Title:  Superintendent of Schools

Title: Principal, Green Elementary School

District Negotiators:
  Stephen Hanke, Ed. D., Superintendent
  Mark McCoy, Assistant Superintendent, Human Resources

DTA Negotiators:
  Robbie Kreitz, DTA Co-President, Co-Lead Negotiator
  Katina Lewis, Co-Lead Negotiator

EXISTING LITIGATION: One Case (Gov. Code, §54956.9(d)(1).) Case name unspecified: Disclosure would jeopardize service of process or existing settlement negotiations.

Significant exposure to litigation pursuant to paragraph (2) or (3) of subdivision (d) of Section 54956.9: One Case 

Board members will review additions to the first reading discussion on the homework and grading policies and administrative regulations.

Staff recommends that the Board of Trustees approve the policy as presented once any clarification or changes are made to this second reading..

A Dublin High School homework and grading committee met on April 29th,  May 6th and 13th to review the homework and grading plans. Board members Cunningham and Rouse were the board representatives for our committee meetings. 

Committee members were divided into stakeholder teams to review current policies, identify other related issues and develop new or modified language for the groups to consider.

Dublin High staff decided to focus on homework and grading practices at the first staff development day and at PLC meetings. Staff discussed the importance of communicating consistent parent messages at back-to-school night and to teach students better homework organizational skills during FMP time. 

A first reading of the homework and grading policies and administrative regulations occurred on May 24th. Tonight is the second reading of the adjusted homework and grading policy and administrative regulations.

(Q) Who participated in making the homework and grading recommendations? 
(A) Committee members included parents, teachers, site and district administrators, and board members. 

(Q) What opportunities did students have to inform the committee? 
(A) Students gave feedback via a student panel on May 13 and spoke about the number of hours per day or week they do homework; what they define as homework; and how they learn time management and study techniques. 

(Q) What is the method did the committee use to determine final recommendations. 
(A) Discussion, listening, reflection and problem solving were the communication traits of this committee. 

There is no financial impact to the District for this item. 

Staff recommends that the Board of Trustees approve the policy as presented once any clarification or changes are made to this second reading..

Therefore, in order to meet our obligations in a timely and efficient manner, staff is recommending the attached resolution be approved.

Question:  Why is this authorization needed?

During the summer Board of Trustee Meetings are not held till August.  As staff prepares the closing of the books for June 30, 2016, many end of year adjustments in budgets become necessary.  

The purpose of this item is to seek field trip approval for five (5) students from Dublin High School to attend the 2016 DECA Emerging Leader Summit, July 8-10, 2016 at the Hilton San Francisco Financial District, 750 Kearny Street, San Francisco, CA 94108. 

The DECA Emerging Leader Summit brings together association officers, chapter officers and leaders for an intense three-day leadership experience. They will engage in an array of educational programs to empower them to lead in the upcoming year. Additionally, they will have ample opportunity to collaborate, network, and embrace the synergy that emerges when great DECA minds come together in a focused, creative environment.

Our Dublin DECA Chapter leaders will participate in Elevate, where they will work together in a facilitated classroom environment with collaborative assignments, discussions, and presentations. Outcome includes:

• Leadership Style - maximize role as an effective chapter leader
• Chapter Strategy – learn core elements of leadership and goal setting
• Competitive Events – create a customized system to prepare team members for competition
• Diamond Fundraising Model – forecast expenses, and identify revenue resources
• Strategic Communications – develop social media plan

Q: How will the students be transported?
A: Our students will use public transportation, meeting at the Pleasanton BART station, located at 5801 Owens Drive, Pleasanton, to get to their destination. 

Q: What is the total cost?
A:  The total cost for the event is $372.30. We have applied for a grant allocated by California DECA to cover registration for 5 participants. In the meantime, students and parents will pay for hotel, transportation, and food cost.

Q: How many chaperons will be present at the event?
A: This event requires 1 adult to every 15 students. There will be one person chaperoning the students.

There is no financial impact to the District. 

Staff recommends Board approval of five students from Dublin High School to attend the 2016 Emerging Leader Summit, July 8-10, 2016 in San Francisco.

Staff is seeking Board approval for the participation of eight Fallon Middle School students and eight Wells Middle School students to attend the Norcal Leadership Academy at the Santa Clara University campus, June 16-18, 2016. 

This camp proves essential to our Student Leadership Class. Natalie Young from Fallon Middle School has been able to attend this event with students for the past nine years; Sara Longyear from Wells Middle School has been able to attend the event with students for the past three years. The Leadership Camp provides a great setting for developing personal and interpersonal skills, it helps ensure future success for our young adults during the school year, as well as in high school, college, and even in the 21^st century work force. The camp is staffed by professional and credentialed educators.  

This camp ensures a successful start to our school year. Our student leaders are able to network with other middle school student leaders, and the students will thus gain valuable experience in leadership.  

Here some of the expected learning outcomes of the Leadership Camp:
ACCOUNTABILITY: What is accountability and what does it look like (not look like) in our team?  Depending on the team/situation, this involves an initial assessment and can be used to develop an accountability plan, create accountability partners, and more.
EVENT PLANNING/PUBLICITY: Skills to use for event planning and publicity.  Focus is mostly on ideation, using real examples from the group.
FEEDBACK: As one of the toughest things to do as a leader, learn how to give and receive feedback and the importance of feedback contracts.
GROUP DYNAMICS: This is built around understanding yourself and others to better be able to operate together individually and in the team.  This section typically has a focus on personality.
INCLUSION & INVOLVEMENT: This can apply to either within your team or for the clientele you serve.  Focuses on assessing current situation and creating action plans on how to increase inclusion and involvement in the group or on campus.
MEETING SKILLS: learning and developing skills to run successful meetings (and learn when to not have them!).  Can include facilitation training if time permits.
TEAMBUILDING: This is more focused on overall group cohesion and bonding.  Though this can be a specific focus (especially if your group is very new), this is infused into everything that we do.
VISION/MISSION/GOALS: Team develops any or all of these items.

Q: What is the total cost for the event? 
A: The total cost is approximately $9,000; students pay for part of the costs, the ASB funds from each school pay for the rest.
  
Q: How will students be transported?  
A: The students and adults will either be transported by a district approved bus company or a district van driven by Natalie Young and Sara Longyear, or by their parents.

Q: How many chaperons will be going along to the event?  
A: There will be one adult chaperon per site accompanying the students. 

There is no financial impact to the District. 

Staff recommends the Board approve the participation of eight Fallon Middle School students and eight Wells Middle School students to attend the Norcal Leadership Academy at the Santa Clara University campus, June 16-18, 2016. 

The purpose of this item is to seek approval to dispose of textbooks that no longer meet the State Frameworks and have been replaced with a new adoption. 

School sites received notice regarding the removal of obsolete textbooks, because these books have been replaced with a new adoption.Since these books have been purchased with State Instructional Materials funds, they must be approved by the Board for disposal.
Once the Board has approved the obsolete text books on this list, the district will contact a book company that purchases used textbooks, or donates them to a charitable organization, or recycles the books, to dispose of them. Any monies collected from the sale of these books is put back into the textbook fund. 

Q.  How does the district dispose of obsolete books? 
A.  Some of the books will be donated to Books for the Barrio or other charitable organizations, and the rest will be purchased by a book company that purchases used books. 

There is no financial impact to the District. 

Staff recommends the Board approve Resolution No. 2015-16-43 - the disposal of textbooks that have been replaced by a more recent adoption.

The purpose of this item is for the Board of Trustees to consider approval of the job description for Assistant Director - Adult and Career Education.

The District has a strong interest in continuing and improving both the Adult Education and Career Technical Education (CTE) programs.  The proposed job description is a combination of the work currently being performed by a site administrator and the responsibilities associated with Adult Education, a role that has grown to the level where consistent and timely management is needed to ensure compliance and adequate budget management and a regular leadership presence.  A job description that accurately reflects the role and responsibilities is needed.

There would be no fiscal impact on the budget if the position were filled as the CTE portion is reflected in the current budget and MACC grant would fund the balance.

The various district representatives for Student Services in Alameda County meet on a regular basis at the County Office of Education.  Discussions have occurred over the past few years to create a uniform agreement and application form for inter-district transfers between districts.  This process has finally been completed and we are presenting the Memorandum of Understanding for Superintendents and School Boards to approve.  Some of the requirements around inter-district transfers were changed.  This agreement addresses these stipulations.

The main changes in Ed Code 4660 on Inter-district transfers include clear language for Special Ed:

1. If a student's educational needs change during the term of the inter-district transfer and the District of Attendance can no longer provide Free Appropriate Public Education (FAPE), the Special Education Director of Attendance will contact the Special Education Director of Residence to develop a contract between the two districts to determine how best to serve the student's educational needs, including the financial, program, and FAPE responsibility for the student.

2. The District of Attendance shall not provide transportation beyond its school attendance. Upon request a school district Superintendent or designee may authorize transportation for inter-district transfer students to and from designated bus stops within the attendance area, if space is available.

April 26, 2011 the Dublin Board of Trustees agreed to the Alameda County MOU on inter-district transfers.  The process has provided clear communications on inter-district transfers between all Alameda County Districts. Therefore, staff recommends approval of the Alameda County Office of Education's Memorandum of Understanding for the inter-district transfer process between districts.

Key Questions/Answers

Q: Are all the other school districts agreeing to this as well?
A: All of the other districts are going through the same process as we are, and they are taking these documents to their Board of Trustees for approval this month.

Q: Are there any negative consequences for us in agreeing to the MOU?
A: No, as our current Board Policy is in line with this MOU; having all districts in the county operating in a similar fashion will only benefit the students and us. The process will also improve communications between school districts.

Staff recommends approval of the Alameda County Office of Educations Memorandum of Understanding for the inter-district transfer process between districts.

The purpose of this item is for the Board of Trustees to consider approval of the delegation of authority to execute specific contracts to Superintendent or his designee to facilitate project starting timelines for construction projects beginning in summer 2016.

Staff is requesting the Board of Trustees delegate authority to execute specific contracts to the Superintendent or his/her designee to facilitate the current bidding schedule for construction projects which are planned to start during the summer.
 

There is no financial impact.

Staff recommends that the Board of Trustees approve the delegation of authority to execute specific contracts to the Superintendent or his/her designee to facilitate the current bidding schedule for construction projects which are planned to start during the summer.

The purpose of this item is for the Board of Trustees to consider approval of nine students from Dublin High School to attend the AVID Southern California College Tour, June 13-16, 2016.

The AVID Southern California College Tour consists of the following events:

• June 13: CSUMB and CSUCI
• June 14 – CSUN, CSULB, CSULA, CPP, Univ of LaVerne
• June 15 – Univ of Redlands, CSUSM, SDSU
• June 16 – CSUF and return to Dublin. 

Q: How will the students be transported?
A: Students will be transported in rented minivans from Enterprise

Q: How many chaperons are coming along on the field trip?
A: Three chaperons will be accompanying the students:  S. Hall, N. Richards, C. Walker. 

Q: What are the costs for this trip? 
A: Students will be paying $150 out of pocket; the rest will be covered from fund-raised money and the field trip budget.

There will be no financial impact to the District. 

Staff recommends Board approval for nine students from Dublin High School to attend the AVID Southern California College Tour, June 13-16, 2016.

Staff recommends the Board of Trustees approve the appointment of the Assistant Principal for Dublin High School.

Assistant Principals serve as secondary administrators at their assigned schools and provide critical instructional leadership and guidance under the Principal's direction to certificated and classified employees and support to students, families, and community members.  The District advertised a vacancy for a High School Assistant Principal internally and on other established platforms.  Upon closure of the position, staff screened and invited qualified candidates to interview before a panel comprised of classified staff, certificated staff, and District leadership, with significant representation from the DublinHigh School community. The interview panel provided feedback on finalist candidates that were subsequently considered by Executive Cabinet and a determination made as to final interviews.  Through reference checks were conducted in preparation for a recommendation for appointment to the Board of Trustees. 

Principals serve as administrators and provide critical instructional leadership and guidance to certificated and classified employees and support to students, families and community members at their assigned school site. The District advertised a vacancy for an Elementary Principal internally and on other established platforms. Prior to interviews, input meetings were held to collect data from staff and the community as to the desired qualities and characteristics of the future principal.  Upon closure of the position, staff screened and invited qualified candidates to interview before a panel comprised of classified staff, certificated staff, parent leaders, and District leadership, with significant representation from the Green Elementary School community. The interview panel provided feedback on finalist candidates that were subsequently considered by Executive Cabinet and a determination made as to final interviews.  Thorough reference checks were conducted in preparation for a recommendation for appointment to the Board of Trustees. 

It is the recommendation of staff that the individual presented this evening be appointed as the Principal, Green Elementary School.  Further information regarding the recommended appointee's background and qualifications will be shared at the Board meeting. 

Financial impact will be negligible as the position is a replacement and is accounted for in the budget.

Staff recommends the Board of Trustees approve the appointment of a new Superintendent of Schools.

Financial impact will be:

• $285,000 - Annual Salary (246 Work Days with 25 Vacation Days Included, with no more than 25 days carryover from one year to next)
• $10,000 - One-Time Relocation Expense
• $500 - Annually for Life Insurance for $285,000.
• $4,800 - Professional Coach; one year with renewable option
• Memberships, Subscriptions, Professional Meetings/Conferences -  At minimum shall include: The Assoc. of School Administrators Collaborative, The National Superintendent's Roundtable, and one local service club (e.g. Rotary).

Staff recommends the appointment of a new Superintendent of Schools.  Further information regarding the recommended appointee's background and qualifications will be shared at the Board meeting. 

The Board of Trustees will review and discuss the Local Control Accountability Plan (LCAP) for 2016-17 as drafted by the LCAP committee. 

The Local Control and Acountability Plan is connected to the LCFF through supplemental funds; for each unduplicated student 20% above the base rate-per grade span are apportioned. Additionally, base funds were designed to support other State priorities. Students who generate supplemental funds for the district are Low Income (free and reduced lunch), English Language Learners and Foster youth. 
The district is accountable for developing an action plan to close the achievement gap for our underserved students and to meet the other State priorities. LCAP has clear guidelines for active parent participation in the development of action plans to close the achievement gap. 

The Local Control and Accountability Plan (LCAP) establishes a set of new regulations relating to school district accountability and community participation. Under the LCAP, a district LCAP committee is to develop district goals to meet the eight state priorities. Additionally, the LCAP committee needs to identify the actions and services to be performed or services to be provided to meet the district goals. Expenditures are to be listed for these goals, actions and services. The eight state priorities are as follows:

• State Priority #1 – Teachers/Materials/Facilities 
• State Priority #2 – Common Core (and ELD) Smarter Balanced Assessments 
• State Priority #3 – Parent Involvement 
• State Priority #4 – Pupil Achievement 
• State Priority #5 – Pupil Engagement 
• State Priority #6 – School Climate 
• State Priority #7 – Enrollment to Courses 
• State Priority #8 – Pupil Outcomes 

A key to the accountability act is that districts are to “increase services in proportion to the increase in funds apportioned on the basis of… unduplicated pupils….” Specifically, unduplicated students are identified as English Learners, Foster Youth and Low Income students. Individuals with special needs are included in the scope of this accountability plan. Currently, 15% of Dublin's students fall into the unduplicated category. 

The LCAP committee included 20 members. Membership by ed. code must include a majority of parents and the mix of membership includes teachers, classified, administrators, board members and students. Our committee met six evenings to review the changes in the plan, review the actions taken last year, and develop recommendations for the 2016/17 school year. 

In detail the following agenda items covered were: 
1. The committee members heard staff discuss our current and/or proposed programs intended to meet the LCAP State Priorities. Presentations were made regarding current strategies used to meet the needs of all students and specifically the at-risk students, English Language Learners (EL), Re-designated Fluent English Proficient Students (RFEP), Foster Youth (FY) and Socio-Economically Disadvantaged Students (SES). 
2. In addition to the LCAP Committee,  the district discussed the LCAP issues at our English Language Learner Parent Advisory Committee.
3. Feedback from these meetings, which focused on strategies that effectively address the academic needs of all students (what are we doing well, and what can we do better), was assembled, reviewed and discussed by the LCAP committee.   
4. Recommendations were developed for expenditures to address the needs of all students (and specifically Socio-Economically Disadvantaged Students, Foster Youth, English Learners and Re-designated Fluent English Proficient.) 

This is a first reading of the LCAP document. The second reading and recommendation for approval will be scheduled in a subsequent board meeting. There is no action recommended at this time. 

The Board of Trustees will review and discuss the Local Control Accountability Plan (LCAP) for 2016-17 as drafted by the LCAP committee. 

The Local Control and Acountability Plan is connected to the LCFF through supplemental funds; for each unduplicated student 20% above the base rate-per grade span are apportioned. Additionally, base funds were designed to support other State priorities. Students who generate supplemental funds for the district are Low Income (free and reduced lunch), English Language Learners and Foster youth. 
The district is accountable for developing an action plan to close the achievement gap for our underserved students and to meet the other State priorities. LCAP has clear guidelines for active parent participation in the development of action plans to close the achievement gap. 

The Local Control and Accountability Plan (LCAP) establishes a set of new regulations relating to school district accountability and community participation. Under the LCAP, a district LCAP committee is to develop district goals to meet the eight state priorities. Additionally, the LCAP committee needs to identify the actions and services to be performed or services to be provided to meet the district goals. Expenditures are to be listed for these goals, actions and services. The eight state priorities are as follows:

• State Priority #1 – Teachers/Materials/Facilities 
• State Priority #2 – Common Core (and ELD) Smarter Balanced Assessments 
• State Priority #3 – Parent Involvement 
• State Priority #4 – Pupil Achievement 
• State Priority #5 – Pupil Engagement 
• State Priority #6 – School Climate 
• State Priority #7 – Enrollment to Courses 
• State Priority #8 – Pupil Outcomes 

A key to the accountability act is that districts are to “increase services in proportion to the increase in funds apportioned on the basis of… unduplicated pupils….” Specifically, unduplicated students are identified as English Learners, Foster Youth and Low Income students. Individuals with special needs are included in the scope of this accountability plan. Currently, 15% of Dublin's students fall into the unduplicated category. 

The LCAP committee included 20 members. Membership by ed. code must include a majority of parents and the mix of membership includes teachers, classified, administrators, board members and students. Our committee met six evenings to review the changes in the plan, review the actions taken last year, and develop recommendations for the 2016/17 school year. 

In detail the following agenda items covered were: 
1. The committee members heard staff discuss our current and/or proposed programs intended to meet the LCAP State Priorities. Presentations were made regarding current strategies used to meet the needs of all students and specifically the at-risk students, English Language Learners (EL), Re-designated Fluent English Proficient Students (RFEP), Foster Youth (FY) and Socio-Economically Disadvantaged Students (SES). 
2. In addition to the LCAP Committee,  the district discussed the LCAP issues at our English Language Learner Parent Advisory Committee.
3. Feedback from these meetings, which focused on strategies that effectively address the academic needs of all students (what are we doing well, and what can we do better), was assembled, reviewed and discussed by the LCAP committee.   
4. Recommendations were developed for expenditures to address the needs of all students (and specifically Socio-Economically Disadvantaged Students, Foster Youth, English Learners and Re-designated Fluent English Proficient.) 

This is a first reading of the LCAP document. The second reading and recommendation for approval will be scheduled in a subsequent board meeting. There is no action recommended at this time. 

This item is for the Board of Trustees (Board) to adopt Resolution 2015-16-45, approving the proposed School Facilities Needs Analysis dated May 13, 2016 (SFNA), to adopt the alternative school facility fees in compliance with Education Code section 17620 and Government Code sections 65995.5, 65995.6, and 65995.7, adopting responses to public comments received, and making related findings and determinations.

The financial impact to the District in adopting these alternative fees is established in the SFNA.  The SFNA establishes the Level 2 Fees at the rate of $10.66 per square foot of assessable space for new residential construction, and the Level 3 Fees at the rate of $21.32 per square foot of assessable space for new residential construction.

School site budgets have been built with enrollments as of May 2016.  The enrollment in Dublin Unified as of May 2016 is at 10,543 or growth from prior year October 2015 of  578 students.  This projection is from Davis Demographics, and is slightly over the recommendation.  The budget is built with enrollment the principals are reporting for Fall 2016. This is a budget built on the Local Control Funding Formula (LCFF)and recommendations from School Services May Revision dartboard.  The two-house Budget Conference committee met and approved a compromise budget agreement that contained some major elements impacting K-12 schools.  The committee agreed to the Governor's Prop 98 spending  from the May Revision. The compromise is reducing the governors proposed $237 per ADA to $214 per ADA.  The compromise will not contain the Early Education Block Grant and Preschool reform proposal by the Governor. The budget will be finalized when the governor signs off on the budget.  With the funding as proposed from the governor the district will experience significant shortfall of revenues, now and in future and pension obligations are escalating at same time.  Basically revenues are not increasing enough to support the new expenditures..  At this time the LCAP committee work has been completed and recommendations are not being made at this time.   

Another major item in our budget is a set aside of $1.5 Million in our 16-17 Budget for the Selpa settlement.   Our SELPA Director wants to collect from Dublin $750,000 for prior year overpayments and adjust 16-17 down another $750,000. 

The District is fighting the action by our SELPA which Dublin personnel  feel is unjust, as it was not error but a different SELPA funding allocation.   School Services is working with our SELPA to assist our SELPA districts with transition to new funding formula. Unfortunately as the desire by the SELPA at this time is to collect for 15-16 and adjust in 16-17 and we have to plan the worst case scenario.   

A.  The closing of the 2015-2016 books, revised enrollments and the final LCFF revenue model that the Governor and  State Legislature can agree to by June 15th or end of June.  All these factors will likely require revisions in Dublin's budget.

Q.  What is the likely outcome of the State Budget?

A.  The LCFF revenue model will be implemented at a much lower level than was anticipated in earlier times.
 

School site budgets have been built with enrollments as of May 2016.  The enrollment in Dublin Unified as of May 2016 is at 10,543 or growth from prior year October 2015 of  578 students.  This projection is from Davis Demographics, and is slightly over the recommendation.  The budget is built with enrollment the principals are reporting for Fall 2016.  This is a budget built on the Local Control Funding Formula (LCFF) and recommendations from School Services May Revision dartboard.  The two-house Budget Conference committee met and approved a compromise budget agreement that contained some major elements impacting K-12 schools.  The committee agreed to the Governor's Prop 98 spending  from the May Revision. The compromise is reducing the governors proposed $237 per ADA to $214 per ADA.  The compromise will not contain the Early Education Block Grant and Preschool reform proposal by the Governor. The budget will be finalized when the governor signs off on the budget.  With the funding as proposed from the governor the district will experience significant shortfall of revenues, now and in future and pension obligations are escalating at same time.  Basically revenues are not increasing enough to support the new expenditures..  At this time the LCAP committee work  has been completed and recommendations are not being made at this time.   

Another major item in our budget is a set aside of $1.5 Million in our 16-17 Budget for the SELPA settlement.   Our SELPA Director wants to collect from Dublin $750,000 for prior year overpayments and adjust 16-17 down another $750,000. 

The District is fighting the action by our SELPA which Dublin personnel  feel is unjust, as it was not error but a different SELPA funding allocation.   School Services is working with our SELPA to assist our SELPA districts with transition to new funding formula. Unfortunately as the desire by the SELPA at this time is to collect for 15-16 and adjust in 16-17 we have to plan the worst case scenario.   

The purpose of this item is for the Board of Trustees to receive an update on the E-5 School Project.

Facilities staff will provide the Board of Trustees with an update regarding recent project activities including review of the campus site plan, a reminder of the construction increments for the project, budget review, schedule update, project delivery update, and next steps.  This item is intended to provide background and context, setting the stage for Board of Trustee discussion and direction on the next agenda item.

The immediate project funding will be Capital Building Fund (211). The final funding sources are expected to be developer fees and state funding program. Capital Facilities Fund (250) and County School Facilities Fund (350).

Information Only.

The Board of Trustees will review and comment on upcoming board agenda items.

There is no financial impact to this item.

The Board of Trustees will review the district calendar meetings and events that may require Trustee participation.

There is no financial impact to this item.