Adult Ed) [2/23/16] – A
Notice of Intent to Reduce Classified Positions [Discussed: 2/23/16] – A
Calvin
Hulsey
Messer
Stephens
Oropallo
Oropallo
Oropallo
Oropallo
MARCH 29
HR Recruitment Plan – R
A-G Default Graduation Requirements – D
Oropallo
Messer
APRIL 12
Recognition – School Bus Driver Day – A
Common Core State Standards (CCSS) Update – R
Equity Work – R
Williams Complaint – R
Course Adoptions – D
Shoemake
O’Neil
Calvin
Simlick
O’Neil
APRIL 26
Recognition – Day of the Teacher (May) – A
Recognition – Health Week and School Nurse Day (May) - A
Recognition – National Board Certificated Teachers (if applicable)
Textbook Adoptions – D
Learning Support Team Pilot – R
*Course Adoptions [Discussed: 4/12/16] – A
*A-G Default Graduation Requirements [Discussed: 3/29/16] – A
Shoemake
Calvin
Oropallo
O’Neil
Calvin
O’Neil
Messer
MAY 10
Recognition – California Distinguished Schools/Gold Ribbon School (if applicable) - A
Recognition – Classified School Employee Week - A
Recognition – National Foster Care Month – A
Early Childhood Education Prototype Update – R
Certificated Employee Layoff/Layoff Notices (K-12) – A
Certificated Employee Layoff/Layoff Notices (Adult Ed) – A
Layoff of Certificated Personnel (ALJ Decision)
*Textbook Adoption [4/26/15] – A
Messer
Shoemake
Calvin
Hulsey
Oropallo
Oropallo
Simlick
Messer
MAY 24
Recognition – Science Olympiad
Recognition – Academic Decathlon
Recognition – National Science Bowl
Third Interim (If applicable) – A
Allen
Allen
Allen
Stephens
JUNE 14
Public Hearing: Presentation of the 2016-17 Budget – D
Public Hearing: LCAP – D
Stephens
O’Neil
JUNE 28
Adoption of the 2016-2017 Budget [6/14/16 Public Hearing) - A
Notice of Reassignment of Certificated Administrators (if necessary) – D/A
LCAP [Public Hearing: 6/14/16] – A
Stephens
Oropallo
O’Neil
D=discussion; A=action; *=consent; R=report; PC=public comment
rm: updated 10/20/2015 8:56 AM

can be found here - San Juan Unified School District

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