PLACE: BOARD ROOM – ADMINISTRATION BUILDING PALO ALTO UNIFIED 25 CHURCHILL AVENUE, PALO ALTO, CALIFORNIA SCHOOL DISTRICT BOARD OF EDUCATION
DATE: TUESDAY, MAY 24, 2016 AGENDA TIME: 5:30 P.M. – CLOSED SESSION (CONF. ROOM A) 6:30 P.M. – OPEN SESSION (BOARD ROOM) REGULAR MEETING
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Should you need special accommodations to participate in the meeting, please contact the Superintendent’s Office at 650.329.3737 or [email protected]. Community members wishing to address the Board are allotted THREE minutes per speaker. Should more than 20 people wish to address any one topic, the Board may elect to allot a shorter time per speaker. Materials presented at the Board meeting will be copied and provided to Board members after the meeting.
Additional instructions are listed on the back page of this agenda.
I. CLOSED SESSION A. Call to Order B. Recess to Closed Session (Conference Room A) 5:30 p.m. Action Anyone wishing to address the Board regarding Closed Session items may do so at this time. Items listed below may be discussed in closed session. Items [√] marked are scheduled for discussion at this meeting. All proceedings are reported to the public in open session where action is taken or staff is given direction.
[ ] 1. Employee Evaluation pursuant to Government Code 54957
[√] 2. Employee Appointment / Employment pursuant to Government Code §54957 – Principals, District Administrators (Coordinators, Directors, Associate Superintendent, and Assistant Superintendents) [ ] 3. Conference with Legal Counsel - Anticipated Litigation Significant exposure to litigation [ ] 4. Liability Claims pursuant to Government Code § 54957.1 [ ] 5. Conference with Legal Counsel – Existing Litigation pursuant to Government Code §54956.9 [ ] 6. Conference with Labor Negotiator pursuant to Government Code §54957.6 – Negotiator: Dr. Scott Bowers, regarding PAEA, CSEA, and Non-represented Groups [ ] 7. Conference with Real Property Negotiator pursuant to Government Code §54956 [√] 8. Employee Discipline/Dismissal/Release pursuant to Government Code §54957
5.24.16 Page 1 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students’ knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
[ ] 9. Student Discipline II. OPEN SESSION / REPORTS A. Approval of Agenda Order Action B. Superintendent’s Report Information 1 • Student and Staff Successes • OCR Update • AAR Showcase • AP Retake C. Student Board Member Reports Information III. APPROVAL OF CONSENT CALENDAR Action These items are considered routine and will be approved in one action without discussion. If a Board member requests an item be removed from the Calendar or a citizen wishes to speak to an item, it will be considered under Action Items. A. Certificated Personnel Actions Consent 2 It is recommended the Board approve the certificated personnel actions as presented. B. Classified Personnel Actions Consent 3 It is recommended the Board approve the classified personnel actions as presented. C. Approval of Minutes Consent 4 It is recommended the Board approve minutes of the regular board meeting of October 26, 2015, and May 10, 2016 D. Approval of Change Orders Consent 5 It is recommended the Board approve the attached list of Strong Schools Bond change orders as presented. E. Approval of Warrants Consent 6 It is recommended the Board approve the warrants as presented. IV. OPEN FORUM Anyone wishing to address the Board on non-agenda items may do so at this time. Comments will be taken after the Consent Calendar. Community members wishing to address the Board are allotted THREE minutes per speaker. Please note that speaking time cannot be delegated to another person. Should more than 20 people wish to address any one topic, the Board may elect to allot TWO minutes per speaker. Without taking action, Board members or district staff members may briefly respond to statements made or questions posed by the public about items not appearing on the agenda. V. ACTION / DISCUSSION / INFORMATION ITEMS A. Jan Parker Substitute Award Information 7 This annual event recognizes our outstanding substitute teachers. Strategic Plan Initiative: Staff Recruitment and Development B. Ratification of Collective Bargaining Agreement with the Palo Alto Action 8 Educators Association (PAEA) The Board will discuss approving changes to the Collective Bargaining Agreement with PAEA through June 30, 2018. This item was discussed at its May 10, regular meeting. Strategic Plan Initiative: Staff Development and Recruitment. C. Ratification of Agreement with California School Employees Association Action 9 (CSEA) The Board will discuss approving changes to the Collective Bargaining Agreement with CSEA through June 30, 2018. This item was discussed at its May 10, regular meeting. Strategic Plan Initiative: Staff Development and Recruitment. D. Compensation Changes for Non-Represented Management Action 10 Employees
5.24.16 Page 2 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students’ knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
The Board will discuss approving compensation changes for the non-represented management group. This item was discussed at its May 10, regular meeting. Strategic Plan Initiative: Staff Development and Recruitment. E. Compensation Changes for Non-Represented Confidential/Supervisory Action 11 Employee Group The Board will discuss approving compensation changes for the non-represented confidential/supervisory group. This item was discussed at its May 10, regular meeting. Strategic Plan Initiative: Staff Development and Recruitment. F. Investing In Kindergarten Action 12 The Board will consider a staff recommendation to expand the kindergarten day to afford more time to teach the current curriculum, for student choice activities, for music and physical education, and for play. G. Additional Resource Allocations for 2015-2016 and 2016-2017 Action 13 The Board will consider approving additional resource allocations for 2015-2016 and 2016-2017. This item was discussed at its March 22, 2016 meeting. Strategic Plan Initiative: Budget Trends and Infrastructure H. First Reading of Revised Board Policies and Administrative Regulation(s) – Discussion 14 BP/AR 5125 Student Records, BP/AR 5141.27 - Food Allergies Special/Dietary Needs The BPRC reviewed the policies at its March 31, 2016 meeting and are presenting them for Board discussion. Due to time constraints this item was not discussed at its April 19, 2016 and May 10, 2016 meeting. Strategic Plan Initiative: Governance and Communication I. California Mathematics Placement Act of 2015 Information 15 The Board will receive information on the California Mathematics Placement Act of 2015. Strategic Plan Initiative: Academic Excellence and Learning J. Board Policy Review Committee (BPRC) Meeting Information 16 A matrix of the policies proposed for discussion at the next BPRC meeting is included for informational purposes. Strategic Plan Initiative: Governance and Communication K. Contracts for Legal Services for 2016-2017 Discussion 17 The Board will discuss renewing contracts for legal services for 2016-17. Strategic Plan Initiative:
Budget Trends and Infrastructure L. Authorization to Award Contract for Unleaded and Diesel Fuel Discussion 18 The Board will discuss authorizing staff to award the bid for unleaded and diesel fuel to Valley Oil Company for a period of three years, with two possible one-year extensions. Strategic Plan Initiative: Budget Trends and Infrastructure M. Authorization to Bid Furnishings and Equipment for the Paly Performing Action 19 Arts Center and Contract for Renovation of Room 300A at Palo Alto High School The Board will consider authorizing staff to seek bids for the Paly Performing Arts Center and Contract for Renovation of Room 300A at Palo Alto High School. Strategic Plan Initiative: Budget Trends and Infrastructure N. Authorizing to Award Summer Preventative Maintenance Project Action 20 The Board will consider approving the award of contracts for Roofing Projects which were discussed at its March 22 regular meeting. Strategic Plan Initiative: Budget Trends and Infrastructure
O. Proposed Calendar for Board of Education Meetings – 2016-17 School Year Discussion 21
5.24.16 Page 3 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students’ knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
The Board will discuss its meeting schedule for the 2016-17 school year. It is anticipated action will be considered at the next regular meeting. Strategic Plan Initiative: Governance and Communication. P. Evolve Resolution Action 22 The Board will consider a resolution that supports efforts to modify how the values of commercial properties in California are reassessed while maintaining Proposition 13 protections for residential properties and small businesses. This item was discussed at its March 22, 2016 meeting. Strategic Plan Initiative: Governance and Communication VI. BOARD MEMBERS’ REPORTS / CORRESPONDENCE / BOARD OPERATIONS / RECOGNITION This is an opportunity for Board members to address activities, correspondence, and operations and to acknowledge or recognize specific programs, activities, or personnel. A. Reports B. Correspondence Information 23 • Email to Board Members from Doug Begg • Email to Dr. McGee and Board Members from Liz Price • Email to Dr. McGee and Board Members from Elizabeth Garr • Email to Dr. McGee and Board Members from Wendy Ho • Email to Dr. McGee and Board Members from Sara McNinch • Email to Dr. McGee and Board Members from Aimee Blum • Email to Dr. McGee and Board Members from Barbara Susco • Email to Dr. McGee and Board Members from Pearl Chow • Email to Dr. McGee and Board Members from Jen Tai • Email to Dr. McGee and Board Members from Honore Lau • Email to Dr. McGee and Board Members from Jenny Dixon • Email to Dr. McGee and Board Members from James Dixon • Email to Board Members from Julie Tomasz • Email to Dr. McGee and Board Members from Julie Tomasz • Email to Dr. McGee and Board Members from Drew Harwell • Email to Dr. McGee and Board Members from Kathleen Thibault • Email to Board Members from Jessica Galbraith • Email to Dr. McGee and Board Members from Michelle Lepori • Email to Dr. McGee and Board Members from Peter Soparkar • Email to Dr. McGee and Board Members from Adriene Guiriba • Email to Dr. McGee and Board Members from Daniel Shapero • Email to Dr. McGee and Board Members from Venkatesh Karnam • Email to Dr. McGee and Board Members from Mary Shapero • Email to Dr. McGee and Board Members from Julie Tomasz • Email to Dr. McGee and Board Members from Model A • Email to Dr. McGee and Board Members from Kim D’Ewart • Email to Dr. McGee and Board Members from Merav Calderon Arditi • Email to Board Member from Liz Price • Email to Dr. McGee and Board Members from Sameer Gupta • Email to Dr. McGee and Board Members from Theresa Hentzel • Email to Dr. McGee and Board Members from Julie Tomasz • Email to Dr. McGee and Board Members from Areej Alabdullah • Email to Dr. McGee and Board Members from Kathy Howe • Email to Dr. McGee and Board Members from Nancy Baer • Letter to Dr. McGee from the Santa Clara County Office of Education
C. Operations • Possible Future Board Agenda Items 5.24.16 Page 4 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students’ knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
Board members may suggest items for placement on future agendas. D. Acknowledgements and Recognition E. Board Calendar The next meeting of the Board will occur on Tuesday, June 7, 2016. Items may include: • LCAP • 2016-2017 Budget • Student Nutrition Services Contract • Release of Bond Funds • Authorizing to Award Contract for Unleaded and Diesel Fuel • Contracts for Legal Services 2016-2017 VII. ADJOURN Consensus
5.24.16 Page 5 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students’ knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential. BOARD OF EDUCATION Attachment: Information 1
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16
TO: Board of Education
FROM: Glenn “Max” McGee, Ph. D., Superintendent Prepared by: Jorge Quintana, Communications Coordinator
SUBJECT: Staff and Students Successes
STRATEGIC PLAN INITIATIVE Governance and Communication
Student Successes:
Twenty students from J.L. Stanford Middle School can now add “published author” to their resume. Their work was published this school year in an annual literary and artistic review published by the Stanford Anthology for Youth, which is a nonprofit organization run by students at Stanford University. The following students are featured; Paloma Bauwens (Nonfiction); Naomi Boneh (Fiction); XiLin Choi (Fiction); Lillian Fong (Fiction); Ashley Guo (Fiction & Art); Elaine Han (Fiction); Lucas Huang (Fiction); Banafsheh Hussain (Poetry); Monica Jeon (Poetry); Neha Joshi (Poetry); Liza Kolbasov (Fiction); Zoë Lo (Fiction); Rachel Loran (Fiction); Emma Samson (Poetry); Yael Sarig (Fiction); Christine Tu (Fiction); Savannah Voth (Art); Taylor Yamashita (Fiction); Isabella Yu (Fiction); and Mary Wilkinson (Fiction). The Stanford Anthology for Youth encourages young writers and artists to prepare their art and writing for publication; to help them experience the process of submitting their work to a publication, website, or contest; and to spark conversation between students, parents, and teachers about the topics that are of importance to these writers and artists.
Gunn’s Boys’ Varsity Swimming and Diving Team defended its De Anza Division title.
The JV Boys and JV Girls Swimming Teams at Gunn both won their championship meets, with Varsity Girls finishing third.
The Paly Choir Program was under the spotlight at the recent California Music Association festival. The Concert Choir, Madrigal Singers, and Spectrum Singers all received Unanimous Superior Ratings with Beginning Choir receiving a Superior Rating. Three adjudicators heaped praise on the choirs: • “Thank you for telling me the story of each song” -- Sue Stuart • “The most musical sight-reading I have heard all day” -- Roxanne Pardi • “Outstanding stage presence, great choice of music” -- Sharon Vela Choirs were rated on tone, intonation, interpretation, blend, balance, rhythm, dynamics and literature. A group of mathematicians from Paly makes up one of the two national teams that will represent the USA in the 2nd annual International Mathematical Modeling Challenge, (IM2C). The four students – Eric Foster, Andrew Lee, Kathryn Li, and Kangrong (Allison) Zhang, – earned the spot along with a second team from Virginia after participating during the 18th Annual High School Mathematical Modeling Contest. A total of 719 teams, with up to 4 students each, from 144 schools, competed. Each high school team chose from two modeling problems offered and then constructed their solutions. All teams worked at their own schools during a designated 36-hour period last fall. The 42-page solution Paly’s winning team presented was an example of using the tools of mathematics, statistics, and programming together to solve a real life problem. The Paly team along with the team from Chesterfield County Mathematics/Science High School in Virginia will represent the US in the 2nd Annual International Mathematical Modeling Challenge (IM2C) this month. The international judging committee will compare the papers of the top two teams from each of the participating countries. The Paly teachers this year were Judy Choy in Multivariable Calculus, Scott Friedland and Cynthia Chen in Advanced Placement Statistics and Chris Kuszmaul in Computer Science. Mathematics teacher Mr. Radu Toma is their sponsor. This is the second consecutive year that this team qualifies for this competition. Last school year, these very same students earned the top title during the 17th Annual National High School Mathematical Contest in Modeling (HiMCM) and represented the US in the 1st International Math Modeling Contest. Attached to this report are the problems that the team worked on both during the 2014-15 and 2015-16 school years.
A Paly student-produced film soon will be featured at a world-class institution in Los Angeles. The film, "Darkest Before Dawn," is a special category winner and will screen at the 50th Annual California Media Festival at Colburn School in June. Paly students produced the film from concept to final cut. The student filmmakers are Griffin Berschauer, Alex Hawthorne, Stas Illysov, and Antonio Kieschnick. Their advanced film teacher is Mr. Brett Griffith.
The Mathematical Association of America has named a Paly sophomore as this year’s winner of the 45th United States of America Mathematical Olympiad. Mihir Singhal earned the nation’s top honor after competing with other juniors and seniors from across the country. Mihir has selected Paly mathematics teacher Mr. Radu Toma to join him in Washington, D.C. where Mihir will be honored at the U.S. Department of Defense. 2015 HiMCM
Problem A: Preventing Road Rage
Have you ever been traveling down a highway when you see one or both of these signs?
In some cases, the road simply loses a lane as it enters a less traveled section. In other cases, the road narrows because of construction or roadwork. When this happens on a fairly busy highway, it may be a recipe for road rage*.
Assume we’re on a busy two-lane road reducing to a one-lane road. Once a driver sees a sign indicating the right lane is going to end, he or she has a choice: drive in the right lane or drive in the left lane. Often, many drivers move into the left lane fairly quickly. This causes the left lane to become congested and slow down. Some drivers remain in the right lane and are able to maintain their speed (and pass the vehicles in the left lane which are now moving slower).
When a lane closure is approaching, there will be signs indicating the distance of the lane closure as it nears (e.g. 1 mile, ½ mile, 500 ft.). As the end of the right lane approaches, some of the right lane drivers merge into the left lane, while others continue heading toward the lane closure. It’s at this point that the probability of road rage rapidly increases. Horns blast and gestures are made. Some cars will pull half way into the right lane in an attempt to prevent any cars from passing only to have another vehicle swerve around them and continue toward the lane closure point. At times, a vehicle will stay in the right lane directly next to, and driving at the same speed as, a chosen vehicle in the left lane in an effort to make the travel toward the lane closure “fair.”
Some states have done research on this phenomenon, but there is no consensus around best practices. Your team is tasked to provide a fresh analysis of this issue or add value to any existing analysis. Teams should not simply mimic previous research.
Part I: Analyze the various driver actions and their implications in lane closure situations on a major highway.
Part II: From your analysis in Part I, address and support fair and efficient driver actions:
a) In the case of two lanes merging to one, what is the “fairest” way for drivers to behave as they approach a lane closure? What is the most “efficient” way for drivers to behave as they approach a lane closure? Is there a difference between “fair” and “efficient?” b) Use your analysis to address and support what drivers should do if a three-lane highway is reducing to two lanes? How should driver behavior change, if at all, if the three-lane highway is reducing to one lane?
c) Discuss and support any differences in fair and efficient driver behavior for lane closures on a secondary road with a 35 mile per hour speed limit versus a highway with a 65 mile per hour speed limit.
Part III: Policies and Practices
a) From your analysis in Parts I and II, develop guidelines for inclusion in the Department of Motor Vehicles driver education materials and signage used by the Department of Highway Safety to encourage appropriate driver actions when approaching a lane closure.
b) In addition to the HiMCM contest format, write a one-page cover letter in support of your guidelines and signage to the Director of the Department of Transportation, urging adoption of your recommendations.
* Road rage is aggressive or angry behavior by a driver of an automobile or other road vehicle. Such behavior might include rude gestures, verbal insults, deliberately driving in an unsafe or threatening manner, or making threats. Road rage can lead to altercations, assaults, and collisions that result in injuries and even deaths. It can be thought of as an extreme case of aggressive driving. (http://en.wikipedia.org/wiki/Road_rage)
2015 HiMCM
Problem B: City Crime and Safety
What can we make of the massive amount of crime statistics collected in major cities? Beyond just reporting numbers, how can we use these data to determine the safeness of a city?
Assume that you and your modeling team live in My City, a large international hub of commerce, technology, finance and travel, with a current population of 2.8 million people impacted by a metropolitan area of an additional approximately 6 million people.
The data set provided (My_City_Crime_Data.xlsx ) shows two weeks from police reports in My City and includes crimes listed by case number, date of occurrence, primary and secondary crime descriptions, crime location, whether an arrest was made, whether or not this was domestic crime, and the beat number of the police route.
Part I: Using mathematical modeling, analyze the data. Create a safety rating for My City. Use your safety rating to specify a measure of how safe My City is. Part II: In addition to the HiMCM contest format, prepare a 1-2 page non-technical report for the Mayor of My City to describe your findings.
2016 IM2C Problem
Record Insurance
In athletics, one of the possible distances to run is 15,000 meters or 15k (in the picture you see the leader in an annual 15k - race in the Netherlands. Please see Wikipedia article below). For this type of run, 15k on a street track, there is a world record, as there are records for all other distances that are run in athletics (e.g. the marathon). In such a race, the organizing committee will usually pay a significant amount of money as a bonus to the winner if he or she succeeds in setting a new world record. These amounts of money can get quite large in order to attract top runners: in the race shown in the picture there was a 25,000 euro bonus if the winner succeeded in improving the 15k world record – which, by the way, he (un)fortunately did not achieve. Had he done so, there would have been a major financial problem for the organizing committee, since they had not purchased any insurance.
Usually, insurance will be purchased by the organizing committee for such a running event, since the financial risks can be quite large. The fee they will have to pay for such insurance will be, of course, significantly lower than the bonus they would have to pay for a world record. Let’s define the average cost of the bonus as the ratio of the amount of bonus divided by the expected number of times the event is replicated before the current record is broken. For example, if based on our analysis, we currently expect the record to be broken every 25 repetitions under conditions prevailing for a specified event, then the average cost of the bonus is 1000 euro per race. The first question is:
1. For the 15K run described above with a 25,000 euro bonus what is the average cost of the bonus?
The insurance company will add an amount to the computed average cost. The amount of the addition may be very reasonable or not. The insurance company expects to cover their costs and realize a profit over a long time period with multiple subscribers. The organizing committee can decide to purchase the insurance or not (that is, “self insure”).
2. What criteria should the insurance company use in determining the amount to add to the average cost for the above race? Specifically, how do they weight each factor in determining their decision? For example, begin by considering the case where the insurer will add 20% to cover his operating costs, time value of money, and realize a profit over a period of time.
3. (a) What criteria should the organizing committee use to determine whether or not they should purchase the insurance? Assume that they intend to sponsor this race many times in the near future. By self insuring, they expect to save the insurance company’s added cost over a period of time. (b) But should they take the risk?
Now consider that you are a member of the organizing committee of a major track meet with 20 men’s and 20 women’s athletic events, including field events (long jump, high jump, etc.)
4. Assume the organizing committee can purchase the insurance or not for each of the 40 events. For example, they may choose to insure 10 of the 40 events. What factors should the organizing committee consider in their decision to purchase insurance or not for each of the events at the meet? Specifically, how do they weight each factor in determining their decision?
5. Develop a general decision-scheme for the organizing committees to determine for each event whether they should purchase insurance or self insure. This scheme should be written in a form easily understood and implemented by a typical organizing committee.
Your submission should consist of a 1 page Summary Sheet and your solution cannot exceed 20 pages for a maximum of 21 pages. (The appendices and references should appear at the end of the paper and do not count toward the 20 page limit.)
From Wikipedia.org Zevenheuvelenloop From Wikipedia, the free encyclopedia
An advertisement for the 2007 race Zevenheuvelenloop (Seven Hills Run in English) is an annual 15 kilometres road running race held in Nijmegen, Netherlands. It was first organised in 1984 and has grown to be one of the largest road races in the Netherlands;[1] it attracted over 30,000 runners in 2008.[2] The race has attained IAAF Label Road Race status.[3] The inaugural edition of the race in 1984 featured only an 11.9 kilometre course as the Dutch athletics federation (Koninklijke Nederlandse Atletiek Unie) would not allow new races to be longer than 12 km.[4] The current undulating, hilly course begins in Nijmegen, follows a path to Groesbeek and then loops back towards Nijmegen to the finish line.[1] Zevenheuvelenloop lends itself to fast times: Felix Limo broke the men's world record in 2001 and, at the 2009 edition, Tirunesh Dibaba broke the women's world record over 15 km.[5][6] In 2010 Leonard Komon improved Limo's still standing World Record.[7] A number of athletes have achieved victory at the Zevenheuvelenloop on multiple occasions; Tonnie Dirks, Tegla Loroupe, Mestawet Tufa, Sileshi Sihine and Haile Gebrselassie have each won the race three times. The 2002 winner, South African Irvette Van Blerk, won the race at the age of fifteen, having entered the race while holidaying in the Netherlands. The race was used as the test event for the development of the ChampionChip personal RFID timing system.[8]
Haile Gebrselassie first won in 1994 and won for a third time in 2011.
Kenya's Tegla Loroupe won the race three times in the 1990s. Key: - Course record, WR - World Record, m:s – Minutes:Seconds
Time Time Edition Year Men's winner Women's winner (m:s) (m:s)
32st 2015 Joshua Cheptegei (ETH) 42:39 Yenenesh Tilahun (ETH) 50:05
31st 2014 Abera Kuma (ETH) 42:18 Priscah Jeptoo (KEN) 46:56
30th 2013 Leonard Komon (KEN) 42:15 Tirunesh Dibaba (ETH) 48:43
Nicholas 29th 2012 42:01 Tirunesh Dibaba (ETH) 47:08 Kipkemboi (KEN)
28th 2011[9] Haile Gebrselassie (ETH) 42:44 Waganesh Mekasha (ETH) 48:33
27th 2010 Leonard Komon (KEN) 41:13 WR Genet Getaneh (ETH) 47:53
26th 2009 Sileshi Sihine (ETH) 42:14 Tirunesh Dibaba (ETH) 46:29 WR
25th 2008 Ayele Abshero (ETH) 42:17 Mestawet Tufa (ETH) 46:57
24th 2007 Sileshi Sihine (ETH) 42:24 Bezunesh Bekele (ETH) 47:36
23rd 2006 Micah Kogo (KEN) 42:42 Mestawet Tufa (ETH) 47:22
22nd 2005 Haile Gebrselassie (ETH) 41:56 Berhane Adere (ETH) 47:46
21st 2004 Sileshi Sihine (ETH) 41:38 Lydia Cheromei (KEN) 47:02
20th 2003 Richard Yatich (KEN) 42:43 Mestawet Tufa (ETH) 49:06 Time Time Edition Year Men's winner Women's winner (m:s) (m:s)
19th 2002 Kamiel Maase (NED) 43:41 Irvette van Blerk (RSA) 51:06
18th 2001 Felix Limo (KEN) 41:29 WR Rose Cheruiyot (KEN) 48:40
17th 2000 Felix Limo (KEN) 42:53 Berhane Adere (ETH) 48:06
Mohammed 16th 1999 43:30 Lyubov Morgunova (RUS) 49:45 Mourhit (BEL)
15th 1998 Worku Bikila (ETH) 42:24 Tegla Loroupe (KEN) 50:06
Catherina 14th 1997 Worku Bikila (ETH) 42:20 48:30 McKiernan (IRL)
Josephat 13th 1996 43:06 Marleen Renders (BEL) 50:09 Machuka (KEN)
Josephat 12th 1995 42:23 Hellen Kimaiyo (KEN) 49:44 Machuka (KEN)
11th 1994 Haile Gebrselassie (ETH) 43:00 Liz McColgan (GBR) 49:56
10th 1993 Khalid Skah (MAR) 43:35 Tegla Loroupe (KEN) 50:06
9th 1992 Carl Thackery (GBR) 43:54 Tegla Loroupe (KEN) 50:53
8th 1991 Tonnie Dirks (NED) 44:09 Ingrid Kristiansen (NOR) 48:46 Time Time Edition Year Men's winner Women's winner (m:s) (m:s)
7th 1990 Tonnie Dirks (NED) 44:53 Carla Beurskens (NED) 52:06
6th 1989 Tonnie Dirks (NED) 43:31 Carla Beurskens (NED) 50:36
Marianne van de 5th 1988 Robin Bergstrand (GBR) 46:20 52:53 Linde (NED)
4th 1987 Marti ten Kate (NED) 45:11 Gerrie Timmermans (NED) 57:16
3rd 1986 Sam Carey (GBR) 46:20 Denise Verhaert (BEL) 53:33
2nd 1985 Klaas Lok (NED) 45:28 Joke Menkveld (NED) 57:28
1st 1984 Leon Wijers (NED) 36:55 Anne Rindt (NED) 45:48
Statistics Winners by country Multiple winners[edit]
Country Men's race Women's race Total Athlete Country Wins Years
Ethiopia 10 10 20 Tonnie Dirks Netherlands 3 1989, 1990, 1991
Netherlands 7 6 13 Tegla Loroupe Kenya 3 1992, 1993, 1998
Kenya 7 6 13 Mestawet Tufa Ethiopia 3 2003, 2006, 2008
United Kingdom 3 1 4 Sileshi Sihine Ethiopia 3 2004, 2007, 2009 Belgium 1 2 3 Haile Gebrselassie Ethiopia 3 1994, 2005, 2011
Ireland 0 1 1 Carla Beurskens Netherlands 2 1989, 1990
Morocco 1 0 1 Josphat Machuka Kenya 2 1995, 1996
Norway 0 1 1 Worku Bikila Ethiopia 2 1997, 1998
Russia 0 1 1 Felix Limo Kenya 2 2000, 2001
South Africa 0 1 1 Berhane Adere Ethiopia 2 2000, 2005
References General
Krol, Maarten & van Hemert, Wim (2008-11-17). Zevenheuvelenloop 15 km. Association of Road Racing Statisticians. Retrieved on 2009-11-15. Specific
1. van Hemert, Wim & Turner, Chris (2008-11-03). Bekele lines-up for 'first serious' road race at 25th anniversary edition of the Seven Hills. IAAF. Retrieved on 2009-11-15. 2. van Hemert, Wim (2008-11-16). Tufa just shy of 15Km World record in Nijmegen - UPDATED. IAAF. Retrieved on 2009-11-15. 3. IAAF Label Road Race Events. IAAF (2009). Retrieved on 2009-11-15. 4. Krol, Maarten & van Hemert, Wim (2008-11-17). Zevenheuvelenloop 15 km. Association of Road Racing Statisticians. Retrieved on 2009-11-15. 5. Dibaba shatters 15Km World record in Nijmegen. IAAF (2009-11-15). Retrieved on 2009-11-15. 6. van Hemert, Wim (2009-11-13). Dibaba and Sihine lead the fields in Nijmegen. IAAF. Retrieved on 2009-11-15. 7. "Komon breaks World 15Km record in Nijmegen". www.iaaf.org (IAAF). 2010-11-21. Retrieved 2010- 11-21. 8. Hetger, Colin (2002-11-17). South African wins Netherlands Race. ChampionChip. Retrieved on 2010-11-27. 9. van Hemert, Wim (2011-11-20). Gebrselassie heads Ethiopian double in Nijmegen. IAAF. Retrieved on 2011-11-21.
May 11, 2016
NEWS RELEASE
The Consortium for Mathematics and its Applications (COMAP) is pleased to announce the selection of the two teams moving on to represent the USA in the 2nd annual International Mathematical Modeling Challenge, (IM2C). The teams were chosen from the 318 teams that represented the USA in the 2015 High School Mathematical Contest in Modeling (HiMCM)® contest.
IM2C Teams Chesterfield County Math/Science High School @ Clover Hill, Advisor: Pete Peterson Students: Krishna Gandhi, Emily Shepherd, Gabriela Velazquez, Amanda Pham Palo Alto High School, Advisor: Radu Toma Students: Eric Foster, Kangrong Zhang, Andrew Lee, Kathryn Li
The International Mathematical Modeling Challenge, IM2C
The purpose of the IM2C is to promote the teaching of mathematical modeling and applications at all educational levels for all students. It is based on the firm belief that students and teachers need to experience the power of mathematics to help better understand, analyze and solve real world problems outside of mathematics itself – and to do so in realistic contexts. The Challenge is being launched in the spirit of promoting educational change.
For more information about the IM2C visit: www.immchallenge.org. For more information about the HiMCM contest visit: www.himcm.org. 2016 The International Mathematical Modeling Challenge USA Regional Contest Results
Ctrl # Designation Institution Advisor Location
5538 Regional Outstanding Palo Alto High School Radu Toma Palo Alto CA
5958 Regional Outstanding Chesterfield County Math/Sci HS Pete Peterson Midlothian VA
5398 Finalist Walter Payton College Prep High School Scott Galson Chicago IL
5421 Finalist Woodbridge High School David Gesk Irvine CA
5642 Finalist The Masters School John Chiodo Dobbs Ferry NY
5832 Finalist Evanston Township High School Glenford Gordon Evanston IL
5962 Finalist Chesterfield County Math/Sci HS Pete Peterson Midlothian VA
6117 Finalist llinois Mathematics and Science Academy Steven Condie Aurora IL
6128 Finalist llinois Mathematics and Science Academy Steven Condie Aurora IL
6182 Finalist Stanford University Online High School Elena Zaurova Stanford CA
5425 Successful Participant Woodbridge High School David Gesk Irvine CA
5438 Successful Participant Woodbridge High School David Gesk Irvine CA
5487 Successful Participant University High School Stephanie Chang Irvine CA
5531 Successful Participant Clarkstown South High School Mary Gavioli West Nyack NY
5543 Successful Participant Roanoke Valley Governor's School Lee Ann Russell Roanoke VA
5558 Successful Participant Eastside High School Michael Banaszek Gainesville FL
5559 Successful Participant Eastside High School Michael Banaszek Gainesville FL
5709 Successful Participant Des Moines Public Schools Michael Marcketti Des Moines IA
Page 1 2016 The International Mathematical Modeling Challenge USA Regional Contest Results
Ctrl # Designation Institution Advisor Location
5710 Successful Participant Des Moines Public Schools Michael Marcketti Des Moines IA
5712 Successful Participant Christ School Bryan Martin Arden NC
5767 Successful Participant The O'Neal School Elizabeth Ciskowski Southern Pines NC
5768Successful Participant HERMITAGE SCHOOL DISTRICT TOM COCHRAN HERMITAGE PA
5772 Successful Participant Oregon Episcopal School Lauren Shareshian Portland OR
5791 Successful Participant Evanston Township High School Mark Vondracek Evanston IL
5792 Successful Participant Evanston Township High School Mark Vondracek Evanston IL
5909 Successful Participant Oxbridge Academy Greta Mills West Palm Beach FL
5941 Successful Participant Holy Ghost Preparatory School Gerri Carmine Philadelphia PA
5943 Successful Participant Manalapan High School Jessy Friedman Englishtown NJ
5955 Successful Participant Glenbrook North High School Brad Benson NORTHBROOK IL
5963 Successful Participant Chesterfield County Math/Sci HS Pete Peterson Midlothian VA
5965 Successful Participant Chesterfield County Math/Sci HS Pete Peterson Midlothian VA
6006 Successful Participant Washtenaw International High School John Basler Ypsilanti MI
6018 Successful Participant Mills Godwin High School Todd Phillips Henrico VA
6046 Successful Participant Chesterfield County Math/Sci HS Pete Peterson Midlothian VA
6072 Successful Participant Francis W. Parker Charter Essential School Diane Kruse Devens MA
6080 Successful Participant NC School of Science and Mathematics Daniel Teague Durham NC
Page 2 2016 The International Mathematical Modeling Challenge USA Regional Contest Results
Ctrl # Designation Institution Advisor Location
6084 Successful Participant NC School of Science and Mathematics Daniel Teague Durham NC
6129 Successful Participant llinois Mathematics and Science Academy Steven Condie Aurora IL
6130 Successful Participant llinois Mathematics and Science Academy Steven Condie Aurora IL
6176 Successful Participant Stanford University Online High School Elena Zaurova Stanford CA
Page 3 BOARD OF EDUCATION Attachment: Consent 2
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 5.24.16
Certificated Personnel Items for the Meeting of: May 24, 2016
ACTION ITEMS: I. APPOINTMENTS
NAME EFF. DATE ASSIGNMENT Substitutes None
NAME EFF. DATE ASSIGNMENT Hourly None
NAME EFF. DATES ASSIGNMENT Short Term Assignment None
NAME EFF. DATE ASSIGNMENT TIME EXP. DEGREE UNITS STATUS Temporary 0 None
NAME EFF. DATE ASSIGNMENT TIME EXP. DEGREE UNITS STATUS Temporary Antuna-Muñoz, Mary 8/10/16 Teacher—Escondido 100% 6 MA 75 R Asmaeil, Francisco 8/10/16 Teacher—Jordan 100% 3 MA 60 R Baker, Molly 8/10/16 Counselor—Gunn 100% 10 MA 90 R Barnes, Zachary 8/10/16 Teacher—Palo Alto 100% 12 BA 45 N Bisbee, David 8/10/16 Teacher—Gunn 100% 12 MA 75 N Bond, Alyssa 8/10/16 Teacher—Palo Alto 60% 8 BA 30 N Cheung, Hyemin 8/10/16 Teacher/Special Education—Barron Park 100% 10 MA 75 N Chong, Edith 8/10/16 Teacher—El Carmelo 20% 30 BA 90 R Choy, Stephanie 8/10/16 Teacher—Fairmeadow 100% 12 BS 60 N Coburn, Colleen 8/10/16 Teacher—Hoover 100% 4 MA 30 R Crooks, Amanda 8/10/16 Teacher—Jordan 100% 4 BA 60 N Darrow, Diane 8/10/16 Teacher—Fairmeadow 100% 13 MA 90 R Deggeller, Celeste 8/10/16 Teacher—Hoover 100% 5 BA 60 N Faust, Leslie 8/10/16 Teacher on Special Assignment— 100% 12 BA 45 N Educational Services Felch, Nancy 8/10/16 Teacher—Barron Park 50% 10 MA 45 R Hoover 40% Friebel, William 8/10/16 Teacher—Palo Alto 100% 5 MA 75 R Herreshoff, Peter 8/10/16 Teacher—Gunn 20% 26 MA 90 R Hinkle, Melissa 8/10/16 Teacher—Fairmeadow 100% 10 BA 60 R Howard, Laurel 8/10/16 Teacher—Gunn 100% 1 MA 30 N Howles-Banerji, Samuel 8/10/16 Teacher—Palo Alto 100% 2 MA 30 R Jafri, Sakina 8/10/16 Teacher—El Carmelo 100% 6 MA 30 N Kaneko, Takeshi 8/10/16 Teacher—Gunn 100% 11 MA 75 N Kientzy, Kourtney 8/10/16 Teacher—Jordan 100% 2 BA 30 N Laguna, Crystal 8/10/16 Counselor—Palo Alto 100% 3 MA 60 R Macias, Ernesto 8/10/16 Teacher—Jordan 100% 5 MA 45 R Medina-Glover, Amalia 8/10/16 Teacher—Elementary School 100% 9 BA 30 N Michael, Challis 8/10/16 Counselor—Gunn 100% 10 MA 60 R Reid, Joel-Nicole 8/10/16 Counselor—Gunn 100% 1 MA 30 N Rutledge, Katherine 8/10/16 Teacher/Special Education—Jordan 100% 1 MA 75 R Satterthwaite, Rodney 8/10/16 Teacher—Palo Alto 100% 12 MA 60 N Saxena, Karen 8/10/16 Teacher—Gunn 60% 2 MA 75 N Smith, Kara 8/10/16 Teacher—Jordan 100% 4 MA 75 R Szebert, Alicia 8/10/16 Teacher—Palo Alto 100% 7 MA 30 R Takahashi, Candace 8/10/16 Teacher—El Carmelo 15% 30 MA 90 R NAME EFF. DATE ASSIGNMENT TIME EXP. DEGREE UNITS STATUS Temporary Taylor, Charles 8/10/16 Counselor—Palo Alto 100% 14 MA, MA 90 R Tierney, Joseph 4/20/16 Teacher—Jordan 20% 1 BA 30 N Walsh, Hart 8/10/16 Teacher—Jordan 100% 7 BA 60 R Ward, Anna 8/10/16 Teacher—Gunn 100% 5 BA 90 N Williamson, Alanna 8/10/16 Teacher—Palo Alto 100% 2 MA 45 R Wilson, Brian 8/10/16 Teacher—Palo Alto 100% 13 MA 90 R Zaffaroni, Danielle 8/10/16 Teacher—Duveneck 100% 2 MA 45 R
Probationary 0 None
Probationary I Alberda, Allison 8/10/16 Speech-Language Therapist—Nixon 60% 9 MA 90 N Palo Alto 40% Furnback, Alyson 8/10/16 Teacher/Special Education—Jordan 100% 10 MA 90 N Matejka, Michelle 8/10/16 Teacher/Special Education—J. L. Stanford 100% 12 MA 60 N Valdes, Nicolas 8/10/16 Teacher/Special Education—Palo Alto 100% 9 MA 45 N Lee, Jenvine 8/10/16 Teacher/Special Education—Greendell 100% 12 MA 60 N
Probationary II Rowe, John 8/10/16 Teacher—Palo Alto 100% 6 MA 75 R
NAME EFF. DATE ASSIGNMENT TIME EXP. DEGREE STATUS Administrative Zawacki, Lara 8/4/16 Psychologist—Palo Alto 60% 10 MA N
Other None
II. LEAVES
NAME POSITION DURATION TYPE REASON Davidson, Susan Teacher on Leave (El Carmelo) 8/10/16 – 6/2/17 Straight Personal
III. RESIGNATIONS ACCEPTED
NAME EFF. DATE ASSIGNMENT REASON YRS. OF SERVICE Andreadou, Evdokia 6/3/16 Teacher—Jordan Personal 2 Yrs. Barrera-Cruz, Aleyda 6/30/16 Assistant Principal—Escondido & Ohlone Another Position 3 Yrs. Karim, Lisa 6/3/16 Teacher—Duveneck Leaving Area 4 Yrs. Merchant, Teresa 6/3/16 Teacher—Music Travel Team Retirement 35 Yrs. Nesberg, Christina 6/3/16 Teacher/Special Education—Jordan Personal 6 Yrs. O’Donnell, Brooke 6/3/16 Teacher/Special Education—Palo Alto Leaving Area 1 Yr. Pilloff, Daniel 6/3/16 Teacher—Terman Another Position 1 Yr. Prehn, Michael 6/3/16 Teacher/Special Education—Terman Another Position 4 Yrs. Saunders, Christopher 6/3/16 Teacher—Gunn Another Position 2 Yrs., 2 Mos.
IV. REDUCTION IN CONTRACT
NAME PRESENT FTE NEW FTE EFFECTIVE None
V. RELEASE OF TEMPORARY EMPLOYEES
NAME EFF. DATE ASSIGNMENT TIME REASON Tierney, Joseph 6/3/16 Teacher—Jordan 20% Completion of Contract
(5/24/16) – 2 – VI. RELEASE OF PROBATIONARY EMPLOYEES
NAME EFF. DATE ASSIGNMENT TIME REASON None
INFORMATION ITEMS: I. CHANGE OF STATUS
NAME PRESENT STATUS NEW STATUS EFF. DATE Fang, Charlotte Teacher/Briones—100% Teacher/Barron Park—20% 8/10/16 Jarvis, Lara Teacher/Barron Park—100% Teacher/Barron Park—80% 8/10/16 Smith, Kerry Counselor/Jordan—40% Counselor/Jordan—23% 3/2/16 Counselor/Jordan—100% Counselor/Jordan—40% 8/10/16 Zevallos, Jennifer Teacher on Special Assignment/Student Services Teacher on Special Assignment/Student Services— 8/10/16 —100% 80%
RECOMMENDATIONS: The Administration recommends approval of Certificated Personnel Action Items as presented.
(5/24/16) – 3 – BOARD OF EDUCATION Attachment: Consent 3
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 5.24.16
Classified Personnel Items for the Meeting of: May 24, 2016
ACTION ITEMS:
I. APPOINTMENTS NAME EFF. DATE ASSIGNMENT TIME STATUS Regular Wilburn-Sudduth, Therren 5/19/16 Athletic Assistant—Palo Alto 4 Hrs./Day N
NAME EFF. DATES ASSIGNMENT Short-Term Assignments Robles, Carmen 5/16/16 – 8/31/16 Data-Secretary/Educational Services—2 Hrs./Day Sullivan, Daniel 8/1/16 – 11/30/16 Head Coach—Palo Alto
NAME EFF. DATE ASSIGNMENT Hourly Bhattacharya, Sweta 4/4/16 Secretary II & Substitute/Proctor—Various Henderson, Delana 1/6/16 Athletic Trainer—Palo Alto Jessie, Starr 3/8/16 Athletic Trainer—Palo Alto Kibler, Austin 2/13/16 Student Assistant-Athletics—High Schools McFadden, Anthony 3/11/16 Student Workability—Palo Alto Prabhu, Jonathan 3/21/16 Student Workability—Palo Alto Sham, David 3/14/16 Student Workability—Gunn Williams, Keoyonna 3/28/16 Student Workability—Palo Alto Yeem, Yew 3/14/16 Substitute Bus Driver—Transportation
II. LEAVES NAME POSITION DURATION REASON Casino, Brian Computer Support Specialist II—Education & 5/3/16 – 6/3/16 FMLA Information Technology
III. TERMINATIONS NAME EFF. DATE ASSIGNMENT REASON YRS. OF SERVICE Erber, Alice 6/9/16 College & Career Information Specialist—Palo Alto Retirement 11 Yrs. Geiselhart, Karen 5/20/16 Student Attendant/Special Education—Lucille Another Position 9 Mos. Packard Children’s Hospital Gregory, Martha 6/2/16 Student Attendant/Special Education—Ohlone Retirement 18 Yrs. Lee, Diana 6/2/16 Instructional Aide GE—Greendell Personal 7 Mos. Mitchner, Jacqueline 6/2/16 Instructional Assistant/Special Education—Gunn Another Position 2 Yrs. Nuñez, Mónica 6/2/16 Student Attendant/Special Education—Gunn Personal 1 Yr., 7 Mos. Perlstein, David 6/6/16 School-based Mental Health Therapist I—Jordan Personal 9 Yrs. Ramsey, Melinda 6/2/16 Instructional Aide SpEd—Greendell Leaving Area 10 Yrs., 4 Mos. Rivelli, Jennifer 6/2/16 Instructional Aide GE—Hays Leaving Area 15 Yrs.
RECOMMENDATIONS: The Administration recommends approval of Classified Personnel Action Items as presented.
INFORMATION ITEMS: I. CHANGE OF STATUS
NAME EFF. DATE STATUS ASSIGNMENT Osagiede, Emily 5/2/16 From: Student Attendant/Special Education/Jordan—6 Hrs./Day To: Student Attendant/Special Education/Jordan—2.4 Hrs./Day Shreffler, Colleen 10/1/16 From: Instructional Aide-SpEd/Special Education/Terman—6 Hrs./Day To: Instructional Aide-SpEd/Special Education/Terman—6 Hrs./Day Campus Supervisor-Secondary/Terman—0.75 Hrs./Day
(5/24/16) 1 BOARD OF EDUCATION Attachment: Consent 4
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.2016
Meetings are available on demand at http://midpenmedia.org/category/government/city-of-palo-alto/pausd.
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Call to Order The Board of Education of Palo Alto Unified School District held a Regular Meeting in the Board Room at 25 Churchill Avenue, Palo Alto, California. Emberling, President, called the meeting to order at 5:35 p.m.
Members present: Ms. Heidi Emberling, President Terry Godfrey, Vice President Ms. Camille Townsend Mr. Ken Dauber Ms. Melissa Baten Caswell Staff present: Dr. Glenn "Max" McGee, Superintendent Mr. Markus Autrey, Associate Superintendent Dr. Scott Bowers, Assistant Superintendent Mrs. Cathy Mak, Chief Business Official Dr. Holly Wade, Assistant Superintendent
Closed Session Ms. Emberling: The Board just came in from Closed Session and took action to reject a claim, Harding v. PAUSD.
Approval of Agenda Order Ms. Emberling: I will open the meeting. We need a motion to approve the agenda order. Before we do that, we're going to move one item, Item F, the California Mathematics Placement Act of 2015. This is an information item. We're going to move it to the end of the meeting. Can I have a motion to approve the agenda in that order?
Ms. Townsend: I move to approve the agenda order as requested by our president.
Ms. Baten Caswell: Second.
Ms. Emberling: Ms. Townsend moved, and Ms. Baten Caswell seconded. All in favor. Opposed. So moved. Thank you.
Superintendent's Report Ms. Emberling: Superintendent's Report, Dr. McGee.
Dr. McGee: Thank you. We have several students ...
Ms. Emberling: I'm so sorry.
Dr. McGee: I'm sorry.
Ms. Emberling: We have one thing to start with.
Dr. McGee: We do.
Ms. Emberling: Shall we start with that now?
Dr. McGee: We have priorities. Let's take care of those first.
Approved: Regular Meeting May 10, 2016 Page 1
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: Do you want to start?
Dr. McGee: Absolutely. We talk about the most important people in education today. Those are not the people in Washington or Sacramento. I think two of those are at the table seated to my left. I mean that sincerely. It is your formal last meeting. I know you have finals for the very last meeting. You're, of course, welcome back to enjoy. We just wanted to take a moment to recognize you just for the important contributions you've made. It has made a powerful and, I think, a lasting difference in many cases. Your prepared remarks are always on point, your answers to questions forthright, your insights have informed all of us. We are just so grateful to have you as members of the Student Board. You set a high standard for those that will follow in your footsteps. Let me say that. Grace and Emma, on behalf of the leadership team and administration, I know the Board Members want to say something too. Thank you for all you've done. We will miss you deeply. Thank you.
Ms. Emberling: We're going to let our Student Board Members say a few words in a moment. I just want to say on behalf of the Board it's always helpful for Board Members to hear from students who are at our schools and who can contribute thoughts and experiences and what are all the decisions that we're making actually feel like and look like on the ground level. I think that you guys have been very true to providing those opinions and feedback and thoughtful in how you've contributed to every conversation. I really thank you both so much. I've learned a lot from you. It's just been great having you on the team. We would like you to open up your little gifts now. Do you want to say anything?
Ms. Townsend: One can open while one talks.
Ms. Emberling: Right. One can open and the other can ...
Grace/Emma: I wasn't planning a speech. I also want to thank all of you so much for this year, for the little things like bringing us chocolate at a lot of meetings and understanding when it's a hectic night and we need to leave early, and also just the opportunity to sit on a Board with a group of really, really caring and inspiring individuals, people who truly care about the community and spend so much time giving back to the community, which is a quality that I really admire and hope that I have for the rest of my life. Thank you so much. This year has been amazing, an amazing opportunity. Thank you. And thank you for the present. That's really sweet and unnecessary.
Ms. Emberling: You'll have to read the card later. (crosstalk)
Grace/Emma: I might cry.
Ms. Godfrey: Do you want to describe it as she's opening it (crosstalk).
Grace/Emma: We could do that at the same time.
Ms. Baten Caswell: It'll be confusing when you open them up, because they're probably tangled now. They're necklaces. They're tri-strands which is why it looks like it's sort of ...
Grace/Emma: It's beautiful.
Ms. Baten Caswell: You'll have to take a second to try and unwind them.
Female: More chocolate.
Grace/Emma: It feels fragile.
Female: The thing at the bottom is breakable.
Female: It's breakable, so be careful.
Approved: Regular Meeting May 10, 2016 Page 2
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Grace/Emma: It's beautiful.
Female: Those are Paly glass, of course.
Grace/Emma: Paly glass.
Female: Paly glass.
Female: (inaudible) colors.
Female: You did talk about how close you got with your Paly colleagues. Now you have them close to your heart.
Grace/Emma: I wasn't aware that this was going to be my last Board meeting. I think if anything, that'll probably make these comments much less scripted. I think I started student government 6 years ago. I think being able to end on School Board and seeing the amount of dedication and care that the adults in my community really put toward all of the decisions that affect us and things that we don't even know are being decided on are considered and weighed from every possible angle here and in the community. I think being a part of that discussion has given me an idea of just how much thought goes into school and the places that we go to every single day and spend like 8 hours. Every minute of that has been considered and thought of. I guess thank you first for the dedication that you show. I know like Emma and I talk regularly about how the meetings are so long, but in the back of our minds we know that for every hour we spend here, you spend two times as many at the table and then a lot more just going through all the packets and the information. I guess the second thing is thank you for giving me and the students that I represented this year the chance to really look at the policies that we've seen coming through and really not be afraid to tell you what we think and really feel that our voices were heard. Thank you for both of those. They were precious gifts, and I'll be sure to use them when I go to college as well.
Dr. McGee: Thank you. I'd like to start with student and staff successes. We have several listed in your packet. Most of these are usually about high school students, so it was a treat to see some elementary school students recognized. Our Barron Park group who, we had actually two groups who were winners in the stock market game program. Actually Principal Brown sent me a video some of these kids made about their activity and about how much they had to collaborate and research. It's pretty impressive. I think more impressive I'd like to know what their stock tips were. They are actually being honored this Thursday in San Francisco for their great accomplishments as a team. Also the Escondido Elementary Spanish in Motion fifth grade student Serafina Williams got first prize in the Spanish writing competition, cosponsored by the Embassy of Spain and the California Department of Education. She was competing with students between fourth and eighth grade. She's going to be acknowledged in an awards assembly at the Spanish Consulate. Now turning to high school real quickly. We have some great recognition in the packet for some of our musicians, for our future business leaders. One I wanted to point out, though, just came in at the last minute, but she's here tonight. I certainly wanted to mention Chloe Sorenson who's been a regular at our Board meetings the last 2 years as president of the Gunn Student Government Organization. Chloe was recognized by the Young Minds Advocacy, a San Francisco-based nonprofit group focused on mental health needs for young people. She was honored with the Young Leader Award. We are so proud for her. We can all certainly see how you would achieve that award for your commitment these last several years. Chloe, thank you so much and congratulations from all of us. This came in a little late. We're going to ask this young man to be at our next Board meeting. We just learned about this Monday. Maheera Singhi won the U.S. National Mathematics Competition for the Math Olympics. He won. Maheera will be here ...
Female: As a sophomore?
Dr. McGee: As a sophomore, and a humble sophomore who has already written his teachers to thank them. He will be here at our next meeting, and we'll recognize him formally. I just wanted to point that out. One other student/staff success which was not in the packet, it's about the Special Olympics track and field meet coming up. This is really more of a collective recognition of our students from Paly and Gunn who help run this track meet for students with special needs and for the teachers from the Gunn and Paly Approved: Regular Meeting May 10, 2016 Page 3
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 physical education departments. I know this is at Gunn; the Gunn PE team devotes a whole day to this. They've worked very hard. Angela Sheridan, Kim Savag for their collaborative efforts on behalf of all students. The opening ceremonies begin at 10:10; there's a parade of athletes, and the events are held throughout the day with the closing ceremonies around 1:30. Thanks to our Gunn team and those students from Paly who are also participating. I wanted to take a few moments just to recognize some of our new administrative appointees. I'm checking my message just to see about Katy Kinnamug. I may have to hold off on her; she actually had a ceremony tonight over at her own school. We'll recognize her when she comes in. We have three new members of the administrative team. First, can I ask Hillary and Sharon just to join me at the podium for a second, a quick minute. These are familiar faces for sure, but familiar faces in new places. I'll start with introducing the new principal of Palo Verde Elementary School, Hillary Miller. Hillary was aptly trained for this job by Sharon Ofeck, principal of JLS Middle School. Hillary's been Assistant Principal there the last 2 years. She also has a broad reach of experience in both elementary and middle school. She was an English Language Coordinator at Paly. (inaudible) Elementary, she was an Elementary English Language Specialist at Briones, Special Education Aide at Palo Verde. She's been a Director of Special Education and Integrative Services at Ravenswood School District, a coordinator for Integrative Services. She's a fourth grade in special education teacher and administrative intern and has been a special education teacher and academic support coach. We really appreciate the depth of experience and talent you bring to Palo Verde and knowing that you will serve all of our students there. I've had the opportunity to work with Hillary as she's been on some of the steering committees and just gotten to know her through her work at JLS. I'll tell you, I don't know if there's a more enthusiastic person who always says, "How can I find a way to get the job done no matter what the obstacle is." I am so excited that you'll be the next principal at Palo Verde. On behalf of us, welcome.
Ms. Miller: Thank you.
Dr. McGee: Thank you.
Ms. Miller: Thank you, Max. I definitely look forward to working closely with Palo Verde, their staff, their families and students to provide an outstanding educational experience for every single child. When I say every child, I definitely mean every child. I'm honored to have the opportunity to serve as their principal. I look forward to working with you again next year. Thank you.
Dr. McGee: Next, I'd like to introduce, again, someone with a very familiar face, Sharon Olfek, current principal of JLS school. She has been there for 8 years. She has previously been a math teacher. She has a chemistry major, I think ...
Ms. Olfeck: Yes.
Dr. McGee: ... in college, has a math and science background. I think what's distinguished Sharon here and certainly what made her eminently qualified for the job of Chief Academic Officer for Secondary Education is how she approaches innovation. Sharon has been a leader in innovative ideas, innovative programs and professional learning, taking her teachers to conferences, creating opportunities for extended learning, for assuring that new programs and ideas were implemented with fidelity and evaluated every which way of looking at different metrics for success. She has worked hard to help us spread some of these ideas throughout the District. Sharon is an active contributing member of our K-12 leadership teams and has just been a voice for excellence and really, I think, epitomizes the spirit of innovation where we would like to see Palo Alto continue to be a pioneering District in so many ways and assure that excellent education opportunity and access for all students. Sharon, you have done that. It is an honor to name you the new Chief Academic Officer for Secondary Education. Congratulations, Sharon.
Ms. Olfeck: Thank you. Thank you so much. I'm so very grateful for all of the years that I've spent working in this District. It's amazing, and I get to spend every day with inspiring people, community members. I can't wait to bring my passion and enthusiasm to this new position. Thank you so much for trusting me to continue to do the amazing work that we all are striving for.
Approved: Regular Meeting May 10, 2016 Page 4
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Dr. McGee: Now, this was timing. Come on up here, Katie. As I said, Katie Kinnaman is a current principal over in Los Altos and had a function at her school tonight. I really appreciate her getting here, but we won't pay for your speeding tickets. I just got to know Katie actually over the last 2 years through some casual acquaintance. I was so excited to see that she applied for the job of the principal of Jordan Middle School. I have come to know Katie as truly student-centered in every sense of the word as she puts kids first. She has high energy; she excels in engaging the students; she has high expectations for them, high expectations for her faculty members. I really appreciate the fact that she knows our community so well. In fact, so well that her daughter is graduating from Paly in just a matter of weeks. Katie, just as evidence of this dedication, this student-centered focus she brings, she's already attended several events at Jordan including site council today. She was at their site council meeting today. She's been at the Bridge program over in East Palo Alto, will be at the open house next week and is just already a presence. I want to recognize also Tom Jacoubowsky for a job well done at Jordan and also for making this transition so easy for Katie. He has done a fabulous job of introducing Katie to the community and making her feel welcome. Making her part of the school all year. We'll have more to say about Tom as the year ends. I know that Katie mentioned to me how grateful she is for having this opportunity to make this transition. Katie had worked actually in Palo Alto before as a math and science teacher, a TOSA with elementary math and K-12 science. She was a second grade teacher at El Carmelo. She was a substitute teacher back in 2007 at Jordan Middle School. Currently, she is a principal at Gardner Bullis School in Los Altos. She has also served as the middle school science and math teacher and dean of student at Saint Mary's School. With great experience, great energy and great enthusiasm, she is the right person to be the new principal of Jordan Middle School. Katie Kinnaman.
Ms. Kinnaman: I pretty much have the route between Los Altos and here down; I've been back and forth a few times. I consider it a real honor to come back and work in Palo Alto. This is where my daughters went through late elementary. They all went to Jordan. I have 2013, 2015 and 2016 Paly grads, and I live in the community. It's a real honor to come back and serve this community. I take that really seriously, and I look forward to really supporting students and teachers and the community as we work to do great things for kids. Thank you.
Dr. McGee: Just a few more quick remarks. Those of you that are regular readers of our weekly messages, and I hope that's all of you here and at home because important information comes through those. One of that was about the elementary music program. At our last Board meeting, we had some concerns about this. I assured the Board that we were still working through the matters, and they would be resolved, and that they were thanks to the collaboration of the entire team. Just to quickly summarize the elementary music plan. There will be a music teacher assigned to teach K4 at each site. They will facilitate small ensembles of the fourth grade string students during music time provided the students have been playing for 1 year and (inaudible) can read music. That is the current policy. That's not a change for the fourth grade. Through differentiated instruction, before and after school activities and noon-time chamber groups, these students will have extended opportunities to continue their string studies which they started through private lessons. All of the elementary music teachers have taught string instruments and are fully capable of supporting the progress of these students. Fourth grade advanced string students will have the opportunity to continue to participate in the fourth grade string program. As importantly, now that we have music teachers assigned to the schools, I think these music teachers will become an indispensable part of each of our elementary schools. I am so excited about that. I mean, I still remember my music teacher, and that was a long time ago. I remember music teachers I hired as a principal, that just became such a part of the school and made it so special and were able to integrate music into the curriculum and just generate this special school spirit that only music can bring. I really appreciate all the teachers working together on that. Just a quick heads up on enrollment. We'll have a more definitive letter about this coming forward, what we're seeing in the balance between the Paly and Gunn enrollment. Paly currently has almost 160 students more beyond Gunn. While we don't have a written policy, we do have past practice where we tried to keep the enrollments balanced. We're going to have to make some decision pretty quickly about overflowing students to Gunn, because this again will create more pressure, create larger class size and imbalance. We'll have a letter going out later this week probably on that.
Female: I'm glad you said this isn't the first time we've had, we've had Gunn bigger, we've had Paly bigger. I'm glad you say we do have a history in our ... Approved: Regular Meeting May 10, 2016 Page 5
MINUTES FOR REGULAR MEETING OF MAY 10, 2016
Dr. McGee: We do have history; you're absolutely right.
Ms. Baten Caswell: Dr. McGee?
Dr. McGee: Yes.
Ms. Baten Caswell: Whatever policy we put in place, it would be good to allow people to raise their hands. I hope that will be something that's considered in the policy.
Dr. McGee: It will be, yeah. Just a quick update on the special education study. The Harvard Systems Review Survey launched today. It will remain open until May 24th. This is an important survey sent to parents, teachers and administrators so they can provide important feedback on our support services for students. We hope to bring back to the Board the recommendations in mid to late June and hold at least one town hall meeting and a webinar to review the results. Mike, can you put up the slides. Two other items I think are really important to address. One is the PRA request, and the other are the issue of the Board minutes. PRA, I was trying to respond to a question and read an email I'd received when we were in closed session at the same time and made a mistake. We are not entirely caught up on PRA requests. There are still open requests from the Palo Alto Weekly for emails between April 2015 and July 2015. There's about 950 emails in these, and that doesn't include all the attachments. Our attorney has indicated to the Weekly that they anticipate getting these to them by May 31st. Also, we anticipate producing the emails for the time period from March 2016 through April 2016 by the end of June, by this June 30th. We're doing this as quickly as possible. At this point, we are using our law firm. It is costly, but I think it's important to be in full compliance. We have had applicants for the position, and we'll be interviewing candidates in the next week or two. We weren't entirely caught up. If we can stick to this schedule, we should be completely caught up by the end of June. I apologize for that mistake. Board minutes. I know that the Board, the staff, community have concerns about the promptness of Board minutes, as do I. Mike and Vicky have been working long hours as we prepare packets for our monthly meetings, the study sessions, the committee meetings as well as their additional job requirements. We met today and we have a meeting actually with the entire leadership office team later this week to talk about how we can get these minutes back promptly. Just based on our meeting today, what we can promise and will deliver is that following every meeting there will be minutes that meet the requirements of our Board Bylaw 93-24. These will include the actions and the Board directives and links to the video. We are also going to be seeking bids for transcription of the meetings. I know Board Members are interested in more detail than just the minimum in the Board Bylaws. For example, the City of Palo Alto uses Cybertary.com, and we have already contacted them. This will probably be a bid item, but I know we think it's important both to have the requirements met in our Board Bylaws, but I know people are also interested in having far more detailed minutes. I think the City probably handles that in the best way that I've heard. We have also reached out to individuals locally who have expressed an interest and have the capacity to produce some transcripted or at least detailed minutes. Our goal, though , is to have minutes compliant with Board Bylaw 92-34 for this fiscal year prior to our first meeting in the next fiscal year, which will be in August. We do take that seriously, and I think that's something that Mike or Vicky and the rest of us will make sure it gets done. Just a few quick slides. A Principal of the Day at Hoover School that we had three different ones—I have the clicker, so I will click—come in and talk about what they're doing. This was one young man. Ms. Benson runs this program. Our Earth Week celebration at the schools had a chance to talk about sustainability and ecology; we move off hazardous materials, taking care of our flora and fauna and important VIPs as Palo Alto Pete. The Hoffman Award dinner, we had Board Members attend. Even though we didn't win a Hoffman Award, we had a winner there. Grace was the co-emcee, and we had five school districts receive awards. There she is, doing her emcee duties. Since this is my last chance to embarrass you, Grace, she was so articulate and she talked at the end really just about the contributions Board Members make. I'm talking to Grace afterwards; we're chitchatting. Remember this? This woman comes up and goes, "I have an 11-year-old daughter, and I want her to be just like you." That said it all, Grace. El Carmelo second grade writing ceremony and celebration through our writer's workshop. It was a great success for the kids. Our Project Cornerstone is a very successful education program, anti-bullying, character development, self- regulation. Really pleased with this program. I think it's in five of our elementary schools. The Youth Art
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Awards, if you haven't seen these, it's unreal the quality of this work. We had the ceremony last—the days all flow into each other in May.
Female: Last week.
Dr. McGee: Last week, I'll just say that. On the left is one of the sophomore at Gunn. This is his painting; it's unbelievable to see it in person. The sculptures are incredible. Everything from kindergarten through high school, just beautifully exhibited in this wonderful art gallery we have in our city. We had four students win awards. Ms. Ferguson's presenting awards to Gunn and Paly students. AP Environmental Science, this is the last set, and I just took this yesterday. I'm walking back from a meeting at the Mack, and what do I see? A bald eagle. This is Jack's class; he's taken the environmental science class and arranged to have a bald eagle, as the students kept a healthy distance for a good reason. It was certainly hands-on learning in every way, shape and form. That concludes my report. Thank you.
Ms. Emberling: Thank you very much.
Student Board Member Ms. Emberling: Student Board Member reports. You're not done. Emma, are you going to start us off? Reports Emma: Yep.
Ms. Emberling: Great. Thank you.
Emma: We're just in the middle of AP testing right now, and finals are coming up. It's a little hectic at Paly. We're just winding down the year. In ASB news, we have hosted our annual volleyball tournament which, I think, was just a really good stress reliever for students. We left the volleyball nets up on the quad, so it's fun to see everybody taking a break and playing volleyball and just being outside a little bit in the sun. I also loved seeing our Paly staff happy during Staff Appreciation Week. We handed out red roses to staff. Although, it's not close to what they deserve, it was really nice to see them smile a little bit. We wished we could give them everything in the world, because we love and appreciate them so much. The Performing Arts Center finally opened. It's a really beautiful building, an amazing facility, and it's going to be a great new space for arts programs. We're also excited about all the new open space outside of the Performing Arts Center now that the construction is gone. That's great too. Lastly, yesterday I went on a tour with some ASB members and Gunn students and Paly and Gunn staff to see San Francisco Unified School District, to see their program for wellness centers, which they have at every school campus, basically to see if this was a model that we would want to base a similar program on at our high schools. It was a really amazing program. It promotes mental health and wellness, of course, but it also just provides a safe space for students to go in a centralized location for mental health but also reproductive health and the nurse and really everything across the board, and really reduces stigma around those subjects, allows students to go and talk about really anything. It just felt like a really amazing, safe space. Then, lastly our ASB appointed positions have finally been chosen, and our new School Board Rep is actually out in the crowd. Hey, David. The rep for Gunn is also here, so you guys can meet tonight and maybe have a conversation about next year.
Female: David's last name?
Emma: Taiery. Did I pronounce that right? Okay, awesome.
Ms. Emberling: Thank you. Grace.
Grace: This feels special, last student report. Like Emma said, we're in the middle of AP testing. It's that special time of month where Gunn students spend way too much time filling in bubbles, but it's fine. We're getting through, we're powering through. We are halfway through the second week, which means we'll be done on Friday. That's happening. I was at the debrief of the wellness center that Emma was talking about. Just to add on a little bit more, listening to the feedback it really seems like it's not just about a wellness center. It's really an investment for the entire school. It seems like having the kind of wellness center and the programs that the San Francisco District has already implemented seems like it would make Approved: Regular Meeting May 10, 2016 Page 7
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 the process so much more efficient for the students and also the counselors, because that way you have the students really being able to go to one place and get all the help that they need for whatever it is at that place. Listening to the students who went, it seemed like they thought it was a really worthy investment and it would make a significant difference to them and to their peers. Let's see. On lighter news. One Acts is being put on by the Gunn Theatre. Students act and direct these short plays. They're starting on Thursday. I would highly recommend that you go. They run the gamut of like all kinds of different theatre genres. Yes, this is a bit of a shameless plug because my friends who are in Gunn theatre have been nudging me to get this on the student report for a while. I assure you it's definitely worth it, and the amount of time they have put into it is really incredible too. Gunn's SEC, our student government, is having its transition this Thursday. The old officers are giving the inside scoop to the new officers and telling them how student government is run. We're really looking forward to seeing them. I will be talking with my—I don't know what to call you—successor at the meeting as well, and I'm really looking forward to telling her how awesome Board is. This Friday we have the YCS dance. This is the sort of spring quad dance. Smarter Balance is this Tuesday and Wednesday for Gunn juniors. They get to take—my apologies. Next Tuesday and Wednesday. They get to take more tests. Lucky them. Graduation news, yearbooks, grad caps, that's all coming out. I think the two main dates are May 29th and June 1st. That's our baccalaureate and our grad night. We would love to have anyone from the community there. It's really a celebration of what we've done as a class. I'm really proud of all of us, so we would like to have you there to help us celebrate. Two last things. First is Gunn engineering night is—let me check the date for that right now. I think it's the 25th; yes, it's the 25th of May. It's where Gunn graduates return and share stories of life after high school. It's talking about all the things they've done in the community since then with a focus on engineering and how it's really shaping society. It's a fantastic topic with amazing speakers. It's open for people to come and take a look. Last thing is the Student Preferential Vote. This will probably be brought up in Open Forum but, as someone who's been a student rep, I think it's a really concrete way to show how students thing and how students perceive issues. Right now Emma and I get a very generous say in what we think. We get to share our opinions and our comments, but I think having a vote is a much more concrete and solid way of showing how students stand on issues. I would highly encourage the Board to take a really good look at and listen to what the speakers have to say during Open Forum, because it's a really valuable policy. Thank you.
Female: Ms. Emberling, I wonder if I could just add onto Ms. Cole's talk about the opening of the Paly Performing Arts Center. There is going to be performances, theatre, choir and, I think, orchestra all in the next 2 weeks. I believe that those dates are all posted on the Paly website.
Ms. Emberling: Thank you. Thank you very much.
Consent Calendar Ms. Emberling: Now we move on to approval of the Consent Calendar. These items are considered routine and will be approved in one action without discussion. If a Board Member requests an item be removed from the Calendar or a citizen wishes to speak to an item, it will be considered under Action Items. Can I have a motion?
Ms. Townsend: So moved.
Ms. Godfrey: Second.
Ms. Emberling: Ms. Townsend moved, Ms. Godfrey seconded. All in favor. Opposed.
Open Forum Ms. Emberling: Now, we're going to turn to Open Forum. Anyone wishing to address the Board on non- agenda items may do so at this time. Community members wishing to address the Board are allotted 3 minutes per speaker. Please note that speaking time cannot be delegated to another person. I wanted to say that there are students in the audience today. Board Members, I would like, even though they may be talking about a later item, I'd like to take it during Open Forum, because the item they might be talking to is coming pretty far down the agenda. Is that all right with everybody?
Ms. Godfrey: How many cards do you have?
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: I have ...
Ms. Godfrey: It's fine (inaudible). It doesn't matter.
Ms. Emberling: ... ten. I'm going to call three names at a time. If you could line up over there near the podium, that would be great. You will see a green light, and then it will turn yellow when you have 1 minute left. Phyllis Smith will start, and then Ethan Look and Mathew Fogarty will be next.
Ms. Smith: I'm here representing the CSEA and our Employee of the Year Awards. I would like to call up— this year we have three recipients that we want to recognize. We have Jenna Babcock from Jordan. We have Liz Mann from Fairmeadow, and we have Kevin Johnson from Nixon. Each of them have ... I know you said we only have 3 minutes, but each of their principals would like—their coworkers would like to say a couple of words about them, if that's okay. I will give each of them a certificate that has been signed and a plaque that acknowledges them as the CSEA Employee of the Year. Thank you.
Ms. Emberling: Thank you.
Ms. Smith: First will be Jenna Babcock, guidance secretary ...
Ms. Babcock: Thank you.
Ms. Smith: ... at Jordan. Betty Crumble—I also mess up her last name—who works very closely with Jenna.
Ms. Crumble: Thank you. Good evening, everyone. It's just a great pleasure to say a few words about Jenna, and I'll make them few and potent. She's kind of our triage person actually. She's the first smile you see when you walk through the door of Jordan. She's got the cheery voice that answers the phone at Jordan. She's the person who directs the last child to a room that he or she couldn't find. She might actually walk a parent into the attendance office so she can drop off a lost or a forgotten lunch, all while she's orchestrating all of the applications for a ride on that big bus to Great America or to Raging Waters at the end of the year. Never does she ever have a negative thing to say. She's always positive, nurturing and just such a support to all of us. It's just a great privilege to see her get this award.
Ms. Smith: Next I would like to introduce Liz Mann and Bev Steiner. Grant Oldhouse is the principal at Fairmeadow, and they're having an open house tonight so he's over there. Meb Steiner who is the CSEA President has a few words to say that Grant gave to us.
Ms. Steiner: Thank you so much. This is such an honor to honor our Employees of the Year, classified staff. They bring so much to our school community, and their contributions are so extraordinary. What I would first like to start with is Grant had prepared some words, so I'm going to read Grant Oldhouse's words about Liz. Liz Mann is a caring, compassionate, skilled and patient educator with many years of experience supporting students and staff in our School District. I had the distinct pleasure of welcoming Liz to Fairmeadow for the 2015-16 school year as a student attendant supporting students in mainstream classrooms and our learning center. I quickly learned that Liz is an amazing team player who communicates well with staff and students alike. She is a wonderful, supportive presence in our classrooms, and a trusted and valued colleague in our community. I appreciate the many gifts that Liz contributes to our school, our students and our staff daily. I look forward to our work together for years to come. I also want to add just some comments from myself. Liz is an amazing person. What Grant so kindly expressed goes way beyond the school classroom and her site. She's also worked for many years at Walter Hays. One of the things that Liz also is, is a deeply committed member of our community and a extraordinary supporter of our School District, all the students, staff, families. She's been a part of CSEA for so many years. She's a past president; she's still serving on our executive board, and she has an uncanny ability to recognize and nurture talent in other people. She can find folks and motivate them to participate and join and contribute. She just gently does it, keeps everyone on track, congratulates successes and builds relationships. I have personally felt her velvet glove as she wrangled me into joining
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Joint Benefits and then, before I knew it, I was running for president. That's really thanks to Liz. She's an incredible mentor, and it is an absolute pleasure to work with her at CSEA.
Ms. Mann: Thank you so much.
Ms. Smith: Last but not least we have Kevin Johnson, who is an aide up at Nixon, and Mary Pat O'Connell, who is going to say a few words.
Ms. O'Connell: It makes me very happy to participate in this opportunity to recognize Kevin Johnson for his outstanding service to the children and staff of Nixon School. Kevin was a parent, active PTA member and sports booster while his own children were attending PAUSD schools. He has been a classroom aide and lunchtime supervisor at Nixon for 18 years. Kevin gets kids, and they like this about him. He understands active boys especially well. If they are highly competitive, he speaks their language. He encourages and coaches and counsels and holds the line on behavior expectations. On his own time, for longer than I have been at Nixon, Kevin has organized our lunchtime intramural program in soccer, basketball and kickball for fourth and fifth graders. He sets up teams and nudges kids into leadership roles. He referees with help from one of our fourth grade teachers. He gives out recognition awards at the end of the year. At this event, it becomes very obvious what a high percentage of our students participate in these lunchtime sports. There are many, many facets to a truly safe and welcoming school for all children, but the most essential component is staff who truly like spending their time with children. Thank you, Kevin Johnson, for all of your contributions to making Nixon School a wonderful place for our students.
Ms. Smith: Thank you very much for having us here. I want to thank all of the people that nominated and all of the classified employees out there that didn't get to be an Employee of the Year this year. There's always next year.
Ms. Emberling: Thank you very much. I just want to say on behalf of the Board that our classified staff are so important for the running of our schools. (inaudible) we so appreciate all of the work and effort and the creating of community that happens with our CSEA employees. Thank you so much for honoring them in this way.
Ms. Smith: Thank you so much. I just wanted to mention that next week is actually classified school employees week and invite all of you to come join us at our barbecue on May 19th. It'll be here with wonderful food. Just have a chance to sit down and chat with us all. Thank you.
Ms. Emberling: Thank you so much. Moving on to Ethan Look, followed by Matthew Fogarty, followed by Anki Raja.
Mr. Look: Hi. Like you just said, my name's Ethan Look. I'm currently a college sophomore. I just got home for the year; I'm very excited to be back. I attended Paly just a few years ago, and I was extremely active in the Team program, both as a freshman and then I continued on as a student leader for the rest of high school. Back then the sweatshirt was very big on me, and now it finally fits. Team was an integral part of my development as a student and helped me find success in all facets of high school. As a freshman, Team constantly gave me the ability to find connection. First, I was able to connect with the upperclassmen student leaders that ran the program. These student leaders eased the transition from middle school to high school by setting an example for how to properly balance school life. Even when I wasn't at a Team event, I always had a student leader to look up to and to really see an example. Team also allowed me to form strong connections with my teachers. Trips like the leadership retreat at Foothills Park and Yosemite let me see my teachers in a way that is simply not possible in a classroom. There's no better place for an English to teach descriptive writing than at the top of Yosemite Falls where a student can really feel the environment around them. Finally and most importantly, Team gave me a place to foster lasting friendships with my peers. It is undeniable that high school is daunting. To counteract that, Team takes a large sea of students and breaks it down into a much more manageable group of students where students feel encouraged to make meaningful and lasting bonds. Some of my greatest friends today are students that I met in my color group way back in the day. Go red hot chili peppers. As a student leader and eventually student co-president of Team, I would come to realize that the environment team offers is one that cannot Approved: Regular Meeting May 10, 2016 Page 10
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 be replicated at any other time or place in a student's life. It is a time that is so crucial to the development of our young students and provides a warm place where students can thrive and discover the joys that high school can offer. I really hope that every student who wants to be a part of Team gets the opportunity to be in Team. I am so glad that I was so involved in Team. Because of that, I can tell you it's true together everyone does achieve more. Thank you.
Ms. Emberling: Thank you very much. Matthew Fogarty followed by Anki Rajan followed by Kelly Keith.
Mr. Fogarty: Hi, a pleasure to be here. You heard from Ethan, and he talked a lot about the specifics and kind of the program in general. One thing that I wanted to touch on personally—I'm actually a sophomore at Santa Clara. I'm still in school, but I took the train. One thing I want to touch on is collaboration. I found that in college and in different aspects of life that learning from people, especially people that are on the same level as you, maybe your classmates and some other, as he talked about, older people in the same program, I've learned that collaborating with your classmates and your peers is some of the most valuable interaction that you every have in an educational environment. Team is one of the only programs in the Palo Alto Unified School District that allows that to happen every day. It happens through the teachers as well, so it's not just students collaborating. I think that's really valuable, and I want to see every student that wants to be a part of Team be a part of Team. I just want to talk about a personal experience. I had some personal problems my freshman year during Team. One of the things that was really inspiring and really helpful is the fact that all the teachers were completely understanding and willing to talk to you about personal matters, not just your academics. Furthermore, the other thing that was really interesting to see is that there is a common bond between students formed that is almost unique, because you might not hang out with one person, you might not talk to them on a daily basis, but they're willing to share with you anything that they're having trouble with. You're also willing to ask anyone for help with anything you're having trouble with. I think this is a valuable thing in our community that needs to be expanded, because there were many times throughout my childhood and throughout my educational experience early on in Palo Alto Unified School District where I felt like I was leaned away and separated from my peers and not necessarily given the full opportunity to succeed. Thank you.
Ms. Emberling: Thank you very much. Ankit Ranjan followed by Kelly Keith followed by Andrea Wolf.
Mr. Ranjan: Hi. I'm Ankit; I'm going to be Gunn's next School Board representative. I first wanted to start by inviting another round of applause for Emma and Grace for their amazing work this year. I've been coming to School Board meetings fairly frequently, and I've been watching them to try to help me next year. Honestly, I'd be honored to be able to fill half their shoes. Sorry, that was a weird phrasing.
Female: One shoe each.
Mr. Ranjan: Yeah, exactly. They are amazing people. I'm also really looking forward to working with David next year. The one thing that I'm talking about right now is one thing that David and I have been working on is trying to get a preferential vote for students. According to Education Code 35012, if we get 10 percent of the high school population in PAUSD to sign a petition, which we have, then student representatives on the Board should get a preferential vote on Board issues. To clarify what a preferential vote is, in the actual vote count, these votes aren't counted; however, they're recorded in the minutes, and they very clearly express student views on issues in ways that cannot be misconstrued or misinterpreted. I think it's a very good—I think everyone here really wants to increase student voice and make feel students feel like they're close to the decision-making process. I think for next year, it'd be really valuable for me and David and people following on to have that ability to be more involved in the process and make our voices more clear. We have actually amassed 10 percent of the high school student signatures, which is about 400 students, and a couple more. I've asked Dr. McGee to mention this to the Board. I think that it's an action item for some meeting down the line. I was just mentioning this publicly because I think it's a really good step toward improving student voice. Anyway, thank you. I'm really excited to work next year.
Ms. Emberling: Thank you so much.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Dr. McGee: We do have 60 days to respond; we've checked with our attorney on this. Ankit, I really appreciate him giving me a heads up on that, and I was able to inform the Board as well. Appreciate that, and (inaudible) time. It will be on a future agenda item.
Ms. Emberling: That's very exciting. Thank you. Kelly Keith followed by Andrea Wolf followed by Mariah Poitier.
Ms. Keith: Hi. First, I just wanted to thank you for the opportunity to speak in front of you all. My name is Kelly Keith, and I'm a sophomore at Palo Alto High School. I noticed recently in the health office at Paly there are many pamphlets about an abundance of topics including practicing safe sex; however, there is no information on what happens if a girl actually becomes pregnant. There's little to no resources concerning abortion or unwanted pregnancies. Abortion resources for teenagers are not easily accessible at our school, which could potentially be risky in case an unwanted pregnancy occurs (inaudible) teenager. My proposal is to put more pamphlets with abortion resources in the health office, so anyone, especially girls, can feel comfortable to take a pamphlet just in case they are considering abortion or for a future reference. I would really like an environment to help these girls feel more safe. Thank you.
Dr. McGee: Thank you, Kelly.
Ms. Emberling: Thank you very much. Andrea Wolf followed by Mariah Poitier followed by Bryn Carlson.
Ms. Wolf: Hi. As a taxpayer and community member, I'm disappointed that the District's administration and staff have consistently found it impossible to release public information promptly. Thank you, Dr. McGee, for address this issue in your earlier remarks; however, I did not find your comments reassuring. I do not believe there is any excuse for how behind the District is in releasing the minutes of these meetings. Also, although I've not been to the majority of School Board meetings held this year, I recall at least two other occasions in which Dr. McGee announced that he was just about to hire someone who would be able to work on the public records requests. Tonight's the third time I have heard that a new employee is about to arrive who will be able to bring the District into compliance and promptness with the public records requests. Clearly, sharing public records with the Palo Alto public is not a high priority for this District. I think we're at the point where actions speak louder than words. It's ironic to me that while our high school students are told that their work must be turned in promptly and that there are very few excuses permitted for them to have some leeway around this issue, that the District office appears to have such difficulty complying with their own Bylaws and the community's public records requests. It's very disappointing. As far as I can tell, it's been going on for the 2 years that you've been the superintendent. It's just come to the point where, as a member of the public, I feel compelled to say please release our public records in a timely manner. Please do not start next year again behind. Thank you.
Ms. Emberling: Thank you. Mariah Portier followed by Bryn Carlson followed by Danny Howell.
Ms. Portier: Hello. My name is Mariah Portier, and I'm a senior at Palo Alto High School and also the outgoing Social Justice and School Climate Commissioner. I wanted to talk about the wellness visit that Emma and I and these fine Paly and Gunn peers of mine went on as it relates to the funding for CHOWs. Like a month ago, I didn't even really know anything about funding or anything like that or what CHOWS were or wellness centers. Yesterday we went out to the San Francisco Unified School District, and we saw how important and how it affected the school climate having these centers open and having a person there to triage and have different outside organizations and even internal organizations working at all these high schools. They're soon going to introduce it to middle school. It's equitable to have two, because Paly and Gunn, even though are very similar, they're different. It would be great for each school to have one so it could fine tune their own program to work well with its prospective students. When I was talking to a few students around, they were talking about how when they went to get services for help, they got bounced around from person to person, saying, "We can't see you because you have a therapist." It didn't take to the point where she was suicidal for someone, like an immediate action to take place. Having a wellness center with a person who can properly give students to the right people and give them to the right resources would allow for many different (inaudible) different backgrounds to be in the same area. Right now, African- American students hang out in the guidance office while Latino students hang out in the front office while Approved: Regular Meeting May 10, 2016 Page 12
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 White students hang out in different areas. It would provide a more centralized area. I think it would be important for Paly and Gunn to both have one. Thank you so much.
Ms. Emberling: Thank you.
Dr. McGee: Thank you. I'm glad you got to see the visit.
Ms. Emberling: Bryn Carlson followed by Danny Howell followed by (inaudible) Sorensen.
Mr. Howell: We're all going to go together (crosstalk) for this. When we went on the visit to San Francisco, first we stopped at sort of a central location for the wellness centers. They gave us a brief overview, and a lot of what they talked about was HIPAA versus FERPA issues for funding and disclosing information. When I was there, I didn't really understand that much of it. I had to look it up with (inaudible) who isn't here today as far as I've seen. When we actually got to visit it, we got to see what it was like and just how much it could impact the students. It was very welcoming, even from someone who didn't go to the San Francisco Unified School District, we didn't even go to school there, and they were welcoming, they were friendly. It was a safe place to go for whatever the student's needs were, whether that be something more serious or there'd be something as simple getting a band aid for a cut or just relaxing for 10 minutes before you have to go to class after lunch. It was a safe place for the students. One of the more important people there being what a (inaudible), for those who don't know they kind of help triage situations. They helped some people to the right place that they needed to go. Right now, that isn't always the case. It can be hard to find where you need to go and who to ask for help, which that's what they helped do. They helped explain that this was something that really needed to be a full-time job, that it was important and not just something that could take a backseat, that it was a part of students' lived and it was benefiting them a lot.
Ms. Carlson: Hi. My name is Bryn. Sorry, we kind of switched orders there. I completely agree with everything that Mariah and Danny have said. Visiting the (inaudible) Center and actually, like Danny said, being able to go into the space and mostly hear from the students about how impactful it was to their experience was definitely the most enlightening part of our trip yesterday. It really made me feel like having a wellness center at Paly but also at Gunn is extraordinarily important just for the day-to-day experience of every student on campus. Just kind of like I'll paint you a picture since none of you guys got to go and see the space. It was a pretty small physical space, and the child that they're referencing just sits at like a desk, sort of in the front. That's an adult supervisor who is in charge of kind of managing the whole wellness center. In the space there was also some couches and like comfortable chairs. It was like a really—just kind of like a nice space that students would definitely want to spend time in. One of the beauties to me of it, besides having just ease of accessibility to a nurse and counselors and also, speaking a bit to what Kelly was saying, reproductive health information, it's really great to have it be such a central hub, because the reason that you may be going to the wellness center would be totally ambiguous. There's no stigma around it, at least from the students who we spoke to. They all felt like the wellness center was a great place to go and no one would ever be like, "They're going to the wellness center," which would make it a lot easier for people who need help to get it. If you just need someone to talk to, I think it'd be a lot more accessible than going to ACS or trying to hunt down your guidance counselor. For that reason, I think it would be really valuable for all students at both Paly and Gunn.
Ms. Emberling: Thank you. Chloe.
Chloe: Hi. I'm Chloe. The reason we wanted to talk to you today is because in our budget for next year, it's budgeted to hire one CHOW for PAUSD. In case it wasn't clear, a CHOW is basically an outreach worker. I'm not sure what the acronym stands for. It's something something outreach worker. Basically what they do is they help triage students' situations, and they also help basically—you walk into this wellness center, and you talk to the CHOW, you check in with them, and they tell you where to go. Right now, in my experience, a lot of students at Gunn, when they need help with a situation, they don't always know who to go to. As a result, they kind of get bounced around. You might go to your guidance counselor, and they send you to ACS, and they send you to the college career center, all these different things. The reason we're speaking today is because currently we only have it budgeted for one CHOW for the entire District. When we were talking about it, it became very clear that the CHOW is kind of a full-time Approved: Regular Meeting May 10, 2016 Page 13
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 job, and it wouldn't be effective to have only one for both high schools. Gunn and Paly are two separate campuses; they're two separate student bodies, two separate administrations and two completely different cultures. It doesn't make sense to try and split one person between both sites. As a result of only having enough for one CHOW, we would have to decide who got the position. Between us, when we were talking about, we realized it's really unfair to prioritize one school over the other. We want to prioritize Wellness as a District, but right now we're only prioritizing enough for one school. As student leaders, we wanted to stand together and ask for equal treatment. We think it would be inequitable one CHOW and only one school gets this special resource that could help so many kids. Thank you.
Ms. Emberling: Dr. McGee, can you just clarify that? It's going to come out at the next item.
Dr. McGee: We'll talk about that under the budget. We actually have two, one for next year and for the following year, so we may want to have that discussion.
Female: I have more questions (crosstalk).wait until we get the budget.
Dr. McGee: The acronym, Dr. Wade.
Dr. Wade: Community Health Outreach Worker or WOW, Wellness Outreach Worker.
Female: You guys should know that I visited those wellness center as well. They're awesome.
Ms. Emberling: That's right. I visited the wellness center in Marin at Redwood High School.
Public Hearing Ms. Emberling: Moving on, we have three short items here that are public hearings. They also will be Consideration and discussed coming up right after that on the regular agenda. These are the public hearings that are required Possible Adoption of to have for them. I'm going to open up the first public hearing which is consideration and possible adoption Resolution No. 2015-16.06 of Resolution Number 2015-16.06, the increase in school facilities fees and adoption of CEQA notice of – The Increase in School exemption. Opening the public hearing. Seeing no cards, I will close the hearing. Again this will come Facilities Fees and back later in the agenda. Adoption of CEQA Notice of Exemption
Public Hearing Ms. Emberling: The second item is the public hearing for the ratification of tentative collective bargaining Ratification of Tentative agreement with Palo Alto Educators Association. I'm going to open that hearing. Seeing no cards, I'll close Collective Bargaining that hearing. Again, this will come back for discussion in a moment. Agreement with Palo Alto Educators Association (PAEA)
Public Hearing Ms. Emberling: The third and final one is the public hearing for the ratification of tentative collective Ratification of Tentative bargaining agreement with California Service Employees Association. Seeing no cards, I'm going to close Collective Bargaining that one. Agreement with California Service Employees Association (CSEA)
Discussion Ms. Emberling: Now, moving on to our first discussion item. That will sound familiar because it is called the Ratification of Collective ratification of collective bargaining agreement with the Palo Alto Educators Association. Dr. McGee. Bargaining Agreement with the Palo Alto Educators Dr. McGee: Thank you. Tonight we are discussing the collective bargaining agreement reached by the Association (PAEA) School District and its two bargaining units. First, we'll talk about the Palo Alto Educators Association. We'll also be talking about the California School Employees Association. We have two other agenda items related for other employees. Scott Bowers will give a short presentation about the specifics. Before turning it to Scott, I just wanted to point out that this 3-year contract, which runs through June 30th, is the first of its kind at least in recent memory, as the School District's practice typically has been to negotiate during the Approved: Regular Meeting May 10, 2016 Page 14
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 school year and for the current school year. This new long-term agreement enables both the District and the employees to plan for their financial futures with certainty and sustainability. It enables the District to retain its excellent staff, because they will now be able to determine what they will make in the current year and future years, instead of what happened last year, what could have happened this year, which happened in past years. That's wondering as late as May or June what their retroactive pay for the current year might be. Worrying about that much less, looking forward to the next year, how they are going to pay their rent increases, other personal expenses, cost of living increases, not knowing what their compensation increase will be. This long-term agreement enables the District also to recruit top teachers, because candidates now will have assurances as to how competitive their compensation packages will be compared to competing districts. In fact, this new contract enables us to retain a ranking which is a far cry from top of the pack to somewhere around four, five or six for a comparative group. Scott can provide more details. It's interesting, just as an aside, it was me with the Gunn instructional consult for about an hour at the end of the day today, and one of the department chairs sitting next to me said, that's what she appreciated most. She said, "Most of us who are senior staff, this is going to enable us to recruit really top talented staff and to keep them here." Then in addition to helping us maintain our competitiveness in today's job market by retaining our very best employees and when we're recruiting new employees. I think what speaks to me very clearly and importantly about this agreement is it clears the path to give us more time to work with the associations discussing important, substantive issues. For example, really revising ideally from top to bottom our evaluation system, to talk about comp time, to talk about working conditions. Generally these are put on the back burner, because most of the discussion during negotiations, as you might expect, is about money. Having this 3-year agreement really opens the door to have some substantive discussions and really make some meaningful, impactful differences through negotiating collaboratively. Scott has prepared a short presentation summarizing the specifics of the tentative agreement. I just want to say that we—in closing, I'm not going to ask the Board to waive the two-meeting rule on that. This is kind of a tough call because it's a difficult balance between wanting to get the agreement passed so that the money goes on the teachers' last paycheck, but it's also—I understand this is a historic document. It may take more than one night's deliberation. We will do whatever the Board desires as far as the two-meeting rule, but I just want to go on the record that I'm not going to recommend that this evening. With that, can I just turn it over to Scott just to summarize the specifics of the packet?
Ms. Emberling: Absolutely.
Dr. McGee: Thank you.
Dr. Bowers: I'll try and go through this (inaudible) quickly. (inaudible) a little earlier, so it should be familiar. (inaudible) made a couple of last-minute edits. Contract agreements, Dr. McGee had spoken to many of these. This may be the first multiyear salary agreement in PAUSD. We've had multiyear agreements for many years, but we always open compensation every year. It's really not like a closed contract. The agreements also, we'll be able to put the salary increase right at the very beginning of the year, so the first paycheck of the year for teachers in the next 2 years. They actually see it in their first—when they come back to work. The (inaudible) schedule bonus also built into this in the out years. That provides budget flexibility because it's not ongoing funds. Finally, having the compensation settled give us an opportunity to focus on those other items that are important that Dr. McGee mentioned. Here's the agreement. The current year, '15-'16, which we're almost at the end of the year, and our staff has not realized any increase in their salary. Actually, you'll see later that there's actually been a decrease for most folks. It'll be a 5 percent increase over the '14-'15 salary schedule retroactive to July 1 for their base salary. There's a little confusion over the 5 percent over the '14-'15. That's the only salary schedule that the Board has approved at this time. What you will be approving by the 5 percent increase will be a new salary schedule for '15-'16 that will have that 5 percent on it, and then we'll be approving another salary schedule for '16-'17 that will have a 4 percent increase over the '15-'16. Finally, in the last year of the contract will be a 3 percent increase over the previous schedule with a 1 percent off-schedule bonus. The contract language, obviously there was interest in protecting us financially going forward. We don't really know what our property taxes are going to be; we have a pretty good idea of next year. Two year out is a little bit foggier, but there is language that includes an increase and decrease in those off-schedule bonuses depending on how the property tax comes in relative to the budget that you will adopt in June. In the third year of the contract, the language provides for a renegotiation of that 3 percent if the revenues fall substantially below the revenue Approved: Regular Meeting May 10, 2016 Page 15
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 that's in the budget. Some of the factors that impacted this settlement and why it is as it is. The (inaudible) currently is at 3 percent from a year ago; that's the Consumer Price Index, the increased cost of living. That's actually a 3.5 percent if you subtract out food and energy. Employee retirement contribution rate, so this is what the certificated employees pay into their retirement without actually an increase in what they'll receive from retirement has changed from 8 percent 2 years, 8.15 percent last year. It jumped to 9.2 percent this year, and it'll jump again to 10.25 percent next year. Employees are actually seeing greater deductions from their paycheck. Also keeping pace with surrounding school districts, there are school districts that are still negotiating as we have been, but many have also settled. You can see a sampling of them. These are some of the districts that we look to, to benchmark ourselves against. Other impacts are the employee contributions towards benefits have increased substantially this current year. We even changed from Blue Cross to Blue Shield in order to reduce our overall medical insurance costs, but the increase to a family plan was $215 per month for that family. What that translates to is about 4.5 percent of a beginning teacher's salary and 2.5 percent of somebody who is making about $100,000. That's a substantial, again, deduction from their salary in order to cover the increased cost in benefits. We talked about applications and being able to recruit teachers and recruit strongly against our neighboring districts. From '13-'14, which seemed to be a high year, we must have had a lot of folks coming out of schools of education. I don't really know what the factor is, but we were very high. Lots of folks applying to PAUSD then. You can see that we've had a dip over the last few years. I have the '15-'16 numbers up there for the sample pools and also the numbers for this year. In some cases, you see we go up. Kindergarten, K5 grew, went down from 322 in '13-'14 to 101 last year, but now it's up to 148 this year. You can see in some cases it yo-yos up. There are some in—look at the math teacher pool. It was 46 in '13-'14, 30 last year, 33 this year. In some of those areas which are hard to recruit, we're not seeing quite the same numbers as we did a few years ago. Other changes in the contracts, and I'm going to lump PAEA and CSEA together, because this actually applies to many of them. We added new language in the PAEA contract which reflects a new law that was passed around maternity and paternity leave for teachers. That was added into the contract. To help a little bit with the cost of benefits, there was an extra $50 placed on the benefit cap. We have a $13,120 benefit cap with that increased $50. The current cost to a family plan, I believe, is in excess of $24,000. We also have 3-year contracts with our collective bargaining agreements. Except for the Mouse for next year, because we still had things to talk about and we wanted to wrap this up, they are closed contracts. In '17-'18, we don't have language that we're going to talk about. We hope to finish that all up next year. In CSEA, one of the things that they did for the non-credentialed employees was just to have one salary schedule instead of two separate salary schedules. There's also two other groups that we're going to be talking about shortly. That's our non-represented groups, our confidential supervisory staff and the management group. They don't have formal representation or collective bargaining agreements. We've historically supported the same compensation increase for these two groups as we do with our unions. In the past 25 years, just historically, there's only been 1 year where the two non- represented groups were treated differently than our unions, and that was when two furlough days were implemented for both management and confidential supervisory. They took the pay cut; the teachers and the classified staff did not. However, the Board did restore those cuts about mid-year, and essentially they made their salary whole. That was back in the time when the dot com bubble burst, and we were seeing 0 percent increases. That was it. Thank you. I'd love to answer any questions.
Ms. Emberling: Thank you very much. We have a few cards, colleagues. I think we'll go take those. Let me call up Teri Baldwin and Mark Eggler, followed by Todd Collins, followed by Stephen Schmidt.
Ms. Baldwin: Thank you. Teri Baldwin, the president of the Palo Alto Educator's Association. I wanted to let the Board Members know that the members of PAEA voted to ratify the collective bargaining agreement this week. I received many emails thanking us all for the hard work and time we've spent in negotiations, and grateful they were to be receiving such a fair raise. They are thankful to the Board for respecting them as professionals and listening to their concerns. Many of the teachers I heard from are relieved that they will have some help with the high cost of living and the increases in their rent. We are extremely happy to have a multiyear contract for the first time in PAUSD history and look forward to spending time next year discussing those other important issues that impact students and teachers, and Dr. McGee stated earlier. We just wanted to thank you.
Ms. Emberling: Thank you. Mark. Approved: Regular Meeting May 10, 2016 Page 16
MINUTES FOR REGULAR MEETING OF MAY 10, 2016
Mr. Eggler: Good evening. My name is Mark Eggler; I'm with the PAEA exec board. I'm also with the negotiating team for the teachers' union. I've been on the negotiating team for 3 years, the last couple of years as the lead negotiator. I want to reiterate something that Dr. McGee said about one of the benefits of this package. It will allow us to focus on issues we'd rather talk about at the table. There have been several instances in the last few years where we have not gotten to issues that we should have gotten. Other times, we have gotten to issues and have done what some of us consider maybe a careless job on them. It is usually because of the specter of the salary negotiations hanging over things. This will sort of take that elephant out of the room, and will next year let us really zero-in on things. We do have some important issues to talk about next year. I think if we can clear the decks of money, we'll get to everything. Thank you.
Ms. Emberling: Thank you. Todd Collins followed by Stephen Schmidt.
Mr. Collins: Hey there. I'm Todd Collins. First, let me state the obvious. To waive the two-meeting rule on this item would have been a real mistake. Unfortunately, I think even proposing it raises concerns about transparency and community process in the community. I think that's an important learning. Second, the decision you're considering tonight, I think, is incredibly important, one of the two or three most important that the Board makes. Salaries for the certificated and classified staff are by far our biggest expenditure. In turn, the staff is by far the District's most valuable asset. It pays to be really thoughtful here, especially since we're looking at making a 3-year commitment instead of the usual 1-year commitment. I think it's critical to realize that the decision here shouldn't be determined by how much we do or don't like teachers. If you value education, as I think we all do, you better love teachers. Instead, I think the choice is whether teachers should get a 12 percent raise plus step and column increases or whether they should get a smaller raise so we can go out and hire even more of them. The only practical reason to consider a smaller raise would be to hire more teachers in order to bring down class size, which would benefit both teachers and students. Thanks to Sally Kadifa and especially Rita Tesloff who I don't think is here today, we now know that our secondary class sizes are not what we thought they were or what the community expected. That's not a theory; that's a real problem we're dealing with right now. The reality is that we're proposing significant raises to both classroom staff and administrators when our class sizes don't meet our unstated policies. That doesn't feel right. A 5 percent raise versus 4 percent versus 3 percent, those differences seem really small. A 2 percent annual difference equals $2.8 million a year. At $125,000 fully loaded per teacher, that comes to 22 additional teachers. That’s a staff of a full, new elementary school or a 10-15 percent across-the-board cut in secondary class sizes. That's about as impactful as it gets. That's what we're giving up starting this fall and going forward if we stick with the 5 percent raise. Maybe it's too late to change things. This is a fully negotiated deal. Maybe the recommended contract really is the best choice; it could be true. In that case, the community needs to be told that class sizes are bigger than what we said and that they're going to stay that way, and that the other programs we've been talking about, more innovation, free breakfast, full-day kindergarten, small learning communities, are not going to happen or are only going to happen to a limited extend because the money has been spent on raises. I've seen some comparison and some compensation (inaudible) data really just this morning from Dr. Bower. The community needs to see this data. This data needs to be shared. I don't know if it justifies these increases or not, especially given the class-size issue that we know we have. I hope the Board will take the time to share and discuss this data with the community and get this critical decision right. Thank you.
Ms. Emberling: Thank you. Stephen Schmidt.
Mr. Schmidt: Thank you, Board. First off, again, Dr. McGee, thank you for not suggesting that we waive the two-meeting rule. I think this is one of the most momentous decisions the Board is making in recent years. How can you rush into it without discussing it in great detail? The justification given by staff, that they want the pay to hit the employees' June paychecks, I ask is the payroll department unable to issue special payroll runs for these bonus checks later in June. There is another Board meeting before June. Can't you approve the contracts at the next meeting and still hit the June payroll run? My company's payroll only needs a 3-business-day lead time in order to do a special payroll run or put it into checks. I don't understand why the District's payroll department couldn't do that as well. We've received a torrent in new tax revenue, but will this continue? How much future pension liability are you creating with this increase? It Approved: Regular Meeting May 10, 2016 Page 17
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 is my understanding that almost the whole surplus for this school year is being used to fund this increase in salaries for District employees. After a hard campaign last year to pass Measure A, I would be surprised if most voters in this town believe that increasing the taxes they pay would go almost solely to employees' salaries. The purposes of Measure A were, in order, to preserve excellence in academic programs with local funding that cannot be taken by the State; reduce class sizes; attract and retain qualified teachers; and advance health, well-being and equitable opportunities for every student. I'm only hearing about increases in spending that related to one of these four purposes. All year I've watched this Board talk about many wonderful innovations and programs that you would like to undertake. Most critically many in the community beg you to reduce class sizes, which also was a purpose mentioned in measure A before retaining and attracting teacher. Spending the entire surplus on current salaries reduces your ability to fund these other programs and hire sufficient new teachers. Why? How many cuts to other programs are we hearing about tonight that could have been funded but for the salary increase? One of your names is trustees. We entrust you with our children and with our tax dollars. Being a trustee means you will be prudent in managing the affairs of the beneficiaries of the trust, the students and the taxpayers. If you want to be generous and give extra money to teachers and administrators, that is fine. However, think if it would not be better to simply grant one-time bonuses as opposed to increasing the salary floor that all future boards will have to fund when this torrent of tax revenue may be gone. Think of how, despite this great amount of revenue, the District will be doing deficit spending next year. Stan up for a better deal from your employees. What is going to happen? They will go on strike? Call their bluffs. How will it play in the local and national news media that the highest paid teachers went on strike because they got a smaller raise than they thought they should? Be trustees; be prudent. I would note that many taxpayers, especially those living on fixed incomes, have received little or no raises in their incomes the last few years. I understand that rents have gone up a lot, and that's a major driver. For those teachers, I understand they could use the extra money. Thank you.
Ms. Emberling: Thank you. Colleagues, that was the cards that we have, so we'll go around. I think we start this item with Mr. Dauber.
Mr. Dauber: I would like to be able to support this contract, but I can't because it's not the right deal for students. It's not the right deal for teachers, and it's not the right deal for taxpayers. This is an historic opportunity. The very strong property tax increases that we have this year, over 11 percent, to do two things: to give very strong raises to our teachers, to enable us to retain and recruit excellent teachers which are the bedrock of the work that we do here, and also to devote significant funds to reducing class sizes. It's a rare opportunity; it's an opportunity that I might not see again on my time on the Board. We should not be foregoing it in favor of devoting all of our available surplus in tax revenues to raises in compensation. These increases, as some have pointed out, are cumulative, so this really is a lost opportunity that we won't be getting back again. Decreasing class sizes is a core value for our District because it goes to student achievement, it goes to increases in connectedness, and it really strengthens the bond between teachers and students that so much of our work depends on. I have some slides that I wanted to present as part of this. What I'd like to point out is the difference between the alternative that is before us, which is a 5 percent increase this year, 4 percent the following year and 3 percent, versus an alternative in which we gave 3 percent raises in each of those years. It's important actually to understand that in addition to the raises that we're discussing, there are step and column increases that amount to a little over $2 million a year in the District budget and a little less than 2 percent a year on average in terms of teacher compensation. If we were to choose a 3 percent raise for the current year rather than 5 percent, that would yield $2.9 million in ongoing ability to pay for other things. If we were to do that again next year and then the following year, we would have a continuing fund of $4.4 million that we could devote to class size reduction. That amounts to 35 teachers, which is an extraordinary impact. It would mean on average nearly six fewer students in every one of our high school classes or three fewer students in every one of our elementary schools. That's the kind of impact that we are foregoing by what look like quite small differences in percentages. As Mr. Collins, I think, mentioned, this is particularly important given that we learned from the work of Rita Tesloff and Sally Kadifa that we are not meeting our commitments in Board policy to the class sizes in our secondary schools. If I remember correctly, the estimate that was provided, which seemed reasonable to me, is that we would need something like 15-18 more teachers in our high schools in order to meet those commitments. We are not going to meet those commitments with this contract. With the change that I'm suggesting here, we could easily meet those commitments and also Approved: Regular Meeting May 10, 2016 Page 18
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 meet the other commitments that we're going to learn later on this evening we've had to trim significantly. The choice Is not between healthy raises and class size reduction. We can do both. It's an extraordinary year in which we can do both. If we choose not to, then that $4.4 million and those 35 million teachers will not be on our campuses this fall. Let's make clear exactly the dollars that we're talking about. The surplus in this year's budget due to the increase in property taxes was about $8 million. That $7.3 million that you're looking at essentially spends that surplus. That's the money now and ongoing that is really at stake here. I want to urge my colleagues—I'll have more, because I've got two more slides, but we'll wait until I come around again. I want to urge my colleagues to look at what we're giving up in terms of class size reduction and to carefully consider the fact that it's not necessary in order to do the work of retaining and recruiting excellent teachers to give up that real advantage for our students.
Ms. Emberling: Thank you. Ms. Townsend.
Ms. Townsend: Let me begin by reminding all of us that we swept the State of California in our elementary schools just this past year. Of the top 25 elementary schools in the State of California, we took the top ten, and the eleventh was just a few more down. How do we think we did that? We did it in our teachers, classrooms. Our teachers are what we makes this District marvelous. It is the support staff that we recognized in the CSEA at the beginning of this meeting. It is the 85 percent of our budget which goes to staff. U.S. News and World Report, Palo recognized top, top; Gunn top, top. How do you think we did this? Did we do it by paying our teachers last? No, we didn't. We attract top talent because it's generally a good place to work pretty hard. It's an expensive place to work, even more expensive. It is a long place to commute to, which is driving our Valley nuts, but our teachers are having to do it. A percent raise this year of 5—what? Give me the number. Yeah, 5 percent. 8 percent was the most we gave back—Scott, what was that? After we passed the parcel tax back before 2002, I think it was, there was a parcel tax just for retention and for staff salaries. Thank you for someone bringing up the last measure. You bet the last measure was to pay our teachers. You bet it was. It was to preserve our program. Absolutely. This negotiation is an excellent negotiation. Again, I think in the last 13-some years I've been on the Board, I think we always sit around 5 or 6 in terms of salaries. We're somewhere around there. We're not even near the top, folks. Can I share with you back some of the numbers that Scott Bowers put up there? I think we have nine positions overturning, something like that, in math and middle and high school this year. Is it something like nine? Nine people leaving, folks, in middle and high school in mathematics. Hello? This is a problem. Do you know how many people we had apply for those positions? Only 35. Is that a problem? Yeah, that's a problem. I think you need to look a little bit into the real facts of this District and the difficulty of working in this District, but the blessings we have by having some of the most fantastic teachers you can imagine. What did our two student leaders start off, at the beginning of this meeting? Staff appreciation because they love and care for their teachers. Why? Because they're good teachers, and we pay them. The cost of healthcare, outrageous. Thank you, Scott, for bringing in the real numbers about how people are having to pay more for their healthcare. This is good. The one issue maybe I had—Dr. McGee and I discussed this early on. I was very uncertain about a 3-year contract. I prefer to go year to year to year, but I was—the rest of my colleagues felt that was the way to go, and so that's fine. I think the way we have done it has crafted a good protection for both sides. Is my time up?
Ms. Godfrey: No, you set off Siri.
Ms. Townsend: I'm sorry. I set off Siri. I have to ask Siri the questions. I think I want this community to know and our teacher, good for you. I mean, this has been a very thoughtful conversation, and I appreciate the upside and the downside and the discussions of a 3-year contract. I will go with it. It wouldn't be my first. I've been negotiating year-to-year contracts for over a dozen years, and I feel more comfortable with it, but I can go with the rest of my colleagues with this, which I appreciate. What other numbers do we need to look at? Actually, I just want you to have my overview with some real tangent views. I want to say that, yeah, our budget has been up this year, and we have hired a significant number of staff. Guess what? We have to prioritize what we're going to spend on, and we did spending mid-budget, which would have not been my preferred priority. I'd prefer to take the budget once a year and deal with it, but that's not what my colleagues did, and that's fine. Let's not pick and choose at this point in time and say it's not the best. It's good for our students. Thank you.
Approved: Regular Meeting May 10, 2016 Page 19
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: Thank you, Ms. Townsend. Ms. Godfrey.
Ms. Godfrey: Yes. Thank you for going first. Thank you for both of your sets of enthusiasm. As you know, we probably spent many, many, many hours on this. One thing that strikes me, Scott, when you presented these data that you used as part of the sort of the decision-making process, when we did this last year, it was my first year doing it. There was something about it that was—I couldn't figure out—I couldn't put my finger on what was bugging me. This year it became a little clearer to me that it's a little bit of a sausage factory, because we have to do it behind closed doors, but then we have to do it on behalf of our community. It'd be great if we could find some way to make the thought process more transparent. Of the things that Scott mentioned, I have my own list go forward, like what is it that's important to me. One of the things you didn't mention, because it's qualitative and not quantitative, was the kinds of applicants that we see more recently. I remember in one of our meetings you said the applicants were people either who had applied to us before or were from out of state, which made me feel like all we were getting mostly was people who didn't know us or know us and we rejected them in a prior year. I really started to worry about our ability to attract teachers. This is a lot of money to spend. It is the biggest decision we make financially. It certainly is not the biggest decision we make. The decisions we make around how our kids feel in class every day, those are the biggest decisions we make. This is a financial decision, and it's really important. Some of that qualitative stuff around attracting and retaining and how we get to the decision, if we can find some way to make it more transparent—I don't know how you do that; that's why you're the professional—I think would be really helpful. Dr. McGee, foregoing trying to waive the two-meeting rule, I think, was the right decision. I certainly don't think it would have passed. Some of the decisions that we're making now with—we do still have $3 million to assign to programs. I imagine what we're going to do by the end of the evening is assign by and large most of that to class size reduction. I think there's about $2 million in the proposal for class size reduction. I'm hoping from the retention side of the house that helps. On the attraction side, we need to make sure that we've got a very healthy applicant pool, and people want to come here. We don't target paying most, but we target paying at about Number 5, I believe, like four or five. We're not the most, but we're competitive and we want to attract people. We have to acknowledge that this can be a really hard place to work. It's a high risk/high return kind of operation around here. Lots of community support, lots of parental support and some other stuff that's maybe less attractive than that. From my perspective, being able to attract people and being able to retain them is important. Still having money left over for class size reduction is important. I can see in the P&L that we're going into our reserve funds to pay this for next year, but that's because as we got tax increases this year, we didn't have the process to get that budget done and spent, so we're putting that money into reserves, and we're going to spend it for next year to fund part of this. That's fine with me. The other thing I would say is our teachers are our partners in this. They know what we're giving up on behalf of kids in order for them to have raises. I would like to think that they are looking at that equation as well and saying, "I would like to be able to offer X, Y, Z things to program to our students." If I have to make this decision, I am making this decision on behalf of the students, because attracting and retaining is important. I know all the people in this room know their teachers and know that they have that as the central part of how they make this decision as well. If I ever see this characterized as a money grab by teachers, it just drives me crazy, maybe as crazy as it drives Camille. They're all partners in this, and they know the kinds of tradeoffs we are making to make this happen and still have $3 million to spend on programs and class size and wows and chows and the other things we want to spend money on. That's it.
Ms. Emberling: Thank you, Ms. Godfrey. Ms. Baten Caswell.
Ms. Baten Caswell: I want to start out with people move to Palo Alto because we have terrific schools. As a former School Board Member said it, they don't move here for the lovely ocean view. You ever hear of our lovely ocean view? We do have terrific schools. What makes our schools terrific is we have really strong teachers, and we have a really strong program because we have really strong teachers. Now, are there some teachers here or there that could be a little stronger? Yeah, probably. When I talk to people from other districts and they talk about their problems, they talk about how hard it is for them to get good teachers. In my whole time here, that hasn't been a problem 'til this year when suddenly we had a drop in the number of resumes that are coming in. To hear Dr. Bowers talk about that the quality of the resumes that are coming in are lesser because they're looking at our salary schedule, and we no longer look competitive, that's a big problem. I know that this is something that's been sort of hoisted on us. Of course Approved: Regular Meeting May 10, 2016 Page 20
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 the cost of living here is really expensive, but there's also been a change in the way school districts are funded in California. That change has put a lot of money into certain school districts, and it's put a lot of pressure and negotiations across the state. There are school districts that are giving very, very hefty raises this year, way above 5 percent. We can't afford to do that, but we can afford to do this and also, as my colleague Ms. Godfrey said, reduce class size and also do some new programs. Can we do every single thing we want to do? No. If the cost of living is raised 3 percent this year in this area and our teachers are being forced to pay an increased amount in benefits and pension costs that make a raise of 3 percent—my colleagues here are saying 3 percent would be good—then we're not going to be competitive, because they're not getting a raise then. They're getting a shrink. Other districts—I have friends who are parents in this District who are teaching in other districts because they can be paid more. That feels terrible. Great people that could be great teachers here, we could have them in our District. I think we have to realize there's market realities, there's a teacher shortage across the U.S., and if we want to be competitive, we need to make sure that we understand what the market is. Now this is a negotiation, folks. I'll tell you, the teachers' union asked for more than we're offering here. We came in originally and said, "We'd like to do more with class size." We definitely said things like that. In the end, a negotiation means you come to some sort of central point. This is a central point. If we can walk away from a negotiation with a contract that will let us focus on things about teaching and learning for the next 3 years, or actually next 2 years because the first year in this contract is paying this past year, that would be a real grace to be able to do that. I want to talk about what we do for professional development. I want to talk about how we do evaluations better to really help our teachers grow and more what they need to do to be better teachers. I want to make sure that every student in every classroom is getting the very best teaching experience they can get. If I'm going to spend time fighting about the money here, when we have a very fair offer, then we're not going to be able to do that. I just wanted to bring that up. I also wanted to say that I'm proud that we pay a very competitive salary, or we have over time. I'm proud that we're not the Number 1 highest. If we were, then we'd worry that people were just coming here for the money. I think they're coming here for more than the money. They're coming here for an excellence in education that we all value. I'd like to make sure that we keep that going.
Ms. Emberling: Thank you. Do you guys want to weigh in here on the teacher? We're not touching this one. You can think about what you might want to say about teachers. My turn. You can tell I'm a liberal arts person; I'm going to start with this. Listen to the mustn'ts child, listen to the don'ts, listen to the shouldn'ts, the impossibles, the won'ts. Listen to the never haves, then listen close to me. Anything can happen child, anything can be. Shel Silverstein's poem reminds me of the transformative power of effective teachers. Teachers can encourage students to dream big, to take risks, to try and fail and try again, because the world will be a better place with their unique contribution. There's tremendous value of having a teacher who, as Maya Angelou said, looks at a face and says there's someone behind that, behind that color, behind that language, behind that tradition, behind that culture. I want to reach that person. I want to influence that person. I want to encourage and enrich that person, because I believe you can do it. Studies show that highly effective teachers not only make students feel good about school and about learning, but also their work results and increased student achievement. Teaching is a uniquely challenging profession, because there are high expectations not only for a teacher's first year in a classroom, but every year after that. As my colleague, Ms. Townsend, always says, each child only gets to experience each grade once, and it's our collective job to make sure that each student receives the highest quality education we can provide. As my colleagues have stated, there's a national teacher shortage going on right now. Enrollment in teacher preparation programs has declined sharply, and 40-50 percent of new teachers leave within 5 years. In PAUSD, we saw the numbers. 2013-14, more than 350 applicants to our elementary schools, and this year 148. I am very pleased with the multiyear contract. Teachers need to be able to plan for their families, and (inaudible) is not paid retroactively. I got a very nice note from a teacher who said just that today. This is a big step towards stability and future planning for our strategic priorities. People sometimes ask me what the process is for firing a bad teacher. Let me assure you, you cannot fire your way to educational success. A great school district develops effective processes to recruit, mentor, support, evaluate and retain its teachers. I'm proud of the decision we made on the Board 4 years ago to invest $5 million in professional development for our teaching faculty. I will always choose to invest in our teachers whom we entrust with the education of our children. I'm looking forward to voting in favor of a compensation package that our hardworking teachers deserve tonight. Thank you. Any comments?
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Godfrey: Want to do a 3-minute round?
Ms. Emberling: We'll do another round now. If you have anything else to add about this before the discussion ends. We'll start at the end with Mr. Dauber.
Mr. Dauber: As I said before, this is not a choice between giving a raise and not giving a raise or valuing our teachers or not valuing our teachers. It's a choice between a 9-percent raise over 3 years or a 12- percent raise over 3 years. With step and column, even a 9 percent raise is closer to a 14-percent over 3 years. We are in the position to be able to give a substantial raise and also to reduce class sizes. While it's true that this was a negotiation, we're not that far off from the original position that the teachers took in these negotiations. I think it's fair to say that there is room, was room—I'd like teachers to consider this, to think about whether or not this particular tradeoff of large class sizes versus those extra points of compensation is really worth it. Working conditions are important to teachers, I think. That's what the research says. Be able to have, for our high school teachers, 30 fewer students on average and six fewer teachers per class, even that has value. There's also, as we can see here, $2.9 million potentially this year that could be used for bonuses. I want to address also the question of class size reductions that we're still able to do. We don't have $3 million left over from this year; we don't have $2 million left over from this year. As you can see, the math is pretty easy. $8 million surplus, $7.3 million in this raise, we put $700,000 into other budget increases. We'll get to the $2 million that is actually available, but it comes from an operating deficit next year and a property tax estimate that is higher than the City's. The two of those together adds up to more than that $2.2 million. I want to talk, though, about really the nub of the question, and it's an important question for me which is are we competitive for teachers. How are we doing in that market? We can go to the next slide here. Dr. Bowers pointed this out earlier. This shows the number of applicants that we've had over the last—since 2012. What I've done is colored in green those subject areas and specialties where the number of applicants this year is higher than it was in the previous reporting period. You can see that it's up in K5, it's up in math, it's up in social studies, it's up in English, it's up in science. We've also learned—there's the 30-second rule. Remember, the Dauber rule? Let me just finish my sentence. It won't be too much of a run-on, but don't stop me if I ... One important factor that has come to light is that our District is not using the equivalent of the common app for employment applications. Even these dips that we've seen may well be a consequence not of a lack of competitiveness—I'm going to talk later about compensation and retention—but just the fact that we're not actually using the software that everyone else is using. It's hard to apply to Palo Alto than it is to other districts. That's an easy fix; it's probably a $10,000 fix, not a $4 million fix. We should start with that before we start worrying about what looks to me like a pretty reasonable situation.
Ms. Emberling: Thank you. Ms. Townsend, did you have further comments to make?
Ms. Townsend: Just a couple. I gave the math applicants for middle and high school. We're particularly not competitive when it comes to math-related areas. The Valley is scooping up math-related and trained people. We are competing with another market too. I just throw that out there. It's not that we always do, but it's a reality that we're dealing with. In a K-12 district, we pay everybody the same, because everybody is worthy. I do alert the community, as you well know, that high school teachers in solely high school districts get paid more, because they're competing with the community colleges and the colleges. It's a fairly complicated bargaining world out there. Just to be aware of that. I do want to also alert people this is issue of commutes is getting worse. We have people who had been living closer to Palo Alto, but they simply cannot afford the rent; they're moving farther out. San Jose, Los Gatos, you name it, moving out to the Valley. We have discussed with Rich Gordon and other folks about whether we can create Google buses so that we can pull people in. I mean, that starts getting pretty complicated. The cost of living is significantly up, and the commute time that teachers have had to put in this past couple of years is pretty strenuous. You talk to anybody about commute, it like takes off the time. You always learn in the law what are the three worse things, a divorce, losing your job, and I'm told that commute time is up there now too. Anyway, thank you, Dr. McGee, for pulling off that two meeting, we would never have dubbed that anyway. In the future, it's probably a good thing not to even start there. Thank you for pulling it off anyway. I am going to be looking forward to endorsing this in its full; although, in 3 years from now you will evaluate whether a 3-year contract is the best way. I appreciate all of the carefulness that my colleagues put into the upside, the downside to trying this out. I see many of the upsides to it. There we are. Thank you. Approved: Regular Meeting May 10, 2016 Page 22
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Ms. Emberling: Thank you. Ms. Godfrey, anything else?
Ms. Godfrey: I'll pass this round.
Ms. Emberling: Ms. Baten Caswell, anything else to add?
Ms. Baten Caswell: I just have two things I want to share. One is that last week there were two community forums on the cost of housing for teachers and the challenge of trying to recruit teachers given that cost. One was a combo conversation with the Santa Clara County Office of Education and the Santa Clara County School Boards Association. They provided some reports; they provided some comparative data. Basically on a teacher's salary, this town is pretty unaffordable. We really are expecting that people are commuting. If we're expecting that people are commuting, then we're competing against wherever they're commuting from, because they could work there. Rich Gordon also had a conversation as well over at Fremont Union High School District. I know that my colleague just said high school districts can pay more. They do, and they're still having problems. I think we have to be really aware of that. The other thing is that there has been a lot of research on what has a bigger impact for kids in the classroom. Is it the number of kids in the classroom or is it the quality of the teacher? Unless you're in very, very poor, urban districts and you can offer really small classes, like 15 in a class, the real impact is on the quality of the teacher. I don't think we can afford to talk about going down on the quality scale with our teachers. I think we have to look at it as we have a certain caliber of teacher that we need to attract and retain. We need to also invest in making sure our class sizes aren't too big. We need to make sure we're balancing that and that we're thinking about this not just in a knee-jerk way, but we're actually looking at research on this.
Ms. Emberling: I don't have anything further to add. I assume Mr. Dauber ...
Mr. Dauber: I do, yes.
Ms. Emberling: ... has one more round. Mr. Dauber.
Mr. Dauber: Am I on a timer again?
Ms. Godfrey: Yes. Are you on a timer again. Yeah, because I'm going—maybe somebody else will have something.
Mr. Dauber: Happily we don't have to tradeoff quality against class size reduction. That's really the message that, I think, is important. We can afford with this property tax increase to continue to have excellent teachers by giving a healthy raise and staying at or near the top of the salary schedules—I'll talk about that in a minute—and also reduce class sizes. Later on tonight, we're going to be really agonizing over the ability to hire six new teachers next year. We could be hiring 35 new teachers next year in addition to that, if we gave a 9-percent raise over 3 years rather than a 12-percent raise. That's not going to affect the quality of our teachers, but it's going to affect the quality of our teaching and of our classrooms and of our student experience. Let me go to the next slide here. What we've seen, I think, is that our applicant pool is not down over last year. In many cases, it's up over previous years. What I'd like to talk about is on the other side. Are we seeing teachers leave for other jobs? That's the argument that would be important. If we see teachers leaving for other districts, then that's a real red flag. We don't. Over the last—this is data that I compiled from Dr. Bowers. Individual teachers' reasons for leaving. Over the past 5 years, we've seen 87 teachers, I think, leave for retirement, 60 for personal reasons, some left the area. Twenty- three teachers over the last 5 years have left for other positions. They may not even be all teaching positions. That's four teachers a year in a teacher workforce of 800 teachers. That's 1/2 percent a year. We don't have a problem with other districts hiring our teachers away based on the data. What we're not seeing is data either that our applicant pool is drying up or that our teachers are leaving for better opportunities. The signal that we're getting is that our compensation and our working conditions are working for our teachers. There's no necessity to overinvest in compensation and under-invest in class size reduction. In fact, to the extent that under-investing in class size reduction makes our working conditions
Approved: Regular Meeting May 10, 2016 Page 23
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 less appealing than they could be, we really could be making it less appealing to teach here rather than more. Let's talk about where we are in relation to other districts. I can go around again.
Ms. Emberling: Sure. Ms. Townsend?
Ms. Townsend: I would point out that this District has historically been friendly to teachers. Not only have we always looked out for teachers, teacher benefits, classrooms, hopefully great parents, this has been a good place for teachers to come. Professionally, we have given great respect to teachers. I think that's critically important as well in terms of this conversation, not only payment but also respect for our teachers and let them know that. It is very interesting in talking with teachers. You say, "Why are you leaving?" People are very circumspect. They'll say retirement; they'll say things ... It doesn't behoove anybody to badmouth their former employee. I know that. These numbers, I appreciate looking at numbers, but I think sometimes you also have to explain numbers. The other thing is that in critical areas, there is a shortage again of mathematics. We reiterate again how many people are applying. Dr. Bowers tell us it's people who have applied before again; it's people from out of state who don't know us. There's a quality of issue; it's not just numbers. I don't have more to say about that, but I did have to respond because I don't want that just sitting there. Thank you. I'm done. She's timing me.
Ms. Godfrey: No, that was only 1 minute and 20 seconds.
Ms. Emberling: Just a reminder, colleagues, that we have not waived the two-meeting rule, so we will have another meeting where we will take action on this and can have further discussion then as well. This is Item 1 of an "A" through "R" agenda. I just want to remind everybody about that. Of course, I do want to give you all the time you need to say what you need to say before we vote on this. Ms. Godfrey, you would be next.
Ms. Godfrey: Sorry. I'm going to pick up on a theme that Ms. Townsend just mentioned. One of the many hats I've worn professionally is HR person. I was an HR director for a 2,000-person organization in my corporate days. I would agree with Ms. Townsend that the attrition reasons given are—any number of reasons can be given. Very frequently, retirement is even driven just by unhappiness at work. There might be an employee who's going to continue to work, but then it just becomes not worth it. We've had people retire who could have continued to work, and maybe they did retire because they really wanted to go fishing or maybe it just wasn't worth it anymore. I want to acknowledge that sometimes that's the case. As we look at folks who are willing to say they went to another district, I appreciate them telling us that, but I also respect that people don't need to tell us where they're going. Unless you sit down and do a very thorough exit interview and try and suss out everything that's in there, you don't really know. I wouldn't count on that as being the reasons they leave. One of the things that Mr. Dauber said that I wanted to pick up on, because I think it's a great idea, was if our teachers who negotiated on behalf of their peers feel like the rest of the teachers might want the opportunity to opine about whether the class size reduction is more important than this raise, as you know we're not deciding on this tonight. If you want to go back and ask that question again, we would be happy to have that input if it's different than what it was during negotiation, of course. Since we have another 2 weeks before we make this decision, please feel—I would encourage you if you feel like that question wasn't fully vetted in the negotiation process, I would love to have the answer to that. The last thing I would say about as we try and hire and make money available to hire, there's also just the pragmatic view that—also from my HR days—even if I wanted to hire 35 people, I couldn't find 35 people in 1 year. I think what we're going to end up with is taking goals around class size reduction that are constrained a little by what we know we can hire. We can't just say poof, I want 50 teachers or 100 teachers or whatever it is. You can't do that in the corporate world either. You just have to decide what's the most critical, how long do you think it's going to take you to get those people hired, and then make the commitment to do it and spend the money to do it. Maybe it doesn't actually happen in the first year; if it does, it's great. Frequently it just doesn't; you just can't find the quality of people you need to do that. I want to keep that in mind as we discuss these things. Just because we put money towards this in the budget later this evening, it doesn't mean it's just the budget for this year. It might be kind of a multiyear process to get to where we need to be. That's it for me.
Ms. Emberling: Thank you. Ms. Baten Caswell. Approved: Regular Meeting May 10, 2016 Page 24
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Ms. Baten Caswell: I want to echo what Ms. Godfrey just said. It's amazing how often we have goals on hiring or goals even on spending that we're not able to accomplish just because the people aren't available, they don't match what we need. I do think it's really important that we set our expectations reasonably. I also wanted to just reiterate something about how we go about negotiations. We've been negotiating for months and months and months. The fact that we are coming to a conclusion at the end of the year for what people were supposed to be paid at the beginning of the year is sort of crazy. The process that we follow is interest-based bargaining. We try to work together so that we lay out our interests at the beginning and we talk about them and try to come to an agreement where the interests of both parties are respected. The agreement at the end provides something for both parties. There are certainly districts, more companies that do their bargaining differently. They like coming to—they don't care. I shouldn't say they don't care if they come to a conclusion that includes mediation or includes a lawsuit or includes years and years of renegotiation. That's not where we want to be here. We want to work as partners with our teachers. Our teachers are professionals, and we want them to feel like professionals, feel respected and act like professionals in the classroom so our students get the best out of every teacher that they are spending time with. That's all I have to say.
Ms. Emberling: Thank you. Again, I don't have anything further to add to my own comments. Yes, Emma.
Emma: Sorry to jump in.
Ms. Emberling: No, please.
Emma: I just wanted to give a student perspective also. Some of you have said—I don't want to undermine the impact that a small class can make, because it can make an impact, a big one. I've had great teachers in small classes; I've had great teachers in big classes; I've had not so great teachers in small classes and not so great teachers in big classes. When I think back to those classes and what made a teacher really impactful and really make a difference in me and make me feel supported, I don't think of the class size. I think of the teacher themselves. When we look at the graph that was up on the screen there, it's a little bit scary and a little bit sad when you look at 2012-2013, 2013-2014 and those numbers so high, the number of applicants applying. We're so high, and now compared to that are very low. I want teachers to want to work at Paly and Gunn and all of the middle and elementary schools. The kids in this community are really amazingly talented and special people. You want to feel like teachers want to come and work for you. It's frustrating that money has to be part of that equation, but of course it does. That's just the reality of the world. I do feel that it's important to make sure that the teachers at the schools are as stellar as the students at the schools are.
Ms. Emberling: Thank you. Did you want to add anything, Grace?
Grace: No, she (inaudible).
Ms. Emberling: She did say it beautifully. Colleagues, outstanding things you'd like to say (crosstalk).
Ms. Godfrey: He looks poised.
Mr. Dauber: Yeah, I have a few more things to say. I want to ...
Ms. Godfrey: Maybe I'm not looking at poised, but that looks like (inaudible) recognize.
Mr. Dauber: The reason that I'm taking the time to do this and I took the time to put these into slides is because this is a momentous decision. The fact that it's 3 years makes it momentous, and the fact that we have a historic surplus makes it momentous. This is a real fork in the road for us. I agree completely with what Emma said. We need to maintain our ability to have excellent teachers. We have a history of doing that. We can continue to do that. We can also—we can pay a 9-percent raise over 3 years plus step and column. We can maintain our position at the top of the salary schedules, and we can also reduce class sizes. I think it's an important community value. It's an important District policy that we meet the Approved: Regular Meeting May 10, 2016 Page 25
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 commitments that we have, that we're not meeting for class sizes. I think that—if you look at the Measure A margin and so forth, I think that this is something parents and teachers and community members want, smaller class sizes. Where are we in compensation? If you look statewide, Palo Alto has the highest average teacher salary of any unified district in the state over 4,800 students, out of 171 students in the state. Among the 16 competitor districts that our HR department tracks, we're the only district besides Mountain View, Los Altos that's consistently in the top six across the salary schedule. If we look at our competitor districts with ten or more schools, which is really where the bulk of the market is, we're at the top of the list for every category in the salary schedule. We are not at the middle of the market; we are not at the bottom of the market; we are at the top of the market. The salary increases that we can afford and still do class size reduction will keep us there. We do not face—this is a really important point—a choice between quality of teachers for students like Emma and Grace and class size reductions. That's simply not the case. It is true that there are some districts in the state that are giving very high increases. Non-basic aid districts that are being topped up through the LCFF formula for years of budget cuts, they are not in the fortunate position that we are. Those large pay increases are on the top of a very low base. We are not facing competitive from those districts. Simply looking at percentage increases isn't what's relevant. People don't spend percentage increases; they spend dollars. In terms of dollars, we are extremely competitive in the market. You don't have to take my word for it; you can look at our retention rates and you can look at the extent to which we are continuing to attract strong teacher candidates. We can quibble about the data for this. I really prefer to believe the data and take it seriously, unless we have reasons not to. I think that our job is exactly as Ms. Baten Caswell said, to engage in partnership with our teachers, with our community in the form of taxes and to make the wisest decisions in terms of balance that we can on behalf of students. Ms. Godfrey said of the teachers that they know what we're giving up on behalf of the students. I don't think that we should be giving up smaller classes on behalf of students. I don't think that's the right choice for the District, and I really want to make the facts around this as clear as I possibly can so that, when we do make this decision in 2 weeks, we will have had a chance to hear from a community that's informed and a teaching staff that's informed. I think once we do that we are going to hear that a smaller raise but still a healthy raise—that 2 percent, I'd be perfectly happy if the 2 percent next year went to teachers as a 2 percent bonus. I think what we're going to hear is that they would prefer healthy raises and smaller class sizes than to put that entire surplus into compensation and to not meet our class size commitments.
Ms. Emberling: Thank you.
Ms. Townsend: I have one more thing.
Ms. Emberling: Sure, Ms. Townsend.
Ms. Townsend: If you look at the most expensive cities and areas to live in the world, guess where it is? I don't have to tell you it's the Bay Area. In California, this is one of the highest markets for housing. It's silly in some ways to compare ourselves to areas that aren't immediately nearby, because that's who our market is. I do want to point out one more thing. Both Ms. Baten Caswell and Ms. Emberling alluded to it. The number of people going into teaching is less. Obviously those in mathematics and science, there's big money at Google, there's big money at Facebook, there's big money in the Valley. It's not in schools. You have to get not only overly committed, you have to pay people. On that last note, I just think you have to really look at what your market is. In terms of choosing whether teachers think class size is more important than paying the rent or how much it costs to commute or whether they can send their kids to school or what their college tuition is, I think that's kind of a false choice. I think we have to pay teachers well. It's our Number 1 commitment in our District, excellent teachers. We need to pay them competitively. Thanks.
Ms. Emberling: Anyone else have a last comment or can we move on? We will have an opportunity to have another discussion in 2 weeks.
Dr. McGee: Can I just say one thing? I hope to wrap this up.
Ms. Emberling: Yes. Dr. McGee.
Approved: Regular Meeting May 10, 2016 Page 26
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Dr. McGee: I just wanted to recognize the collaborate effort that went into this. I see Lisa Hickey in the background, Martha Houser, Dr. Bowers, Ms. Baldwin, I think Mr. Eggler stepper out, and other members of the negotiating team. The fact that this is a collaborative endeavor should not be lost on anyone, the fact that all parties were willing to leave something behind in favor of a long-term contract. I think in all this argument, we may have lost sight of a couple of things. One is the importance of predictability and sustainability. It's critically important for our future. The second part is the safety valves and the triggers; Dr. Bowers had that on a slide. We haven't talked about that. There are safety valves, there are triggers in case the taxes don't come within our projections. There's also a way to share if they come in, as they did, well above what we project. I think those are important elements of it. The applicant, I'm not going to debate because I'm not the expert. The principals who hire are, the instructional supervisor. They're the ones we ought to have here talking about—I spoke with (inaudible) in person the other day about the quality of applicants and the applicant pool. He will tell quite a story about the difference between applicants and qualified applicants who we want to serve these children. I'm not going to weigh in on that, but I think they probably should. They are truly the experts. Finally, we'll talk about class size later. When we talk about average class sizes, that can be so misleading, but that's what our metric is, an average class size of 24. I just want to share data on mathematics at middle school. These are seventh grade class sizes: 17, 18, and 15. These are seventh grade class sizes: 32, 33 and 31. Those are actual numbers as of today. The difference is 17, 18 and 15 are the smallest classes for Math 7. The 7A is the maximum class size, that's the advanced seventh grade, 32, 33 and 31. However, there are also 7A classes of 21, 29 and 25. Reducing class size is not a simple algorithm. We have team concepts. We have departments. We have student schedules. This requires a very deep and thoughtful analysis. Frankly I think the 2 million, whatever, 1.8 million, we're putting toward tonight will go to some of these targeted areas. Even if you're teaching the top—I'm met with a group of English teachers (inaudible) with a Gunn instructional counselor. I look around that room; I would like to have my grandchildren in every one of those individual's classes. Would they rather have 17 versus 33? Probably. I'm not sure that we can get there. I don't want it to be taken by the community that all classes are this enormous size. The classes with the smallest enrollment are those of the students who need extra support and attention. Frankly, I'm proud of that. We are going to make progress later tonight toward that. I think we have more progress that we can make, and we will be able to do so. This is not an either/or; it's a both/and. Let's make it work for our kids.
Ms. Emberling: Thank you so much.
Discussion Ms. Emberling: Moving on to ratification of agreement with California School Employees Association. Ratification of Agreement Colleagues, we have one card here. Can we take that first? with California School Employees Association Ms. Godfrey: Yes. (CSEA) Ms. Emberling: Meb Steiner. I knew we'd see you again, Bev.
Ms. Steiner: I'm Meb Steiner; I am president of CSEA. I am here to report that our members have ratified the contract and are very thankful for the raise and very appreciative of it. I also want to express that with this raise, you have shown that you prioritize us. I want to express our appreciation for that. I believe it reflects the value you have for the staff and teachers and administrators that we have here in the District. I also want to thank the negotiating teams and all the different folks involved in coming together to get this agreement. It was a very collaborative process. We are very lucky to have an honest and open conversation, that we do hear one another's interests and arguments and try to come to something that works for our District as a whole. My experience has really been that everyone truly understands where the other person is coming from and sees that. The certainty has been addressed. I believe it allows us also to focus on other issues and prioritize. Having the salary upfront at the beginning of the year is so helpful, just to know what am I earning. It particularly impacts classified because many of our folks are hourly, and they actually do not get the retroactive raise. Some of them don't benefit from this increase. I also wanted to express my appreciation and sort of echo what Grace said about the complexity of the deliberations. You're weighing a lot of things, the burden of having too much money to spend. I want to thank you for that, for considering the many different factors, the increase in healthcare, the rising cost of living. I remember sharing a story of our bus driver. When the increased cost not only of the employee contribution but the prorated piece as a part-time employee and how that literally took 50 percent of his paycheck. Approved: Regular Meeting May 10, 2016 Page 27
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Basically we have been staying stagnant or losing based on those other factors. A lot of other things that I want to just briefly—so many things, but I want to briefly touch on three things. One of the big discussions here tonight has been about decreasing class size. I'd like to offer us as an option. Our role is to support our teachers, support our administrators, support our students in a variety of roles. I think that when we think about ideas, using well-trained aides—I so appreciate the commitment to professional development that our Board has given for classified staff. You immediately cut your class in half. A teacher team, an aide team, phenomenal the connectedness and relationships that are built. We heard it tonight as one of our folks was described as "he gets kids." Another person was described as being a triage person at school, and team players who are connected to the entire community. I appreciate your prioritizing us. I appreciate the raise. Our membership appreciates it. Thank you for having this opportunity to let you know that.
Ms. Emberling: Thank you, Bev. On behalf of the Board, I want to thank you for your leadership for your CSEA. It's always wonderful to hear you talk about the personal experiences in the classrooms and how classified staff really help build strong communities at the school sites. I have very much appreciated that as I'm sure have my colleagues. We think our classified staff is wonderful, and we want to praise them. They do so much; they're the unsung heroes of the school sites. Thank you so much for speaking on behalf of them.
Ms. Steiner: Thank you.
Ms. Emberling: Colleagues, any comments? Remember this too will come back in 2 weeks.
Ms. Godfrey: Shall we take a breath and let these two sneak out?
Ms. Emberling: Yes, let's say goodbye. Goodbye you guys. Thank you so much for everything.
Ms. Godfrey: Thank you. Good night, you guys.
Emma/Grace: Maybe we'll pop by on the 24th.
Ms. Emberling: Yes, pop by and say ...
Ms. Townsend: If you need references, call us. I put my phone number. I thought I did. I tried to put phone numbers. If you need references, we're here.
Emma/Grace: Thank you so much.
Ms. Godfrey: You can watch us on TV.
Ms. Emberling: You know where to find us. I'm sorry. Colleagues, let's see if you have any other questions or comments before this comes back for action. We'll start with Ms. Godfrey.
Ms. Godfrey: I actually—you stole what I was going to say. I don't have any questions. I just want to reiterate what you said about the CSEA employees being part of the fabric of the schools and really providing a lot of the connections. Particularly the littler kids I know feel so connected to the employees on campus who aren't necessarily their teachers, and it's really great. That's it for me.
Ms. Emberling: Thank you. Ms. Baten Caswell.
Ms. Baten Caswell: I would agree with both of you. I would say it's not just the little guys on campus. It's amazing how someone that serves lunch or somebody who is a campus supervisor that you see every single day, I think, for some kids that's a real connection. It's an unsung connection. We really have to be thankful for the people that are keeping the fabric of our schools together.
Ms. Emberling: Thank you. Mr. Dauber. Approved: Regular Meeting May 10, 2016 Page 28
MINUTES FOR REGULAR MEETING OF MAY 10, 2016
Mr. Dauber: I agree particularly about the importance of classified staff. I always like to hear about the diversity of work that we do. I want to echo Mr. Collins on this. I would like to hire more. I want to hire more teachers aides. I want to hire more lunchroom supervisors. I want to hire more playground supervisors. If we decide to put the money, all of the money from the surplus—to do a 12-percent raise rather than a 9-percent raise, we are not going to be in a position to satisfy that desire. I think that's really important. This is a permanent decision that we're making. Those 35 teachers or those 35 teachers and 8 aides or 30 teachers, whatever the mix is, aren't going to be on our campuses serving our students. Valuing teachers and valuing classified staff is really what we are doing here. It's why we devote such an enormous percentage of our revenue to our staff. In fact, Palo Alto devotes a higher proportion of revenue to teachers and aides than nearly any other district in terms of compensation. I want to respond to a couple of points though in terms of clarification. When Dr. McGee reads the sizes of some of our seventh grade math classes in middle school, I'm horrified by those sizes. Those are too high. That is why we need to be focused on class size reduction. The reality is—I'm really piggy backing on the work of Rita Tesloff and Sally Kadifa—we don't have the funds to meet our commitments in middle school and high school in terms of class sizes and also do the raise at the amount proposed. We simply don't. Six next year, even if we decide that we can run the operating deficit and so forth, doesn't get us anywhere near where we need to be to meet our commitments. I'm not encouraged when I hear those class sizes, Dr. McGee. I'm particularly not encouraged that we don't really have a plan to solve our problems in middle school and in high school. In terms of the cost of living, it's really important that we enable our staff to keep up with inflation and to beat inflation. I just want to make it clear where we actually are on this. Since 2012, the classified staff and certificated staff salaries have gone up by 12 percent. By 2017, salaries will have risen by nearly 26 percent under the proposed contract. If we add in step and column, that's around 40 percent. Over that same period, the cost of living increase in the Bay Area will be around 18 1/2 percent, if current trends continue. That gap between 40 percent and 18 1/2 percent is really a sign of our success in enabling our staff to not only meet but beat inflation. We're going to do that whether we give a 9-percent increase or a 12-percent increase over the next 3 years. This is not a choice between having our staff fall behind or not. We have really stepped up as a District to providing salaries that are competitive, deal with the realities within our means and within the range of things that we need to care about as a District in terms of meeting students needs with class size and other programs. We're going to continue to do that. I really want to underline that. That's going to happen whether we're at 9 percent or 12 percent. What's not going to happen is the things that I've talked about, including additional classified staff.
Ms. Emberling: Thank you. Ms. Townsend.
Ms. Townsend: I don't want to just re-discuss the last hour. I'm going to start by saying thank you to the classified staff. You are our fabric of our District as well. There's no question that the front offices, the bus drivers, the pool vendors, everybody interacts with our kids. As many stories we hear about classified staff, they're important and that's why professional development has been. Mab, thank you for your thank you on professional development. Maybe she left already. I also want to appreciate through these years negotiating in such a way that we have felt healthy, everybody in the District at the end of the negotiation. As a little kid, my father was a factory worker. I remember the family going out on strike. I can tell you how terrifying and how that just breaks up a community. Anyone who is suggesting that ever might be possibility, I say you need to get a little reality check. I remember going down to the strike line as a little kid and having barrels in the middle of the winter and guys were warming their hands, and there were no health benefits, and there wasn't anything other than less than minimum wage. Let me just tell you—I can tell you how labor problems can tear apart a community. I don't even want to go down that line. We haven't gone down that line, because we have great respect. I think sometimes we make false choices. I think historically we have looked at what our neighboring districts have made. We've tried to stay competitive. We are not as competitive as we once were. The quality of the teachers that are coming to the District— there are more difficult areas than even money here, but money does help. I wanted to stay that classified staff, the same reason I support the teachers, I support you and your quality of living. I hope we can even increase your quality of living. Again, teachers, we're competing with Google, Foothills of the World. People aren't going into teaching. We have to compete and make this a good place. Hopefully we can make a step this year toward that in these negotiations again. I'm looking forward to also supporting these.
Approved: Regular Meeting May 10, 2016 Page 29
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: Thank you. I made my comments first this time around. Are there any additional comments or can we move to our next item?
Mr. Dauber: I just want to ...
Ms. Emberling: This will be coming back.
Mr. Dauber: I appreciate that. I just want to note that I don't believe that anyone in the negotiation process mentioned the possibility of a strike. I don't think a strike is something that we need to raise the specter of. 9 percent versus 12 percent with smaller class sizes is not a strike issue. I do agree that we shouldn't induce a strike, but I don't think we're anywhere near that neighborhood in any of these worlds.
Discussion Ms. Emberling: Moving on to compensation changes of non-represented management employees. I don't Compensation Changes have any cards on this one. We'll start with Ms. Baten Caswell, if there are any comments for tonight's for Non-Represented item. This will be coming back as well. Management Employees Ms. Baten Caswell: The only thing, I think I would just like to sunshine—maybe Dr. McGee can just do that—is the history on how we make the decision for this group.
Dr. McGee: Sure. Dr. Bowers, could we put that slide back up there? Molly, was that the last one?
Ms. Baten Caswell: To also just clarify who are in this group for people that might not understand who is in this group.
Dr. Bowers: The confidential supervisory group are our classified employees that supervise other classified employees. They are not represented by CSEA because they actually supervise CSEA members. Also, there's a small handful of employees that are labeled classified by (inaudible) standards if they contribute information towards the negotiations process, because that tends to be confidential information. The management group is all of your deans, assistant principals, principals, and at the District level your coordinators, your directors. It includes also your classified managers, like your manager for maintenance and operations, your manager for facilities. It includes those management. That's that group. Historically the same compensation increases have been applied to these groups, as I said before, sort of the "me too" approach to it. They don't get to bargain themselves. We do oftentimes get together and have sort of a collaborative conversation if there are issues for those groups. Typically the conversations, they follow suit with CSEA and PAEA.
Ms. Baten Caswell: Thank you.
Ms. Emberling: Mr. Dauber.
Mr. Dauber: We're talking specifically about non-represented management employees, not the confidential and supervisory employees in this item. Is that right? I have two points to make here. First, it's not appropriate in my perspective to offer management employees a 3-year agreement with guaranteed increases. They are not part of a collective bargaining unit. We don't have to—the issue is around predictability and the fact that we're sort of taking off the table the negotiation of compensation don't apply for this group. Since we don't negotiate compensation for management employees, that's a Board decision. For the District to bind itself with respect to management employees to specific pay increases and bonuses for the next 2 years is really to give up discretion that isn't necessary to give up, because we're not in a collective bargaining situation with respect to these employees. There is a benefit for represented employees for having multiyear contracts, because we have to negotiate over salary with those employees, but there is not a similar benefit for management employees, so I don't think it's necessary or appropriate to bind the District on salary and bonuses for those employees. The second point that I want to raise—I think I've raised this before; I think it's pressing—is that the "me too" nature of our practice with respect to management employees creates an inherent conflict of interest in having those same management employees bargain with our teachers' union and classified unions, because they are essentially, due to our practice, bargaining for their own compensation. When I say that this is a conflict of Approved: Regular Meeting May 10, 2016 Page 30
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 interest, I'm really saying this just as a matter of fact. I'm not saying that those staff members, Dr. Bowers, our principals, who negotiate on the Board's behalf are somehow self-dealing or anything like that. What I am saying, though, is that there is an inherent conflict of interest. It's a matter of process; it's really not appropriate that we continue in this arrangement that we have. I also think that the District would benefit— Dr. McGee, I'd like to hear your reaction to this—from having professional labor negotiation, because we're an organization now that's north of $200 million in our annual budget. The decisions that we make with respect to these negotiations are extremely consequential for our fiscal health and for our students. The contract that we're talking about now, we're going to either be putting $40 million over the next decade into teacher compensation or we're going to be putting it into hiring teachers. Those are big decisions to make. I would like, as a Board Member, to have the benefit of professional negotiation in doing that. I think there's ample reasons why we should for next year secure professional negotiators to negotiate on behalf of the Board and really free staff members from having to be in this position of conflict. These are the two points that I'd like to raise, and then I'll certainly try to forward in our next meeting is, I think, this should be a 1- year action, not a 3-year action. I think we should be looking to exit this conflict of interest and secure professional negotiation support.
Ms. Emberling: Thank you. Ms. Townsend.
Ms. Townsend: As to the Board negotiates its contracts, it's worked and it's worked for many years. We've had great teachers, have hired great teachers. We've not only balanced budget but have significant reserves. The head of HR has done a fabulous job. Our superintendents have done fabulous jobs. We have great communications. We have great stability. I'm not into changing things that aren't broke; they're not. In fact, they're great. I'm not interested in that. There is something too. There's been a lot of turnover in the District in these years. Staffing has turned over, various people have turned over. We're losing our history, and we're losing understanding. I'm not interested in losing any further understanding. Sometimes you get outside so-called pros, and they don't know what they're talking about. They're into pushing their deal. I've been part of negotiations in the past; I know. I'm not interested in that, but that's not the topic of tonight anyway. The topic of tonight is the contract before us. The contract before us is a fair contract. The Board was intimately involved in all negotiations, did a lot of homework, did their job, and came to a decision in the closed session. We directed staff to follow our directions, which they did. We are here with a solid contract, and I'm going to support this one as well. It's a product of many months. Actually not just many months, many years of negotiation. We don't get to these relationships through overnight deals. We get through them through years of work, commitment, constant checking back. I can't even tell you how many times Dr. McGee and head of PAEA and CSEA get together through the year, and before him Dr. Scully. That is the history of this District. This is one that I certainly will continue to be committed to. We always think we're going to get another deal, and we're going to flip things and we're going to do things different. You now what? It takes time, and it takes negotiation. This community isn't always in agreement. Guess what? It takes time and commitment and work through. I'm looking forward to supporting this agreement come next meeting, as those before, as a very thoughtful, hard work, good research on the part of my colleagues and Dr. McGee. I'm looking forward to supporting it.
Ms. Emberling: Thank you. Ms. Godfrey.
Ms. Godfrey: I don't have any questions.
Ms. Emberling: Dr. McGee, I have a question about—not about this contract, but I think we have, as Ms. Townsend said, put a lot of time and effort and thinking into, but how this has worked for you in past districts and if this has served the model that you've found to be most successful.
Ms. Townsend: The 3-year model?
Dr. McGee: Yeah. The longer-term contract—I've been out of state too. It is different. Basically in Illinois, almost every district has a multiyear contract. I am speaking now about teachers and support staff, not about administrators. The predictability works well. The negotiations, I've done both with professional, without. It still comes down to the relationship frankly between the leadership, the Board and the association whether or not there's—I mean, because the association brings in their professional negotiator. Approved: Regular Meeting May 10, 2016 Page 31
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 At the end of the day, it's what you agree upon with the people with whom you work. I've had Board Members on the negotiating team, Board Members off the negotiating team. It's a mixed bag. I will say the 3-year contract has frankly never been a problem and it does open the way to talk about other issues which, again, (inaudible) pointed that out, Dr. Bowers pointed it out. I'm frankly—I think Terry will agree— really excited about the opportunity to re-look at our evaluation plan. We've been working all year long through our K-12 meetings with our teachers on let's give some teachers quality feedback, support. How do we do this? I'm looking forward to having that opportunity. The management is something different. I've never worked with a management association in the past, so I really can't say—everything's just been year by year. I've worked in districts with merit increases, without merit increases. There's never been any representation and any non-represented groups having the same deal as the teachers or classified staff. That's been different. I can't speak to that.
Ms. Emberling: I would be interested in whether or not you all are interested in just talking about the process not for this contract per se but in moving forward?
Ms. Townsend: Not tonight.
Ms. Emberling: No.
Mr. Dauber: I'm (inaudible) what you mean by process (crosstalk).
Ms. Emberling: The process for compensation with all of our groups. The question you brought up in terms of whether the ...
Mr. Dauber: In terms of negotiation.
Ms. Emberling: Non--represented groups versus the represented groups.
Ms. Godfrey: Yes, I think we should.
Mr. Dauber: Yes, I'm (inaudible) with that.
Ms. Godfrey: I'd be happy to learn from other districts and do better if we should.
Ms. Baten Caswell: If we have that conversation, I think it's pretty important that we understand what else is done by comparative districts in our state. I don't think I have any idea about that. I think it'd be really helpful.
Ms. Emberling: (crosstalk) we just go down the line?
Female: I've already said yes.
Female: Did you say yes?
Mr. Dauber: I wanted to—is it ...
Female: Go ahead.
Mr. Dauber: I wanted to clarify that I'm not—when I'm talking about not doing a 3-year—it's not a contract with management staff obviously. It's a commitment that that's really about the fact that these are management staff, and that we're not in a contractual relationship with them, we don't have a collective bargaining agreement with them. I'm not arguing against the idea of a 3-year contract. I think the particular -3-year contract we're in is going to be a problem for us, as I've said, I think, pretty clearly. I also think that I would like to explore—I appreciate the fact that Dr. Bowers is already in a bit of a dialog about this in terms of finding out information. The possibility of looking at merit increases for management staff rather than this sort of lock-step salary schedule with step and column model, because I think it doesn't necessarily best Approved: Regular Meeting May 10, 2016 Page 32
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 serve our needs, which is really another reason why I'd like to go with a 1-year commitment rather than a 3- year commitment. It's not a contract, so they can undo it, but I don't want to create more—I'd like to enable the Board to take a look at that. I certainly have an interest in doing that.
Ms. Emberling: Thank you. Ms. Townsend.
Ms. Townsend: This is more extensive than I think we need tonight.
Ms. Emberling: Ms. Godfrey, do you want to say anything else. You said yes.
Ms. Godfrey: Yeah, at a future date, I would like to ...
Ms. Emberling: It was just a straw poll. Any other comments on this item before we move on?
Discussion Ms. Emberling: Let's move on then to compensation changes for non-represented confidential/supervisory Compensation Changes employee group. Anything different to add than what's been said? Anybody? for Non-Represented Confidential/Supervisory Ms. Godfrey: No. Employee Group Ms. Emberling: No. I'm looking around for no. Moving on then. This will all come back at our next meeting for action.
Action Ms. Emberling: Let's move on to our Item Number 11 which is an action item about approval of Algebra 1/1A – Pilot instructional pilot at secondary level combining Algebra 1 and 1A courses at Gunn High School. We had a robust discussion about this with our Gunn instructional supervisor and math teacher last time around. Tonight we are expected to vote on it. Comments and questions, and let me hand this over to Dr. McGee.
Dr. McGee: Thank you very much. In alignment with our strategic plan, our approved Board goals along with the measures and deliverables in the WASP plans, at the last meeting we heard a presentation regarding a proposed 2-year pilot that would combine the two lowest lanes of ninth grade Algebra into one. I listened closely to all the speakers. Something that second speaker said really resonated with me tonight. His comments were I was laned away and did not have opportunity of other students. Laned away and did not have opportunities of other students. I haven't heard laned away before, but that resonated as we were looking ahead to this item. I want to note that what we are doing is proposing a pilot that provides opportunity and access to approximately the 58 students who are in the lowest lane to learn Algebra with peers who are also learning Algebra. The pilot, we contend, will thus lead to better passing rates, more success in later courses, improved attitude towards math and belief in the student's own ability to do mathematics. From our book study that we had 2 years ago, we learned the difference between students' mathematics attitudes in American and a couple of other countries. The book being the smartest kids in the world talk about once kids decided they were "bad at math" and what contributed to that. I want to assure the Board that this not a slippery slope for de-laning. This is combining two lanes that would impact about 140 students. We still have 373 students in more advanced lanes. This is not a proposal that would impact them in any way, shape or form. At the last meeting, the Board asked for additional information regarding supports to assure success for all students, an evaluation plan and more details regarding the curriculum. Many of these are in the packet. I know Ms. Baker and Dr. Herman have also been answering questions and will be glad to provide additional information. At this point, I think I'd like to turn it over just to summarize those supports, the evaluation plan and any details regarding the curriculum. Mr. Kohler, thank you for joining, as you were I know of course helped on the evaluation plan as well.
Ms. Baker: I'm Katherine Baker, Chief Academic Office for Secondary Education. If you look in your packet, Item 11, we did expand that Board enclosure to include some of the research citations. We connected it to the PAUSD strategic plan goals, how it fits in with differentiation as an example.
Mr. Dauber: Ms. Baker, could you just maybe speak up a little? We're having a little hard time hearing you. Sorry about that.
Approved: Regular Meeting May 10, 2016 Page 33
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Baker: Is that better?
Mr. Dauber: I think that's better.
Ms. Baker: The supports, the additional supports, there were several questions that came up after the Board meeting and during the Board meeting that we're prepared to answer this evening. The general supports that will be added to the students if they combine Algebra 1 and 1A include an additional co-taught section of Algebra 1 and 1A which would bring the total to three co-taught sections. A classroom aide for the other five sections of Algebra 1/1A. Teachers requested a day of training for teachers to make the best and most effective use of the classroom aide. Then there's going to be an additional Algebra support class for students with IEPs and significant mathematical deficits, that would be taught by a special education teacher who is also a co-teacher in the math classes at Gunn. Gunn is also going to introduce a math intervention teacher on special assignment (inaudible) who will coach teachers and align teachers on appropriate interventions. We also have this past year the math teachers were looking at a number of online support services, and they decided on Math XL which is an online technology support program that will be used for these Algebra students as well as (inaudible) classes. Then the evaluation portion of it. The teachers do use their end of Semester 1 and end of Semester 2 grades, because these are assessments of the content knowledge that the students have gained. They use teacher-authored and other criteria-referenced assessments. They us attitudinal pre and post student surveys administered each semester. Then, the longitudinal data study, Mr. Kolar included the draft in your packet. I don't know. Chris, do you want to say anything about that?
Mr. Kolar: My team met a couple of times with the staff at Gunn. One of the things that we're trying to be very cognizant of is to design an evaluation plan that is minimally invasive. This change in the arrangement of the classes is going to require additional supports for the students, but we wanted to make sure that we weren't putting any additional burden on the teachers that would cut into the instructional time as they tried to move forward with this pilot. What we've outlined in this draft evaluation plan is a way of trying to look at student attitudes, student changes and student performance throughout the semester of this redesigned course. One of the things that is a fantastic opportunity for people like us who care about that is the students have already indicated which of the courses they intended to enroll in for the fall. We know right now going into this unified class which of the lanes they're going to be going into . This is giving us a fantastic opportunity now to take a look at whether we're serving the students who need it, the degree to which the students who are in the higher lane class will also benefit from the supports, and have a look at what the overall outcomes are when we get to the end. I want to say that we had a lot of help from our new evaluation coordinator, Clarisse Haxton. We had a very enjoyable time trying to write this up, and we hope that it also helps to serve as a model for showing cooperation and evaluation planning for other new initiatives around the District. I also forgot to add Jack Ballard and Kathy Ha were also part of it. It was really enjoyable; it was a lot of fun to do this. Looking forward to it.
Ms. Emberling: Spoken like a true (inaudible) guy. We had a truly enjoyable time. We do have one card on this. Is Stephen Schmidt still here? There you are. Can we take that first, colleagues?
Ms. Godfrey: Sure.
Ms. Emberling: Stephen Schmidt.
Mr. Schmidt: Board, good to see you again. When I reviewed the Board packet for tonight, I wished the math department had presented the results from last semester, so this current semester's midterm. I heard last time that when a teacher mentioned at the last Board meeting that many of the Algebra 1 students had raised their scores since December, when it looked like 80 percent failed. It'd be good to see what the progress was. There was a lot of difference and there was a lot of focus in the last meeting that the difference between the 1 and 1A students was an extra chapter of material. What I heard was that the main difference actually was that the 1A students worked on many more problems and extension packets that were required to be completed, while those problem sets were optional for the Algebra 1 students. You could argue that the better performance on that December final is directly tied to working on that extra material. How will we get the Algebra 1 students to perform all this extra work? You stated in the last Approved: Regular Meeting May 10, 2016 Page 34
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 meeting that the majority of students in Algebra 1 are on IEPs and 504s. They need additional support than the other students and, because 80 percent of them were failing as of December, probably even more support than they are currently receiving. In order to step them up to the work level of the current Algebra 1A students, they will need this additional support. Where will that support come from and how will these students handle extra work if they have accommodations in their IEP or 504 that allow them to have reduced homework? The math department proposes that there be three co-taught classes, and the other five classes will have a teacher's aide, and there will be an Algebra support class. Will the IEP/504 students be concentrated in the three co-taught classes? Will we actually wind up having de facto mis- equity again that we're currently seeing with the Algebra 1 and 1A because we're going to try to (inaudible) the kids with support and put them in the co-taught classes. Also, how often will this Algebra support class meet and will its timing conflict with any other classes? Certainly more help seems to be needed for these students, but how much is the questions. Most of the STC classrooms in the District and outside the District have success when the students who need extra help are taught in small groups of no more than 3- 4 students per group within the classroom. That would be mean you'd need four adults in each Algebra 9 class for you to teach IEP/504 students and a regular teacher to teach the other half of the class. While we're talking about nine grade, it probably makes the most sense for the District to go back to sixth grade. I noticed on the chart that everybody takes sixth grade at the same level, and then the great sorting happens. You might want to look at how do you start helping kids right after sixth grade. Maybe you have a mandatory math summer school for those who seem to not be able to get into pre-Algebra in seventh grade. Then after seventh grade, those are still struggling maybe give them again mandatory summer school so they can raise themselves and we try to help these students before they hit ninth grade, so that then they can all be in Algebra 9 together. It seems to me that (inaudible) path taken any serious path to raise the achievement of the Algebra 9 students will require more people and hence more money than currently budgeted. Thank you.
Ms. Emberling: Thank you very much. We have another card from Sala Widham.
Ms. Widham: Hi. I'm Sala Widham, three kids in the District. Just a couple of points. I did send email earlier today, which I hope you got, on this topic. I'm supporting the consolidation mainly on the grounds of—as was pointed out, I wasn't here at the last meeting but went back and reviewed the tape. That's how I spent Mother's Day. And listened to you guys. Essentially what I got out of it was sort of you can walk by a classroom, you can tell which class this is, and the whole business of the demographics of the different classes. On the basis that the two classes are pretty similar, I'm taking everything you said as you said it. There seems to be value from my perspective in consolidating these two classes. I know there's a lot of discussion about the test scores and 80 percent failure, which is 50 percent failure. It also occurs to me that if one class got taught one chapter less, that automatically means that if they got the same test as the other class, their scores are going to be skewed lower, because they just wouldn't have had that material. Just something else. What I did want to—I think the main thing for me in consolidating this class really centered around stigmatization, identity threat, and just how that impacts kids' ability to learn. Even as we're doing all these supports, how much are we undermining it in sort of doing these very fine-grained segmentations and parsing out of ability groups? I think at some point there's too much of a good thing when you sort of like slice up these ability groups. As you get smaller and smaller and smaller, at some point the efficacy of it, I think, goes away. I think potentially that's what's—I think arguably one could say that that could be happening here. I'm interested in seeing this pilot go forward. Having said that, I completely support everything everybody has said about the need for supports, because this goes nowhere. It's just rearranging (inaudible). It's just rearranging (inaudible), if you don't add in the additional supports. I'm going to trust that we will allocate for that, and that will be in place. Otherwise, this again just ends up being a different way of measuring the failures that we've had in the years going out. I did want to ask if—in some of these evaluations of outcomes, I think that students should be asked about—surveyed about sort of identity threat. That should be part of that survey. Also tutors, because I guess that's the other thing that was really of interest to me. When we looked at these scores, like, how many of those kids—we talked about the savvy parents—had tutors facilitating some of those grades versus not?
Ms. Emberling: Thank you (inaudible). Colleagues, again we're hoping to take action on this tonight. Let's hear (inaudible) comments, questions before we take the vote. We start this item again with Mr. Dauber.
Approved: Regular Meeting May 10, 2016 Page 35
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Godfrey: Do we want a 5-minute round?
Ms. Emberling: Yes.
Female: Did you ever start?
Female: I didn't either.
Ms. Emberling: Yes, you both started on the non-represented groups.
Ms. Godfrey: You skipped that one I think.
Ms. Emberling: I do want to start it.
Female: That's right. Go ahead.
Mr. Dauber: I'm happy to yield to other colleagues if they feel like they haven't had a chance to get started. Should I go ahead or ... I have a motion on the topic though. I'll get started. What the heck.
Ms. Emberling: Your 5 minutes has begun.
Mr. Dauber: No, it hasn't.
Ms. Godfrey: It has now.
Mr. Dauber: One issue here is the issue that's before us which is about—which I think is a placement issue basically. I'll kind of get to that second. Another question that Ms. Widham posed in her letter--although, I don't think she had a chance to raise it now—is are we happy with how Algebra, either of these courses, is going in terms of the achievement of students. I guess that's the first question I have.
Ms. Baker: Having talked with two of the three Algebra teachers who teach this course, I think that we've aligned our curriculum to the Common Core over the last few years so they continue to try and make sure that there's the kind of open-ended problem-solving and cooperative learning and some of the other strategies. In the fall, they had one online curriculum, and they didn't think it worked, so they selected another. I do think we are on the path for continuous improvement and that this pilot is one part of trying to make sure we have the absolutely most engaging and application-based Algebra program possible. Our team, who's teaching this class next year, is committed to making sure that all of the students, all 150 students, get the best math education possible.
Mr. Dauber: This question, I understand that it doesn't lend itself to this precision. How close do you think you are to an Algebra program for ninth graders that is well-structured, that meets their needs, that—on this journey that you're talking about, are you 40 percent of the way there, 60 percent of the way there, 80 percent of the way there?
Ms. Baker: That's a difficult question.
Mr. Dauber: It's (crosstalk).
Ms. Baker: From when I visit the classrooms and talk with the teachers, I'd say we're at least 75 percent of the way there. I think that one of the things, from talking with students about these classes, is they like the fact that we're trying to introduce problems that have application-based—I visited a classroom a few weeks ago. One of the things that they were doing was generating the data in the class that they were then going to be graphing to try and show some of the errors that come into it. They were commenting to me that they like understanding where some of the numbers come from that they're then going to be manipulating. I definitely think that kind of engaging learning that we're talking about in some of our other Board goals, we're trying to incorporate that in our Algebra classroom as well as science and social studies and all of the Approved: Regular Meeting May 10, 2016 Page 36
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 other classes. Some of the same things in terms of incorporating projects and things like that to make math come alive for students. I mean, we see our math teachers working very hard to make that happen for all students.
Mr. Dauber: That makes good sense. I fully support supports as needed, but I don't want—I've talked about this before with tutor support—supports to be a substitute for fixing problems in the teaching or not taking up opportunities in the teaching, another way to say it. We really want to be relying on having research-based teaching methods that are aligned with the Common Core, and then add supports for those students who need them, not to deal with defects in the course. I'd like to ...
Ms. Baker: I guess one other thing maybe I'd like to add to that is the teaching team who will be teaching Algebra 1 will have a common planning period for all of them. The teachers who teach the non-co-taught classes will be meeting with the co-taught teachers, and they're going to be one Algebra team who will be designing lessons that will be supportive of all students. One of the things that we find is when we modify some lessons and approaches to make sure that they're accessible for students who have IEPs and 504s, those same adjustments make the curriculum better and more accessible for all students. A lot of the things where we have co-taught sections and regular sections, when we say here's this project and how we're going to make sure all students can attain it or (inaudible) to do whatever is needed, those same kinds of strategies can be applied to all of the math courses and really boost the achievement of everyone in the class. I think that the supports we're putting in place right now will be targeted, because we want to make sure that we're supporting the students in transition, but they will end up supporting all students in their learning.
Mr. Dauber: That makes sense. As a Board Member, I would be very interested in hearing about how we can support these kinds of positive changes in the math program. I'll just say one more thing about this. From my perspective, this proposal is essentially a placement decision about putting some students in Algebra 1A rather than in Algebra 1, so I still don't understand—I'll make it even starker. I don't think this is a Board issue. I think this is an issue for the teachers' discretion in terms of placement. I don't think we have any particularly useful input to provide. I don't think we have a role in terms of this decision. I would much rather delegate this to teachers. I don't think there's a basis for the Board being involved in a placement decision.
Ms. Emberling: Thank you. Ms. Townsend.
Ms. Townsend: I know we started last time—one of my comments were why aren't the middle schools here with the high school discussing this, because it's the placement. What the high school reported was that (inaudible) kids weren't placed right in the first place, but we don't second guess what the eighth grade assessment is. I hope you will be having this conversation—I don't want to take all my time, but I want to reiterate that again. If the first conversation we had was about the placement issue, then we need to be having a more diligent conversation with eight grade placement and where kind of kids are. I don't know. We'll see. Let me add some ideas at. Looking at some of the research, the Chicago Algebra. Everybody wants to point to that, Dr. McGee. In mathematics, the University of Chicago did a study in 2003, reported then by Stanford University. It said that Algebra in (inaudible) actually was—this is how they say it. Our study sorting students by ability for ninth grade Algebra 1 with lower ability students taking two periods of Algebra provides the first evidence of positive and substantial long-range impacts of intensive math instruction on college entrance exam scores, high school graduation rates and college enrollment grades. I know we're doing this one—we're trying to evaluate this after a year, but I don't want to deviate too far from empirical research. I appreciate how you have added in an additional class for those kids who are particularly having issue, IEP or those having problems, that there is another class in which they are getting special instruction. It's like double time in Algebra. This is what the research tell us and the empirical research by the University of Chicago. What they also did point out, that for higher achieving students, there was a real difference between whether kids were the lower or the higher achieving students. In lower achieving students in a mixed classroom did better. Higher achieving students did worse. I do want there to be attention to every level, because we are concerned about all children, but there is an old statement in the District that every child should have one year's growth. It doesn't mean the lower achieving child or the middle achieving child. It means that high achieving child too. We've talked about—I had a real genius Approved: Regular Meeting May 10, 2016 Page 37
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 (inaudible) of bringing a group in, but we really haven't talked about what impact does it have on the higher achieving students. How are we assessing that? Dr. Kolar, how are we doing that? How are we paying attention to finding students where they are and making sure that they make progress in that class as they did before? If you don't have the answer, you may not—say a year from now, when you all come back, I'm going to be asking that question, and I don't need the answer now because you may not have either answer now. I will be asking where are each so-called—the kids who would have been in 1A, how are they doing this year? Then, in their placement in the next year, what impact will this have on the next year? I mean, I just can't imagine that all kids are going to be achieving at the same level. We will see. We will see. We hope for the best. I know Paly has experimented, and we continue to experiment, but I don't want to deviate too much from the empirical evidence like the University of Chicago actually (inaudible) kids. Ms. Baker, you're ready to go, so go ahead.
Ms. Baker: (crosstalk).
Ms. Townsend: I want you to.
Ms. Baker: I think how well students are doing in geometry is a good indicator of the outcome of this Algebra 1 and 1A. I wanted to add that I was over at Gunn this morning, was talking to Tona Smith, the teacher that was here in April. One of her students came up—that's kind of fluid—for some extra help. This was a student who had her last year and is thriving in Geometry, a student on an IEP. I think that the enthusiasm that the kids develop by being successful with a more rigorous curriculum is something that the teachers are very excited about. Students are too.
Ms. Townsend: You know what? I misstated. The lower achieving students in mixed ability Algebra for all classrooms did not achieve higher math scores, can be detrimental to eventual education attainment because they are at a higher risk of failing and receiving low grades, less likely to graduate from high school. This was Chicago. We're going to be watching this. I appreciate that, because we want to be able to try things, see how we can do better, but we can't have a failing pilot either. I just want to make sure how we're going to—I'm going to come back around again—how we make sure that doesn't happen, and that we can calibrate on along the way and see how kids are doing. Go ahead.
Ms. Emberling: Thank you. Ms. Godfrey.
Ms. Godfrey: Do we need to extend the meeting?
Ms. Emberling: Sure.
Ms. Godfrey: 10:45. I move that we extend the meeting to 11:00.
Ms. Baten Caswell: Second.
Ms. Emberling: Ms. Godfrey moved, and Ms. Baten Caswell seconded. All in favor.
Ms. Godfrey: (inaudible) vote that down. We're going to vote that thing down. It was coincidental—maybe not coincidental—that in our packet after this is the thing about math placement, which just reminded to echo what Mr. Schmidt that we've got work to do in the middle schools. We have work to do at Paly. We have work to do here to sort of make this all actually fully articulated in our own District. That's a discussion for another day; we'll get back to that. As Mr. Dauber said, he wasn't sure why this is here necessarily. For us, this is like the Venn diagram of things we care about. Achievement cap and math, those are two things that we spend a lot of emotional bandwidth on. I'm happy to have a chance to discuss it here. I'm inclined to support doing this. As I was reading through this and I went to talk to Ms. Baker earlier today, sort of three adages came to mind. One of them is the old adage if we always do what we've always done, we're always going to get the same answer. We don't want that. We don't want the same answer. The other one I've adopted from Ms. Townsend, that each child only goes through here once. The third—maybe it's an anti-adage if you don't believe it. In the Valley we say fail early, fail often but we don't say that in school districts. It is an adage, but it's not one we want to follow. A lot of time with Ms. Baker this morning was Approved: Regular Meeting May 10, 2016 Page 38
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 spent talking the supports and the things like that. I still have a couple of questions that we didn't quite have time to get to this morning. One of them was about that support class and if that is required and is it for only kids who have an IEP or is it for anybody who feels like they need it and does it replace something else in the kid's school day?
Ms. Baker: The class is open to students who have an IEP or some other accommodation, because it is of course taught by a special education teacher. It is not something that is required; although, it is something that the IEP team would make a decision on at a meeting. It is, of course, an elective credit. It would be taking the spot of another class in the student's course. Some students, it would be replacing their academic planning which is a more generalized kind of support class. They would be going into this support class that would be more focused on mathematics.
Ms. Godfrey: In the new world, each of these classes has two adults in the classroom, right? Sometimes the adult is a co-teacher and sometimes the extra adult is an aide.
Ms. Baker: Yes. For next year for the pilot, that is the plan.
Ms. Godfrey: The kids who would have been in 1A anyway, they would normally have had just one teacher?
Ms. Baker: Correct.
Ms. Godfrey: Now they get one teacher plus an aide or a co-teacher.
Ms. Baker: Correct.
Ms. Godfrey: Under evaluation, the thing that says teacher-authored and other criterion referenced assessments. Is that the same things as formative assessments? Like, along the way we're checking in to see what the kids know and adjusting for where the class is.
Ms. Baker: It's (inaudible) assessment and (inaudible) assessment, but some of it's teacher created, some of it is likes the project-based learning that the students are going through now. It's a variety. We have to use multiple measure.
Ms. Godfrey: One of the things, so we don't fail early or fail often, is checkpoints along the way. Of those assessments, it would be great if it just was even in a weekly or someplace where it says this is what we were expecting to happen in November and this is what happened November. This what we were expecting to happen in February, and this is what's happening. If for some reason we've gone off the rails, we can recover. We don't want any kids who are in the class who feel like, "This is worse. I really don't understand math." I don't know what you can put in place. I think it's probably the assessments that you just described. It would certainly make me feel better to know that we were getting kind of a look at that. You could say, "It's what I expected" or "It's not what I expected." If it's not what's expected, this is how we're changing it. If for some reason we need to redirect, we can redirect as quickly as possible since those kids who are only going through it once can get the opportunity to recover. Last question was the supports in class. One of the things I think I heard you say was when Dr. Hair was here talking about special ed and universal design, I believe universal design is designed for people who need special help but actually helps everybody, like the closed caption that really helps in a sports bar.
Ms. Baker: Curb cuts on the sidewalks helps the bikers and the people on scooters, not just (crosstalk).
Ms. Godfrey: That sort of thing. Right. It sounds like that's sort of where we're headed with these kinds of supports. Am I understanding that right?
Ms. Baker: I think the direction especially in the report put out by the California State Board on the direction of special education services, that it is going to a much more universal way of thinking about supports. One of the things that—I had the privilege of attending the universal design conference last summer with two Approved: Regular Meeting May 10, 2016 Page 39
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 other people from the District. One of the things that is a cornerstone of universal design is right now our curriculum is designed a certain way and then we modify it for students who have different kind of needs. The idea is you sort of switch that and say, "We're going to assume that there's variation in every class." It doesn't matter if it's a BC Calculus class; there's still variation in that class. We're going to design assignments and activities based on the fact that we will have learning differences. The activities and the work will be paced and will be offered so that there is choice for students on how they show you they're learning as well as the idea of opportunities for students to have a slightly different pace. The thing that is really clear is you set the targets for the learning goals, and those don't change. As you're designing units and lessons and assessment, you're much more flexible on the how and the when students learn. That's a significant growth step for us right now. I think that where we are right now, moving towards that is a really goal, but I think there will be many iterations of how we think about co-teaching and differentiated instruction and some of the elements of universal design. We definitely are on that path.
Ms. Godfrey: Thank you.
Ms. Emberling: Thank you. Ms. Baten Caswell.
Ms. Baten Caswell: I'm sure you remember from last time my number one concern here is that all of our students get a good foundation in math. If they want to take math classes beyond, they can go beyond— not just the ones they have to take, but also beyond that. I want to make sure that we're providing enough support for all students. I will go back to what I said last time. I really think we have to do most of this work earlier. Trying to solve the problem in ninth grade just seems like an impossible task. I was very concerned with the end of the semester exam for the Algebra 1 class. Having 81 percent below what normally is considered an (inaudible) grade just seems like there's a big problem. Is the assertion that was made by Ms. Widham and Johnson that they had the same exam that the Algebra 1 students didn't cover all the material, is that true?
Ms. Baker: No, that's not true. They were given the same material; they had the same curriculum, and they had the same assessments.
Ms. Baten Caswell: There wasn't a chapter missing?
Ms. Baker: No, there wasn't (crosstalk).
Ms. Baten Caswell: Then we have students that are struggling in that class. I appreciate that you put in a plan for support. I (inaudible) couple of questions about the supports. The three classes being co-taught, why don't we just have all the classes be co-taught, if that's the right model for Algebra?
Ms. Baker: One of the things that we look at is trying to find a natural proportion in terms of students who have IEPs or other learning challenges among other students who don't have those characteristics. Right now, with the students who will be participating in the class, we have 14 students with IEPs who their deficit is in mathematics. That's the area where they need support.
Ms. Baten Caswell: In fact, all 14 of those students with IEPs that we know have a deficit will be in the co- taught classes?
Ms. Baker: Will be spread among the three sections.
Ms. Baten Caswell: They will not be in the other sections that have an aide.
Ms. Baker: No. (crosstalk) I just want to ask one more thing. One of the things that may have been a misperception by Winn that two teachers were talking about the students with papers. I think it's really important for you to know that that's what a teacher sees on their screen. They're aware that those exist, but many of the students who have papers, either a 504 or something else, it's not necessarily in the deficit area of mathematics.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Baten Caswell: I completely understand that.
Ms. Baker: Just to make sure that you now that we are really staffing this based on the students who have identified needs.
Ms. Baten Caswell: I just wanted to understand that, because it didn't make sense to me that we only had some classes co-taught if that was the right model. The special ed support class, if I'm a child that's been recommended for that class, but I really need my general support class, what do we do? I had problems in English and science, maybe, or language.
Ms. Baker: One of the things we would work with the IEP team and talk about if the students needed a second support class or if we would split that particular time and say, "Of our time, the 35 minutes would be for intensive math and 35 minutes would be for something else. It might be different based on the student's needs.
Ms. Baten Caswell: It's possible to take two support classes if you really need it. Of course, that would cut out your other electives , and we'd hate to do that. The other thing is you say there's a special ed teacher that supports the class. Are they a credentialed math teacher?
Ms. Baker: No, but they are teachers who are working in that particular curriculum who do know about access and how who have difficulties in learning can—how to re-teach those things is what they'll be doing. They will be pre-teaching and re-teaching the mathematical concepts. They will be the ones who will be co- planning with the math teachers. You're right, they are not mathematics experts, but they will be very proficient in the curriculum, and they are expert in access learning.
Ms. Baten Caswell: Given that you're talking about one special ed support teacher, why don't you just get a credentialed math teacher to make sure that they need special ed and mathematics? I know that for a lot of teachers, math is a challenging thing to teach. I know a lot of people that go into other areas of teaching because they're uncomfortable with math. Why wouldn't we just make sure that we had a credentialed special ed/math teacher or are there just none of those around?
Ms. Baker: We don't have anyone on staff who's duly certified. It will be two teachers, and right now the number of students who would be in that program, that might be overstaffing it, but it is something we could put on our possibility list should that grow.
Ms. Baten Caswell: I think if this works—it looks like it would work better if we had a credentialed math teacher. We should go look for one. I have more but I will come back to me.
Ms. Emberling: I was trying to think about why this issue was so complex for all of us. We're hearing conflicting guidance both within the District and then from some well-respected community members with outside expertise in the topic. I came up with sort of two reasons for this. One it touches on the hot button issue of laning or sorting students into ability groupings. Two is that it touches on the hot button issue of inclusion and sort of our goals of moving that way. It's touching a lot of nerves, I think, when we talk about this pilot. Algebra 1, as you mentioned, had been described as a class for kids with papers. That's problematic, both for legal and ethical reasons. Experts have noted that legally integration is a civil rights issue, not a philosophical or educational trend, so federal courts have made clear that if a child can feasibly be integrated, segregation is illegal regardless of the school district's philosophical perspective. If we have unintentionally created a de facto special ed class, then we need to do this to combine these course into one Algebra nine type course to meet the District's overarching goal of inclusion. My concern, like those expressed by my colleagues is also around teacher capacity. Research has shown that inclusion is a strain on teachers as you see as you work towards inclusion, who are not specifically trained or given enough support around meeting the needs of some of the special education students in their classroom. Other students may be neglected as a result of the teacher's trying to accommodate the special education students while still teaching to the general lesson, as I'm sure you've thought about. Research also points out that students who have been identified as either gifted or disabled need not be segregated from others in order to have their needs met, nor should they be dumped with others without differentiation or Approved: Regular Meeting May 10, 2016 Page 41
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 appropriate treatment. My concern is that kids who need extra support maybe lost in a more accelerated class or may feel frustrated or worse, their math confident will be eroded if the supports aren't readily available. I think that's why we've asked all these questions about supports. The idea of combining the courses is to build strong algebraic foundations. If this pilot can show that a combined ninth grade Algebra course can provide this for all students, I feel very confident in supporting it. My main concern is mostly about the supports. With that component in place, I'm also fully supportive of the pilot for the other reasons I mentioned with a strong evaluation component that disaggregates the data for student achievement so we can see the direct effect that this change has had on the struggling students. Colleagues, I am sure there are more comments to be made. I'm wondering, though, if we could entertain a motion and then we could see if there is any further discussion.
Ms. Baten Caswell: I have a lot more questions. I would like to get the questions answered before we go there.
Ms. Townsend: I have questions, and she's asking good ones, so I'll defer to her.
Ms. Emberling: We can also make a motion and do a second and then have further discussion. Anybody else want to weigh in? We'll go back to Mr. Dauber for our second round, if you have any further questions.
Ms. Godfrey: Are we doing a 3-minute round?
Ms. Emberling: Yeah.
Mr. Dauber: I'm sure that's going to be (inaudible). I'm obviously ready to support this change. I was ready the first time. I am interested, Dr. McGee, in knowing more about Algebra at Paly, not right now. We could have a whole ... I have to check this, but I think there's three lanes of Algebra 1 at Paly. I'm concerned to know whether or not they reflect the same issues of special education and ethnic backgrounds, segregation that we've seen in these classes. I'd like you to ...
Dr. McGee: We can get that for you.
Mr. Dauber: I'd like you to follow that up.
Ms. Townsend: And the success they've had with their pilots.
Dr. McGee: Their pilot didn't come to the Board, so I don't think (crosstalk).
Ms. Townsend: I think they can speak to it.
Ms. Baker: I can answer some of that right now, if you want. They piloted—in 2010-11, they combined Algebra 1.1 and Algebra 1. They didn't combine Algebra 1 and 1A. They did it for a year, and they did it because there were two teachers who were very committed to it, thought it would work out better. They didn't find success with it. They found that those students—first of all, Paly has somewhat of a different population. They have about 75 more students on IEPs and 504s than Gunn does in ninth grade. They found what everybody had done—the supports didn't help—they didn't get enough attention or individualized instruction, I guess, to be able to be successful. They did not thrive in Geometry; they struggled in Geometry. Several of them had to take it over again for credit. That's why they went back to using—they have 1.1 that feeds into Algebra 1 and then into Geometry. They have 1.1, 1.2 and Algebra 1.
Mr. Dauber: I would like to know the demographic makeup of those classes.
Ms. Baker: (crosstalk). Algebra 1.1 can be, if it's decided by the team, go to 1.2. They have Algebra 1, and they have Algebra 1A. They do have three lanes.
Dr. McGee: We'll get that information.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Mr. Dauber: Thank you.
Dr. McGee: Thank you.
Ms. Townsend: Is there a follow-up in competency? Ultimately, I also want to know how kids are learning. I want scores in how they're doing.
Dr. McGee: That's part of the evaluation plan. I mean, you're absolutely right .
Ms. Townsend: If we're asking about Paly, I want to look to what was the outcome. I appreciate Ms. Baker, and I don't want to get us off track, because I want to focus Gunn.. They're pretty good about empirical look on what the actual grades numerically are, which would be great. I know we had hoped to have such an Algebra test, a pre and a post, for this project, but it doesn't sounds like that's possible or easy or whatever. I'd love to have that.
Ms. Baker: One of the things that we will have—the students right now who are in eighth grade are taking the SBAC last week and this week. We will have very clear evidence of their math achievement sin eighth grade; we'll have a baseline for Paly and Gunn and everyone. We have some good data as to what they're enrolling in each of our high schools with. Then, we can build off of that for some of our follow-up assessments.
Ms. Emberling: Ms. Godfrey.
Ms. Godfrey: I don't have any questions. I'm ready for the vote.
Ms. Emberling: Ms. Baten Caswell: There have been comments made that we are (inaudible) ethnic diversity in the Algebra 1 class that we have all the kids in that class (inaudible) ethnic diversity that it's a special ed class. From what I saw in this report, 18 percent of the class was special ed. To me, that's a portion of the class. That doesn't make an entire special ed class. When I looked at what the ethnic diversity was, it was slightly different between the two classes, but both classes showed a diversity of ethnic backgrounds. What it didn't show was what percentage of the kids are on free and reduced lunch in each class. Can someone share that with me?
Dr. McGee: Go ahead.
Ms. Baker: We can't share that data. I don't even have access to that data. It's protected information.
Ms. Baten Caswell: We don't know percentage wise. Chris, you can't tell me percentage wise?
Mr. Kolar: No, I can't.
Ms. Baten Caswell: That seems like we're throwing something around that we don't know. We need to be really careful with that. I think the press will pick this up as there's not ethnic diversity in this class. There is ethnic diversity in this class, in both of these classes. The Algebra 1 class is not a special ed class if you're looking at percentage of kids on IEPs. I just want to make sure that we're sharing the right information when we talk about this. I'm glad to hear that the eighth graders are taking the SBAC, all of them hopefully. Is the eighth grade math assessment the same across the District? Does everyone take the same eighth grade math assessment?
Ms. Baker: Yes, the SBAC, yes.
Ms. Baten Caswell: No, no. The one we use for placement. Does it everyone take the same assessment for placement?
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Baker: Yes. In fact, the California Mathematics Act of 2015, that's on the agenda that's going to be moved back, you have in your Board packet the placement criteria that all the different grade levels use. It is aligned across the District.
Ms. Baten Caswell: That's fabulous. At the beginning of the year ninth grade assessment, do they all take the same beginning of the year ninth grade assessment? The one's that listed in here? Chris, on your page about your draft evaluation plan, it says beginning of the year ninth grade math assessment. Is that the same across the whole District?
Mr. Kolar: I do not believe so. We actually have started talking tonight about whether that'll be feasible. I got some email while I was in the back of the room. I think that we're trying to coordinate and talk about whether it is reasonable across both sites to do something like that.
Ms. Baten Caswell: I'm just thinking if we have an eighth grade assessment that we give and if we have the SBAC that the State gives, and if we have something consistent at the end of the year, and we're teaching this differently in the two high schools, then we have a natural control group. We really should be looking at how it looks. If we really believe this is the right way to do it, then it will look better. If we're wrong, it'll allow us to make adjustments. In the end, all that really matters to me is that all of our kids are prepared to take math beyond this Algebra class. I just really, really, really want to make sure that we're not getting lost in the weeds here. It's easy to do; it's easy to get worried about how many kids are doing what. In the end, they're going to leave our District. They're going to go into the world; hopefully, they're going to go to college. It would be really a shame if we haven't prepared them well.
Dr. McGee: I think that's one of the things that we're trying to look at on the last bit of the evaluation plan. We are looking at their trajectories going past this stage. The basis of a lot of what we're talking about is trying to increase opportunity and increase options and choice for the students. We're going to have a great opportunity to take a look and see if the trajectories of the students who have gone through this reviewed curriculum are going to live different than those of the past. In fact, the class of 2016, about to graduate, are going to the last ones who have fully gone through the previous change. We're going to be comparing the students as they move along against the progressions that we see among the students who are now exiting the system. We're trying to be very mindful of that.
Ms. Baten Caswell: Okay.
Ms. Godfrey: Your time is up.
Ms. Baten Caswell: My time is up, but I have more questions. We're going to come around again.
Ms. Emberling: Would anyone like to make any motion to ...
Ms. Godfrey: I'd like to move that we accept this pilot.
Mr. Dauber: Second.
Ms. Emberling: We have a motion on the table by Ms. Godfrey, and seconded by Mr. Dauber. Is there any further discussion, because I ...
Ms. Baten Caswell: I have some more questions, and I need to ask these questions.
Ms. Emberling: Sure, sure.
Ms. Townsend: You want me to go first?
Ms. Emberling: Go ahead, Ms. Townsend.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Townsend: I wanted just to pick up on Ms. Baten Caswell on page 4 of the presentation. I thought, "Let us look at what the special ed population is in these various different classes and the ratio." Is there 3 or 4 percent difference in –can you look at those numbers and highlight them for me? Ms. Baten Caswell picked up—I thought they were more dramatic. Maybe I'm reading them wrong. Ms. Baten Caswell, maybe you can help me. On page 4 of the differences between the two classes in racial, ethnic and—I'm surprised we can't look at socioeconomic. Historically we've looked at that, so that's interesting.
Ms. Baker: The State looks at that data, but we don't have the ability to do that kind of disaggregation at the building level anymore. I think in the past we were, but ...
Ms. Townsend: We sure did.
Ms. Baker: ... the privacy rights of the families as a principle or as (crosstalk) analysis.
Dr. McGee: (crosstalk) into this problem at our MATD last year. We had to go to a whole different database.
Ms. Baker: We can't know who's on free or reduced lunch to be able (crosstalk).
Ms. Townsend: Maybe that's it. It's crazy. When you're trying to differentiate what is actually racial, what's socioeconomic, you might be chasing different horses. Ms. Baten Caswell, what did you point out here? That there's only ..
Ms. Baten Caswell: There is a difference between Algebra 1 and Algebra 1A ethically, but there's still a diversity of different ethnic populations in both class.
Ms. Townsend: I see what you're saying. That's good.
Ms. Baker: I guess I want to comment. You asked about the differences in terms of students with IEPs who require math support. This year, we had three sections of Algebra 1. All three were co-taught, so they had the students who needed math intervention. Of the sections of Algebra 1A, none of them were co- taught. None of the students who needed intense math support were in the 1A. There is a difference in the students and the level of support they need in their IEP for mathematics.
Ms. Baten Caswell: Yet, 18 percent of Algebra 1 is special ed according to the data that you gave us.
Ms. Baker: I'm looking at the data table in the packet. I'm sorry, I'm not seeing that, so I'm not following along with the same data. I apologize. It's not in front of me.
Ms. Baten Caswell: It's in Attachment B.
Ms. Godfrey: It's in this one.
Dr. McGee: The slides from last time?
Ms. Godfrey: It's the column third from the right that says 18 at the top. That's percentage of special ed kids in Algebra 1.
Mr. Dauber: Is it possible that 504 is a missing category here?
Ms. Baker: 504 is general education, so that would not be included as a special ed IEP.
Mr. Dauber: I don't know. I can't tell (crosstalk).
Ms. Baten Caswell: I don't have the information. For people to say this is a special ed class, maybe we have a lot of special ed students in it, but also more than 80 percent of the students are not special ed in Approved: Regular Meeting May 10, 2016 Page 45
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 that class. Let me just ask my other questions. It sounds like we're stuck on that. I want to ask a question about the long-term outcomes. I'm not going to try to pronounce things I can't (inaudible). Chris, I think I shared this with you earlier today. The SAT and ACT are not required tests for our students, and we don't pay for them. Some subset of our students take those tests, and it's going to go down because now there's 850 colleges that no longer require standardized tests. I'm just thinking is the SAT and ACT the right long- term tests to look at. Those tests also don't specifically look at Algebra knowledge and capability. The SBAC, right now our kids hadn't taken seriously last year. Maybe we can get to a place where they are. I'm just wondering if there's something else we can use that's objective on a longer-term basis.
Mr. Kolar: We had a conversation about that this morning and began to talk about options, Denise and Jack Ballard and Clarisse and I. One of the things that we're looking at are the sequences by college board and ACT. They now have a complete 8-11 sequence of assessments that are meant to track college readiness, 21st century skills. That'll be something that we haven't undertaken as an overarching assessment project. Right now, we don't have anything that's really like that. It is something that we've identified as a potential need. We'll have to make sure that we're looking at those that can be adopted without too much disruption in student time. As we heard from the students about the 2 weeks of AP testing, they already are well seasoned in terms of having to jump through a lot of hoops. We want to make that we're finding assessments that are giving us information that's valuable and informative in terms of the student instruction as well.
Ms. Baten Caswell: I totally understand that. I don't want our kids to be over-tested. On the other hand, I want something that's accurate for us to tell. My immediate concern for this vote is how are we going to tell whether this pilot would be successful. To have a draft plan is uncomfortable for me. I wonder when would this draft plan become a solid plan.
Mr. Kolar: It's a plan.
Dr. McGee: It is a solid plan.
Mr. Kolar: The reason for putting draft on this was that we wanted to make sure that people knew when they were reading it, that we're still open to input and other questions, and we're (inaudible). It itself is a plan right now.
Ms. Baten Caswell: Could I have a commitment that Paly and Gunn will both be assessed on Algebra so that we can look at the efficacy of this program?
Dr. McGee: Yeah, (inaudible) Paly (crosstalk).
Ms. Baker: I talked to (inaudible) today. Both the high schools do collaborate, and they're very aligned except in this one area of Algebra. It would be the exact same assessment for Algebra. They are close, and I know that they're beginning to talk about it, can we develop one that could be used at both schools.
Ms. Baten Caswell: I would ask if—we have the pretests that are aligned. Can the Board get a report on what the outcomes are of the posttest even if they're not exactly the same, at least they're similar?
Ms. Baker: Sure.
Ms. Baten Caswell: Can we have a commitment that that will be done next year so we'll see it at the end of the year?
Dr. McGee: We'll make sure that it's reflected in the minutes, which you will get next week.
Ms. Townsend: My hope would be if this is not going well, that we don't continue it. This 2-year makes me very uncomfortable, because I really feel—after a year, Paly stopped theirs. It wasn't—back to kids go through once. I'm into experimenting a long time on kids if things aren't going well. To this point, I
Approved: Regular Meeting May 10, 2016 Page 46
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 appreciate Mr. Dauber's point because I want there to fluidity in trying something, but I don't want you to stick it out for 2 years if it doesn't work.
Ms. Baker: I think the teachers are so committed to their students and such advocates for their students, if they see that it's not going right, they're not going to continue something just to make it (crosstalk).
Ms. Townsend: More importantly, I want the Board to commit to that. If things aren't going well, if we move this along—you want to try this, but I just don't want to be cemented in if things aren't going well.
Ms. Baten Caswell: That is what a pilot is all about. Let me make an adjustment to the motion then. That the Board would get a report midway through the year and at the end of the year on how this is going. At the end of the year, it needs to be a comparison of test scores, whatever test scores we use for these two sites. The middle of the year there needs to be some sort of, as Ms. Godfrey said, report back to us. Honestly, I feel responsible that we're not taking kids that only go through once and making it harder for them than it already is.
Dr. McGee: Let's put it this way. It has not been successful for a number of students, so we need to do something differently. This is a pilot, and we will certainly commit to the pre-test and post-test results. We have an evaluation plan, and that evaluation plan, I think, is what we need to determine—we can do this after the first year if we continue or not. The reason we want 2 years of course is because of scheduling. With any pilot, it's going to take a little while. We will commit to pre-test and post-test results. That cannot be the only criteria for deciding whether you continue (crosstalk).
Ms. Baten Caswell: I'm not saying it is. I'm just saying that ...
Dr. McGee: (crosstalk) make sure.
Ms. Baten Caswell: I do think we need something in the middle of the year as well to ...
Dr. McGee: (crosstalk) an update, absolutely.
Ms. Baten Caswell: I think there needs to be some sort of formal update to the Board. It can be in writing, but I think we all—it's our commitment to the kids. That's my motion. We have pre-tests, post-tests and there's some sort of report in the middle of the year to the Board. It can be in writing; it doesn't have to be at a Board meeting.
Ms. Emberling: Was there a second to that motion?
Ms. Townsend: I would second that, because that incorporates Ms. Godfrey's motion and it reflects the things you said as well. Yes, I would agree to that.
Ms. Emberling: Any discussion?
Dr. McGee: We're back to a motion or ...
Mr. Dauber: It's an amendment.
Ms. Emberling: It's an amendment.
Ms. Baten Caswell: It's an amendment. I messed with the motion.
Mr. Dauber: I don't want to create a Board process that looks at some evaluation, and then makes a decision about how to proceed that is inconsistent with the judgment of the professional teachers in the situation. I am not interested in adding another layer of process. At some point we have to trust and I have to trust, because I'm not a teacher—I don't think any of us are teachers—that the teachers in the situation
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 are making the right decisions here. I don't support a process that invites us to interpose our judgment for theirs about how well this pedagogical process is going.
Ms. Godfrey: I don't think we asked for that. We just asked for a report.
Mr. Dauber: I'm happy to get a report, I guess. What I don't want is for that report to be attached to an agenda item where we all look at it and make decision about what's going to happen next. That's just way beyond what the Board should be doing.
Ms. Godfrey: I don't think that's what we're after.
Ms. Emberling: The original motion recommended that the Board of Education approve the Gunn High School pilot of implementing an Algebra 1 and 1A combined course with a commitment to a pre and post- assessment and a midyear report to the Board (crosstalk).
Ms. Townsend: Right. Mid and final (crosstalk) and at the end of the year. It is interesting because the community told me that this was happening back in October, and it didn't come to the Board until later. For programming, I do want to midyear report and see how it's going. That'd be great.
Ms. Emberling: That's on the table. All in favor?
Mr. Dauber: No, I don't see the need for this.
Ms. Emberling: I probably wouldn't see a need for all of the other things. Three are voting, so hat has passed. Thank you, thank you. We know how hard this is.
Mr. Dauber: Can I just ask? The vote that we just took was on the amendment.
Ms. Emberling: Yes.
Mr. Dauber: I don't believe we've had a vote on the actual motion on the floor.
Ms. Emberling: She accepted the amendment, so it became part of the motion.
Mr. Dauber: I think an amendment has to pass, and then the motion has to be voted on. I think we have not yet voted on—I intend to support the motion, but I wanted to oppose the amendment.
Ms. Emberling: Would you like to ...
Ms. Godfrey: Should we vote on the original motion?
Mr. Dauber: Yeah.
Ms. Emberling: Why don't we vote on the original motion?
Ms. Townsend: No, I wanted the modified one. You accepted it.
Mr. Dauber: Then you can ...
Ms. Emberling: If the modified one passes, then that takes ...
Mr. Dauber: Madam President, as I understand where we were, there was a motion on the floor to support the pilot. There was an amendment to add this other process. That amendment passed by a vote of 3-2. I opposed the amendment. I would like a chance to support the motion. I think we need to support the motion, because I don't think it has passed yet.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: Why don't you move—no. The original motion was already moved by Terry.
Mr. Dauber: Right. I think what's on the floor is the motion as amended.
Ms. Baten Caswell: The motion as amended is what's on the floor. We voted on the motion as amended.
Mr. Dauber: We voted for the amendment to the motion. (crosstalk)
Ms. Townsend: Let's make it clear. I want to vote on Terry and Melissa's motion. That's what I want to vote on. Tell me how to do that. She accepted Melissa's amendment.
Dr. McGee: Maybe two motions (crosstalk)..
Ms. Godfrey: I think we do the (crosstalk) go back to my first one. I move that we accept the pilot to combine the Algebra 1 and 1A classes at Gunn.
Mr. Dauber: I second.
Ms. Townsend: And you seconded it.
Ms. Godfrey: He seconded, now let's vote on that one.
Ms. Emberling: Terry moved and Ken seconded.
Ms. Townsend: I'm going to say no, because I'm waiting for the second one. I want the second one.
Ms. Emberling: We did the amended one.
Ms. Townsend: Yeah, this is the one we voted on in the first place, that we voted on the amended one (crosstalk).
Ms. Baten Caswell: In the end it's the same answer.
Ms. Godfrey: They both passed, right?
Mr. Dauber: I just want to make sure that the records reflects that we've passed—that the Board supports the pilot. I think we probably supported it unanimously as amended.
Ms. Townsend: That's not what was done. I supported the amended motion. (crosstalk) was to have this (crosstalk).
Ms. Emberling: The motion as amended is Gunn High School pilot of Algebra 1/1A combined course with a pre- and post-assessment and the midyear report and final report. That was made by ...
Ms. Townsend: Terry and Melissa.
Ms. Baten Caswell: I made the amendment on Terry motion.
Ms. Emberling: (crosstalk) was 3-2. Now Ken you want to go back to the original motion?
Mr. Dauber: I think we need to take a vote now on the motion as amended, that is with the midyear and all of that.
Ms. Townsend: Let's do that again. All in favor.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: Mr. Dauber is making that motion. It's already made and seconded. Let's vote on that. All in favor. Opposed.
Ms. Baten Caswell: I'm sorry. I don't know what I'm voting on. I'm voting on the amended ... The amended motion. Yes, aye.
Ms. Godfrey: Are we unanimous?
Ms. Emberling: That's a long conversation.
Dr. McGee: I understand that in addition to the motion, the Board has asked us to get information regarding the makeup of the three Algebra lanes at Paly in terms of special education, racial ethnic diversity.
Ms. Townsend: And success. I want that in there too. I want to know what their grades are.
Ms. Baten Caswell: If you're going to do the breakdown from Paly, we also should know what the success rate is in getting those kids to the next—finishing the class and going to the next class. Right?
Ms. Godfrey: Can you restate the action item so we can make sure we're clear on it?
Dr. McGee: I want to make sure we're clear on it, because I—this is why I wanted these next set of minutes to come (inaudible) clear. I heard Mr. Dauber ask would you please return to us with information regarding the three lanes at Paly, Algebra 1.1, 1.2 and Algebra 1, regarding the special education makeup and demographics.
Ms. Townsend: For me, I'm not interested in that alone. I need to know the success and the teachers have evaluated those groups, because they ...
Dr. McGee: What do you mean by success?
Ms. Townsend: I want to know (crosstalk) they discontinued for a reason. I want to know—I still want to compare that program to this program. They did not find success in the program.
Ms. Baten Caswell: She would like to know the assessments at the end of the class for each of those.
Dr. McGee: Going back or from this point forward? What ...
Ms. Townsend: I'd like to know going back.
Dr. McGee: Going back to when (crosstalk) did that. What year was that?
Ms. Baten Caswell: 2010.
Dr. McGee: If that is available, we will find out.
Ms. Townsend: I (inaudible) you could get that.
Ms. Emberling: If any department has that, the math department should.
Ms. Townsend: I suspect they know the socioeconomic status too.
Dr. McGee: For that group?
Ms. Townsend: Yeah.
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Dr. McGee: Got it.
[The Board moved to discussion of Item G.]
Information Ms. Emberling: California Mathematics Placement Act of 2015
Action Ms. Emberling: Moving on to Item G, additional resource allocations for 2015-2016 and 2016-2017. Dr. Additional Resource McGee. Allocations for 2015-2016 and 2016-2017 Dr. McGee: Thank you. Now that we have the contracts, at least an idea, we know how much money we have to support program additions. That's approximately $3 million. Given the Board conversations and (inaudible) long hours of staff deliberations, we have trimmed the list to drive more funding into class size reduction. We have retained 1.2 FTE to support mathematics response to intervention at the high schools. We have retained but reduced some (inaudible) for breakfast for low-income students and for athletics. Breakfast will be provided at the Title 1 schools, and each of the high schools would receive in this proposal $50,000 toward athletic funding. We also reduced the amount of funding necessary to support District office functions to $100,000 split among three departments which has the support of the principals. They would be glad to speak to that. I want to make two comments quickly. One is about class size reduction and the other a little less quickly about kindergarten. The goal is to add teachers over the next 2 years to align with the current recommendations and stay true to our team concept at middle school. The middle school principals do have a plan. I think part of the challenge here is that we're talking average class sizes. We can get to our average class sizes over the next 2 years. In fact, most of that we can take care of next year. We have these big ranges; I just cited some earlier. I don't want to be misleading on this. If we need different metrics, we ought to have that discussion or goal setting about what those metrics should be. In my former districts—I think we ought to do this here—the first meeting in September we had a list of every class and the enrollment in every class. It was a lot smaller district, but I think there's value there. The class size average is masked a lot. I'll just give you an example. Seventh grade mathematics across the three middle schools, the average is about 25, but the average for Math 7 is 21, the average for Math 7A is 29. The three schools, 22, 21, 19 for Math 7; 7A, 29, 31, 28. We talk about reducing class size, I think we all agree we'd really like to get these larger classes down. It's not just about class size averages. Again, the middle school has a plan to drop the class size averages. Some of this we can adjust through scheduling, but we can't sacrifice the team concept. We can't just have one-off classes. We can't take, for example, a class of 33 and cut it in half. That would be nice, but that class gets split out of the team. There's a lot of nuances, vagaries which frankly Kathy Lawrence can talk about the high school. Maybe Sean can talk about the middle school. I can't talk about it, because I have not scheduled middle school or high school. It's really challenging. I do want to tell you that we are committed to getting down to the parameters that are within our contracts and within our Board policy. We'll hear more about that in a moment. If I could just go on to kindergarten, then we'll stop talking and turn this over to Kathy. I just wanted to—there's a long narrative in the packet. I just wanted to do bullet points so the public could see these and go back to the why where I think we've hit three out of four. The why we started with, how are you going to support struggling students. Struggling students, this is a category in which historically underrepresented students are disproportionately represented. It's not just about all HUR students, because some do just find in kindergarten. It's about helping our struggling students. We know if they're not ready to read in second or third grade, this is (inaudible) investment that's going to cost more funding for us, but more importantly it's going to make it very difficult for them to succeed in school. We have the why about students with more time to accrue a host of social and emotional behavioral benefits, self- regulation, attention span. We've gone through all that. We're a unified district and more consistency is better. That's the target, at least, and a recommendation we're not hitting. Also, our kindergarten model hasn't changed in several years despite changes in age limits and District curriculum. Frankly, 18 years is probably time to look at it. Next slide please; I don't have the clicker. There's only four. This is a compromise recommendation, and I know no one likes compromises. I've heard from both sides.
Ms. Townsend: I like them (inaudible).
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Dr. McGee: I do too. I'm reading Hamilton, because I'll never be able to see the play; I can't afford that. It just reminds me of the power of compromise as far as a principle for our founding fathers. This is certainly not the Constitution or the Declaration of Independence, but compromise matters. We have heard from our veteran kindergarten teachers who I value deeply about the importance of having time with half a class alone in that classroom. Maybe it's 11 students, maybe it's 8 students, but that's a value. We have also heard from veteran kindergarten teachers about how important full-day kindergarten is. We've heard both sides of this. While research supports full-day, all-day kindergarten, we have our own experts here, and I think we ought to attend to those. What we have done with this compromise model, we do have some things in common. We have budgeted for additional instructional aide time and for music and physical education. We have increased the time; the recommendation in your packet increases the time to a minimum of 1,400 minutes, so all kids have more time to learn, more time for student choice, time for music, time for play, time to just be kindergarten students. We have—all of a sudden (inaudible) below three. Going down to the fourth bullet. The readers and writers workshops were designed for the longer day to allow for individual and small group lessons. This recommendation in the packet does give them time to teach readers and writers workshops without rushing or trying to cram things in. The recommendation, I think, balances what we have learned from research reports, what we have learned from Barron Park and Palo Verde, and what we hear from our veteran teachers. It is a balance. The last point, I think, is really important. I want to credit Grant. I saw him in the back. In our last 2 1/2 hour marathon principal session, he says, "What a great opportunity this is. We have a cluster of schools that want to use the Palo Verde, including Palo Verde. We have one or two schools that want to go to a full day. We have some schools with the traditional model extended. Let's look at this in the next 3 or 4 years." Rather than deciding now what we'll do the next 20 years, let's really take some time, design the study upfront. Generally, the principals thought that was a good idea. The last slide's about the process. I don't know what else we could have done to get people's voices. Melissa and Heidi attended this 90-plus minute sessions. We've had three think tank sessions over (inaudible). We've had shared readings contributed by think tank members. I know Board Members have done classroom visits. I've done a few. We've had substantive conversations with the elementary principals. There's been discussions onsite between the principals and teachers. We do have this recommendation in the packet that is a compromise. Again, it increases the number of minutes in all three models. I think for the Model C, which is really an extension of the traditional model, we have at least the parents are picking up their students two times a week versus three times a week. I look forward to hearing the Board's feedback on this. I know we have several community participants as well. I wanted to make sure that we could summarize this where everybody could see it. Thank you.
Ms. Emberling: (inaudible). Colleagues, we have some cards on this.
Female: I wonder if you can just—I think we may have some newbies in here. If you want to speak, you'll need to submit a card.
Ms. Emberling: If you'd like to address the Board on this topic, you may submit a card.
Dr. McGee: You want to extend the meeting as well.
Ms. Emberling: We should extend the meeting, because I think this will probably take more than 5 minutes.
Ms. Godfrey: I move we extend the meeting to 11:30.
Ms. Baten Caswell: I second it.
Ms. Emberling: All in favor. I'm going to call you up three at a time please, line up, you'll have 3 minutes. We're going to start with Barbara Susco, followed by Kim Durward, followed by Julie Tomas.
Ms. Susco: At Duveneck, we have a quality kindergarten program right now. All the money and energy we are spending will be spent on this new program. Would it be spent in an area that is—it would be better spent in special ed where we really have deficits. This is every year going to be an ongoing expense. That said, it seems we are still moving ahead. I was a part of the think tank, and I don't feel that the majority Approved: Regular Meeting May 10, 2016 Page 52
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 opinion was honored. I can't feel that way when so little is reflected in the models. Also, Model A is totally discounted and no requests for feedback on those new two other models was elicited from the think tank members and kindergarten teachers in general. Also the first the principals saw the models was in the very same meeting they were expected to pick the best model for their school. This certainly doesn't allow for reflection or thoughtful feedback. I think you should look at Model C. Might it be better to have a small group time in the morning and have a staggered start time? The children that start later could come in from recess with the rest of the class, and this would make for a more natural transition. The children that need intervention could get it in the morning on their late start delays, and the academic intervention for kindergarteners from 8:00 to 10:00 a.m. is going to be a lot more positive and productive than from 1:00 to 2:30 p.m. Also, in the Model C, the summary states that struggling students will have an opportunity to work with a certificated teacher during the days that they are not staying the full afternoon. Will each site following the Model C schedule be hiring a part-time teacher for the afternoons for this? Maybe if two schools are doing this, they could share the teacher if one school is doing a staggered start. I don't know if any of these suggestions are workable, but my point is that we have not thought deeply or thoughtfully enough regarding any of these new schedules. We are concerned way more about 1,400 minutes rather than focusing on what's happening in these classrooms right now. The kindergarten experience should be about quality, not quantity. At present, we are offering a highly challenging academic program. By adding minutes, many in the think tank raised concerns that the program would be pushed even more so. Many in the think tank talked about the best teaching practices and developmentally appropriate learning and play for kindergarten students and that school day was plenty long enough. We have seen a major change in K- 5 grades over the past 15 years. The rigorous academics are a daily, ongoing stress for young children. We have on record at a Board meeting a high school student stating that her academic pressure started in kindergarten. I think that explicit safeguards should be put in place to combat ...
Ms. Emberling: Go ahead, finish your sentence.
Ms. Susco: I really think you should also clarify how you're going to actually study this. Studies are a lot more complicated than just saying you're going to a longitudinal study. Please do not accept the recommendation as it stands.
Ms. Emberling: Thank you.
Ms. Susco: I'm a kindergarten teacher and a resident.
Ms. Emberling: Kim Durward followed by Julie Tomas followed by Ingrid Totek.
Ms. Durward: Hi. I'm probably one of the few parents who have had kids in both the full-time kindergarten at Barron Park and in the part-day schedule at Duveneck. I greatly prefer the part-day kindergarten as it stands at Duveneck right now. Even in this proposal, the kids who are going to be going to school the least as kindergarteners have only 3 hours less than a fifth grader does. That's not that much less. This proposal is all about reducing the achievement gap, when really what I notice when I talk to parents is that those who are in favor of the full-day kindergarten are looking for childcare. The proposal doesn't really acknowledge this, just as it doesn't acknowledge that there are a lot of parents who simply don't want their children in school for those additional hours. I see my first grader exhausted after school, asking every day how much free time he'll half. I strongly value family and unstructured time. I believe it's far better for my children's brains and happiness and ability to regulate, be creative and focused to have that time rather than more instructional minutes. I want my kids to enjoy learning in the long term. I think that—I have read studies also that feeling overwhelmed academically in kindergarten will give them less chance of enjoying reading and learning in the long term. The proposal talks about identifying struggling students in kindergarten and focusing on those challenges and targeting those challenges and eliminating those challenges of these struggling students. Five and 6 year olds are kind of all over the place developmentally. I feel like this is kind of stigmatizing certain students and more than it needs to when they are so young. Studies show that early reading ability is not predictive of much at all, not even of later reading ability. I worry that we're just going to teach kids early on that they're below average readers and writers, and that is what is going to stick with them. It makes me sad that this is one of the changes the PAUSD thinks is really important to make in our high pressure school system. It just doesn't make sense Approved: Regular Meeting May 10, 2016 Page 53
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 when the tone is that this whole schools system could be lower pressure and more friendly to families and mental health and all that stuff, and that this is what were going to do is add more time to our kids when they're in kindergarten. They really want to be with their family if they can be and have free time. Anyway, I'm asking to please consider letting our kids have a freer childhood for this one year and spend the money some other way.
Ms. Emberling: Thank you. Julie Tomas followed by Ingrid Totek followed Josh Knowles.
Ms. Tomas: Hi. (inaudible) excuse the rambling. My name is Julie Tomas. I'm a proud mom to a Duveneck second grader and an incoming kindergartener. Completely agree with what the previous two people have said. I strongly believe that making our 5 and 6 year olds be in school for 6 1/2 hours will not only cause them undue stress in their tender first year, it will also have a negative impact on their experience of and relationship with school going forward. I appreciate what Terry Godfrey said early that how our kids feel in class every day is the most important priority. Please represent the well-being of our kindergarteners. I started a petition supporting the original Model A and opposing longer days. Currently 107 families and growing share this stance. I think that it is very important for the Board to know this in the context of this vote, that there's this many families opposed to it. I do want to acknowledge that it's easier to stand up here and say no or what's wrong about a plan or proposal than to make one. I thank you all for your commitment to coming up with a plan to address the achievement gap. I also have lots of questions. I'm very pleased to see the small groups model still being honored in some schools and personally relieved that one of those schools is one that my kids attend. However, I'm sorry for those schools that would be losing these small groups and thrust into the full-day with a full class. I remain concerned about all extended days during which the children will be in school for 6 1/2 hours, and the increase in instructional minutes is concerning. Is nap time and rest time built in or more free play? Exactly how much? Hiring PE and music teachers sounds great. Will they have music and PE every day or is this just once a week for 20 or 30 minutes? I'm concerned that what sounds great in a presentation plays out very differently in real life application. From the daily schedules that I've seen of the two schools that currently do fill or almost fill kindergarten days, the only free choice time on the schedule is the very last half hour of the day. This is hardly the full-day kindergarten model that is being presented full of free time and play. Yet, this the reality, and we need to know this. I also don't know what is the kind of inexplicably rushed pace of this. I feel like we need to go through this more. Many more questions. We need time to be smart and thoughtful. It's no secret that the students in the school system are under far too much stress; we know this. To attempt to address a problem, any problem, by putting all of our very youngest kids under unnecessary stress and pressure is deeply misguided and would be making a troubling statement about the District's priorities. Please give the details of this issue much more time and research and consideration and reasonable dialog and look into many more creative alternatives. I know we can do better. The achievement gap is an important issue. Please let's continue to work on it, just not at the expense of our kindergarteners. Thank you.
Ms. Emberling: Thank you. Ingrid Totek followed by Josh Knowles followed by Sally Kadifa.
Ms. Totek: I am a parent of two Palo Verde students and preschooler, and I'm also a preschool teacher. I am in support of Model A, leaving the current kindergarten schedule as it is. I'm the parent of a kindergartener at Palo Verde, and I'm concerned about the effort to move the entire District to late or full- day kindergarten. My husband and I dislike the late-day model because of the sheer number of hours of fine motor and cognitive tasks being asked of the students. My son's teacher told me the kinder teachers are in favor of it, because there's too much curriculum to cover in the hours allotted. For example, they often do(inaudible) after lunch. She said it would be difficult to fit in all the work with the noon dismissal 2 days a week. School District officials talk about adding non-academic activities into the extra time, but that's not what we see in practice. If our teachers need until 2:00 p.m. to cover required curriculum, how are they going to add in free choice, PE and music? I'm afraid the addition of these extra-curricular activities will be used as ammunition going forward to push all elementary kindergarten classes to primary dismissal. More and more lately we hear the value of free, unstructured play from the National Association for the Education of Young Children to the Atlantic to many others. We know about countries that keep children in a preschool model 'til age 7, and their students excel at that point. We also know it is not developmentally appropriate to ask our 5 and 6 year olds to sit still for 6 hours a day. Worksheets don't Approved: Regular Meeting May 10, 2016 Page 54
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 teach children to problem solve, and young bodies need to move and experience their world so that their minds can be quiet, and they can sit still to learn when the time comes. My kindergartener is a gentle- hearted, shy boy who is upset and stressed out most days after school. It takes him an hour to unwind from 6 hours of academics before he can feel like the sunny, warm soul that he is. I hate that school makes him feel like that. I worry that as a kindergartener he dreads each school day. How do I help him prepare for more than a dozen years of academics if the first year is so trying? For my family, the one saving grace is that we are leaving Palo Verde for a choice school next year, so we won't have late-day dismissal 4 days a week any more for either of my two younger children. I feel sad for those who may not have that option next year and in the years to come. I understand that one pickup time is easier for many families, but that should be weighed against the additional hours of seat work being asked of our youngest students. I would accept Model C as long as it is not a Trojan horse for a Model B we'll be forced to accept 4 or 5 years from now. For now, I am in support of Model A.
Ms. Emberling: Thank you. Josh Knowles followed by Sally Kadifa followed by Rita Tesloff.
Mr. Knowles: Hi, thank you for having this discussion. I'm Josh Knowles. My wife and I, Juliette, are delighted that our 6-year-old daughter, Grace, is a student at Nixon in P1. She, in contrast to some of the things, one of the things she always says is why can't I stay longer in kindergarten. She loves it. I volunteer in the classroom. I see the kind of things that they do (inaudible) choice place. I think it's extraordinary time to see their young minds developing. We hope that our 2-year-old son will follow in her footsteps at Nixon. I'm obviously here to speak in favor of full-day kindergarten. I've signed and submitted a letter by 15 families to the Nixon (inaudible) to the public record. I'm sure I could have—if I'd had a listserv I could have gotten a lot more in favor of that. I've been working on this since the start of the school year. I've been very pleased by the strong support at Nixon, not only by the teachers but by the parents and by the administrators and by the positive feedback on the webinar. I know that there are concerns, and they've obviously been raised here. I want to be sensitive to those, but I also think that many of those concerns can be mitigated. There are many things to recommend full-day kindergarten which is why over 75 percent of schools across the United States have adopted this including many of the poorest school districts in the nation, in the Deep South and in the inner cities. I would like to see Palo Alto Unified School District move to a more unified model. I do think since this curriculum has not been changed since 1998, it's a reasonable time to do that. There are lots of other things that are important; increased instructional time is only one of them. The ability to other enrichment activities is very important. Currently, to do that obviously the parents have to either arrange it or pay for it themselves, and that's also a burden. I also think a decrease in the performance gaps between those that are most ready and least ready is really an important issue. Finally, it certainly would ease the burden on families that are trying to accommodate a very inconsistent schedule, especially in two-parent working households or where there's a single parent working which makes the current schedules very problematic. We were lucky enough to get excellent afterschool care, but that's not always available especially around here, and it's extraordinarily expensive. In closing, I would say that strongly in favor of Nixon, we're strongly in favor of the Palo Alto Unified School District. We wonder why our children cannot be allowed to reap the benefits of full-day kindergarten and increased time for learning, playing, socializing and creative. Thank you.
Ms. Emberling: Thank you very much. Sally Kadifa followed by Rita Tesloff followed by (inaudible).
Ms. Kadifa: Earlier Dr. McGee mentioned the situation with the Math 7, Math 7A. If you look at the enrollment data, there are a lot of situations like this, where the accelerated class is—they're much larger classes than the regular lane class. Overall, there's also a pattern of honors classes and AP classes being some of the largest classes there are. This is due to the allocation that—the way allocation works (inaudible) if you want to support the kids who are struggling, then the more advanced classes are going to be correspondingly larger. The rationale of this is you need to support the struggling students. I think we need to look at this a little differently. We have each year in this District of the students who are in the AP classes and the honors classes, they don't represent the diversity of our District. I think that some of it has to do with class size, so these classes are set up. They're large. I think it's part of the problem. They select for kids who have a lot of resources. They select for the kids who have a parent who can help with the homework. They select for kids who have internet at home and can use tutorials. They select for kids who have lots of friends in the class and they can get a study group together and text each other when they Approved: Regular Meeting May 10, 2016 Page 55
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 can't get the homework done. They select for kids whose parents pay for tutors. I was also struck by Matt's comment about leaning away. I can't help but think if we make all the change in classes at the school large and they don't meet the District's stated standards, what are you doing? You're leaning away kids who don't have the extra resources to succeed in these classes. No kid should feel like they can't take a challenging class because their parents can't pay for a tutor. It's really for the kids who can do this work. They belong in these classes, but they belong in a class of a size where they can succeed. I just don't think that—correcting these class sizes is really essential to closing the achievement gap. Thank you.
Ms. Emberling: Thank you, Sally. Rita Tesloff followed by Vanecio followed by Dan Shapiro.
Ms. Tesloff: Hello everyone. I want to just continue talking about what Sally was just talking about. I also was listening very intently on some of the numbers, Dr. McGee, that you threw out. Yes, it's very interesting, but it's very explainable as well. I'm surprised to hear you say that you're surprised by the range when it's very clear. Why do we have that big range? Basically you're staffing across the entire school. When you have a school like Paly that has 1,000 sections in it and you're staffing across and 1,000 sections, classes and you're staffing across that, I mean, I think a first year mathematics student can tell you the range is going to be big on that. When you're staffing in a course level that has ten sections, now you've got a small range. In fact, the study I did shows that the range is very controllable. It's within three to four in middle school. Al you have to do is staff by course level. The current allocation model, which was just discussed in the paper, it's made it very clear that what it is, it's not a staffing model to reduce class size. It's a staffing model about funding. What's the least amount of resources we can give to the school and still say that we meet in theory the targets. That's all it is. When you talked about—the thing that you mentioned, Dr. McGee, the lower lanes are staffed at a lower level. Rightly so. That's what the teachers want to do. You're not acknowledging that, because you're not giving them the resources to do that. How would they do that? They're taken away from the other classes. The only way that they can do these lower lane staffing is to make sure that other classes are over-enrolled. That's it. It's a zero sum gain, as Sally said. We have to decide what are our targets. Are our targets only applied to the lower lanes and not the higher lanes? Then (inaudible) the District. Change your targets and tell us. You can change your models so that you can staff appropriately for the smaller ones, the ones that you want smaller. Then everyone else gets the 24 or the 22:1. Let me give you some other numbers. You threw out some numbers.
Dr. McGee: I have them all here. (crosstalk)
Ms. Tesloff: Let me give you some sections that are being averaged. Algebra 1, 1.1 NCP one student. Algebra 1.2 NCP, two students. Algebra 2 (inaudible), 1 student. These are all counted as sections and added to the (inaudible). How do you think that's going to impact your average? You're going to look good with your averages, but those aren't practice. Those aren't the (inaudible). That's how you calculate your 22 average. I've got your data. I know, I see it. Then you have other classes that are 35. Thirty-five in one, that's 18. That sounds good, right, but is it good? The other thing about middle school, I just heard what you were saying. Middle school at Jordan, I believe, now is going to be sixth grade, seventh grade; it will be pretty (inaudible). Eighth grade, the bubble year, those kids, again for the third year in a row they're going to have higher than average classes. Our school, Jordan, was directed to have higher than average classes, because you don't want to disrupt team. It's not disrupting team for kids to give them a better class experience. I'm just going to leave you with this. I think it was Camille or maybe it was Terry that said every student only goes through the grade on time, and they all deserve a great experience. It sounds like you're giving up on the bubble kids. You're not giving them the great experience. You've just said all bets are off and we don't care. We're giving them the high grades. I'm just hoping you don't continue that through the high school. Thank you.
Ms. Emberling: Thank you very much. Vanecio followed by Dan Shapiro.
Male: Vanecio left.
Ms. Emberling: Then let's go on to Dan Shapiro.
Approved: Regular Meeting May 10, 2016 Page 56
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Mr. Shapiro: Thank you. Thank you for listening to me. It's been a long night. It's my first School Board meeting. Actually I just want to say how inspired I am by how engaged this group is this long into the conversation. It's pretty impactful to a parent like myself who has three kids in the School District. My son, Ethan's 7 at Addison; I have Logan who's 4 and Avery who's 2 who are coming up through the system. When I heard about the kindergarten conversation, I was inspired by the fact that the school's in such direct (inaudible) the sort of achievement gap. I have very similar concerns to what the other parents expressed around stressfulness, the kindergarten environment for my 4 year old becoming my 5 year old. The reason is because I have friends in Menlo Park. They have a full-day kindergarten there. What they've said is that since that change has happened, it's really created two dynamics. The first is that the kids come home tired and stressed. The second is that the parents are taking them out of preschool environments that are play-based to put them into more classroom-style preschools so they'll be ready once they get to kindergarten. Personally, both of those things scare the hell out of me. The reason is that as much as I want my kid to learn math, I want my kid to enjoy the process of learning math. As much as I want my kid to learn how to read, I want him to enjoy the fact that reading can be fun. I feel like any effort to increase the stress level at this age, I just don't understand how that can be seen as positive. I feel like I've watched the evening progress, and you've as a group taken great care to think through issues at great length and great depth to address very complicated problems around budgeting and around what kind of tradeoffs you want to make. I haven't heard that rigor at all in this discussion particularly around the mental well-being of students. The tradeoff that you're inherently making between what looks like a group of people that need more help—my understanding from the data you've shared is that 70 percent of the kids that need more help are in (inaudible) categories like English as a second language or in special ed. It feels like unlike the rest of the discussions we've had tonight where you have a very well defined problem. It seems like you're applying a very broad, indirect solution to it that has side effects that aren't well understood. My request would be absolutely, let's (inaudible) funds and let's devote it to the kids that need. Why are we using a broad-based solution that isn't really addressing the core problem and has the potential to create negative impacts on our youngest learners? Just so you know, I think that there are a number of parents that—as (inaudible) as Paly and Unified School District is about the best in the world, we've talked about leaving Palo Alto, because we believe the School District isn't paying enough attention to the stresses they're putting on students. I just want to (crosstalk) just make sure you understand that.
Ms. Emberling: Thank you very much. I think we have to extend the meeting because if each of us take 5 minutes, that's 25 at least.
Ms. Townsend: What do you want? Ten to midnight?
Ms. Emberling: Just do midnight.
Ms. Godfrey: Do you want to make any decisions on the agenda (crosstalk) go home.
Ms. Emberling: We will right after this. We'll have to do it right after this because we're in the middle of (crosstalk). This will be the last agenda item. I have to see if there's anything that requires our action.
Ms. Townsend: (crosstalk) anyone is here for ...
Ms. Emberling: I think we might have to do the CEQA item. I'll ask Dr. McGee's team over there, since Dr. McGee's in the back. Dr. McGee's team, we are inclined to defer all other items unless they are absolutely essential for moving forward, since we are nearing midnight. Board, I want you to think about that while we finish this item.
Ms. Townsend: Is there any other community item so that the community ...
Ms. Emberling: No.
Ms. Townsend: Thank you.
Ms. Emberling: Sure. Approved: Regular Meeting May 10, 2016 Page 57
MINUTES FOR REGULAR MEETING OF MAY 10, 2016
Ms. Townsend: How about 5 to midnight?
Ms. Emberling: Why don't we just midnight (crosstalk) do it again.
Ms. Baten Caswell: Let's not take a long time doing this. Let's just do it. I make a motion that we go 'til midnight.
Mr. Dauber: Second.
Ms. Emberling: Ms. Baten Caswell moved, Mr. Dauber seconded. All in favor. Opposed. Motion carries. We will start—this item has been discussed in the past. There's a request for action. Any discussion or we may be ready for action. Why don't we start with Ms. Baten Caswell.
Ms. Baten Caswell: Just a couple of things. First of all, I want to say I wish we had more money. Of course, I do. On the other hand, I've been on this Board for 9 years. Having several million dollars to spend seems like a real luxury. I'm happy about that. I want to make sure we're spending money on balancing class size better, not just reducing class size but balancing it. If you remember months back, I brought this up, Dr. McGee. The across the board peanut butter thing doesn't work here, because of the range of class sizes we have. I appreciate the members of the community that did (inaudible) to prove that point. I'd like to do as much as we can with this. I'd like to spend some time this summer talking about this, when we have our offsite planning for next year. I don't think this is the end of the story. I am concerned that the eighth graders—if it feels like we've given up on that class, that's not acceptable to me. I don't know, Dr. McGee, how you want to respond to that. I'd like to spend this money, but I'd also like to make sure that we don't end up with a whole class that's going through with a less optimal situation. Why don't I just go through my things, and then you can respond. I'm concerned about where we are on this kindergarten proposal. I appreciate the amount of discussion and the amount of inclusion that you had in these discussions. I really, really do. The idea that we could have—you say over and over again we're a collective community, we're not a collection of communities. I feel like this proposal creates a collection of communities for 5 years. I might be okay with a collection of communities for 1 year, but 5 years I'm not okay with. I've had some parents come up to me that feel like they're in the losing school group. I'm sure there are parents in every one of these groups that feels like they're in the losing school group. It sort of reminds me of some conversations we had in the past where if I don't get to choose what school I go to, then why are the schools so different. That's why I said earlier if we're going to make some rules about you have to go Gunn or you have to go to Paly, maybe you have to let people raise their hands and say, "I want to go to this school or that school," to give them that choice. There's some differences. These are really big differences, whether you have the same time every day or whether you have the same time only 2 days a week. You said one or two schools wanted to go to full-day (inaudible) but it seems like only Barron Park is offering that option here.
Dr. McGee: I think Nixon is still in conversation about that. Nixon's complicated just because of the transportation, because of the VTP students and Los Altos Hills and Sand Hill. They have ...
Ms. Baten Caswell: I'm troubled by this kindergarten proposal. I feel like I can vote on the rest of it, but I'm troubled by what we have here. There are a lot of people that sent us letters that weren't reflected in tonight's ...
Dr. McGee: We have a lot of letters.
Ms. Baten Caswell: They're not all in the packet here. I'm interested in my colleagues' opinion on that. For sure, I'm not ready to vote tonight on any kind of 5-year plan. I'm wondering if maybe we separate this out and have a discussion that's just about kindergarten. I just want to go on to one other thing. There obviously is a big high school support for these—what are they called? We're calling them WOWs, but they called them something else. CHOWs, CHOWs. It seems like having one person that's running back and forth between two schools doesn't address the needs that's being talked about. If you want to come in and
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MINUTES FOR REGULAR MEETING OF MAY 10, 2016 be helped and your person's not there, then we're not really providing much of a wellness center. That would be my other ...
Dr. McGee: We'd have to put both in the same (inaudible) that we recommended in this first (inaudible). Is that what you're recommending?
Ms. Baten Caswell: That's what I would recommend.
Mr. Dauber: I'm sorry. I missed the last part. You were recommending ...
Ms. Baten Caswell: One CHOW in one school one year and one CHOW in the other school another year, and having them go back and forth doesn't work for me. I would suggest that we do both CHOWs in one year. Or WOWs or whatever they're called.
Ms. Emberling: Thank you. Mr. Dauber.
Mr. Dauber: I agree on the kindergarten. I was prepared to support a proposal for a full-day kindergarten across the District because it reflects coherent philosophy in addressing the achievement gap. This doesn't reflect a coherent philosophy. I think until it's clear why we would have this variant and that has some principled basis, this is not a proposal that I think makes sense.
Dr. McGee: I'm happy to break it out for further discussion.
Mr. Dauber: I think we need to table that and bring it back. We can't restructure kindergarten in the District kind of at this point. I want to say a couple of things. We're looking at significant reductions in many of these items from earlier this year, zeroing out support for small learning communities at the high schools, taking breakfast from $300,000 to $100,000, reducing class size mitigation in middle school and high school. Some of these are 2 years. We're not passing a 2-year budget. We're passing a 1-year budget. We really are only talking about the ... This is frankly where the rubber meets the road. When I hear my colleagues say, "I wish we had more money," we could have more money. We could be looking at $4 million to apply against these items. This is where we face the hard choices that we are imposing on ourselves by having a contract that does not take advantage of the surplus that we have. What's (inaudible) is that we're having this discussion in a year where we have a 11 1/4 percent property tax increase and an $8 million surplus. I think what the community needs to ask its School Board is, "Why are you making these hard choices, when we have sent you so much money?" I think that's what's happening. The other point here that I really have to point out is the financial assumptions on which even this $2 million is based are problematic. They reflect an operating deficit of $1.3 million, which is filled with reserves. They also reflect a property tax increase assumption of, I think it's 8.76 percent which is substantially higher than the City of Palo Alto's which is 7.9 percent. A year ago we agreed that we were going to use the City of Palo Alto's assumption rather than another assumption because we had observed that their assumptions were more accurate. To my mind, the only reason to now go with a higher property tax projection which yields, by the way, a $1.1 million revenue projection than we would if we were using the City's, that doesn't reflect the kind of conservative, prudent financial projection that I would like to see. There really is no reason to do it except to put ourselves in a position where we can spend another $1.1 million. I'm very uncomfortable with that situation. I think the other issue that we really have to face with this is that, as Rita Tesloff and Sally Kadifa have pointed out, we are in a situation where we have not met our class size targets for our middle and high schools. To spend money against other priorities when we have students sitting in classes that are too big and teachers with higher student loads than we think they should have, that's a really problematic place to be. It's worse that it's a voluntary place to be, as I've said tonight, but it's a really problematic place to be.
Ms. Emberling: Thank you. Ms. Townsend.
Ms. Townsend: Let me celebrate the great budget that we have to spend on our students, and I'm very pleased that we are putting such additional commitment to our students. I'd like to take a look at everything. The expert instructional math intervention specialist for $150,000 at the high schools, that's Approved: Regular Meeting May 10, 2016 Page 59
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 excellent. Math is an important area which we have already all agreed to. Let me skip kindergarten for a minute; I want to spend a little time on that. I just want to go ... The wellness outreach worker over 2 years, that's in addition to two—how many? Do we have two full-time (crosstalk). We have put in almost—how much? Half a million? In social, emotional welfare between additional staff. We'll take a look at that. A huge amount these last 2 years. We'll get that number. I'm just going to keep going, kind of nodding around that general area. Breakfast, Title 1 schools, we never had that. $100,000 we're adding into the budget for Title 1 schools. That's a huge difference. Over $1 million additional allocation to make eight large classes and caseloads at the high school over 2 years. That's is significant. Over $1 million. We're not talking chicken chump here. A lot of money that—chump change or chicken feed, there we go. Additional allocation to mitigate enrollment growth at the middle schools, $750,000 over 2 years. That is huge. Additional reading specialists at the elementary schools, $300,000 in addition—let me again say our 13 elementary schools are the top of California. They are the best, and we are committing even additional funds. How wonderful is this. We have various departments in the District office to help support our teachers. This is excellent. Professional development, we've added .25 as well. Central attendance, I've never seen it so well equipped. New parents coming in, you should see the lines with the children here. It's very nice, but they are getting feedback that we are being even better for central attendance. Transportation secretary, we had just hired some bus drivers this past year as well. Huge commitment to our students. Sign boards, good, zero, that's not my thing. Support high school athletic programs, $100,000. Over 50 percent of our kids are involved in outside athletics in our high schools. This is wonderful. What a huge commitment to our students. This is where the rubber meets the road, right to our students. This is a fantastic budget. I am very appreciative. Now, as all of our students should be; this is wonderful. With regard to kindergarten, I see Model A. Before they wrote Model A, Model B, and then it changes, what's Model A, Model B. You are recommending which model?
Dr. McGee: I'm recommending what I have in there. It's (inaudible).
Ms. Townsend: You've got A, B and C. Which one are ...
Dr. McGee: It's in the text. At the south cluster, that's Palo Verde, Fairmeadow and El Carmelo, would go to the current Palo Verde model.
Ms. Townsend: You're telling me the Model C.
Dr. McGee: No, no. Barron Park would be full day, Nixon may be full day. They're still working on that because of transportation. The other schools would all be that Model C which is (inaudible) extends the minutes.
Ms. Emberling: Nobody is Model A.
Dr. McGee: There's really three different ...
Ms. Townsend: $338,000 commitment is to this ...
Dr. McGee: That's for a music and PE teacher and provide more instructional aide time.
Ms. Townsend: We have gotten information all over the place. Parents, some want full day, some don't. I just see the incredible amount of input you've taken on this. I believe in compromise. I will appreciate your recommendation. I would like to fund your recommendation. Thank you, Grant, for suggesting that this may be a way to work the years through. I think this is important to do it in that fashion. I understand— thank you, I've forgotten your name, the last gentleman. He might have left. Saying people are pulling their kids from preschool and putting them into kindergarten. We don't want kindergarten to be stressful, absolutely. This is of concern to us. I also believe a lot of work has been put into this. I appreciate you making the recommendation, and I would like to adopt it.
Ms. Emberling: Thank you. Ms. Godfrey.
Approved: Regular Meeting May 10, 2016 Page 60
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Godfrey: Ms. Mak, I have a couple of questions for you. I just want to make sure I understand this. My recollection is that we used to use a 2 percent assumption for increase in property tax. That's what it took to cover our increases in enrollment and other sort of CPI year over year. We came to a decision that that maybe was unrealistic and that we were not making decisions in investments because we were using such a low percentage. We wanted to move toward something that was a little more realistic like the City was using. The City and the District aren't the same. The City is looking at property tax for the City, and we also have Palo Alto and Los Altos Hills and Stanford. It's just a different plot of land. Is that right?
Cathy Mak: Slightly different.
Ms. Godfrey: There's really no reason for it to be exactly the same. You have some visibility into what the rules might be for an upcoming year. When you build in your percentage assumption for next year, you've got some confidence level other than just picking whatever the City used or using what we've used in the past. Tell me how you understand what the percentage might be and what your degree of confidence is.
Ms. Mak: We receive monthly reports from the County Assessor's Office. It's included in the contract settlement items. The trend for '16-'17 assessment is trending up about a percentage higher, so that includes confidence that for next year assessment growth probably would be just as good as this year. This year the July 1 assessment growth was almost 9 percent. There is reason to believe that for next year the assessment would be similar to that number if not better.
Ms. Godfrey: Thanks. I think the other thing that we have outstanding with respect to what we might have to spend going forward is something we discussed last Board meeting around making a decision on new schools. We probably have $1 million or $2 million or something like that that is built into our long-range forecast that we would spend on new schools. I think we took an action item at the last one to set up a sessions where we would actually have the staff take us through all the (crosstalk) results so that we could sort of fish or cut bait, for lack of another word. It's late. That's another sort of place where we might have potential for more spending in the future that we could at least discuss at that time, depending on how the rest of this goes. That's great. Thanks very much. With respect to the kindergarten decision, I feel like this has been discussed long and wide. I feel like some investment in it is right. I don't feel at the moment qualified to say if the model is the right model or not the right model. I'm happy to have that taken off the table and re-discussed or whatever. I just want to make sure we put aside some money so that there is an investment available (crosstalk).
Dr. McGee: I was going to come back to that. Thank you.
Ms. Godfrey: That would be fine. The class size question, I think we've chewed on that a little bit. I think one of the things you mentioned earlier, which I'd also like to take as an action item, is building that process in whereby we're looking at class sizes with that lens of what the kids experience in class is.
Dr. McGee: Not just average.
Ms. Godfrey: Right. I don't know if the sorts of analysis that was done by our community member is the right thing. If we do the same thing every year or whatever it is, I look to you for recommendation when we get together in our June retreat on how we might do that to keep us out of trouble in the future. Of course, we're going to need to make some investment now. In that investment, it would be good to know how fast we think we can hire. I'd mentioned that earlier. Sometimes even if you have all the money in the world, you just can't get the people in the place fast enough. I assume what you have built in here acknowledges that, even if we wanted to hire them all right away, maybe we couldn't but I'd like to obviously get to that as quickly as possible. With respect to the athletics, my kids are athletes, and they've enjoyed it very much. I hate to see this hanging out here without choir and drama and glassblowing and all the other things that they might be.
Ms. Emberling: Great proposal to maybe pull kindergarten and have it as a separate item. Although, I know we want to talk about budget altogether as a big budget pie. I'm going back to the same quote that's been said in many different ways. John Dewey who is an influential psychologist and educator reminds us Approved: Regular Meeting May 10, 2016 Page 61
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 that if we teach today's students as we taught yesterday's, we rob them of tomorrow. It's another version of that. Change is difficult for all of us. I do commend and all the kinder teachers and elementary leaders for embracing this collaborative process to examine the benefits of the current kinder models, both full-day and extended-day, with a goal of using early education research to inform our discussion of how we can produce long-term educational gains for our students, especially for low income and historically underrepresented students. The process has been thoughtful and inclusive and transparent and, of course, challenging. This proposal as was mentioned came out of an MITD report as well as several recommendations to reduce the achievement gap. It's not the only effort we're making certainly, but it's an important step because the report stated—I went back and read the report—longitudinal data demonstrate children in full-day classes show greater reading and mathematics achievements gains than those in half- day classes. Full-day kindergarten can produce those gains especially for low income and minority students. A full day of learning offers several social, emotional and intellectual benefits to kinders and more time to focus on activities, to reflect on activities, to transition between activities. As our Barron Park full- day model teachers came to speak to us last time at the meeting, they are much less stressed with trying to cover the curriculum with more time, much less stressed than trying to cram it all into the short amount of time that's there now. We're much closer to this goal than we were. It doesn't seem like we're quite there yet. I think Ms. Townsend's questions are reflective of community questions about these models. We have one schools going to the full primary day for Barron Park. We have three schools going to the full primary day minus 15 minutes. We have eight schools staying for the full primary day, 2 tens a week but 1 hour earlier or sort of Wednesday minimum day time three times a week, which is confusing. My question is with the eight schools that have agreed to dismiss kids 45 minutes to an hour before the end of the full day, maybe the establish an opt-in free play, outside time for the students that are dismissed early to make up that 45 minutes to an hour. Otherwise, I see potential unintended consequences. The first one is that parents hang around the school for 45 minutes waiting for an older child to be dismissed, which I think happens now except on the days when they're closer in terms of dismissal time. Second, bus pickups, I don't know how these are going to be affected. Are kinders going to just wait for 45 minutes for the bus? Is the bus going to be able to do in 45 minutes the (inaudible) and coming back? I don't think that's enough time. I don't know what's going with that, and I don't (inaudible) in terms of that thinking. We're voting on this item as a budget item, not a pedagogy item. If we dedicate funding into a longer kinder day, I feel confident in our early education professionals. They can develop creative solutions, find the small group time they want to protect, perhaps using music and PE for half the class at a time or other ideas. There's a million ideas out there I'm sure. If we move towards full-day kindergarten, which I hope we do at the end of our conversations, it really should begin at the beginning of the school year. Nothing was mentioned in here except that the goal of maybe continuing to start early and then 2 months into the school year change the whole schedule. I found that odd. This transition should be as seamless as possible for the students. They carve predictability, routine, structure. Starting the year out and then moving in mid-October feels left to me. I'd like to know if there's a difference in funding the kinder model at the beginning of the school year. I just want to close by saying this is a golden opportunity for the District. I urge the District, the kinder team as a whole to move forward with the full-day model following the research and results of the MITD task force and include substantial instructional aide time on par with the Barron Park full-day model. I realize that's the most expensive option. In order to fund this, I might reevaluate the reading specialist item for now. The eventual plan is to move to a full-time reading specialist at each school, but adding full-day kindergarten may help alleviate the immediacy of this need in the younger grades. More time will be spent with a credentialed teacher in a developmentally appropriate and more relaxed environment may give struggling students time and attention they need to become stronger (inaudible) and readers. I was just sort of grasping at how we can move around the pots of money. I do also echo the recommendation that we postpone action for hopefully just one more meeting to see if we can reconvene (inaudible) leadership and move towards consensus on a consistent full-day kinder model.
Dr. McGee: We are certainly willing and able to do that. The budget considerations are something we'll have to weigh. Starting earlier will cost more money. Going to the full full-day model will cost more money. That was the most expensive option. There have to be tradeoffs somewhere. I think waiting 2 weeks is fine. We'll still need to hire a music and PE teacher, but waiting 2 weeks is not going to really change the look of that. I appreciate the thinking that the Board put into this. I do need to make one correction. I'm not one ever to debate community participants, but I think we have to correct if there is a misstatement. Ms. Lawrence gave this to me. The class sizes for (inaudible) this is at Paly Algebra 1.1 is 14, Algebra 1 is Approved: Regular Meeting May 10, 2016 Page 62
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 19, Algebra 1A is 24. Included in these averages are students receiving a modified grade designated by NCP. Therefore, an Algebra 1 NCP section is not a standalone class. It's listed as one, but (inaudible) way for us to record NCP grades on the transcript, so there's not a class of one for this NCP in these classes.
Female: It's in your averages, Dr. McGee. It is part of your averages. (crosstalk)
Ms. Townsend: But you correct it right now. Thank you.
Ms. Emberling: We can debate this after the meeting. In terms of moving forward with this item, I'll go around to see if there's additional questions, but I wanted everyone to get out thoughts. Are you willing to wait on the resource allocations, the item as a whole then?
Dr. McGee: I am. I'm looking at Ms. Mak. Can we delay this?
Ms. Emberling: I think if we do have to make tradeoffs within the budget, it might be (crosstalk).
Ms. Mak: We'll need to approve the items for teachers. Middle and high schools, they're waiting ...
Dr. McGee: For the class, for that part.
Ms. Mak: ... for their schedule.
Dr. McGee: They'd like to move ahead with hiring the teachers.
Ms. Emberling: That's (crosstalk).
Mr. Bowers: It's actually bigger than just hiring the teachers. If you add sections, they're going to have to redo their master schedule (crosstalk) you're going to have to be shifting students around (crosstalk).
Ms. Townsend: Make a motion.
Ms. Baten Caswell: Let him finish what he's saying. I'm trying to understand. You're agreeing that eight and nine are critical for tonight?
Mr. Bowers: Yes.
Ms. Baten Caswell: Can I make a motion that approve whatever is critical? I would move whatever is critical which I believe is eight and nine.
Ms. Emberling: We have a motion on the table to approve Items 8 and 9 if that's the way (crosstalk).
Dr. McGee: (crosstalk) say one and two, I mean one or the—I didn't hear any objection to Number 1, that was the math support, and those are certified teachers.
Ms. Emberling: That's teachers also.
Ms. Townsend: I know Ms. Emberling said no to the reading specialist, but ...
Ms. Emberling: I didn't say no, I just said as a possible reallocation.
Ms. Baten Caswell: I'll change my motion to be—I make a motion that we approve the funding for Items 1, 8 and 9 and move the rest of this proposal to the next meeting.
Ms. Emberling: Do I have a second on that?
Ms. Townsend: I second. Approved: Regular Meeting May 10, 2016 Page 63
MINUTES FOR REGULAR MEETING OF MAY 10, 2016
Ms. Emberling: We have a motion on the table from Ms. Baten Caswell, seconded by Ms. Townsend. Is there any further discussion on those three items before we move ahead with a vote?
Mr. Dauber: I'd like to make a motion to amend Ms. Caswell's motion to strike the additional staffing in the various departments of the District office item and move that into the teacher funding for the high schools. I don't see—in other words, I think we should reallocate those $111,000 in funds which is essentially a teacher FTE and add that to our high school staffing and do it this evening so that it's available for staffing.
Ms. Baten Caswell: I would consider the high school athletics in the same space. I don't know if we're ready to vote on either of those tonight. If we did one, I'd want to do the other. It's a question of if an extra $200,000 would be crucial for you to know now or if that could be something we could discuss at the next meeting.
Dr. McGee: I just heard that teachers are important now, so I want to make sure that we ...
Ms. Emberling: (crosstalk) wants to take away all of the operational ... Is there a second for that motion?
Mr. Dauber: Can we make them separate?
Ms. Godfrey: Only if Scott says that would be an important thing to do and he would want to know it now, but I'd say let's stay and discuss it. Otherwise, I would support the 1, 8 and 9 and then discuss (crosstalk).
Ms. Baten Caswell: With kindergarten and reading specialist.
Ms. Emberling: We're just talking about 1, 8 and 9. There's a motion and a second. I'm going to call for a vote on that, and then (crosstalk).
Mr. Dauber: There's a motion. Do I have a second on cutting the Central District Office staff in favor of adding money for the high school teacher?
Ms. Godfrey: Not for tonight.
Ms. Emberling: No second on that one. Back to the original motion of moving to approve Items 1, 8 and 9. All in favor. Opposed. That motion carries.
Ms. Godfrey: Can I just follow up with that? Mr. Bowers, Scott, I had the same thought Mr. Dauber did but on a different line item. I wasn't going to propose it because I thought it wasn't enough to make a difference in getting the ball rolling on hiring given the other kinds of things you have to get done. Can you speak to that one way or the other?
Mr. Bowers: It's hard for me to tell you exactly where the high schools might want to apply staff. I don't know that they've ever even considered the addition already in 8 and 9 yet in their schedules. I would have to ask (inaudible) or Denise what they're looking at.
Ms. Godfrey: That would be great input for us 2 weeks from now.
Mr. Dauber: They need them now. The question is whether this is something that we should be doing now (crosstalk).
Ms. Townsend: Five to midnight is not—I think this can wait 'til the next meeting. Frankly ...
Mr. Dauber: I understand that that's (crosstalk).
Ms. Emberling: I've heard from Dr. Bowers and Dr. McGee that nothing else is critical per se in terms of the hiring that can't wait 2 more weeks. Approved: Regular Meeting May 10, 2016 Page 64
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Mr. Dauber: Actually what I heard from Dr. Bowers—I don't want to be contentious, but also we're talking about teachers in our high schools and whether they're going to be there next year or not. I think it's important to establish this. What I heard Dr. Bowers say is that he is not sure about the answer to the question and that the source for the answer would be our high school principals who are actually here. My question for them is, is it important for you to know now rather than 2 weeks from now about whether there's additional funding for staff or teaching staff next year.
Ms. Baten Caswell: It seems to me that's inappropriate given that we also have to have Dr. Bowers talk to the issues of why additional staff are necessary. At 3 minutes to midnight when we end at midnight, this should be taken up when people have a chance to think about it.
Mr. Dauber: I guess I'm actually not going to not want the answer to this question. If our high schools teachers—if their response is yeah, it would be important for us to know whether we have this staffing, then I'm happy to spend another 5 minutes talking about whether or not we should provide more money for high schools teachers.
Ms. Emberling: What you're talking about is $200,000 which is less than two teachers.
Mr. Dauber: Those are actual teachers who would be in our high school or not next year. I think that's important. I can't imagine another more important use of 5 minutes of our time than putting some more teachers in the classroom.
Ms. Baten Caswell: The question is do they need—there's one teacher for each school.
Mr. Dauber: They're sitting in the back of the room. Just have them answer the question.
Ms. Baten Caswell: The question is just a timing question, right?
Mr. Dauber: Right, it's a timing question.
Dr. McGee: I think we should get started with 1, 8 and 9. It deserves a more detailed conversation.
Mr. Dauber: Dr. McGee, if you're saying it's not important ...
Dr. McGee: I'm not saying it's unimportant. I'm saying let's start with 1, 8 and 9 because that is important. I think we need to have a more in-depth discussion regarding reallocation of the other money. I'm not saying it's not important at all. I'm saying it's so important as a matter fact that it deserves time for further discussion.
Mr. Dauber: If you're not certain about the relative priorities ...
Dr. McGee: I'm certain about 1, 8 and 9.
Mr. Dauber: If I don't see principals and the Superintendent leaping to try to get this extra funds right now, then I certainly won't press it.
Dr. McGee: We will make sure it's discussed in detail at the next meeting.
Mr. Dauber: I think it's critical that we (crosstalk).
Ms. Baten Caswell: Everything's critical.
Mr. Dauber: Before we move on, I did have another couple of questions.
Approved: Regular Meeting May 10, 2016 Page 65
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Ms. Emberling: This will come back for further discussion in 2 weeks. Can you send your questions for the Board packet?
Mr. Dauber: There's one question that I want to ask. We've zeroed out funding for expanding small learning communities at Gunn and expanding the team program at Paly. I want to hear more about that. I don't need to hear more about it tonight, but I want to know if we're at a critical decision point tonight about whether we need to take action, if we're going to be able to support those programs or whether that can wait 2 weeks. That's a ...
Ms. Baten Caswell: I would be interested in that. I think you gave you us some feedback on that in your weekly. If decisions need to be made at Paly and Gunn around that (inaudible) make decisions.
Dr. McGee: Let's put it this way. I think we have to wait 2 weeks or we can extend the meeting another 30 to 45 minutes, and then we can hear from the (inaudible). (crosstalk) everybody saw this before it went in the packet. We've had this discussion at our K-12 leadership meeting; we went through this. It was a matter of tradeoffs and priorities. More money went into class size and some of that was taken away from the SLC and team.
Ms. Baten Caswell: Eleven and 12 where you made a note in the weekly that there is potentially another way to have funding for those programs. Am I misunderstanding what was in your weekly?
Dr. McGee: I'd have to re-look at—we'll have to ask them about that. Again, I think that's a longer conversation, and we can give it the attention it needs and deserves. I don't think delaying it 2 weeks will ...
Ms. Baten Caswell: I think (inaudible) is people would like to know when that conversation is going to ...
Dr. McGee: I think we put it on the next agenda. All of these we haven't talked about (crosstalk). We haven't talked about the wellness workers at all.
Ms. Baten Caswell: If 2 weeks isn't going to make a difference, I'm fine with that.
Mr. Dauber: That's fine with me too. I just wanted to establish that we're not passing some point that is producing problems since we had students signed up for these programs.
Ms. Godfrey: Do you want me to extend the meeting 15 minutes?
Ms. Emberling: Yeah.
Dr. McGee: we have to vote on some things.
Ms. Godfrey: I move that we extend the meeting to 12:15.
Ms. Baten Caswell: Second.
Ms. Emberling: All in favor. We need to just do three quick votes.
Discussion First Reading of Revised Board Policies and Administrative Regulation(s) – BP/AR 5125 Student Records, BP/AR 5141.27 – Food Allergies Special/Dietary Needs Approved: Regular Meeting May 10, 2016 Page 66
MINUTES FOR REGULAR MEETING OF MAY 10, 2016
Action Ms. Emberling: We are moving to Action Item 15 which is consideration and possible adoption of Consideration and Resolution No. 2015-16.06, the increase in school facilities fees and adoption of CEQA notice of Possible Adoption of exemption. You may remember hours ago we had a public hearing about this very briefly. This is the Resolution No. 2015-16.06 follow-up item to that. We have already had a discussion about this, and so this is an action item. May I – The Increase in School have a motion? Facilities Fees and Adoption of CEQA Notice Ms. Godfrey: I move that the Board adopt the Resolution 2015-16.06, the increase in schools facility fees of Exemption and adoption of CEQA notice of exemption.
Ms. Emberling: We have a second Ms. Godfrey moved, Ms. Baten Caswell seconded. All in favor. Thank you. Motion passes.
Discussion Ms. Emberling: We're going to move onto J, the very next item. I'm sorry, 16. The authorization to bid Authorization to Bid furnishings and equipment for the Paly Performing Arts Center, contract for renovation of Room 300A at Furnishings and Palo Alto High School. I see Dr. Golton. Equipment for the Paly Performing Arts Center Dr. Golton: It is simply as stated. We need these fixtures for the theater. We're doing an opening—not we. and Contract for The school is doing kind of what's called a soft opening on Thursday with borrowed lighting and bringing in Renovation of Room 300A things from Hay Market. This is the trailer, that is, the contractor's gone and we need to have this. The at Palo Alto High School school is interested in adding more space by renovating Room 300A, the former Black Box Theater. This is simply a discussion item leading up to an authorization to bid.
Ms. Baten Caswell: There's no action.
Ms. Emberling: Right, there's no action. We needed to take action next time, so we wanted to ...
Ms. Godfrey: I have (crosstalk) questions.
Ms. Emberling: Does anybody have any questions on this item? It seems like if a question does occur to someone, we can email it to you. This will come back on the next agenda.
Dr. Golton: Of course, we'll do that.
Ms. Emberling: What's the amount? It should probably come back as an action item.
Dr. Golton: It's simply an authorization to bid. These are just estimates.
Action Ms. Emberling: The last item is the following item, Number 17, authorization to award Gunn painting Authorization to Award of contract. Dr. Golton. Painting Contract for Gunn High School Dr. Golton: If the Board pleases, also 18. These are painting contracts. We're anxious to have them approved so that we can move forward right smack as soon as school ends. We have a lot of bidders. Incidentally, all of these bidders have done a lot of painting jobs. Mostly not under contract with school districts, rather any general contractor has a painting component. The theater, as you might imagine, (inaudible) didn't self-perform painting. They had a painter come in that was under contract with them. These painters all have lots of experience with schools. We're recommending in the case of Item Number 17, we're recommending Horizon Brothers Painting.
Ms. Emberling: Do this item come before us?
Dr. Golton: No.
Ms. Emberling: Do we have to waive ...
Approved: Regular Meeting May 10, 2016 Page 67
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Dr. Golton: What you (crosstalk) is the Board has authorized bidding this project, and then we have a one- read approval of the contractor itself. Otherwise we could—the staff would be at liberty just to award to anybody at any price. That's what we're (crosstalk).
Ms. Emberling: May I have a motion?
Ms. Baten Caswell: I move that we award a contract to Horizon Brothers Painting in the amount of $250,800 and authorize the Superintendent or his designee to execute change orders as necessary in the amount not to exceed 10 percent or $25,080.
Mr. Dauber: Second.
Ms. Emberling: Ms. Baten Caswell moved, Mr. Dauber seconded. All in favor.
Action Ms. Emberling: Moving on to our last item. Authorization to Award of Contracts for Planned Dr. Golton: We have painting projects at (inaudible) and JLS which adjoin each other and also at Jordan Maintenance Summer Middle School. Again, a lot of painters. The bidding was very vigorous and A Plus Painting and On Point— Work I have in my office a major list of jobs that they've done. We've checked their references.
Ms. Emberling: Can I have a motion?
Ms. Baten Caswell: I move we award a contract to A Plus Painting for Fairmeadow Elementary and JLS Middle School, painting in the amount of $118,800 including change order as necessary in the amount not to exceed to 10 percent or $11,880, and second award a contract to On Point Construction for Jordan Middle School painting in the amount of $106,420 including change orders as necessary in the amount not to exceed 10 percent or $10,642.
Mr. Dauber: Second.
Ms. Emberling: Ms. Baten Caswell moved, Mr. Dauber seconded. All in favor.
Ms. Godfrey: I have a question. I'm sorry.
Ms. Emberling: It's already passed, but go ahead.
Ms. Godfrey: In the description down below it says Fairmeadow and JLS painting. Up above it says the contract is for the Jordan Middle School painting.
Ms. Baten Caswell: That's on page 2.
Discussion Ms. Emberling: Dr. Golton, the following item, 19, did we discuss that already? Authorization to Extend Contract for Unleaded and Dr. Golton: That's next. Diesel Fuel Ms. Emberling: We didn't discuss this item last time with the fuel. We'll wait on that one.
Discussion Contracts for Legal Services for 2016-2017
Discussion Proposed Calendar for Board of Education Approved: Regular Meeting May 10, 2016 Page 68
MINUTES FOR REGULAR MEETING OF MAY 10, 2016 Meetings – 2016-2017 School Year
Action Evolve Resolution
Information Board Policy Review Committee (BPRC) Meeting May 20, 2016
Board Reports
Adjournment Ms. Emberling: We're adjourned. Thank you so much.
The meeting was adjourned at XX p.m.
Secretary to the Board
Approved: Regular Meeting May 10, 2016 Page 69
BOARD OF EDUCATION Attachment 4
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16
Meetings are available on demand at http://midpenmedia.org/category/government/city-of-palo-alto/pausd/
MINUTES FOR BOARD STUDY SESSION OF OCT 26, 2015 Call to Order The Board of Education of Palo Alto Unified School District held a Study Session Meeting in the Board Room at 25 Churchill Avenue, Palo Alto, California. Baten Caswell, President, called the meeting to order at 6:03 p.m.
Members present: Ms. Melissa Baten Caswell, President Ms. Heidi Emberling, Vice President Ms. Camille Townsend Mr. Ken Dauber Ms. Terry Godfrey Staff present: Dr. Glenn “Max” McGee, Superintendent Mr. Markus Autrey, Associate Superintendent Dr. Scott Bowers, Assistant Superintendent Ms. Cathy Mak, Chief Business Official Dr. Robert Golton, Bond Program Manager
Approval of Agenda Order Caswell opened with order of agenda for meeting: Dr. McGee to provide overview of tonight; secondary subcommittee to present; Board members will ask questions; community to provide input or ask questions; second round of questions and comments from Board members; subcommittee to provide some answers to questions; and then close.
Information McGee thanked and welcomed everyone; provided overview of tonight; tonight is a study session; the secondary subcommittee is presenting a preliminary report to the Board of Education; introduced EMAC members. There will also be a report from the committee to present pros and cons of scenarios for opening a 13th elementary school. The team came up with four scenarios: 1) open a language immersion school at Garland site; 2) begin planning now for a new neighborhood school at the combined sites at 525 San Antonio and Greendell school; 3) maintain Barron Park and Juana Briones as neighboring schools; 4) to mitigate any continuing overflows Joe Lee provided a presentation titled “PAUSD Enrollment Management Advisory Committee Secondary School Subcommittee Preliminary Report to the Board of Education”; EMAC Scope and Problem Statements; EMAC Information Sources; Our Discussion Tonight; Preliminary Recommendations; Section 1 – School Size; Summary of Key Findings and Conclusions; Historical Secondary School Size; School Size – National Averages; Secondary School Enrollment Comparisons; Enrollment Comparison – Middle Schools; Enrollment Comparison – High School; School Size – What Does Research Say?; Normative Bands; School Size – EMAC Survey; Connectedness & Social Well-Being – Survey; Student Connectedness; Verbatims; Secondary School Enrollment vs. Capacity; Summary of Key Findings and Conclusions; Section 2 – Enrollment Projections; Secondary School Enrollment History; Secondary School Enrollment: 1960-2030; Forecast Enrollment for PAUSD Secondary Schools; Section 3 – Increasing Choices; What Does Enrollment Have To Do With ‘Choices’?; Personalized Educational Experience – Survey; Choice Programs – EMAC Survey; Personalized Educational Experience – Survey; Secondary Choice Programs in PAUSD; Verbatims; Section 4 – Options & Recommendations; Summary of Findings; Options We Considered; Preliminary Recommendations; Section 4a – Open New Secondary School(s) at Cubberley; What: Open a New Secondary School; How: Recommended Design Elements; Impact of a New School on PAUSD Secondaries; Impact of Cubberley on PAUSD Secondary Schools; Verbatims; Why: Community Perspectives to Consider; Stanford 125 Screenshots on Successful Schools; Stanford 125 Screenshots on Successful Graduates; Why: Community Perspectives to Consider; Section 4b – Smaller Learning Communities; What: Promote “Core Teams: or “House” System; How: Possible Design Elements for “Houses”; Case Study: “Houses” at Hillsdale High School; Verbatims; Options We Considered; Other Secondary School Options Considered; Summary: EMAC Recommendations; Backup/Appendices; Stanford 125: “Thinking Big About Learning”; Focus Group and Interviews; Theme #1: Social Emotional Connectedness; Theme #2: Different Student Learning Needs; Theme #3: Desire to Produce Better-Prepared Kids; Theme #4: Our Current System’s Ability To Respond To New Demands; Definitional Models; How: What Does Outside Research Say?; Case Study: “Houses” At Hillsdale High School; How: Select Examples From Outside Benchmarks; School Construction Costs; EMAC Findings & POV on Stated Capacity; Cubberley Community Center; Greendell 4120 Middlefield Rd. + 525 San Antonio; Garland Site: 870 N California Ave.; Retention of Our Students; Grade Configuration Preference – EMAC Survey; New School or Not – EMAC Survey; Mixing Grades – EMAC Survey; EMAC Parents Survey – August 2015; and Typical Secondary School Choice Programs. Board members went around and made comments and asked questions.
Open Forum Kirstin Sego spoke about committee recommendations; Siqgi Bengston spoke about new high school; Malcolm Fleschner spoke about new choice school in PA; Annie Bedichek spoke about EMAC; Callie Turk spoke about EMAC; Alpa Shah spoke about EMAC update; Christine Egy Rose spoke about EMAC secondary subcommittee recommendations; Jennifer DiBrienza spoke about EMAC recommendations; Caroline Vertongen did not speak; Dave Madwed spoke about learning; Kristina Toland spoke
Approved: Special Meeting October 26, 2015 Page 1 MINUTES FOR BOARD STUDY SESSION OF OCT 26, 2015 about secondary subcommittee recommendations; Nancy Wu spoke about enrollment – secondary schools; Nana Chancellor spoke about EMAC; Sara Woodham spoke about EMAC recommendations; Jennifer Carolan spoke about enrollment; Patrick Cook-Deegan spoke about EMAC; Heather Rose spoke about EMAC update; Christine Egy Rose – reading statement from Sal Khan about subcommittee recommendation; Catherine Crystal Foster; Cheryl Lilienstein spoke about growth; Marc Guiller spoke about EMAC; Winter Dellenbach spoke about enrollment; Sue Kramer spoke about EMAC – middle school; Irum Musharraf spoke about EMAC 6-12, and Lynn Brown spoke about new high school. Information Board members made comments and asked questions. EMAC Committee answered questions and provided more information to the Board. McGee thanked the EMAC committee and the public for coming and closed with vision statement. Baten Caswell thanked everyone for their hard work and for coming. Adjournment The meeting was adjourned at 9:01 p.m.
______Secretary to the Board
Approved: Special Meeting October 26, 2015 Page 2 BOARD OF EDUCATION Attachment: Consent 5
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16
TO: Glenn “Max” McGee, Superintendent of Schools
FROM: Bob Golton, Bond Program Manager
SUBJECT: Approval of Strong Schools Bond Change Orders
STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure
RECOMMENDATION It is recommended the Board of Education approve the attached list of Strong Schools Bond change orders as listed.
BACKGROUND The Board of Education currently reviews and approves a list of warrants issued by the District for the previous month. The list of warrants issued is presented to the Board of Education for approval retroactively as a consent item.
The same consent agenda process is used for Strong Schools Bond change orders to construction contracts. As is the case with the warrants, the approval is retroactive since the change orders will have already been agreed to with the contractors.
This item lists all Strong Schools Bond change orders for the previous month.
PROPOSAL It is proposed the Board of Education approve the attached list of change orders.
FISCAL IMPACT The total amounts of these change orders for each project is within the 10% change order allowance.
CHANGE ORDER REPORT (Through April 2016)
School Project Name: Gunn High School - Miranda Parking and Drop Off Contract: GradeTech, Inc.
Change Order Contingency (10%) $ 1,213,800.00 PCO Date Description Authorized
Change Order: # 03 N/A 4/21/2016 Settlement Agreement $ 12,271.82
Total Submitted for Approval:$ 12,271.82 Previously Approved (CO1-2): $ 43,887.15 Total: $ 56,158.97
Remaining Contingency Amount:$ 1,157,641.03
School Project Name: Palo Alto High School - Gymnasium Project Contract: Vance Brown, Inc.
Change Order Contingency (10%) $ 1,822,167.00 PCO Date Description Authorized
Change Order: # 2 8 4/11/2016 Winterization of footings $ 15,066.00 11 4/11/2016 Fire alarm- Simplex Alternate $ (15,882.00) 16 4/11/2016 Rain Impact Days $ -
Total Submitted for Approval:$ (816.00) Previously Approved (CO1): $ 38,751.00 Total: $ 37,935.00
Remaining Contingency Amount:$ 1,784,232.00
School Project Name: Palo Alto High School - Performing Arts Center Contract: Alten Construction, Inc.
Change Order Contingency (10%) $ 2,184,400.00 PCO Date Description Authorized
Change Order: # 20 113 R1 3/30/2016 Orchestra Lift Framing (ASI / CCD 38, RFI 340) T&M $ 13,338.11 116 3/30/2016 Adjustments: Coiling Door 120 C (CCD 39, RFI 300) T&M $ 10,943.45 141 3/30/2016 Over ex and Install Geogrid (RFI 363) T&M $ 12,718.58 150 R2 3/30/2016 Added Orchestra Pit Wall Trim (RFIs 237.1 and 237.3) $ 5,816.65 156 3/30/2016 Add Eternet at Parapet (RFIs 383, 383.1) Quote $ 2,422.72 161 3/30/2016 Cut and patch at roll up door control (RFI 299.1) T&M $ 4,382.83
Total Submitted for Approval:$ 49,622.00 Previously Approved (CO1-19): $ 893,679.48 Total: $ 943,301.48
Remaining Contingency Amount:$ 1,241,098.52 CHANGE ORDER REPORT (Through April 2016)
School Project Name: Gunn High School - Miranda Parking and Drop Off Contract: GradeTech, Inc.
Change Order Contingency (10%) $ 1,213,800.00 PCO Date Description Authorized
Change Order: # 03 N/A 4/21/2016 Settlement Agreement $ 12,271.82
Total Submitted for Approval:$ 12,271.82 Previously Approved (CO1-2): $ 43,887.15 Total: $ 56,158.97
Remaining Contingency Amount:$ 1,157,641.03
School Project Name: Palo Alto High School - Gymnasium Project Contract: Vance Brown, Inc.
Change Order Contingency (10%) $ 1,822,167.00 PCO Date Description Authorized
Change Order: # 2 8 4/11/2016 Winterization of footings $ 15,066.00 11 4/11/2016 Fire alarm- Simplex Alternate $ (15,882.00) 16 4/11/2016 Rain Impact Days $ -
Total Submitted for Approval:$ (816.00) Previously Approved (CO1): $ 38,751.00 Total: $ 37,935.00
Remaining Contingency Amount:$ 1,784,232.00
School Project Name: Palo Alto High School - Performing Arts Center Contract: Alten Construction, Inc.
Change Order Contingency (10%) $ 2,184,400.00 PCO Date Description Authorized
Change Order: # 20 113 R1 3/30/2016 Orchestra Lift Framing (ASI / CCD 38, RFI 340) T&M $ 13,338.11 116 3/30/2016 Adjustments: Coiling Door 120 C (CCD 39, RFI 300) T&M $ 10,943.45 141 3/30/2016 Over ex and Install Geogrid (RFI 363) T&M $ 12,718.58 150 R2 3/30/2016 Added Orchestra Pit Wall Trim (RFIs 237.1 and 237.3) $ 5,816.65 156 3/30/2016 Add Eternet at Parapet (RFIs 383, 383.1) Quote $ 2,422.72 161 3/30/2016 Cut and patch at roll up door control (RFI 299.1) T&M $ 4,382.83
Total Submitted for Approval:$ 49,622.00 Previously Approved (CO1-19): $ 893,679.48 Total: $ 943,301.48
Remaining Contingency Amount:$ 1,241,098.52 BOARD OF EDUCATION Attachment: Consent 6
PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16
TO: Glenn “Max” McGee, Superintendent
FROM: Cathy Mak, Chief Business Officer
SUBJECT: Approval of Warrants
STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure
RECOMMENDATION It is recommended the Board of Education approve the warrant lists as presented.
BACKGROUND The April warrants list has been provided to the Board for review and approval prior to this meeting. Warrant lists are available for public review in Business Services and our website at http://pausd.org/community/board/mtgs_materials/index.shtml
A quarterly warrant list, in excel format, is available by request by emailing [email protected].
081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 0 April 2016 04/01/2016 - 04/30/2016 Report title: April 2016 With account detail: Y Date issued range: 04/01/2016 - 04/30/2016 Warrant number range: - Sort by: Warrant #
1 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 1 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 <81079530> Canceled 04/08/2016 COLLINS GROUP, THE PV600600 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 < 28.34 > PV600600 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 < 2.48 > PV600600 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 < 6.95 > PV600600 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 < 2.48-> Sub total: < 35.29 > 81 <81079538> Canceled 04/08/2016 KAMGAR, HASSAN PV600587 FOOD SERVICES SALES 130-5310-0-8634-01-0000-0000-000000-000-0000 < 16.00 > Sub total: < 16.00 > 81 <81079656> Canceled 04/08/2016 COULTER CONSTRUCTION INC PO226405 BALLWALL REPAIR 050-8150-0-5620-00-0000-8110-811000-007-0000 < 3,475.09 > Sub total: < 3,475.09 > 81 <81079669> Canceled 04/08/2016 FIRST BANKCARD CENTER PV600662 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7300-730000-099-0000 < 1,390.16 > Sub total: < 1,390.16 > 81 <81080204> Canceled 04/08/2016 STANFORD UNIVERSITY PV600887 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-055-0000 < 350.00 > Sub total: < 350.00 > 81 <81080254> Canceled 04/08/2016 FRIEDLANDER, ELI PV600911 ALL OTHER LOCAL REVENUE 000-0000-0-8699-00-1110-1000-242040-057-0000 < 25.00 > Sub total: < 25.00 > 81 <81080265> Canceled 04/08/2016 KRUMBOLTZ, BETTY PV600941 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-051-0000 < 226.85 > Sub total: < 226.85 > 81 <81083907> Canceled 04/05/2016 PEGASUS PRODUCTS GROUP PO230886 Team leader jackets 000-0000-0-4310-00-1110-1000-171000-057-0000 < 700.90 > Sub total: < 700.90 > 81 <81085079> Canceled 04/05/2016 ANDO, CINDY PV603403 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-002-0000 < 238.00 > Sub total: < 238.00 > 81 <81085584> Canceled 04/07/2016 WELLS FARGO BANK PO160502 Copier Lease 000-0000-0-5620-00-1110-1000-141080-051-0000 < 526.35 > Sub total: < 526.35 > 81 <81086128> Canceled 04/28/2016 OCHI, KEN PV603908 CONTRACTED SERVICES 006-0000-0-5830-00-1110-1000-676010-053-0000 < 500.00 > PV603911 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-554700-095-0000 < 1,500.00 > Sub total: < 2,000.00 > 81 81086460 04/05/2016 A VACUUM AND SEWING HOSPITAL PO160516 Vacuum Repairs 010-0000-0-5620-00-0000-8200-824000-099-0000 330.76 Sub total: 330.76
2 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 2 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086461 04/05/2016 ALDRAN CHEMICAL INC PO350230 Graffiti Remover for Shop 050-8150-0-4380-00-0000-8110-811000-099-0000 322.96 Sub total: 322.96 81 81086462 04/05/2016 BARNES HAZMAT INC. PO160049 Hazardous Waste Pickup 050-8150-0-5830-00-0000-8110-811000-099-0000 8,821.88 Sub total: 8,821.88 81 81086463 04/05/2016 BRIDGEPOINT MUSIC LLC PO160245 Instrument Repair and Supplies 000-0000-0-5620-00-1110-1000-162000-053-0000 195.95 Sub total: 195.95 81 81086464 04/05/2016 CALIFORNIA SECURITY ALARMS INC PO160298 Instrusion Alarms 050-8150-0-5830-00-0000-8110-811000-099-0000 429.56 Sub total: 429.56 81 81086465 04/05/2016 CIARDELLA'S GARDEN SUPPLY INC PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 130.42 Sub total: 130.42 81 81086466 04/05/2016 COULTER CONSTRUCTION INC PO402200 Ergo Install 006-0000-0-5830-00-1110-1000-640500-099-0000 454.38 PO402199 Ergo Install 006-0000-0-5830-00-1110-1000-640500-099-0000 151.46 PO402199 Ergo Install 006-0000-0-5830-00-1110-1000-640500-099-0000 198.86 PO402199 Ergo Install 006-0000-0-5830-00-1110-1000-640500-099-0000 151.46 PO402198 Ergo Install 006-0000-0-5830-00-1110-1000-640500-099-0000 350.32 PO402197 Ergo Setup 006-0000-0-5830-00-1110-1000-640500-099-0000 530.11 PO402201 Install Shelf 010-0000-0-5830-00-0000-7300-730000-099-0000 113.60 Sub total: 1,950.19 81 81086467 04/05/2016 CRYSTAL SPRINGS INVESTIGATIONS PO160697 Investigation 010-0000-0-5830-00-0000-7600-313000-099-0000 3,431.25 Sub total: 3,431.25 81 81086468 04/05/2016 DEMCO INC PV604140 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 27.80 Sub total: 27.80 81 81086469 04/05/2016 DIAMOND ELEVATOR INC PO350256 Elevator Repair at Paly MAC 050-8150-0-5620-00-0000-8110-811000-057-0000 2,018.63 PO350255 Elevator Repairs at 800 Wing 050-8150-0-5620-00-0000-8110-811000-057-0000 2,018.63 PO350251 Repair WCL at Palo Alto High 050-8150-0-5620-00-0000-8110-811000-057-0000 825.00 Sub total: 4,862.26 81 81086470 04/05/2016 E POLY STAR INC PO501026 Can Liners 010-0000-0-9325-00-0000-7540-754000-099-0000 3,458.25 Sub total: 3,458.25 81 81086471 04/05/2016 EASTER SEALS PO231253 Fees for Camp Harmon 000-0000-0-5830-00-1110-1000-141050-057-0000 8,415.00 Sub total: 8,415.00
3 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 3 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086472 04/05/2016 GRAINGER PO160382 Misc. Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 344.79 Sub total: 344.79 81 81086473 04/05/2016 HICKS, BRYANT PO160186 Coorperative Games 000-0000-0-5830-00-1110-1000-181060-034-0000 750.00 Sub total: 750.00 81 81086474 04/05/2016 HOME DEPOT CREDIT SERVICE PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 26.20 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 941.06 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 73.71 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 82.30 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 53.62 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 67.92 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 98.00 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 105.53 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 32.22 Sub total: 1,480.56 81 81086475 04/05/2016 HORIZON AUTOMATIC RAIN PO160289 Sprinkler and grounds supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 571.19 Sub total: 571.19 81 81086476 04/05/2016 KELLY PAPER PO160893 Copy Paper 000-0000-0-4310-00-0000-2700-270000-052-0000 889.03 Sub total: 889.03 81 81086477 04/05/2016 THE BOOKSOURCE PO160757 leveled books for classrooms 006-0000-0-4210-00-1110-1000-740510-034-0000 479.48 Sub total: 479.48 81 81086478 04/05/2016 ALERT SERVICES PV604101 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148020-057-0000 236.43 Sub total: 236.43 81 81086479 04/05/2016 AMERICAN FAMILY LIFE ASSURANCE PV604093 MEDICAL INSURANCE 010-0000-0-9942-00-0000-0000-000000-000-0000 124.20 Sub total: 124.20 81 81086480 04/05/2016 BARNEA, JULIE PV604090 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 69.23 Sub total: 69.23 81 81086481 04/05/2016 BARRERA-CRUZ, ALEYDA PV604133 PROFESSIONAL DEVELOPMENT 060-4035-0-5250-00-0000-2700-403500-034-0000 199.00 Sub total: 199.00 81 81086482 04/05/2016 BATEN CASWELL, MELISSA PV604117 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7100-711000-099-0000 145.00 Sub total: 145.00
4 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 4 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086483 04/05/2016 BERKSON, JERRY PV604129 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 1,655.23 PV604129 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 14.57 PV604129 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 166.51 PV604129 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 14.57- Sub total: 1,821.74 81 81086484 04/05/2016 BOOTH, BRAD PV604098 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 380.83 PV604098 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 8.05 PV604098 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 92.04 PV604098 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 8.05- Sub total: 472.87 81 81086485 04/05/2016 CA ASSC SCH PSYCH AND PSYCH PV604095 DUES 010-0000-0-9945-00-0000-0000-000000-000-0000 15.50 Sub total: 15.50 81 81086486 04/05/2016 CA SCHOOLS DENTAL COALITION PV604109 CONTRACTED SERVICES 670-0000-0-5830-00-0000-6000-600000-099-0000 158,832.00 Sub total: 158,832.00 81 81086487 04/05/2016 CAFFE CARRELLO PV604089 CONTRACTED SERVICES 000-0000-0-5830-00-0000-2700-270010-024-0000 325.00 Sub total: 325.00 81 81086488 04/05/2016 CALIFORNIA ACADEMY OF SCIENCE PV604127 CONTRACTED SERVICES 006-0000-0-5830-00-4760-1000-709000-041-0000 230.55 Sub total: 230.55 81 81086489 04/05/2016 CALIFORNIA VISION SERV.PLAN PV604111 VISION INSURANCE 010-0000-0-9940-00-0000-0000-000000-000-0000 22,872.42 PV604111 VOLUNTARY DEDUCTIONS 010-0000-0-9950-01-0000-0000-000000-000-0000 447.26 Sub total: 23,319.68 81 81086490 04/05/2016 CHO, JIN PV604137 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 80.57 Sub total: 80.57 81 81086491 04/05/2016 CITY OF PALO ALTO UTILITIES PO160013 GAS-HEATING 010-0000-0-5501-00-0000-8200-824050-007-0000 743.79 PO160013 GAS-HEATING 010-0000-0-5501-00-0000-8200-824050-010-0000 346.20 PO160014 Utility charges 010-0000-0-5501-00-0000-8200-824050-034-0000 580.74 PO160014 Utility charges 010-0000-0-5501-00-0000-8200-824050-035-0000 274.14 PO160015 Utility costs 010-0000-0-5501-00-0000-8200-824050-051-0000 6,313.54 PO160013 ELECTRICITY 010-0000-0-5502-00-0000-8200-824050-007-0000 2,333.85 PO160013 ELECTRICITY 010-0000-0-5502-00-0000-8200-824050-010-0000 1,508.64 PO160014 Utility charges 010-0000-0-5502-00-0000-8200-824050-034-0000 1,687.44 PO160014 Utility charges 010-0000-0-5502-00-0000-8200-824050-035-0000 1,334.99 PO160015 Utility costs 010-0000-0-5502-00-0000-8200-824050-051-0000 7,684.76
5 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 5 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ PO160013 WASTE DISPOSAL 010-0000-0-5503-00-0000-8200-824050-007-0000 1,056.46 PO160013 WASTE DISPOSAL 010-0000-0-5503-00-0000-8200-824050-010-0000 1,111.96 PO160014 Utility charges 010-0000-0-5503-00-0000-8200-824050-034-0000 1,059.46 PO160014 Utility charges 010-0000-0-5503-00-0000-8200-824050-035-0000 1,083.46 PO160015 Utility costs 010-0000-0-5503-00-0000-8200-824050-051-0000 2,391.90 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-007-0000 347.33 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-007-0000 180.69 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-010-0000 548.24 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-010-0000 256.39 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-034-0000 422.99 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-035-0000 203.28 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-035-0000 314.49 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-051-0000 948.51 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-051-0000 1,507.15 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-007-0000 753.94 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-007-0000 424.08 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-010-0000 681.16 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-034-0000 1,239.73 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-035-0000 634.30 PO160015 Utility costs 010-0000-0-5506-00-0000-8200-824050-051-0000 3,589.14 Sub total: 41,562.75 81 81086492 04/05/2016 CLELAND, HEATHER PV604107 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-2140-214180-092-0000 38.61 Sub total: 38.61 81 81086493 04/05/2016 COMMUNITY HEALTH CHARITIES PV604094 VOLUNTARY DEDUCTIONS 010-0000-0-9950-00-0000-0000-000000-000-0000 25.00 Sub total: 25.00 81 81086494 04/05/2016 DAPPEN, PAMELA PV604113 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 103.60 PV604113 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 90.65 PV604113 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 1,036.00 PV604113 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 90.65- Sub total: 1,139.60 81 81086495 04/05/2016 DELTA DENTAL PV604116 VOLUNTARY DEDUCTIONS 010-0000-0-9950-01-0000-0000-000000-000-0000 15,288.52 Sub total: 15,288.52 81 81086496 04/05/2016 DURKIN, KATHY PV604132 CLASSROOM/OFFICE SUPPLIES 070-0000-0-4310-00-0000-3600-723000-099-0000 62.10 Sub total: 62.10 81 81086497 04/05/2016 ERIS, GUL PV604102 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-057-0000 9.18 PV604102 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-057-0000 104.92 PV604102 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 9.18- Sub total: 104.92 81 81086498 04/05/2016 FOLLETT SCHOOL SOLUTIONS PV604103 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-2420-242060-057-0000 334.05 Sub total: 334.05
6 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 6 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086499 04/05/2016 GILL, DALLJEET PV604136 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-055-0000 169.57 PV604136 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-055-0000 59.12 PV604136 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-055-0000 675.68 PV604136 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 59.12- Sub total: 845.25 81 81086500 04/05/2016 GODDARD, TERRI PV604081 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 294.24 Sub total: 294.24 81 81086501 04/05/2016 GUICE, TERRY PV604139 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-012-0000 250.00 Sub total: 250.00 81 81086502 04/05/2016 GUNN SPORTS BOOSTERS PV604120 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-171000-055-0000 100.00 Sub total: 100.00 81 81086503 04/05/2016 HICKEY, LISA PV604114 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-005-0000 101.45 Sub total: 101.45 81 81086504 04/05/2016 HOLBROOK, JAMES PV604123 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-007-0000 605.00 Sub total: 605.00 81 81086505 04/05/2016 HORNBOSTEL, KENDRA PV604086 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 43.56 PV604086 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 497.81 PV604086 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 43.56- Sub total: 497.81 81 81086506 04/05/2016 HOWARD, CINDY PV604085 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 81.45 PV604085 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 47.68 PV604085 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 7.13 PV604085 ACCTS PAYABLE-USE TAX 110-0000-0-9512-00-0000-0000-000000-000-0000 7.13- Sub total: 129.13 81 81086507 04/05/2016 HUBBS, BRIAN PV604124 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-024-0000 .70 PV604124 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-024-0000 7.98 PV604124 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-024-0000 194.55 PV604124 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 .70- Sub total: 202.53 81 81086508 04/05/2016 HUNG, RICHARD PV604134 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-052-0000 289.00 Sub total: 289.00
7 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 7 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086509 04/05/2016 IPROMOTEU PV604087 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 313.58 Sub total: 313.58 81 81086510 04/05/2016 KIGER, JALYNN PV604091 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-025-0000 72.15 Sub total: 72.15 81 81086511 04/05/2016 KING, REBECCA PV604083 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 18.95 PV604083 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 1.66 PV604083 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 140.82 PV604083 ACCTS PAYABLE-USE TAX 110-0000-0-9512-00-0000-0000-000000-000-0000 1.66- Sub total: 159.77 81 81086512 04/05/2016 LA PLACE, PIER ANGELI PV604131 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-2140-214000-052-0000 29.43 PV604131 CONTRACTED SERVICES 000-0000-0-5830-00-0000-2140-214000-052-0000 70.81 Sub total: 100.24 81 81086513 04/05/2016 LIBERT, KEITH PV604138 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 589.89 Sub total: 589.89 81 81086514 04/05/2016 LIVINGSTON, HARUYO PV604126 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189100-078-0000 120.00 Sub total: 120.00 81 81086515 04/05/2016 LOGUE, KAREN PV604108 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-2140-214190-092-0000 55.30 Sub total: 55.30 81 81086516 04/05/2016 MACWAN, YASHUNANDA PV604122 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-007-0000 782.00 Sub total: 782.00 81 81086517 04/05/2016 MATCHETT, ELIZABETH PV604121 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-139000-055-0000 133.96 Sub total: 133.96 81 81086518 04/05/2016 MCDANIEL, HILARY PV604118 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-4200-555160-057-0000 36.66 PV604118 CONTRACTED SERVICES 060-9010-0-5830-00-1110-4200-555160-057-0000 2,096.00 Sub total: 2,132.66 81 81086519 04/05/2016 MCKENZIE, KATE PV604106 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-057-0000 82.57 Sub total: 82.57 81 81086520 04/05/2016 PACIFIC EDUCATORS PV604112 LIFE INSURANCE 010-0000-0-9943-00-0000-0000-000000-000-0000 1,334.92 Sub total: 1,334.92
8 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 8 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086521 04/05/2016 PAEA PV604110 DUES 010-0000-0-9945-00-0000-0000-000000-000-0000 83,657.30 Sub total: 83,657.30 81 81086522 04/05/2016 PARTNERS IN EDUCATION PV604092 VOLUNTARY DEDUCTIONS 010-0000-0-9950-00-0000-0000-000000-000-0000 198.90 Sub total: 198.90 81 81086523 04/05/2016 PAUSD PV604105 ALL OTHER LOCAL REVENUE 000-0000-0-8699-00-1110-1000-106000-057-0000 100.00 Sub total: 100.00 81 81086524 04/05/2016 PAUSD CLEARING ACCOUNT PV604115 MEDICAL INSURANCE 010-0000-0-9942-00-0000-0000-000000-000-0000 598,809.56 PV604115 VOLUNTARY DEDUCTIONS 010-0000-0-9950-01-0000-0000-000000-000-0000 3,062.35 Sub total: 601,871.91 81 81086525 04/05/2016 RENAZCO, DAISY PV604119 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-2700-270000-055-0000 93.82 PV604119 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3120-312050-055-0000 785.16 Sub total: 878.98 81 81086526 04/05/2016 SCHERER, JOAN PV604097 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-053-0000 38.05 PV604097 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-053-0000 31.30 PV604097 CLASSROOM/OFFICE SUPPLIES 009-0000-0-4310-00-1110-1000-141020-053-0000 31.30 Sub total: 100.65 81 81086527 04/05/2016 SCHOOL SPECIALTY PV604099 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141160-053-0000 103.40 Sub total: 103.40 81 81086528 04/05/2016 SEVCIK, LORI PV604082 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 55.95 Sub total: 55.95 81 81086529 04/05/2016 SHEA, LAURIE PV604125 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 103.98 Sub total: 103.98 81 81086530 04/05/2016 SHERIDAN, STEPHANIE PV604096 CLASSROOM/OFFICE SUPPLIES 009-0000-0-4310-00-1110-1000-141020-053-0000 122.41 Sub total: 122.41 81 81086531 04/05/2016 STERN, MICHAEL PV604104 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141020-057-0000 409.00 Sub total: 409.00 81 81086532 04/05/2016 THE STANDARD PV604130 LIFE INSURANCE 010-0000-0-9943-00-0000-0000-000000-000-0000 3,035.24
9 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 9 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ PV604130 OTHER INSURANCE 010-0000-0-9944-00-0000-0000-000000-000-0000 24,337.32 Sub total: 27,372.56 81 81086533 04/05/2016 TURNER, ROBERT PV604088 CONTRACTED SERVICES 110-0000-0-5830-00-4110-1000-188070-078-0000 50.00 Sub total: 50.00 81 81086534 04/05/2016 WEAL, ELIZABETH PV604128 STORES 110-0000-0-9320-00-4110-1000-141000-078-0000 19.69 PV604128 STORES 110-0000-0-9320-00-4110-1000-141000-078-0000 225.00 PV604128 ACCTS PAYABLE-USE TAX 110-0000-0-9512-00-0000-0000-000000-000-0000 19.69- Sub total: 225.00 81 81086535 04/05/2016 WILSON, MARIANNE PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-053-0000 46.58 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-114000-053-0000 34.30 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-132000-053-0000 17.43 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 53.57 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 4.69 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-053-0000 .88 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-053-0000 10.00 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-157000-053-0000 46.72 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-171000-053-0000 21.74 PV604100 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-053-0000 24.19 PV604100 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 .88- PV604100 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 4.69- PV604100 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-053-0000 83.99 PV604100 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-4200-420010-053-0000 36.06 PV604100 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-555300-053-0000 13.00 Sub total: 387.58 81 81086536 04/05/2016 YARBROUGH, FRENCH PV604084 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 94.76 PV604084 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 6.12 PV604084 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 69.98 PV604084 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 6.12- Sub total: 164.74 81 81086537 04/05/2016 ZENDEJAS, MYRNA PV604135 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-708000-055-0000 191.45 Sub total: 191.45 81 81086538 04/05/2016 MEDIA CENTER PO160225 Media Svc 010-0000-0-5830-00-0000-7100-711000-099-0000 2,059.71 Sub total: 2,059.71 81 81086539 04/05/2016 METRO MOBILE COMMUNICATIONS PO161018 RADIO & GPS SYSTEM 070-0000-0-5830-00-0000-3600-723000-099-0000 1,398.80 PO160988 MetroNet Repeater Service/GPS 130-5310-0-5930-00-0000-3700-370000-099-0000 97.70 Sub total: 1,496.50 81 81086540 04/05/2016 NASCO MODESTO PO160260 Art Supplies 000-0000-0-4310-00-1110-1000-106000-051-0000 32.63 Sub total: 32.63
10 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 10 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086541 04/05/2016 OFFICE DEPOT PO160176 Office supplies 000-0000-0-4310-00-1110-1000-141030-055-0000 122.76 Sub total: 122.76 81 81086542 04/05/2016 PRIORITY RESEARCH GROUP PO160455 Investigative Services 010-0000-0-5830-00-0000-7600-313000-099-0000 50.00 PO160455 Investigative Services 010-0000-0-5830-00-0000-7600-313000-099-0000 50.00 Sub total: 100.00 81 81086543 04/05/2016 PROJECT ERGONOMICS PO227050 ERGO SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 1,716.47 Sub total: 1,716.47 81 81086544 04/05/2016 SCANTRON CORPORATION PO231107 Scantron forms/Split costs 000-0000-0-4310-00-1110-1000-132000-055-0000 72.60 PO231107 Scantron forms/Split costs 000-0000-0-4310-00-1110-1000-157000-055-0000 362.95 Sub total: 435.55 81 81086545 04/05/2016 SCCOE PO231256 SDD-Science PD by SCCOE 010-0000-0-5830-00-0000-2140-214190-092-0000 600.00 Sub total: 600.00 81 81086546 04/05/2016 PALO ALTO HARDWARE PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 41.26 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 24.44 Sub total: 65.70 81 81086547 04/05/2016 REFRIGERATION SUPPLIES DISTRIB PO160822 HVAC Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 29.42 Sub total: 29.42 81 81086548 04/05/2016 UNITED REFRIGERATION INC PO160278 HVAC Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 105.56 Sub total: 105.56 81 81086549 04/05/2016 VALIANT PRIVATE SECURITY PO160510 Security Services 010-0000-0-5830-00-0000-8200-824040-099-0000 1,800.00 Sub total: 1,800.00 81 81086550 04/05/2016 WATERPROOFING ASSC INC PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 855.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 470.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 455.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 2,144.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 455.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 470.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 839.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 785.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 455.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 472.00 Sub total: 7,400.00
11 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 11 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086551 04/05/2016 KIDS BEHAVIORAL HEALTH OF AK PO160485 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 2,565.00 PO160485 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 7,511.00 Sub total: 10,076.00 81 81086552 04/05/2016 WOODWARD ACADEMY PO160992 Mental Health Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,000.00 PO160992 Mental Health Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,250.00 PO160992 Mental Health Services 080-6500-0-5830-00-5770-1180-618700-037-0000 1,000.00 PO160992 Mental Health Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,625.00 PO160992 Mental Health Services 080-6512-0-5830-00-5750-1190-651200-037-0000 6,694.00 PO160992 Mental Health Services 080-6512-0-5830-00-5750-1190-651200-037-0000 3,791.00 PO160992 Mental Health Services 080-6512-0-5830-00-5750-1190-651200-037-0000 6,694.00 PO160992 Mental Health Services 080-6512-0-5830-00-5750-1190-651200-037-0000 6,694.00 Sub total: 31,748.00 81 81086553 04/05/2016 ASBY SPORTS INC PV604141 RENTALS, LEASES, & REPAIRS 212-0000-0-5620-00-0000-8500-855070-057-0000 978.75 Sub total: 978.75 81 81086554 04/05/2016 BILLS TREE CARE AND LANDSCAPIN PV604142 CONSTRUCTION-GENERAL CONDITION 212-0000-0-6299-00-0000-8500-855070-057-0000 1,875.00 Sub total: 1,875.00 81 81086555 04/05/2016 BSN SPORTS PV604143 RENTALS, LEASES, & REPAIRS 212-0000-0-5620-00-0000-8500-855070-057-0000 1,036.20 Sub total: 1,036.20 81 81086556 04/05/2016 DERIVI CASTELLANOS ARCHITECTS PO878230 architectural service 216-0000-0-5830-00-0000-8500-850000-051-0000 9,265.00 PO878229 architectural services 216-0000-0-5830-00-0000-8500-850000-057-0000 5,978.25 Sub total: 15,243.25 81 81086557 04/05/2016 ELLIS, DEBORAH PO878187 tree inspection for gym 212-0000-0-5864-00-0000-8500-855070-057-0000 320.00 Sub total: 320.00 81 81086558 04/05/2016 HAROLD BROWN PV604145 CONTRACTED SERVICES 216-0000-0-5830-00-0000-8500-819870-099-0000 690.00 Sub total: 690.00 81 81086559 04/05/2016 Lux Bus America PV604144 RENTALS, LEASES, & REPAIRS 212-0000-0-5620-00-0000-8500-855070-057-0000 535.00 Sub total: 535.00 81 81086560 04/05/2016 SANDIS PO116761 civil design and inspection 212-0000-0-5854-00-0000-8500-855070-057-0000 2,647.50 Sub total: 2,647.50 81 81086561 04/07/2016 ACSA PV604158 DUES 010-0000-0-9945-00-0000-0000-000000-000-0000 1,856.87 Sub total: 1,856.87
12 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 12 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086562 04/07/2016 ANDO, CINDY PV604146 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-002-0000 238.00 Sub total: 238.00 81 81086563 04/07/2016 BARRON PARK PTA PV604151 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-552840-099-0000 40.00 Sub total: 40.00 81 81086564 04/07/2016 BIVAS, NATALIE PV604164 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 7.93 PV604164 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 90.65 PV604164 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-181010-035-0000 1,695.30 PV604164 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 7.93- PV604164 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-035-0000 43.30 PV604164 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-035-0000 494.90 PV604164 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 43.30- Sub total: 2,280.85 81 81086565 04/07/2016 BLUE SHIELD OF CALIFORNIA PV604153 MEDICAL INSURANCE 010-0000-0-9942-00-0000-0000-000000-000-0000 1,029,490.23 PV604153 VOLUNTARY DEDUCTIONS 010-0000-0-9950-01-0000-0000-000000-000-0000 19,733.84 Sub total: 1,049,224.07 81 81086566 04/07/2016 COOK, SUSAN PV604148 CONTRACTED SERVICES 010-0000-0-5830-00-0000-3120-312000-097-0000 150.00 Sub total: 150.00 81 81086567 04/07/2016 EKMAN, KATYA PV604150 CONTRACTED SERVICES 010-0000-0-5830-00-0000-3120-312000-097-0000 200.00 Sub total: 200.00 81 81086568 04/07/2016 HAWES, KATHY PV604155 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-1110-1000-740530-093-0000 1,910.00 Sub total: 1,910.00 81 81086569 04/07/2016 NIKOLAKOPOULOS, ETHEL PV604152 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3120-312000-097-0000 54.92 PV604152 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3120-312000-097-0000 8.00 PV604147 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3120-312000-097-0000 45.89 PV604147 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3120-312000-097-0000 52.06 PV604147 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3120-312000-097-0000 50.33 PV604147 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3120-312000-097-0000 79.00 PV604147 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3120-312000-097-0000 27.03 Sub total: 317.23 81 81086570 04/07/2016 OCEANLIGHT, BARBARA PV604149 CONTRACTED SERVICES 010-0000-0-5830-00-0000-3120-312000-097-0000 150.00 Sub total: 150.00 81 81086571 04/07/2016 RESERVE ACCOUNT PV604163 STORES 010-0000-0-9320-00-0000-7540-754010-099-0000 25,000.00 Sub total: 25,000.00
13 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 13 April 2016 04/01/2016 - 04/30/2016 Warrant Reference Issue Number Number Date Payee and Purpose Fnd Resc Y Objt SO Goal Func CstCtr Ste Mngr Expenditure ------ 81 81086572 04/07/2016 SUN LIFE FINANCIAL PV604160 LIFE INSURANCE 010-0000-0-9943-00-0000-0000-000000-000-0000 11,802.34 PV604160 VOLUNTARY DEDUCTIONS 010-0000-0-9950-01-0000-0000-000000-000-0000 24.32 Sub total: 11,826.66 81 81086573 04/07/2016 TRUSTMARK VOLUNTARY BENEFIT AD PV604157 MEDICAL INSURANCE 010-0000-0-9942-00-0000-0000-000000-000-0000 1,242.17 PV604157 LIFE INSURANCE 010-0000-0-9943-00-0000-0000-000000-000-0000 4,213.65 Sub total: 5,455.82 81 81086574 04/07/2016 ACSA PO160678 EdCal Advertising 010-0000-0-5235-00-0000-7400-740000-099-0000 838.00 Sub total: 838.00 81 81086575 04/07/2016 ADOLESCENT COUNSELING SERVICES PO160926 Mental Health Services at site 010-0000-0-5830-00-0000-3120-312000-097-0000 150.00 Sub total: 150.00 81 81086576 04/07/2016 AT&T