information - San Juan Unified School District

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

information - San Juan Unified School District

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