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

Most Board of Education meetings are cablecast live on cable services CHANNEL 28 and webcast live on http://communitymediacenter.net/watch/schedules. Board materials are available for review on the district web site at http://www.pausd.org/community/board/agenda.shtml or at the District Office, 25 Churchill Ave., Palo Alto, CA 94306. Meetings are also available on demand at http://www.communitymediacenter.net/watch/pausd_webcast/ PAUSDondemand.html.

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 . 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 . 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 ). 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 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 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 From Wikipedia, the free encyclopedia

An advertisement for the 2007 race Zevenheuvelenloop (Seven Hills Run in English) is an annual 15 kilometres 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: broke the men's world record in 2001 and, at the 2009 edition, broke the women's world record over 15 km.[5][6] In 2010 improved Limo's still standing World Record.[7] A number of athletes have achieved victory at the Zevenheuvelenloop on multiple occasions; , , , and 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 (ETH) 42:39 Yenenesh Tilahun (ETH) 50:05

31st 2014 (ETH) 42:18 (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 (ETH) 42:17 Mestawet Tufa (ETH) 46:57

24th 2007 Sileshi Sihine (ETH) 42:24 (ETH) 47:36

23rd 2006 (KEN) 42:42 Mestawet Tufa (ETH) 47:22

22nd 2005 Haile Gebrselassie (ETH) 41:56 (ETH) 47:46

21st 2004 Sileshi Sihine (ETH) 41:38 (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 (NED) 43:41 Irvette van Blerk (RSA) 51:06

18th 2001 Felix Limo (KEN) 41:29 WR (KEN) 48:40

17th 2000 Felix Limo (KEN) 42:53 Berhane Adere (ETH) 48:06

Mohammed 16th 1999 43:30 (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 (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 (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 (NOR) 48:46 Time Time Edition Year Men's winner Women's winner (m:s) (m:s)

7th 1990 Tonnie Dirks (NED) 44:53 (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 3 1992, 1993, 1998

Kenya 7 6 13 Mestawet Tufa 3 2003, 2006, 2008

United Kingdom 3 1 4 Sileshi Sihine Ethiopia 3 2004, 2007, 2009 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 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 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

MINUTES FOR REGULAR MEETING OF MAY 10, 2016

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.

Approved: Regular Meeting May 10, 2016 Page 40

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?

Approved: Regular Meeting May 10, 2016 Page 43

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.

Approved: Regular Meeting May 10, 2016 Page 44

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

Approved: Regular Meeting May 10, 2016 Page 47

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.

Approved: Regular Meeting May 10, 2016 Page 48

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.

Approved: Regular Meeting May 10, 2016 Page 49

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.

Approved: Regular Meeting May 10, 2016 Page 50

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 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 53.12 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 36.80 Sub total: 89.92 81 81086577 04/07/2016 CASSY PO160594 Mental Health Services at Site 000-0000-0-5830-00-1110-1000-181060-010-0000 12,026.00 PO160594 Mental Health Services at Site 010-0000-0-5830-00-0000-3120-312000-097-0000 11,537.00 PO160594 Mental Health Services at Site 080-6512-0-5830-00-5750-1190-651200-037-0000 11,537.00 Sub total: 35,100.00 81 81086578 04/07/2016 CIRRUS GROUP LLC PO160827 Software 110-0000-0-5830-00-4110-1000-173010-078-0000 70.00 Sub total: 70.00 81 81086579 04/07/2016 FOLLETT SCHOOL SOLUTIONS PO231110 Books for English course 006-0000-0-4110-00-1110-1000-715600-055-0000 502.84 Sub total: 502.84 81 81086580 04/07/2016 KELLY PAPER PO160417 Copy paper 000-0000-0-4310-00-0000-7550-755000-055-0000 554.63 Sub total: 554.63 81 81086581 04/07/2016 SAFEWAY STORES PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 85.46 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 11.97 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 124.87 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 17.88 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 129.44 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 15.74 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 93.80 Sub total: 479.16

14 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 14 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 81086582 04/07/2016 SANTA CLARA COUNTY SHERIFFS DE PO160672 Live Scan Services 010-0000-0-5830-00-0000-7400-740000-099-0000 40.00 Sub total: 40.00 81 81086583 04/07/2016 SHARP BUSINESS SYSTEMS PO160508 Copier Maintenance 000-0000-0-5620-00-1110-1000-141080-051-0000 579.37 PO160312 Copier Maintenance 000-0000-0-5620-00-1110-1000-141080-051-0000 1,850.91 Sub total: 2,430.28 81 81086584 04/07/2016 Shred-It USA LLC PO160587 Shredding services 010-0000-0-5830-00-0000-7540-754010-099-0000 75.00 PO160587 Shredding services 010-0000-0-5830-00-0000-7540-754010-099-0000 75.00 Sub total: 150.00 81 81086585 04/07/2016 TAG/AMS INC. PO160785 ROUTINE SCREENING OF EMPLOYEES 070-0000-0-5830-00-0000-3600-723000-099-0000 321.00 Sub total: 321.00 81 81086586 04/07/2016 UPS STORE #6105 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 60.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00

15 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 15 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 ------ PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 PO160470 Fingerprint Scanning 010-0000-0-5830-00-0000-7400-740000-099-0000 20.00 Sub total: 760.00 81 81086587 04/07/2016 WELLS FARGO FINANCIAL LEASING PO160818 Copier leasing 000-0000-0-5620-00-1110-1000-141080-057-0000 2,628.00 Sub total: 2,628.00 81 81086588 04/07/2016 XEROX CORPORATION PO160948 Maintenance for copier 010-0000-0-5620-00-0000-7550-755000-099-0000 563.60 PO160948 Maintenance for copier 010-0000-0-5620-00-0000-7550-755000-099-0000 360.30 PO160948 Maintenance for copier 010-0000-0-5620-00-0000-7550-755000-099-0000 2,701.65 Sub total: 3,625.55 81 81086589 04/07/2016 YALE, KENNETH MYLES PO160708 Executive Coaching 010-0000-0-5830-00-0000-2100-210000-099-0000 3,093.75 Sub total: 3,093.75 81 81086590 04/07/2016 FIRST BANKCARD CENTER PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-2700-270000-055-0000 3,684.56 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-051-0000 1,412.89 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-052-0000 2,028.81 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 1,588.17 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 2,013.95 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-051-0000 269.75 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-002-0000 926.28 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-005-0000 795.01 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-007-0000 235.37 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-010-0000 842.11 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 942.41 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 398.71 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-024-0000 393.66 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 77.88 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-032-0000 432.97 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-034-0000 1,341.57 PV604159 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 848.52 PV604159 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-4760-1000-709000-099-0000 1,251.45 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2100-210000-099-0000 3,081.09 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2100-210070-099-0000 9.00 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214000-092-0000 1,183.89 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214180-092-0000 1,130.27 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214190-092-0000 307.02 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3120-312000-097-0000 1,012.55 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7100-715000-099-0000 2,272.15 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7300-730000-099-0000 1,704.02 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 1,039.69 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7700-770000-099-0000 388.97 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-106000-095-0000 472.55

16 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 16 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 ------ PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-162000-094-0000 2,238.45 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-2420-242000-096-0000 611.40 PV604159 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-4200-420010-051-0000 295.00 PV604159 PROFESSIONAL DEVELOPMENT 050-8150-0-5250-00-0000-8110-811000-099-0000 514.05 PV604159 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-554380-057-0000 2,997.81 PV604159 TELEPHONE 080-3410-0-5930-00-1110-1000-341000-088-0000 213.08 PV604159 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 143.47 PV604159 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 2,170.65 PV604159 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 31.96 PV604159 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-2700-270000-078-0000 2,570.98 Sub total: 43,872.12 81 81086591 04/07/2016 CONSTRUCTION INSPECTION SERV. PO116549 IOR 212-0000-0-5871-00-0000-8500-855040-057-0000 3,315.00 Sub total: 3,315.00 81 81086592 04/07/2016 ELLIS, DEBORAH PO116602 consulting 212-0000-0-5830-00-0000-8500-855040-057-0000 320.00 Sub total: 320.00 81 81086593 04/07/2016 MOBILE MODULAR PO807603 lease 587152,587156 250-0000-0-5652-00-0000-8500-850000-002-0000 455.00 Sub total: 455.00 81 81086594 04/07/2016 PACIFIC MOBILE STRUCTURES INC PO878175 modular rental 250-0000-0-5652-00-0000-8500-850000-055-0000 565.50 Sub total: 565.50 81 81086595 04/12/2016 HEWLETT PACKARD PO160459 Printer Maintenance 000-0000-0-5620-00-0000-2700-270000-053-0000 860.78 PO160202 Print Services 000-0000-0-5620-00-0000-7550-755000-055-0000 2,463.10 PO160202 Print Services 000-0000-0-5620-00-0000-7550-755000-055-0000 2,406.00 PO160958 printer maintenance 000-0000-0-5620-00-1110-1000-106000-051-0000 71.28 PV604161 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-141020-051-0000 211.45 PV604162 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-141080-051-0000 37.62 PO160143 Copier rental 000-0000-0-5620-00-1110-1000-141080-057-0000 2,759.54 PO160026 Manage Print Services & Suppl 000-0000-0-5620-00-1110-1000-181010-002-0000 461.71 PO160147 Office Supplies 000-0000-0-5620-00-1110-1000-181010-005-0000 112.55 PO160285 Printing Services 000-0000-0-5620-00-1110-1000-181010-010-0000 491.68 PO160642 Printing Services 000-0000-0-5620-00-1110-1000-181010-012-0000 674.78 PO160544 Printer Services 000-0000-0-5620-00-1110-1000-181010-014-0000 76.54 PO160306 Managed Printing 000-0000-0-5620-00-1110-1000-181010-032-0000 452.87 PO160456 Print Services 000-0000-0-5620-00-1110-1000-181010-035-0000 475.14 PO160615 HP MPS Service Contract 000-0000-0-5620-00-1110-1000-181010-036-0000 12.20 PO160097 Managed Print System 000-0000-0-5620-00-1110-1000-181010-041-0000 454.12 PO160958 printer maintenance 000-0000-0-5620-00-1110-2420-242060-051-0000 17.20 PO160906 Network Printers 000-0000-0-5830-00-0000-2700-270000-052-0000 1,436.19 PO160761 HP MPS PRINTER SERVICES 006-0000-0-5620-00-1110-2110-739400-089-0000 50.16 PO160464 Managed Print Services, toner 009-0000-0-5620-00-1110-1000-181020-007-0000 900.75 PV604154 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3140-314000-097-0000 97.53 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-2100-210000-099-0000 455.93

17 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 17 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 ------ PO160275 Supplies/Services 010-0000-0-5620-00-0000-2420-242000-096-0000 22.95 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-3160-316000-099-0000 171.28 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-3700-370000-099-0000 97.52 PV604195 RENTALS, LEASES, & REPAIRS 010-0000-0-5620-00-0000-7100-715000-099-0000 232.19 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-7300-730000-099-0000 331.01 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-7400-740000-099-0000 103.66 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-7600-313000-099-0000 91.82 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-0000-7700-770000-099-0000 662.39 PO160146 Managed Printing Services 010-0000-0-5620-00-1110-1000-102000-070-0000 166.78 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-1110-1000-106000-095-0000 37.35 PO160761 HP MPS PRINTER SERVICES 010-0000-0-5620-00-1110-1000-162000-094-0000 99.55 PO160761 HP MPS PRINTER SERVICES 050-8150-0-5620-00-0000-8110-811000-099-0000 184.40 PO160135 Printing support/supplies 060-6300-0-5620-00-1110-1000-630020-093-0000 36.14 PO160761 HP MPS PRINTER SERVICES 070-0000-0-5620-00-0000-3600-723000-099-0000 128.92 PO160275 Supplies/Services 080-3410-0-5620-00-1110-1000-341000-088-0000 61.51 PV604156 RENTALS, LEASES, & REPAIRS 080-6500-0-5620-00-5770-1110-611700-037-0000 131.40 PO160275 Supplies/Services 080-6500-0-5620-00-5770-1110-611700-037-0000 31.39 PO160958 printer maintenance 130-5310-0-5620-00-0000-3700-370000-099-0000 18.76 PO160202 Print Services 130-5310-0-5830-00-0000-3700-370000-099-0000 14.95 Sub total: 17,603.09 81 81086596 04/12/2016 METRO MOBILE COMMUNICATIONS PO161019 Emergency Radios 010-0000-0-4379-00-0000-8400-840000-099-0000 69.38 PO161019 Emergency Radios 010-0000-0-5830-00-0000-8400-840000-099-0000 369.77 PO161019 Emergency Radios 010-0000-0-5830-00-0000-8400-840000-099-0000 616.80 Sub total: 1,055.95 81 81086597 04/12/2016 MHS INC PO231072 Mental Health Protocols 080-6512-0-4310-00-5750-1190-651200-037-0000 831.99 Sub total: 831.99 81 81086598 04/12/2016 NASCO MODESTO PO160511 Science Suoplies 060-6300-0-4310-00-1110-1000-630020-093-0000 41.60 Sub total: 41.60 81 81086599 04/12/2016 NCS PEARSON PO231202 Psychological Testing Material 080-6500-0-4310-00-5001-3120-631700-037-0000 110.00 Sub total: 110.00 81 81086600 04/12/2016 PRN ERGONOMIC SERVICES PO160675 ERGO SERVICES 006-0000-0-5830-00-1110-1000-640500-099-0000 1,425.00 Sub total: 1,425.00 81 81086601 04/12/2016 QUENCH USA INC PO160792 Water Cooler 000-0000-0-5620-00-1110-1000-181010-002-0000 71.67 PO160875 Water Services 000-0000-0-5620-00-1110-1000-181010-010-0000 71.67 PO160613 Water System for Staff Lounge 000-0000-0-5620-00-1110-1000-181010-014-0000 76.13 PO160628 Water 000-0000-0-5620-00-1110-1000-181020-024-0000 76.13 PO160707 Water cooler 000-0000-0-5620-00-1110-4200-110000-057-0000 130.28 PO160483 Water - Ed Services office 010-0000-0-5620-00-0000-2100-210000-099-0000 14.34 PO160023 Water - Portable B 010-0000-0-5620-00-0000-2100-210070-099-0000 71.67

18 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 18 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 ------ PO160483 Water - Ed Services office 010-0000-0-5620-00-0000-2140-214180-092-0000 14.33 PO160483 Water - Ed Services office 010-0000-0-5620-00-0000-2140-214190-092-0000 14.34 PO160688 Water Systems 010-0000-0-5620-00-0000-2140-214190-092-0000 71.67 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 85.75 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 58.62 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 58.62 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 58.62 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 58.62 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 58.62 PO160235 Elem-Water Cooler Rentals 010-0000-0-5620-00-0000-3700-370000-099-0000 58.62 PO160483 Water - Ed Services office 010-0000-0-5620-00-0000-7100-715000-099-0000 14.33 PO160094 Water Filtration 010-0000-0-5620-00-0000-7400-740000-099-0000 71.67 PO160579 water system 010-0000-0-5620-00-1110-1000-162000-094-0000 71.67 PO161016 Filtered Water 070-0000-0-5620-00-0000-3600-723000-099-0000 71.67 PO160483 Water - Ed Services office 080-6500-0-5620-00-5001-2100-672000-037-0000 14.33 Sub total: 1,293.37 81 81086602 04/12/2016 RO HEALTH INC PO160651 Nurse 080-6500-0-5830-00-5770-1110-611700-037-0000 75.21 PO160651 Nurse 080-6500-0-5830-00-5770-1110-611700-037-0000 309.40 PO160651 Nurse 080-6500-0-5830-00-5770-1110-611700-037-0000 404.60 Sub total: 789.21 81 81086603 04/12/2016 RUSH HOUR INC PO231260 PTA Thank you breakfast 000-0000-0-4310-00-1110-1000-141020-051-0000 1,413.75 Sub total: 1,413.75 81 81086604 04/12/2016 SAN MATEO COUNTY SCHOOL SERV F PO231214 BTSA 080-6500-0-5250-00-5770-1110-611700-037-0000 21,000.00 Sub total: 21,000.00 81 81086605 04/12/2016 SUNNYVALE FORD INC. PO160972 Parts and Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 59.31 PO160972 Parts and Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 12.25 PO160972 Parts and Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 938.24 Sub total: 1,009.80 81 81086606 04/12/2016 TEHAMA TIRE SERVICE INC CM600051 BUS/VEHICLE SUPPLIES 070-0000-0-4360-00-0000-3600-723000-099-0000 1,936.70- PV604183 BUS/VEHICLE SUPPLIES 070-0000-0-4360-00-0000-3600-723000-099-0000 1,936.70 PO160280 Tires and Repairs and parts 070-0000-0-4360-00-0000-3600-723000-099-0000 487.90 PO160280 Tires and Repairs and parts 070-0000-0-4360-00-0000-3600-723000-099-0000 2,032.74 PO160280 Tires and Repairs and parts 070-0000-0-5620-00-0000-3600-723000-099-0000 138.53 Sub total: 2,659.17 81 81086607 04/12/2016 VIRCO INC PO501024 Classroom Furniture 010-0000-0-9325-00-0000-7540-754000-099-0000 180.42- PO501024 Classroom Furniture 010-0000-0-9325-00-0000-7540-754000-099-0000 22,606.57 Sub total: 22,426.15 81 81086608 04/12/2016 WELLS FARGO FINANCIAL LEASING PO160502 Copier Lease 000-0000-0-5620-00-1110-1000-141080-051-0000 526.35 Sub total: 526.35

19 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 19 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 81086609 04/12/2016 WESTFRESH CATERING PO231257 Catering for Staff Training 010-0000-0-5830-00-0000-2140-214000-092-0000 791.60 PO231257 Catering for Staff Training 010-0000-0-5830-00-0000-2140-214000-092-0000 977.32 Sub total: 1,768.92 81 81086610 04/12/2016 ALIGN TECHNICAL RESOURCES LLC PO654318 Services 010-0000-0-5830-00-0000-7700-770150-099-0000 77.00 Sub total: 77.00 81 81086611 04/12/2016 ALLIANCE OCCUPATIONAL MEDICINE PO160925 WORKERS COMP 671-0000-0-5830-00-0000-6000-600000-099-0000 151.58 PO160925 WORKERS COMP 671-0000-0-5830-00-0000-6000-600000-099-0000 152.20 Sub total: 303.78 81 81086612 04/12/2016 ALLIED STORAGE CONTAINERS INC PO160864 Storage Facilities 110-0000-0-5620-00-4110-1000-189220-078-0000 65.25 Sub total: 65.25 81 81086613 04/12/2016 AT&T PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-051-0000 .09 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-057-0000 192.61 Sub total: 192.70 81 81086614 04/12/2016 BUREAU OF EDUCATION AND RESEAR PO230644 Conference Registration 006-0000-0-5250-00-4760-1000-709000-099-0000 225.00 Sub total: 225.00 81 81086615 04/12/2016 CRYSTAL SPRINGS INVESTIGATIONS PO160697 Investigation 010-0000-0-5830-00-0000-7600-313000-099-0000 2,325.00 Sub total: 2,325.00 81 81086616 04/12/2016 DE LAGE LANDEN FINANCIAL SVC PO160393 COPIER RENTAL 080-3410-0-5620-00-1110-1000-341000-088-0000 96.79 Sub total: 96.79 81 81086617 04/12/2016 DELTA EDUCATION PO160512 SCIENCE KIT MATERIALS 060-6300-0-4310-00-1110-1000-630020-093-0000 408.63 Sub total: 408.63 81 81086618 04/12/2016 DS-INNTERPRETATION INC PO402187 Translation equipment 010-0000-0-4410-00-0000-2100-210000-099-0000 4,413.18 Sub total: 4,413.18 81 81086619 04/12/2016 ENGINEERING IS ELEMENTARY PO231200 EIE Units 060-9010-0-4310-00-1110-1000-544030-099-0000 190.19 PO231200 EIE Units 060-9010-0-4310-00-1110-1000-544030-099-0000 237.74 PO231200 EIE Units 060-9010-0-4310-00-1110-1000-544030-099-0000 2,717.00 PO231200 EIE Units 060-9010-0-9512-00-0000-0000-000000-000-0000 237.74- Sub total: 2,907.19 81 81086620 04/12/2016 EPIC TRAINING LLC PO160498 CPR TRAINING AND MATERIALS 010-0000-0-5830-00-0000-8300-830000-099-0000 1,440.00 Sub total: 1,440.00

20 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 20 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 81086621 04/12/2016 FOLLETT SCHOOL SOLUTIONS PO231101 Books for Fairmeadow 010-0000-0-4211-00-1110-2420-242030-014-0000 977.14 Sub total: 977.14 81 81086622 04/12/2016 HARLAND TECHNOLOGY SERVICES PO160800 Service for Scanmark 110-0000-0-5620-00-4110-2700-270000-078-0000 926.00- PO160800 Service for Scanmark 110-0000-0-5620-00-4110-2700-270000-078-0000 991.00 Sub total: 65.00 81 81086623 04/12/2016 HOPE SERVICES PO160177 RENTAL SERVICE FOR ADULT TPP 010-0000-0-5830-00-1110-2110-210000-088-0000 250.00 Sub total: 250.00 81 81086624 04/12/2016 HOUGHTON MIFFLIN CO PO231225 Books 060-6300-0-5830-00-1110-1000-630000-099-0000 4,470.00 Sub total: 4,470.00 81 81086625 04/12/2016 IDENTITY AUTOMATION LP PO654379 Professional Services 010-0000-0-5830-00-0000-7700-770020-099-0000 6,630.00 PO654379 Professional Services 010-0000-0-5830-00-0000-7700-770020-099-0000 3,770.00 Sub total: 10,400.00 81 81086626 04/12/2016 JC PAPER -DEPT 34781 PO160686 Custodial Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1,111.97 PO160686 Custodial Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 92.81 Sub total: 1,204.78 81 81086627 04/12/2016 JW PEPPER & SON INC PO160158 Instructional materials 000-0000-0-4310-00-1110-1000-162000-055-0000 68.70 PO160158 Instructional materials 000-0000-0-4310-00-1110-1000-162000-055-0000 3.27 Sub total: 71.97 81 81086628 04/12/2016 LEXMARK ENTERPRISE SOFTWARE PO160667 MONTHLY LICENSING SUBSCRIPTION 010-0000-0-5830-00-0000-7700-770020-099-0000 3,665.00 Sub total: 3,665.00 81 81086629 04/12/2016 LIVING CLASSROOM PO160575 GARDEN BASED LESSONS 010-0000-0-5830-00-0000-8200-820000-099-0000 1,000.00 PO160575 GARDEN BASED LESSONS 060-9010-0-5830-00-1110-1000-552870-099-0000 5,590.00 Sub total: 6,590.00 81 81086630 04/12/2016 STATE OF CALIFORNIA PO160593 TPP Matching Funds 080-3410-0-5830-00-1110-1000-341000-088-0000 12,500.00 Sub total: 12,500.00 81 81086631 04/12/2016 NATIONAL AQUATIC SERVICES INC PO350265 Daily Janitorial Pool Service 050-8150-0-5830-00-0000-8110-811000-099-0000 1,750.00 PO350263 Daily Janitorial Pool Service 050-8150-0-5830-00-0000-8110-811000-099-0000 1,750.00 PO350264 Janitorial Pool Service 050-8150-0-5830-00-0000-8110-811000-099-0000 1,750.00 Sub total: 5,250.00

21 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 21 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 81086632 04/12/2016 PACE SUPPLY CORP PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 93.20 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 164.56 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 373.38 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 383.68 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 377.73 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 854.45 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 347.23 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 201.65 PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 186.30 Sub total: 2,982.18 81 81086633 04/12/2016 PALO ALTO HARDWARE PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 24.41 Sub total: 24.41 81 81086634 04/12/2016 SCAPES INC PO350260 Headerboard at Courtyard 010-0000-0-5830-00-0000-8200-820000-099-0000 1,047.29 Sub total: 1,047.29 81 81086635 04/12/2016 SHIMANOFF, PERRY PO350254 Cleaning Workshop for Custodia 050-8150-0-5250-00-0000-8110-811000-099-0000 2,500.00 Sub total: 2,500.00 81 81086636 04/12/2016 SIERRA PACIFIC TURF SUPPLY PO160770 Grounds materials and supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 765.90 Sub total: 765.90 81 81086637 04/12/2016 SoLED Energy INC. PO350248 Nixon Lower Parking LED 140-0000-0-6230-00-0000-8500-819880-032-0000 17,236.86 PO350258 Paly Walkway Cube Pole 140-0000-0-6230-00-0000-8500-819880-057-0000 8,059.50 Sub total: 25,296.36 81 81086638 04/12/2016 UNITED LABORATORIES PO160291 Chemical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 741.99 Sub total: 741.99 81 81086639 04/12/2016 VALIANT PRIVATE SECURITY PO160510 Security Services 010-0000-0-5830-00-0000-8200-824040-099-0000 622.50 PO160510 Security Services 010-0000-0-5830-00-0000-8200-824040-099-0000 8,300.00 Sub total: 8,922.50 81 81086640 04/12/2016 WATERPROOFING ASSC INC PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 1,093.00 Sub total: 1,093.00 81 81086641 04/12/2016 ARAMARK PV604180 CONTRACTED SERVICES 010-0000-0-5830-00-7110-2110-920000-088-0000 68.96 PV604180 CONTRACTED SERVICES 010-0000-0-5830-00-7110-2110-920000-088-0000 68.96 Sub total: 137.92

22 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 22 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 81086642 04/12/2016 BELLANDI, MARIN PV604185 MAINT/OPERATIONS SUPPLIES 010-0000-0-4380-00-0000-8200-824000-099-0000 175.53 Sub total: 175.53 81 81086643 04/12/2016 CADWELL-BRUBAKER, MEGAN PV604172 CONTRACTED SERVICES 080-6512-0-5830-00-5750-1190-651200-037-0000 489.41 Sub total: 489.41 81 81086644 04/12/2016 CITY OF PALO ALTO UTILITIES PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-034-0000 437.00 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-034-0000 655.83 PO160160 TELEPHONE 010-0000-0-5930-00-0000-8200-824020-099-0000 1,664.68 Sub total: 2,757.51 81 81086645 04/12/2016 DOROSTI, ARCIA PV604190 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-2140-214180-092-0000 59.45 Sub total: 59.45 81 81086646 04/12/2016 DORWIN, JENNIFER PV604165 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 124.63 Sub total: 124.63 81 81086647 04/12/2016 ESCONDIDO PTA PV604194 ALL OTHER LOCAL REVENUE 000-0000-0-8699-00-1110-1000-181610-012-0000 1,500.00 Sub total: 1,500.00 81 81086648 04/12/2016 GADUS, TIM PV604174 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81086649 04/12/2016 GYVES, MERI PV604181 CONTRACTED SERVICES 010-0000-0-5830-00-1110-1000-196000-088-0000 31.49 Sub total: 31.49 81 81086650 04/12/2016 HARTFORD INSURANCE CO. PV604184 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7200-721000-099-0000 340.00 Sub total: 340.00 81 81086651 04/12/2016 HENARD, RUTA PV604178 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-2700-270010-024-0000 71.08 Sub total: 71.08 81 81086652 04/12/2016 HOSHIWARA, DAVID PV604193 CLASSROOM/OFFICE SUPPLIES 060-3550-0-4310-00-1110-1000-355000-088-0000 129.95 PV604193 CLASSROOM/OFFICE SUPPLIES 060-3550-0-4310-00-1110-1000-355000-088-0000 12.90 PV604193 CLASSROOM/OFFICE SUPPLIES 060-3550-0-4310-00-1110-1000-355000-088-0000 379.54 PV604193 CLASSROOM/OFFICE SUPPLIES 060-3550-0-4310-00-1110-1000-355000-088-0000 18.99 PV604193 CLASSROOM/OFFICE SUPPLIES 060-3550-0-4310-00-1110-1000-355000-088-0000 11.37 PV604193 ACCTS PAYABLE-USE TAX 060-3550-0-9512-00-0000-0000-000000-000-0000 11.37- PV604193 MILEAGE/PERSONAL EXP REIMB 080-3410-0-5210-00-1110-1000-341000-088-0000 127.80

23 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 23 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 ------ PV604193 MILEAGE/PERSONAL EXP REIMB 080-6520-0-5210-00-5770-1190-652000-088-0000 100.00 Sub total: 769.18 81 81086653 04/12/2016 HSIUNG, CHIEN-HSI PV604182 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 111.17 Sub total: 111.17 81 81086654 04/12/2016 JACOB, ERLINDA PV604173 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81086655 04/12/2016 JUE, STEPHEN PV604171 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 9.90 PV604171 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 234.09 PV604171 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 113.17 PV604171 ACCTS PAYABLE-USE TAX 080-6500-0-9512-00-0000-0000-000000-000-0000 9.90- Sub total: 347.26 81 81086656 04/12/2016 KEENAN & ASSOCIATES PO160052 LOSS REPLENISHMENT 671-0000-0-5830-00-0000-6000-600010-099-0000 33,670.79 PO160052 LOSS REPLENISHMENT 671-0000-0-5830-00-0000-6000-600010-099-0000 13,179.77 Sub total: 46,850.56 81 81086657 04/12/2016 KEENAN AND ASSOCIATES PO160769 Workers Comp Third Party Claim 671-0000-0-5830-00-0000-6000-600000-099-0000 5,416.66 Sub total: 5,416.66 81 81086658 04/12/2016 KENT, ZAIDA PV604179 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189100-078-0000 75.00 Sub total: 75.00 81 81086659 04/12/2016 LIEBERMAN, QUYEN PV604167 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 61.25 PV604167 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 14.39 PV604167 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 164.44 PV604167 ACCTS PAYABLE-USE TAX 080-6500-0-9512-00-0000-0000-000000-000-0000 14.39- Sub total: 225.69 81 81086660 04/12/2016 MARK, HILARY PV604176 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-2140-214180-092-0000 42.07 Sub total: 42.07 81 81086661 04/12/2016 MCDANIEL, SHARI PV604177 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-052-0000 6.98 PV604177 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-052-0000 4.05 PV604177 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-052-0000 46.23 PV604177 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 4.05- Sub total: 53.21 81 81086662 04/12/2016 NORTHEN, BRIAN PV604191 CONTRACTED SERVICES 080-6500-0-5830-00-5770-1110-611700-037-0000 1,211.00 Sub total: 1,211.00

24 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 24 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 81086663 04/12/2016 NUTIK, RHODA & STEPHEN PV604175 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 638.00 Sub total: 638.00 81 81086664 04/12/2016 PAPANICOLAU, LINDA PV604187 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-052-0000 288.97 PV604187 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-106000-052-0000 25.00 Sub total: 313.97 81 81086665 04/12/2016 PAUSD - FLEX SPENDING PV604192 MEDICAL INSURANCE 010-0000-0-9942-00-0000-0000-000000-000-0000 52,504.18 PV604192 VOLUNTARY DEDUCTIONS 010-0000-0-9950-00-0000-0000-000000-000-0000 26,244.14 Sub total: 78,748.32 81 81086666 04/12/2016 PENINSULA SANITARY SERVICE PO160055 Garbage Services 010-0000-0-5503-00-0000-8200-824050-012-0000 938.58 PO160055 Garbage Services 010-0000-0-5503-00-0000-8200-824050-032-0000 896.49 Sub total: 1,835.07 81 81086667 04/12/2016 STANFORD UNIVERSITY PO160057 Water/Sewer Lease 010-0000-0-5504-00-0000-8200-824050-012-0000 546.93 PO160057 Water/Sewer Lease 010-0000-0-5504-00-0000-8200-824050-032-0000 1,447.92 PO160057 Water/Sewer Lease 010-0000-0-5506-00-0000-8200-824050-012-0000 1,024.30 PO160057 Water/Sewer Lease 010-0000-0-5506-00-0000-8200-824050-032-0000 2,711.67 Sub total: 5,730.82 81 81086668 04/12/2016 YOUNG, PEARL PV604189 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-544070-088-0000 13.08 PV604189 CLASSROOM/OFFICE SUPPLIES 080-6520-0-4310-00-5770-1190-652000-088-0000 84.76 Sub total: 97.84 81 81086669 04/12/2016 ALTEN CONSTRUCTION INC CM600052 IMPROVEMENT OF BLDGS 212-0000-0-6230-00-0000-8500-855040-057-0000 39,864.64- PO116767 paly new theater MA116550 212-0000-0-6230-00-0000-8500-855040-057-0000 757,428.14 PO116767 paly new theater MA116550 212-0000-0-6230-00-0000-8500-855040-057-0000 39,864.64 Sub total: 757,428.14 81 81086670 04/12/2016 BANK OF MARIN PV604186 IMPROVEMENT OF BLDGS 212-0000-0-6230-00-0000-8500-855040-057-0000 39,864.64 Sub total: 39,864.64 81 81086671 04/12/2016 C.A.S.H. PV604188 PROFESSIONAL DEVELOPMENT 211-0000-0-5250-00-0000-8500-854000-099-0000 924.00 Sub total: 924.00 81 81086672 04/12/2016 DIAMOND ELEVATOR INC PV604168 CONSTRUCTION-GENERAL CONDITION 212-0000-0-6299-00-0000-8500-855040-057-0000 890.00 PV604166 CONSTRUCTION-GENERAL CONDITION 212-0000-0-6299-00-0000-8500-855040-057-0000 890.00 Sub total: 1,780.00 81 81086673 04/12/2016 FEDERAL EXPRESS CORPORATION PV604169 CONTRACTED SERVICES 212-0000-0-5830-00-0000-8500-855070-057-0000 64.04 Sub total: 64.04

25 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 25 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 81086674 04/12/2016 FS3 INC PO116489 construction management 212-0000-0-5855-00-0000-8500-855040-057-0000 40,710.00 PO116747 Construction Management 212-0000-0-5863-00-0000-8500-855000-099-0000 73,616.00 PO878171 Planned Maint. management 216-0000-0-5855-00-0000-8500-850000-099-0000 17,296.00 Sub total: 131,622.00 81 81086675 04/12/2016 HAROLD BROWN PV604170 CONSTRUCTION-GENERAL CONDITION 212-0000-0-6299-00-0000-8500-855010-007-0000 460.00 Sub total: 460.00 81 81086676 04/12/2016 OFFICE DEPOT PO116787 office supply 212-0000-0-4310-00-0000-8500-855000-099-0000 65.24 Sub total: 65.24 81 81086677 04/12/2016 AZ BUS SALES INC PO160529 Vehicle Support Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 194.36 PO160529 Vehicle Support Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 238.31 PO160529 Vehicle Support Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 84.29 PO160529 Vehicle Support Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 33.74 PO160529 Vehicle Support Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 1,620.30 PO160529 Vehicle Support Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 61.37 Sub total: 2,232.37 81 81086678 04/12/2016 BATTALION ONE FIRE PROTECTION PO350068 Fire Sprinkler repais Walter H 050-8150-0-5620-00-0000-8110-811000-024-0000 450.00 Sub total: 450.00 81 81086679 04/12/2016 CHAIR SLIPPERS PO350100 Chairslippers for El Carmelo 010-0000-0-4380-00-0000-8200-824000-010-0000 24.20 PO350100 Chairslippers for El Carmelo 010-0000-0-4380-00-0000-8200-824000-010-0000 21.70 PO350100 Chairslippers for El Carmelo 010-0000-0-4380-00-0000-8200-824000-010-0000 248.00 PO350100 Chairslippers for El Carmelo 010-0000-0-9512-00-0000-0000-000000-000-0000 21.70- Sub total: 272.20 81 81086680 04/12/2016 CIARDELLA'S GARDEN SUPPLY INC PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 43.41 Sub total: 43.41 81 81086681 04/12/2016 CITY AUTO SUPPLY PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 39.80 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 16.31- PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 722.93 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 196.89 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 41.33 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 60.88 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 71.99 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 112.01 PO160825 Auto Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 130.48 Sub total: 1,360.00 81 81086682 04/12/2016 CREST/GOOD PO161014 Plumbing Parts Only 050-8150-0-4380-00-0000-8110-811000-099-0000 297.70

26 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 26 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 ------ PO161014 Plumbing Parts Only 050-8150-0-4380-00-0000-8110-811000-099-0000 85.65 PO161014 Plumbing Parts Only 050-8150-0-4380-00-0000-8110-811000-099-0000 136.62 PO161014 Plumbing Parts Only 050-8150-0-4380-00-0000-8110-811000-099-0000 902.96 Sub total: 1,422.93 81 81086683 04/12/2016 CUMMINS PACIFIC LLC PO160441 Bus Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 453.00 Sub total: 453.00 81 81086684 04/12/2016 DIAMOND ELEVATOR INC PO350250 Load Test for Escondido 050-8150-0-5830-00-0000-8110-811000-012-0000 825.00 Sub total: 825.00 81 81086685 04/12/2016 GARDENLAND POWER EQUIPMENT PO160209 Landscaping Parts 010-0000-0-4383-00-0000-8200-820000-099-0000 650.14 Sub total: 650.14 81 81086686 04/12/2016 GRAINGER PO160382 Misc. Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 58.38 PO160382 Misc. Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 90.08 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 50.61 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 210.19 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 134.03 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 35.25 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 446.45 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 87.59 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 11.31 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 126.62 PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 53.20 Sub total: 1,303.71 81 81086687 04/12/2016 HOME DEPOT CREDIT SERVICE PO160730 Materials and Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 54.40 PO160730 Materials and Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 4.34 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 18.38 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 52.85 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 26.04 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 55.84 Sub total: 211.85 81 81086688 04/12/2016 HORIZON AUTOMATIC RAIN PO160289 Sprinkler and grounds supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 72.51 PO160289 Sprinkler and grounds supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 36.43 Sub total: 108.94 81 81086689 04/12/2016 JP PAVING & GRADING INC. PO350261 Barron Park Ashphalt Repairs 050-8150-0-5620-00-0000-8110-811000-041-0000 8,526.00 PO350262 New Asphalt Walkway at Paly 140-0000-0-6170-00-0000-8500-819780-057-0000 9,819.00 Sub total: 18,345.00 81 81086762 04/14/2016 OFFICE DEPOT PO160006 SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 82.85

27 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 27 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 ------ PO160006 SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 26.42 PO160006 SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 44.62 PO160006 SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 13.39- PO160006 SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 13.39 PO160006 SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 249.28 PO160617 Office Supplies 006-0000-0-4310-00-1110-2110-739400-089-0000 251.83 PO160405 Office Supplies 010-0000-0-4310-00-0000-2140-214190-092-0000 235.02 PO160124 Office supplies 010-0000-0-4310-00-0000-7300-730000-099-0000 27.70- PO160124 Office supplies 010-0000-0-4310-00-0000-7300-730000-099-0000 27.70 PO160124 Office supplies 010-0000-0-4310-00-0000-7300-730000-099-0000 34.47 PO160124 Office supplies 010-0000-0-4310-00-0000-7300-730000-099-0000 101.04 PO160124 Office supplies 010-0000-0-4310-00-0000-7300-730000-099-0000 116.75 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 81.24 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 73.72 PO160968 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7700-770000-099-0000 141.53 PO160968 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7700-770000-099-0000 127.75 PO160469 Office Supplies 010-0000-0-4310-00-1110-1000-106000-095-0000 263.02 PO160469 Office Supplies 010-0000-0-4310-00-1110-1000-106000-095-0000 5.87 PO160262 SCIENCE KIT MATERIALS 060-6300-0-4310-00-1110-1000-630020-093-0000 347.59 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 59.67 Sub total: 2,242.67 81 81086763 04/14/2016 BARRERA-CRUZ, ALEYDA PV604202 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 64.22 PV604202 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-1110-1000-181010-012-0000 58.85 Sub total: 123.07 81 81086764 04/14/2016 BENA, MARY ELLEN PV604208 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 193.43 Sub total: 193.43 81 81086765 04/14/2016 BERKSON, JERRY PV604209 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 169.55 Sub total: 169.55 81 81086766 04/14/2016 BRUBAKER, JOHN PV604201 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-012-0000 558.00 Sub total: 558.00 81 81086767 04/14/2016 CASTELLON, MARTHA PV604206 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-4760-1000-709000-099-0000 409.20 Sub total: 409.20 81 81086768 04/14/2016 CITY OF PALO ALTO UTILITIES PO160014 Utility charges 010-0000-0-5501-00-0000-8200-824050-024-0000 536.17 PO160014 Utility charges 010-0000-0-5502-00-0000-8200-824050-024-0000 3,322.38 PO160014 Utility charges 010-0000-0-5503-00-0000-8200-824050-024-0000 1,426.49 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-024-0000 325.85 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-024-0000 560.56 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-024-0000 1,691.68 PO160438 DARK FIBER OPTIC SERVICE 010-0000-0-5930-00-0000-8200-824020-099-0000 11,202.00 Sub total: 19,065.13

28 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 28 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 81086769 04/14/2016 DA, YANG PV604210 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7200-000000-000-0000 74.16 Sub total: 74.16 81 81086770 04/14/2016 DAL FUOCO, GINA PV604203 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-1110-1000-739500-005-0000 825.00 Sub total: 825.00 81 81086771 04/14/2016 DESTEFANO, ANNETTE PV604215 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-051-0000 28.98 PV604215 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-051-0000 272.07 PV604215 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-051-0000 2.54 PV604221 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-051-0000 90.59 PV604215 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 2.54- Sub total: 391.64 81 81086772 04/14/2016 ECT DIRECT PV604224 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7600-313000-099-0000 151.16 Sub total: 151.16 81 81086773 04/14/2016 EHRENSVARD, STINA PV604228 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 83.70 Sub total: 83.70 81 81086774 04/14/2016 FOWLER, SHERRYL PV604223 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-3140-314000-097-0000 74.08 Sub total: 74.08 81 81086775 04/14/2016 GILBERT, TERI PV604212 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-051-0000 410.43 Sub total: 410.43 81 81086776 04/14/2016 HEXSEL, JESSICA KALKA PV604197 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-055-0000 1,714.29 Sub total: 1,714.29 81 81086777 04/14/2016 HYMES, NORMA PV604216 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 72.28 Sub total: 72.28 81 81086778 04/14/2016 KERBY, BRITTNEY PV604204 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-1110-1000-676010-099-0000 234.97 Sub total: 234.97 81 81086779 04/14/2016 LACAYO, FRANCISCO PV604205 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-4760-1000-709000-099-0000 544.69 Sub total: 544.69 81 81086780 04/14/2016 LERRICK, NINA PV604229 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 392.79 Sub total: 392.79

29 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 29 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 81086781 04/14/2016 LUBBE, JAMES PV604207 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-051-0000 357.42 PV604220 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141000-051-0000 622.93 Sub total: 980.35 81 81086782 04/14/2016 LUKE, VICTORIA PV604199 PROFESSIONAL DEVELOPMENT 080-6500-0-5250-00-5770-1110-611700-037-0000 126.00 Sub total: 126.00 81 81086783 04/14/2016 MARCHAND, AMANDA PV604218 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-2420-242060-051-0000 18.95 PV604218 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-2420-242060-051-0000 1.66 PV604218 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-2420-242060-051-0000 439.28 PV604218 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 1.66- Sub total: 458.23 81 81086784 04/14/2016 MATTHEWS, DEBRA PV604198 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-2140-214000-092-0000 1,187.82 Sub total: 1,187.82 81 81086785 04/14/2016 OUELLETTE, DONALD PV604217 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-051-0000 45.51 Sub total: 45.51 81 81086786 04/14/2016 POUNDERS, ELIZABETH PV604226 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-185000-093-0000 145.62 Sub total: 145.62 81 81086787 04/14/2016 RIDGE, SHARON PV604227 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 79.81 Sub total: 79.81 81 81086788 04/14/2016 RUSH HOUR INC PV604219 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141000-051-0000 306.67 Sub total: 306.67 81 81086789 04/14/2016 SC/SVNTP PV604225 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-1110-2140-739200-092-0000 50.00 Sub total: 50.00 81 81086790 04/14/2016 SEGALL, JENNA PV604200 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181030-035-0000 67.17 PV604200 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-181010-035-0000 825.00 Sub total: 892.17 81 81086791 04/14/2016 SHARAGA, GABRIELLE PV604214 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141010-051-0000 25.97 PV604214 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141010-051-0000 70.40 Sub total: 96.37 81 81086792 04/14/2016 ZALATIMO, KELLY PV604222 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-132000-051-0000 124.30

30 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 30 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 ------ PV604222 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-132000-051-0000 10.88 PV604222 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 10.88- Sub total: 124.30 81 81086793 04/14/2016 ACHIEVE KIDS PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,553.60 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,331.05 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 8,161.40 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,486.35 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,249.45 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 8,877.85 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,086.25 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,990.30 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,494.25 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,759.85 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 9,431.00 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,167.85 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,398.30 Sub total: 96,987.50 81 81086794 04/14/2016 ASSOCIATED LEARNING AND PO160174 OT 080-6500-0-5830-00-5770-1110-611700-037-0000 2,400.00 Sub total: 2,400.00 81 81086795 04/14/2016 DAVIS, SHELLEY PO160503 Behaviorist 080-6500-0-5830-00-5770-1180-618700-037-0000 747.50 Sub total: 747.50 81 81086796 04/14/2016 MORGAN CENTER PO160491 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 15,115.00 PO160491 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 12,940.00 Sub total: 28,055.00 81 81086797 04/14/2016 PACIFIC AUTISM CENTER PO160705 Special Education Services 080-6500-0-5830-00-5770-1180-618700-037-0000 7,808.73 PO160705 Special Education Services 080-6500-0-5830-00-5770-1180-618700-037-0000 8,588.16 PO160705 Special Education Services 080-6500-0-5830-00-5770-1180-618700-037-0000 9,086.00 Sub total: 25,482.89 81 81086798 04/14/2016 PALO ALTO PREPARATORY SCHOOL PO160728 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 23,400.00 Sub total: 23,400.00 81 81086799 04/14/2016 STANBRIDGE ACADEMY PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 Sub total: 13,800.00 81 81086800 04/14/2016 A VACUUM AND SEWING HOSPITAL PO160516 Vacuum Repairs 010-0000-0-5620-00-0000-8200-824000-099-0000 180.46 Sub total: 180.46

31 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 31 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 81086801 04/14/2016 A.C.T.S. PO160537 Augmentative Communication 080-6500-0-5830-00-5770-1180-618700-037-0000 244.00 Sub total: 244.00 81 81086802 04/14/2016 APPLE COMPUTER INC PO654359 Computers 000-0000-0-4310-00-1110-1000-112000-051-0000 1,047.83 PO654365 Accessories 006-0000-0-4310-00-1110-1000-640500-099-0000 603.57 PV604211 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-640500-099-0000 20.66 PO654357 Accessories 010-0000-0-4310-00-0000-2140-214180-092-0000 85.91 PO654367 Accessories 080-6500-0-4310-00-5770-1110-611700-037-0000 31.54 PO654349 Software 080-6500-0-4310-00-5770-1110-611700-037-0000 100.00 PO654355 Computer 080-6500-0-4420-00-5770-1110-611700-037-0000 523.91 PO654345 Computers 080-6500-0-4420-00-5770-1110-611700-037-0000 632.66 PO654345 Computers 080-6500-0-4420-00-5770-1110-611700-037-0000 1,047.83 Sub total: 4,093.91 81 81086803 04/14/2016 AT&T PV604213 TELEPHONE 010-0000-0-5930-00-0000-8200-824020-099-0000 257.36 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-025-0000 260.31 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 35.32 Sub total: 552.99 81 81086804 04/14/2016 BAY AREA FLOOR MACHINE PO350268 Repair of Scrubber for JLS 010-0000-0-5620-00-0000-8200-824000-053-0000 572.46 Sub total: 572.46 81 81086805 04/14/2016 CASBO PO350269 Registration for CASBO 050-8150-0-5250-00-0000-8110-811000-099-0000 1,095.00 Sub total: 1,095.00 81 81086806 04/14/2016 CDW GOVERNMENT INC PO654372 Monitor 000-0000-0-4310-00-1110-1000-181010-041-0000 374.80 PO654366 Monitor 006-0000-0-4310-00-1110-1000-640500-099-0000 209.17 PO654364 Monitor 010-0000-0-4310-00-0000-2100-210070-099-0000 316.33 PO160077 COMPUTER SUPPLIES 010-0000-0-4310-00-0000-7700-770000-099-0000 33.19 PO654356 Monitor 080-6500-0-4310-00-5770-1110-611700-037-0000 316.33 Sub total: 1,249.82 81 81086807 04/14/2016 CLASSTECH PO654288 Projectors replacements 010-0000-0-4410-00-0000-7700-770130-099-0000 39,047.84 Sub total: 39,047.84 81 81086808 04/14/2016 CLAY PLANET PO160867 Clay, Misc. Small Tools, Glaze 000-0000-0-4310-00-1110-1000-106000-051-0000 228.38 Sub total: 228.38 81 81086809 04/14/2016 D & D SECURITY PO654334 Managed Services 000-0000-0-4410-00-1110-1000-181010-034-0000 3,415.09 PO654315 Computer Imaging 010-1400-0-4310-00-0000-2420-770160-005-0000 228.09 PO654315 Computer Imaging 010-1400-0-4310-00-0000-2420-770160-007-0000 520.45

32 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 32 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 ------ PO654315 Computer Imaging 010-1400-0-4310-00-0000-2420-770160-024-0000 791.78 PO654315 Computer Imaging 010-1400-0-4310-00-0000-2420-770160-034-0000 500.96 PO654315 Computer Imaging 010-1400-0-4310-00-0000-2420-770160-041-0000 365.85 PO654306 Computers 010-1400-0-4420-00-0000-2420-770160-099-0000 653.22 Sub total: 6,475.44 81 81086810 04/14/2016 DEAF SERVICES OF PALO ALTO PO160618 Interpreters 010-0000-0-5830-00-0000-7200-720010-099-0000 442.90 PO160618 Interpreters 010-0000-0-5830-00-0000-7200-720010-099-0000 4,522.50 Sub total: 4,965.40 81 81086811 04/14/2016 DELL COMPUTERS PO654363 Computer 010-0000-0-4420-00-0000-2100-210070-099-0000 1,565.44 Sub total: 1,565.44 81 81086812 04/14/2016 EL CAJON PROJECT INC PO160219 El Cajon 010-0000-0-5830-00-7110-2110-920000-088-0000 429.00 Sub total: 429.00 81 81086813 04/14/2016 FOLLETT SCHOOL SOLUTIONS PO160742 Books for Library 000-0000-0-4211-00-1110-2420-242060-051-0000 94.07 PO231105 Online Book Orders - LGBTQQ 010-0000-0-4310-00-1110-2420-242000-096-0000 62.30 Sub total: 156.37 81 81086814 04/14/2016 FORTUNE CABLING SERVICES PO654371 Cabling Installs 010-0000-0-5830-00-0000-7700-770000-099-0000 750.00 Sub total: 750.00 81 81086815 04/14/2016 FRYS ELECTRONICS PO160261 Computer Supplies 000-0000-0-4310-00-1110-1000-141020-051-0000 76.11 Sub total: 76.11 81 81086816 04/14/2016 GOODHEART WILLCOX CO INC PO231180 Office Supplies 060-3550-0-4310-00-1110-1000-355000-088-0000 2,919.65 Sub total: 2,919.65 81 81086817 04/14/2016 IINTERPRET INC PO160268 Interpreters 080-6500-0-5830-00-5770-1110-611700-037-0000 230.00 PO160268 Interpreters 080-6500-0-5830-00-5770-1110-611700-037-0000 230.00 PO160268 Interpreters 080-6500-0-5830-00-5770-1110-611700-037-0000 230.00 PO160268 Interpreters 080-6500-0-5830-00-5770-1110-611700-037-0000 280.00 PO160268 Interpreters 080-6500-0-5830-00-5770-1110-611700-037-0000 230.00 PO160268 Interpreters 080-6500-0-5830-00-5770-1110-611700-037-0000 230.00 Sub total: 1,430.00 81 81086818 04/14/2016 JW PEPPER & SON INC PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 52.56 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 53.65 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 245.35 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 350.67 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 50.00 Sub total: 752.23

33 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 33 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 81086819 04/14/2016 LEXISNEXIS RISK DATA MGMT PO160466 Residency Verification 010-0000-0-5830-00-0000-7600-313000-099-0000 142.10 Sub total: 142.10 81 81086820 04/14/2016 LOS ANGELES COUNTY OFFICE OF E PO231057 Scaffold Instructions 000-0000-0-5830-00-1110-1000-141020-051-0000 978.75 Sub total: 978.75 81 81086821 04/14/2016 THE BOOKSOURCE PO231114 LLI books 006-0000-0-4210-00-1110-1000-740510-024-0000 423.14 PO231114 LLI books 006-0000-0-4210-00-1110-1000-740510-024-0000 406.01 PO231120 Leveled books 4/5 006-0000-0-4210-00-1110-1000-740510-024-0000 441.46 PO231120 Leveled books 4/5 006-0000-0-4210-00-1110-1000-740510-024-0000 223.89 Sub total: 1,494.50 81 81086822 04/14/2016 CITY OF PALO ALTO PO160214 Compressed Natural Gas 070-0000-0-4361-00-0000-3600-723000-099-0000 990.19 Sub total: 990.19 81 81086823 04/14/2016 MOBILE MODULAR PO160971 RENTALS, LEASES, & REPAIRS 010-0000-0-5620-00-0000-8700-870010-099-0000 641.35 Sub total: 641.35 81 81086824 04/14/2016 ONESOURCE OFFICE SYSTEMS INC PO160061 COPIER/PRINTER MAINTENANCE 000-0000-0-5620-00-0000-2700-270000-053-0000 185.61 Sub total: 185.61 81 81086825 04/14/2016 PALO ALTO COMMUNITY CHILD CARE PO160722 After School Care 006-0000-0-5830-00-1110-2110-739400-089-0000 1,250.00 Sub total: 1,250.00 81 81086826 04/14/2016 SAFEWAY STORES PO160149 Science Materials 060-6300-0-4310-00-1110-1000-630020-093-0000 55.33 Sub total: 55.33 81 81086827 04/14/2016 SHARP BUSINESS SYSTEMS PO160817 Copier Maint 000-0000-0-5620-00-1110-1000-141080-057-0000 3,222.98 PO160798 Copier Maint 010-0000-0-5620-00-0000-7300-730000-099-0000 388.55 PO160771 Copy machine lease 010-0000-0-5620-00-0000-7550-755000-099-0000 2,414.03 PO160313 Maintenance Contract 110-0000-0-5620-00-4110-1000-188070-078-0000 987.12 Sub total: 7,012.68 81 81086828 04/14/2016 Shred-It USA LLC PO160587 Shredding services 010-0000-0-5830-00-0000-7540-754010-099-0000 52.97 Sub total: 52.97 81 81086829 04/14/2016 TROXELL COMMUNICATIONS INC PO654362 Document Camera 000-0000-0-4310-00-1110-1000-132000-053-0000 299.07 Sub total: 299.07 81 81086830 04/14/2016 TRYTEN TECHNOLOGIES INC PO654370 Accessories 000-0000-0-4310-00-1110-1000-181010-041-0000 557.82 Sub total: 557.82

34 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 34 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 81086831 04/14/2016 VALLEY OIL COMPANY PO160997 Diesel and Fuel 070-0000-0-4361-00-0000-3600-723000-099-0000 7,576.02 Sub total: 7,576.02 81 81086832 04/14/2016 WELLS FARGO FINANCIAL LEASING PV604196 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-141080-051-0000 526.35 Sub total: 526.35 81 81086833 04/14/2016 YELLOW CHECKER CAB PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 560.00 PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 225.00 PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 1,495.00 Sub total: 2,280.00 81 81086834 04/15/2016 MARINE SCIENCE INSTITUTE PO160437 Marine Science 060-9010-0-5830-00-1110-1000-544030-099-0000 2,000.00 Sub total: 2,000.00 81 81086835 04/15/2016 MERIDIAN ID PO231071 Not in our school/Jordan Rocks 000-0000-0-4310-00-1110-1000-141020-051-0000 6,061.38 Sub total: 6,061.38 81 81086836 04/15/2016 MONAHAN PAPER COMPANY PO501028 Paper Towels 010-0000-0-9325-00-0000-7540-754000-099-0000 1,029.32 Sub total: 1,029.32 81 81086837 04/15/2016 NASCO MODESTO PO231192 Math classroom supplies 000-0000-0-4310-00-1110-1000-157000-055-0000 105.25 Sub total: 105.25 81 81086838 04/15/2016 NASCO MODESTO PO160260 Art Supplies 000-0000-0-4310-00-1110-1000-106000-051-0000 126.59 PO160511 Science Suoplies 060-6300-0-4310-00-1110-1000-630020-093-0000 37.20 Sub total: 163.79 81 81086839 04/15/2016 PIONEER VALLEY EDUCATIONAL PO231025 Web Room Books 000-0000-0-4310-00-1110-1000-181010-014-0000 189.00 PO231025 Web Room Books 000-0000-0-4310-00-1110-1000-181010-014-0000 2,160.00 PO231025 Web Room Books 000-0000-0-4310-00-1110-1000-181010-014-0000 172.80 PO231025 Web Room Books 000-0000-0-9512-00-0000-0000-000000-000-0000 189.00- Sub total: 2,332.80 81 81086840 04/15/2016 Printrbot Inc PO231217 Printers 000-0000-0-4310-00-1110-1000-112000-051-0000 401.01 PO231217 Printers 000-0000-0-4310-00-1110-1000-141020-051-0000 791.41 Sub total: 1,192.42 81 81086841 04/15/2016 QBS INC. PO160888 Behavioral Safety Cert. 080-6500-0-5830-00-5770-1110-611700-037-0000 28.00 Sub total: 28.00

35 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 35 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 81086842 04/15/2016 QUALITY ASSURANCE TRAVEL INC PO230900 Coloma Field Trip 000-0000-0-5830-00-1110-1000-181010-025-0000 5,000.00 Sub total: 5,000.00 81 81086843 04/15/2016 RO HEALTH INC PO160651 Nurse 080-6500-0-5830-00-5770-1110-611700-037-0000 829.19 PO160651 Nurse 080-6500-0-5830-00-5770-1110-611700-037-0000 654.50 Sub total: 1,483.69 81 81086844 04/15/2016 SAFEWAY STORES PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 88.47 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 10.57 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 2.00 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 76.73 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 79.78 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 30.67 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 13.12 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 24.26- PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 139.21 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 1.99 PO160457 Home Ec Supplies 000-0000-0-4310-00-1110-1000-145000-051-0000 79.76 Sub total: 498.04 81 81086845 04/15/2016 SCHOOL OUTFITTERS PO231201 Stools for Home Ec 000-0000-0-4310-00-1110-1000-145000-051-0000 1,228.78 Sub total: 1,228.78 81 81086846 04/15/2016 US GAMES PV604246 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-010-0000 554.61 Sub total: 554.61 81 81086847 04/15/2016 ACHIEVE KIDS PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,243.40 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,998.20 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,998.20 Sub total: 23,239.80 81 81086848 04/15/2016 Bellefaire JCB PO160443 Bellefaire Jewish Children's 080-6512-0-5830-00-5750-1190-651200-037-0000 6,434.37 Sub total: 6,434.37 81 81086849 04/15/2016 CHILDREN'S HEALTH COUCIL PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 6,213.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 4,068.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 11,460.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 6,540.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 4,068.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 678.00 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 1,879.20 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,638.28

36 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 36 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 ------ PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 1,409.40 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,408.51 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 1,879.20 Sub total: 43,241.59 81 81086850 04/15/2016 COOK, SUSAN PV604247 CONTRACTED SERVICES 080-6512-0-5830-00-5750-1190-651200-037-0000 960.00 PO160681 Counseling 080-6512-0-5830-00-5750-1190-651200-037-0000 960.00 PO160681 Counseling 080-6512-0-5830-00-5750-1190-651200-037-0000 510.00 Sub total: 2,430.00 81 81086851 04/15/2016 KIDS BEHAVIORAL HEALTH OF AK PO160485 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 675.00 PO160485 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,331.00 Sub total: 3,006.00 81 81086852 04/15/2016 MORGAN CENTER PO160491 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 16,935.00 Sub total: 16,935.00 81 81086853 04/15/2016 PACIFIC AUTISM CENTER PO160705 Special Education Services 080-6500-0-5830-00-5770-1180-618700-037-0000 8,044.50 Sub total: 8,044.50 81 81086854 04/15/2016 PEREZ, KAREN PO160269 Behavior Consultant 080-6500-0-5830-00-5770-1180-618700-037-0000 1,911.00 Sub total: 1,911.00 81 81086855 04/15/2016 RAINBOW MUSIC THERAPY SERVICES PO160169 Music 080-6500-0-5830-00-5770-1180-618700-037-0000 310.00 PO160169 Music 080-6500-0-5830-00-5770-1180-618700-037-0000 879.70 Sub total: 1,189.70 81 81086856 04/15/2016 SCHOOL FOR INDEPENDENT LEARNER PO160716 Special Education Program 080-6500-0-5830-00-5770-1180-618700-037-0000 7,402.50 Sub total: 7,402.50 81 81086857 04/15/2016 STANBRIDGE ACADEMY PV604248 PREPAID EXPENDITURES 080-6500-0-9330-00-0000-0000-000000-000-0000 3,650.00 Sub total: 3,650.00 81 81086858 04/15/2016 SYRACUSE RTC LLC PO160374 NPS Student Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,660.00 PO160374 NPS Student Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,660.00 PO160374 NPS Student Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,940.00 PO160374 NPS Student Services 080-6512-0-5830-00-5750-1190-651200-037-0000 10,447.00 PO160374 NPS Student Services 080-6512-0-5830-00-5750-1190-651200-037-0000 11,273.00 PO160374 NPS Student Services 080-6512-0-5830-00-5750-1190-651200-037-0000 10,447.00 Sub total: 40,427.00 81 81086859 04/15/2016 WOODWARD ACADEMY PO160992 Mental Health Services 080-6500-0-5830-00-5770-1180-618700-037-0000 2,250.00

37 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 37 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 ------ PO160992 Mental Health Services 080-6512-0-5830-00-5750-1190-651200-037-0000 6,694.00 Sub total: 8,944.00 81 81086860 04/15/2016 ACKNOWLEDGE ALLIANCE PO160132 Mental Health Services at site 000-0000-0-5830-00-1110-1000-181010-025-0000 2,925.00 PO160132 Mental Health Services at site 000-0000-0-5830-00-1110-1000-181010-035-0000 2,925.00 PO160132 Mental Health Services at site 000-0000-0-5830-00-1110-1000-181010-041-0000 2,925.00 PO160132 Mental Health Services at site 010-0000-0-5830-00-0000-3120-312000-097-0000 32,175.00 PO160132 Mental Health Services at site 080-6512-0-5830-00-5750-1190-651200-037-0000 17,550.00 Sub total: 58,500.00 81 81086861 04/15/2016 ALIGN TECHNICAL RESOURCES LLC PO654318 Services 010-0000-0-5830-00-0000-7700-770150-099-0000 324.50 Sub total: 324.50 81 81086862 04/15/2016 APPLE COMPUTER INC PO654360 Accessories 000-0000-0-4310-00-1110-1000-114000-052-0000 85.91 PO654361 Computer Repair Parts 000-0000-0-4310-00-1110-1000-114000-052-0000 16.74 PO654377 Computer 010-0000-0-4420-00-0000-2100-210070-099-0000 1,301.48 PO654377 Computer 010-0000-0-4420-00-0000-2100-210070-099-0000 135.00 Sub total: 1,539.13 81 81086863 04/15/2016 CDW GOVERNMENT INC PO654376 Accessories 000-0000-0-4310-00-1110-1000-181010-041-0000 199.08 Sub total: 199.08 81 81086864 04/15/2016 FOLLETT SCHOOL SOLUTIONS PO160623 Library Books 000-0000-0-4211-00-1110-2420-242060-055-0000 248.89 PO160623 Library Books 000-0000-0-4211-00-1110-2420-242060-055-0000 155.34 PO160350 LIbrary Books 000-0000-0-4310-00-1110-1000-242060-052-0000 637.94 PO231110 Books for English course 006-0000-0-4110-00-1110-1000-715600-055-0000 83.60 PO231110 Books for English course 006-0000-0-4110-00-1110-1000-715600-055-0000 12.06 PO231110 Books for English course 006-0000-0-4110-00-1110-1000-715600-055-0000 135.84 Sub total: 1,273.67 81 81086865 04/15/2016 GLOBAL EQUIPMENT COMPANY INC PO231196 Custodial Carts 000-0000-0-4310-00-1110-1000-141000-053-0000 936.56 Sub total: 936.56 81 81086866 04/15/2016 GOPHER SPORTS EQUIPMENT PO231245 PE Equipment 000-0000-0-4310-00-1110-1000-171000-052-0000 572.31 Sub total: 572.31 81 81086867 04/15/2016 HAMERAY PUBLISHING GROUP INC PO231229 Spanish Books 006-0000-0-4210-00-1110-1000-740510-012-0000 181.69 Sub total: 181.69 81 <81086867> Canceled 04/29/2016 HAMERAY PUBLISHING GROUP INC PO231229 Spanish Books 006-0000-0-4210-00-1110-1000-740510-012-0000 < 181.69 > Sub total: < 181.69 > 81 81086868 04/15/2016 HEWLETT PACKARD PO160578 Office Supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 451.30

38 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 38 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 ------ PO160970 Managed Print Service 110-0000-0-5620-00-4110-2700-270000-078-0000 127.24 Sub total: 578.54 81 81086869 04/15/2016 JW PEPPER & SON INC PO160181 Sheet Music 000-0000-0-4310-00-1110-1000-162000-052-0000 52.20 Sub total: 52.20 81 81086870 04/15/2016 KELLY PAPER PO160237 Paper 000-0000-0-4310-00-0000-2700-270000-053-0000 946.13 Sub total: 946.13 81 81086871 04/15/2016 LRP PUBLICATIONS INC PO231265 Assistive Technology IEP 080-6500-0-5250-00-5770-1110-611700-037-0000 250.00 Sub total: 250.00 81 81086872 04/18/2016 C&P PAINTING PO878238 paint 216-0000-0-6230-00-0000-8500-819790-055-0000 3,900.00 Sub total: 3,900.00 81 81086873 04/18/2016 INTEGRATED ARCHIVE SYSTEMS INC PO116791 Juniper Ex3300 48Port 212-0000-0-5830-00-0000-8500-855040-057-0000 7,218.46 Sub total: 7,218.46 81 81086874 04/18/2016 MOBILE MODULAR PO878176 modular rental 250-0000-0-5620-00-0000-8500-850470-051-0000 456.00 PO878010 MODULAR BUILDING 30583 250-0000-0-5652-00-0000-8500-850000-055-0000 455.00 Sub total: 911.00 81 81086875 04/18/2016 QUENCH USA INC PO878144 water building D 211-0000-0-5620-00-0000-8500-854000-099-0000 71.67 Sub total: 71.67 81 81086876 04/18/2016 BARRON PARK SUPPLY CO PO160290 Plumbing and Electrical 050-8150-0-4380-00-0000-8110-811000-099-0000 135.67 PO160290 Plumbing and Electrical 050-8150-0-4380-00-0000-8110-811000-099-0000 131.04 Sub total: 266.71 81 81086877 04/18/2016 BUCKLES SMITH ELECTRIC DISTRIB PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 978.22 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 385.27 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 100.07 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 948.05 Sub total: 2,411.61 81 81086878 04/18/2016 CAL STEAM PO160296 Plumbing Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 441.91 Sub total: 441.91 81 81086879 04/18/2016 CALIFORNIA SECURITY ALARMS INC PO160298 Instrusion Alarms 050-8150-0-5830-00-0000-8110-811000-099-0000 99.06 PO160298 Instrusion Alarms 050-8150-0-5830-00-0000-8110-811000-099-0000 1,005.88

39 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 39 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 ------ PO160298 Instrusion Alarms 050-8150-0-5830-00-0000-8110-811000-099-0000 42.00 PO160298 Instrusion Alarms 050-8150-0-5830-00-0000-8110-811000-099-0000 168.00 PO160298 Instrusion Alarms 050-8150-0-5830-00-0000-8110-811000-099-0000 1,538.99 Sub total: 2,853.93 81 81086880 04/18/2016 CIARDELLA'S GARDEN SUPPLY INC PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 143.44 PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 110.71 PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 206.19 PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 43.45 Sub total: 503.79 81 81086881 04/18/2016 CLARK SECURITY PRODUCTS PO160450 Locksmith supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 149.01 Sub total: 149.01 81 81086882 04/18/2016 DUNN-EDWARDS CORPORATION PO160421 Paint & Painting Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 162.58 PO160421 Paint & Painting Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 397.75 Sub total: 560.33 81 81086883 04/18/2016 ENVIROCOM PO402019 Compliance Requirements 050-8150-0-5830-00-0000-8110-811000-099-0000 1,442.00 Sub total: 1,442.00 81 81086884 04/18/2016 EWING IRRIGATION PO160182 Irrigation Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 113.08 Sub total: 113.08 81 81086885 04/18/2016 GARDENLAND POWER EQUIPMENT PO160209 Landscaping Parts 010-0000-0-4383-00-0000-8200-820000-099-0000 184.74 PO160209 Landscaping Parts 010-0000-0-4383-00-0000-8200-820000-099-0000 357.39 Sub total: 542.13 81 81086886 04/18/2016 GENERAL HARDWARE AND SUPPLY IN PO160315 Maintenance Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 42.95 Sub total: 42.95 81 81086887 04/18/2016 GOETZ BROS PO160773 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 436.00 Sub total: 436.00 81 81086888 04/18/2016 GRAINGER PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 127.51 Sub total: 127.51 81 81086889 04/18/2016 GRIFFIN PAINTING AND DECORATIN PO350224 Painting Theater at Paly 140-0000-0-6230-00-0000-8500-819790-057-0000 6,100.00 Sub total: 6,100.00 81 81086890 04/18/2016 HOME DEPOT CREDIT SERVICE PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 20.25

40 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 40 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 ------ PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 68.64 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 171.82 Sub total: 260.71 81 81086891 04/18/2016 JP PAVING & GRADING INC. PO350195 Fire Lane Striping at Jordan 050-8150-0-5830-00-0000-8110-811000-051-0000 1,686.00 PO350239 JLS New Asphalt Paving 140-0000-0-6170-00-0000-8500-819780-053-0000 7,402.00 Sub total: 9,088.00 81 81086892 04/18/2016 LINCOLN AQUATICS PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 134.28 PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 134.28 PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 2,186.28 PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 690.00 PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 2,520.04 Sub total: 5,664.88 81 81086893 04/18/2016 MADCO WELD SUPPLY PO160396 Welding Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 10.00 PO160396 Welding Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 10.00 PO160396 Welding Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 10.00 Sub total: 30.00 81 81086894 04/18/2016 NATIONAL AQUATIC SERVICES INC PO350267 Daily Janitorial Pool Service 050-8150-0-5830-00-0000-8110-811000-099-0000 1,750.00 PO350266 Janitorial Pool Service 050-8150-0-5830-00-0000-8110-811000-099-0000 1,750.00 Sub total: 3,500.00 81 81086895 04/18/2016 PACE SUPPLY CORP PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 294.82 Sub total: 294.82 81 81086896 04/18/2016 PALO ALTO HARDWARE PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 13.59 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 4.34 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 32.58 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 21.71 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 55.88 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 42.35 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 11.94 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 70.62 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 16.29 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 12.48 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 23.37 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 64.59 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 33.61 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 5.43 Sub total: 408.78 81 81086897 04/18/2016 ROSS RECREATION EQUIPMENT CO PO160082 Playground Equipment 050-8150-0-4380-00-0000-8110-811000-099-0000 86.13 Sub total: 86.13

41 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 41 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 81086898 04/18/2016 SAFETY KLEEN SYSTEMS PO160050 Hazardous Waste Services 050-8150-0-5830-00-0000-8110-811000-099-0000 515.03 Sub total: 515.03 81 81086899 04/18/2016 SAN JOSE BOILER WORKS INC PO160848 Boiler Repair and Services 050-8150-0-5830-00-0000-8110-811000-099-0000 370.00 Sub total: 370.00 81 81086900 04/18/2016 SCAPES INC PO350222 Paly Planter Repairs/Courtyard 050-8150-0-5620-00-0000-8110-811000-057-0000 5,503.55 Sub total: 5,503.55 81 81086901 04/18/2016 SIERRA PACIFIC TURF SUPPLY PO160770 Grounds materials and supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 541.58 Sub total: 541.58 81 81086902 04/18/2016 STEEL FENCE SYSTEMS PO350241 Install Bollards at Gunn High 140-0000-0-6170-00-0000-8500-819770-055-0000 2,570.00 PO350240 Install Gate at Gunn 140-0000-0-6170-00-0000-8500-819770-055-0000 6,275.00 PO350245 Install Black Vinyl at Paly 140-0000-0-6170-00-0000-8500-819770-057-0000 5,750.00 Sub total: 14,595.00 81 81086903 04/18/2016 SUMMERWINDS NURSERY PO160294 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 73.88 PO160294 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 159.76 Sub total: 233.64 81 81086904 04/18/2016 SoLED Energy INC. PO350253 Jordan 96 and Consultation 050-8150-0-5830-00-0000-8110-811000-051-0000 5,947.71 Sub total: 5,947.71 81 81086905 04/18/2016 WATERPROOFING ASSC INC PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 690.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 444.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 528.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 759.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 642.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 756.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 327.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 630.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 546.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 521.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 836.00 PO160273 Roof Leak Services 050-8150-0-5830-00-0000-8110-811000-099-0000 994.00 Sub total: 7,673.00 81 81086906 04/19/2016 CINTAS CORPORATION PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 21.43 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53

42 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 42 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 ------ PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 22.02 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 22.02 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 38.34 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 37.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 21.43 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.90 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 49.67 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 37.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 65.00 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 37.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 22.02 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 3.19 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.90 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 154.12 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 38.34 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 41.04 Sub total: 1,378.26 81 81086907 04/19/2016 ANGEL, ERIC PV604261 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-114000-053-0000 43.62 PV604261 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-114000-053-0000 498.48 PV604261 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 43.62- Sub total: 498.48 81 81086908 04/19/2016 AT&T MOBILITY PV604244 TELEPHONE 080-3410-0-5930-00-1110-1000-341000-088-0000 119.60 Sub total: 119.60

43 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 43 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 81086909 04/19/2016 BENA, MARY ELLEN PV604272 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 179.72 Sub total: 179.72 81 81086910 04/19/2016 BERKSON, ERICKA PV604252 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-171000-053-0000 2.19 PV604252 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-171000-053-0000 25.00 PV604252 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-053-0000 370.00 PV604252 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 2.19- Sub total: 395.00 81 81086911 04/19/2016 BHALLA, DEBBIE PV604295 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 449.02 PV604295 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 4.46 PV604295 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 50.98 PV604295 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 4.46- Sub total: 500.00 81 81086912 04/19/2016 BLACKBURN, KRISTY PV604288 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-132000-055-0000 72.95 Sub total: 72.95 81 81086913 04/19/2016 BLOOM, JOSH PV604303 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141060-057-0000 204.80 Sub total: 204.80 81 81086914 04/19/2016 BOOTH, BRAD PV604260 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 438.12 PV604260 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 2.62 PV604260 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 29.94 PV604260 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 2.62- Sub total: 468.06 81 81086915 04/19/2016 BSN SPORTS PV604290 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-4200-110000-055-0000 353.24 Sub total: 353.24 81 81086916 04/19/2016 BUDDLE, JAIME PV604259 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-053-0000 55.46 Sub total: 55.46 81 81086917 04/19/2016 BULAN, JOHN PV604284 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-055-0000 168.88 PV604284 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-055-0000 3.39 PV604284 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-055-0000 38.73 PV604284 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141560-055-0000 43.80 PV604284 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141560-055-0000 9.87 PV604284 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141560-055-0000 112.85 PV604284 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 9.87- PV604284 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 3.39- Sub total: 364.26

44 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 44 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 81086918 04/19/2016 CA STATE PARKS PV604285 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-012-0000 186.00 Sub total: 186.00 81 81086919 04/19/2016 CADWELL-BRUBAKER, MEGAN PV604298 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 71.28 PV604235 CLASSROOM/OFFICE SUPPLIES 080-6512-0-4310-00-5750-1190-651200-037-0000 415.65 Sub total: 486.93 81 81086920 04/19/2016 CASTRO, LORENA PV604301 CONTRACTED SERVICES 060-4201-0-5830-00-1110-1000-420100-099-0000 211.00 Sub total: 211.00 81 81086921 04/19/2016 CITY OF PALO ALTO UTILITIES PO160013 GAS-HEATING 010-0000-0-5501-00-0000-8200-824050-002-0000 1,107.39 PO160013 GAS-HEATING 010-0000-0-5501-00-0000-8200-824050-005-0000 304.09 PO160014 Utility charges 010-0000-0-5501-00-0000-8200-824050-041-0000 443.56 PO160016 Ultility costs 010-0000-0-5501-00-0000-8200-824050-099-0000 483.11 PO160013 ELECTRICITY 010-0000-0-5502-00-0000-8200-824050-002-0000 275.71 PO160013 ELECTRICITY 010-0000-0-5502-00-0000-8200-824050-002-0000 1,981.46 PO160013 ELECTRICITY 010-0000-0-5502-00-0000-8200-824050-005-0000 1,271.08 PO160014 Utility charges 010-0000-0-5502-00-0000-8200-824050-041-0000 1,578.23 PO160016 Ultility costs 010-0000-0-5502-00-0000-8200-824050-099-0000 4,361.22 PO160013 WASTE DISPOSAL 010-0000-0-5503-00-0000-8200-824050-002-0000 1,056.46 PO160013 WASTE DISPOSAL 010-0000-0-5503-00-0000-8200-824050-005-0000 1,056.46 PO160014 Utility charges 010-0000-0-5503-00-0000-8200-824050-041-0000 647.78 PO160016 Ultility costs 010-0000-0-5503-00-0000-8200-824050-099-0000 906.65 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-002-0000 255.13 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-002-0000 271.04 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-005-0000 369.60 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-005-0000 531.72 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-041-0000 322.07 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-041-0000 209.44 PO160016 Ultility costs 010-0000-0-5504-00-0000-8200-824050-099-0000 390.13 PO160016 Ultility costs 010-0000-0-5504-00-0000-8200-824050-099-0000 3,168.76 PO160016 Ultility costs 010-0000-0-5504-00-0000-8200-824050-099-0000 3,095.61 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-002-0000 448.90 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-002-0000 92.67 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-005-0000 932.98 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-041-0000 1,077.87 PO160016 Ultility costs 010-0000-0-5506-00-0000-8200-824050-099-0000 1,300.79 PO160016 Ultility costs 010-0000-0-5506-00-0000-8200-824050-099-0000 389.07 PO160016 Ultility costs 080-6500-0-5501-00-5001-8200-682050-037-0000 656.40 PO160016 Ultility costs 080-6500-0-5502-00-5001-8200-682050-037-0000 1,458.75 PO160016 Ultility costs 080-6500-0-5504-00-5001-8200-682050-037-0000 201.23 PO160016 Ultility costs 080-6500-0-5506-00-5001-8200-682050-037-0000 357.39 Sub total: 31,002.75 81 81086922 04/19/2016 EASTON, LAURA PV604241 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141160-053-0000 46.71

45 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 45 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 ------ PV604241 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-053-0000 114.39 Sub total: 161.10 81 81086923 04/19/2016 FOLLETT SCHOOL SOLUTIONS PV604268 LIBRARY BOOKS 000-0000-0-4211-00-1110-2420-242060-057-0000 97.01 Sub total: 97.01 81 81086924 04/19/2016 FORD, JENNIFER PV604237 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 61.60 Sub total: 61.60 81 81086925 04/19/2016 GLENISTER, ROBERT PV604245 MILEAGE/PERSONAL EXP REIMB 080-3410-0-5210-00-1110-1000-341000-088-0000 26.57 PV604245 MILEAGE/PERSONAL EXP REIMB 080-6520-0-5210-00-5770-1190-652000-088-0000 95.47 Sub total: 122.04 81 81086926 04/19/2016 GLOVER, LYNN PV604286 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-132000-055-0000 109.45 PV604286 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-157000-055-0000 42.41 Sub total: 151.86 81 81086927 04/19/2016 HORPEL, CHRIS PV604281 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-171000-055-0000 22.80 PV604281 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-171000-055-0000 14.32 PV604281 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-171000-055-0000 163.67 PV604281 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 14.32- Sub total: 186.47 81 81086928 04/19/2016 HOUCHIN, WAYNE PV604276 CONTRACTED SERVICES 009-0000-0-5830-00-1110-1000-181020-007-0000 925.00 Sub total: 925.00 81 81086929 04/19/2016 IGLER, MARC PV604291 CONTRACTED SERVICES 000-0000-0-5830-00-1110-4200-110000-055-0000 397.00 Sub total: 397.00 81 81086930 04/19/2016 ILLUSIONS ACTIVEWEAR PV604292 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-4200-110000-052-0000 287.50 Sub total: 287.50 81 81086931 04/19/2016 IPROMOTEU PV604239 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 239.63 Sub total: 239.63 81 81086932 04/19/2016 JOHANSON, HEATHER PV604271 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141030-057-0000 62.26 Sub total: 62.26 81 81086933 04/19/2016 JOHNSON, LAURA PV604242 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 306.68 PV604242 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 .91

46 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 46 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 ------ PV604242 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-014-0000 10.44 PV604242 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 .91- Sub total: 317.12 81 81086934 04/19/2016 KERBY, BRITTNEY PV604293 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-162000-052-0000 363.95 Sub total: 363.95 81 81086935 04/19/2016 KIENITZ, CARA PV604270 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-121000-057-0000 100.00 Sub total: 100.00 81 81086936 04/19/2016 KIRSCH, LINDA PV604289 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-715600-055-0000 326.25 Sub total: 326.25 81 81086937 04/19/2016 LA FETRA, SUSAN PV604302 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106040-057-0000 120.23 Sub total: 120.23 81 81086938 04/19/2016 LAGUNA, CRYSTAL PV604267 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-4760-1000-709000-057-0000 462.54 PV604310 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-552840-099-0000 1,118.04 Sub total: 1,580.58 81 81086939 04/19/2016 LUKE, VICTORIA PV604300 PROFESSIONAL DEVELOPMENT 080-6500-0-5250-00-5770-1110-611700-037-0000 161.21 Sub total: 161.21 81 81086940 04/19/2016 MATAYOSHI, SAKI PV604258 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-139000-053-0000 139.11 Sub total: 139.11 81 81086941 04/19/2016 MCCANN, TARA PV604278 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 468.02 PV604278 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 2.80 PV604278 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 31.98 PV604278 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 2.80- Sub total: 500.00 81 81086942 04/19/2016 MCDANIEL, HILARY PV604264 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-4200-555160-057-0000 268.16 Sub total: 268.16 81 81086943 04/19/2016 MCDERMOTT, THERESA PV604265 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-057-0000 178.43 Sub total: 178.43 81 81086944 04/19/2016 MCGUIRE, RACHEL PV604256 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-162000-053-0000 212.37 PV604256 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-162000-053-0000 .18

47 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 47 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 ------ PV604256 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-162000-053-0000 2.00 PV604256 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-162000-053-0000 32.40 PV604256 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 .18- Sub total: 246.77 81 81086945 04/19/2016 MITCHNER, JACQUIE PV604233 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 58.27 Sub total: 58.27 81 81086946 04/19/2016 MITCHNER, NANCY PV604297 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 81.65 PV604297 CONTRACTED SERVICES 080-6500-0-5830-00-5770-1110-611700-037-0000 35.00 Sub total: 116.65 81 81086947 04/19/2016 NCS PEARSON PV604236 CONTRACTED SERVICES 080-6500-0-5830-00-5770-1110-611700-037-0000 30.00 PV604236 CONTRACTED SERVICES 080-6500-0-5830-00-5770-1110-611700-037-0000 45.00 Sub total: 75.00 81 81086948 04/19/2016 NILSON, ILO PV604232 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 40.66 Sub total: 40.66 81 81086949 04/19/2016 NITZAN, DAN PV604308 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 4,380.01 PV604308 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 270.49 PV604308 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 3,091.37 PV604308 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 270.49- Sub total: 7,471.38 81 81086950 04/19/2016 OCLC INC PV604269 CONTRACTED SERVICES 000-0000-0-5830-00-1110-2420-242060-057-0000 25.50 Sub total: 25.50 81 81086951 04/19/2016 OWEN, CHRISTINA PV604306 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-555210-057-0000 1,023.11 PV604306 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-554970-057-0000 239.88 Sub total: 1,262.99 81 81086952 04/19/2016 PALO ALTO COMMUNITY CHILD CARE PV604262 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-002-0000 300.00 PV604262 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-002-0000 300.00 Sub total: 600.00 81 81086953 04/19/2016 PALO ALTO HIGH SCHOOL PV604280 CONTRACTED SERVICES 000-0000-0-5830-00-1110-4200-110000-055-0000 175.00 Sub total: 175.00 81 81086954 04/19/2016 PALO ALTO PTA COUNCIL PV604275 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7300-730000-099-0000 40.00 Sub total: 40.00

48 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 48 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 81086955 04/19/2016 PERRY, CHIARA PV604307 PROFESSIONAL DEVELOPMENT 080-6500-0-5250-00-5770-1110-611700-037-0000 2,325.82 Sub total: 2,325.82 81 81086956 04/19/2016 PETERS, CINDY PV604287 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-055-0000 90.77 Sub total: 90.77 81 81086957 04/19/2016 RAMANATHAN, SEEMA PV604279 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-012-0000 188.42 Sub total: 188.42 81 81086958 04/19/2016 RODAMAKER, SHARENE PV604254 CONTRACTED SERVICES 010-0000-0-5830-00-0000-3120-312000-097-0000 200.00 Sub total: 200.00 81 81086959 04/19/2016 RODRIGUEZ, ANGELINE PV604277 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-012-0000 248.74 Sub total: 248.74 81 81086960 04/19/2016 RODRIGUEZ, BRANDY MAE PV604230 MILEAGE/PERSONAL EXP REIMB 130-5310-0-5210-00-0000-3700-370000-099-0000 30.24 Sub total: 30.24 81 81086961 04/19/2016 SANDERS, SYLVIA PV604305 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-041-0000 1,348.05 Sub total: 1,348.05 81 81086962 04/19/2016 SAUSSOTTE, ELAINE PV604274 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-007-0000 16.32 Sub total: 16.32 81 81086963 04/19/2016 SCAPES INC PV604296 PARTS/SUPPLIES - GROUND 010-0000-0-4383-00-0000-8200-820000-099-0000 360.00 PV604296 CONTRACTED SERVICES 010-0000-0-5830-00-0000-8200-820000-051-0000 433.50 PV604296 RENTALS, LEASES, & REPAIRS 050-8150-0-5620-00-0000-8110-811000-007-0000 334.43 Sub total: 1,127.93 81 81086964 04/19/2016 SCHERER, JOAN PV604283 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-055-0000 204.00 PV604255 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-162000-053-0000 60.00 Sub total: 264.00 81 81086965 04/19/2016 SCHOOL FOR INDEPENDENT LEARNER PV604250 CONTRACTED SERVICES 010-0000-0-5830-00-1110-1000-141000-099-0000 300.00 PV604250 CONTRACTED SERVICES 010-0000-0-5830-00-1110-1000-141000-099-0000 100.00 PV604250 CONTRACTED SERVICES 010-0000-0-5830-00-1110-1000-141000-099-0000 630.00 Sub total: 1,030.00 81 81086966 04/19/2016 SHEN, JUNE PV604273 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 391.50 Sub total: 391.50

49 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 49 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 81086967 04/19/2016 SKILLPATH SEMINARS PV604253 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-3120-312000-097-0000 149.00 PV604253 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-3140-314000-097-0000 179.00 Sub total: 328.00 81 81086968 04/19/2016 SRINIVASAN, FLORENCE PV604251 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-181010-014-0000 125.00 Sub total: 125.00 81 81086969 04/19/2016 STONE, LISA PV604304 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-132000-057-0000 892.50 Sub total: 892.50 81 81086970 04/19/2016 SYLVESTER, MARY PV604243 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-025-0000 130.00 Sub total: 130.00 81 81086971 04/19/2016 THE BASIX/LARRY ROUSE PV604282 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-4200-110000-055-0000 301.39 Sub total: 301.39 81 81086972 04/19/2016 THORJUSSEN, NILS PV604234 CONTRACTED SERVICES 080-6512-0-5830-00-5750-1190-651200-037-0000 881.59 Sub total: 881.59 81 81086973 04/19/2016 TOLENTINO, MARC PV604266 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-186000-057-0000 92.86 Sub total: 92.86 81 81086974 04/19/2016 TOLERBA, JESSICA PV604238 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 118.06 Sub total: 118.06 81 81086975 04/19/2016 VOLKOV, OLEG PV604231 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 382.97 Sub total: 382.97 81 81086976 04/19/2016 WILLIAMSON, ALANNA PV604263 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-4200-555160-057-0000 240.49 Sub total: 240.49 81 81086977 04/19/2016 YEH, JOANNE PV604294 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-162000-052-0000 47.10 Sub total: 47.10 81 81086978 04/19/2016 YMCA CAMP CAMPBELL PV604249 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-007-0000 500.00 Sub total: 500.00 81 81086979 04/19/2016 YRIBARREN, ROBERT PV604240 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-555300-053-0000 425.00 Sub total: 425.00

50 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 50 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 81086980 04/19/2016 3QC INC PO116534 commisioning service 212-0000-0-5830-00-0000-8500-855040-057-0000 1,971.50 Sub total: 1,971.50 81 81086981 04/19/2016 CONSTRUCTION INSPECTION SERV. PO116760 inspection 212-0000-0-5871-00-0000-8500-855070-057-0000 26,135.00 Sub total: 26,135.00 81 81086982 04/19/2016 HAROLD BROWN PO116785 installation clock bell 212-0000-0-6299-00-0000-8500-855090-055-0000 3,000.00 Sub total: 3,000.00 81 81086983 04/19/2016 LOUIE INTERNATIONAL INC PO116758 Structural Enginnering 212-0000-0-5852-00-0000-8500-855070-057-0000 8,746.00 Sub total: 8,746.00 81 81086984 04/19/2016 MOBILE MODULAR PO807600 childcare portable at ohlone 210-0000-0-5652-00-0000-8500-850010-034-0000 1,196.00 PO807600 childcare portable at ohlone 210-0000-0-5652-00-0000-8500-850010-034-0000 1,196.00 PO116770 MOBILE MODULAR 212-0000-0-5830-00-0000-8500-855070-057-0000 240.68 PO807627 THREE MODULARS 250-0000-0-5620-00-0000-8500-850470-051-0000 3,126.00 PO878020 portable at gunn from MA 250-0000-0-5652-00-0000-8500-850000-055-0000 973.00 PO878185 modular classroom 250-0000-0-6250-00-0000-8500-850470-032-0000 1,013.14 Sub total: 7,744.82 81 81086985 04/19/2016 SCAPES INC PO116780 landscpign 212-0000-0-6299-00-0000-8500-855070-057-0000 136.50 Sub total: 136.50 81 81086986 04/19/2016 SMITH, RON PV604309 PROFESSIONAL DEVELOPMENT 211-0000-0-5250-00-0000-8500-854000-099-0000 698.91 Sub total: 698.91 81 81086987 04/19/2016 TOLBERT DESIGN ARCHITECTS PO116762 Architectural design 212-0000-0-5852-00-0000-8500-855070-057-0000 16,810.00 PO116762 Architectural design 212-0000-0-5852-00-0000-8500-855070-057-0000 10.88 Sub total: 16,820.88 81 81086988 04/19/2016 MEAL MAGIC CORPORATION PV604299 PREPAID EXPENDITURES 130-5310-0-9330-00-0000-0000-000000-000-0000 8,835.00 Sub total: 8,835.00 81 81086989 04/19/2016 NASCO MODESTO PO231192 Math classroom supplies 000-0000-0-4310-00-1110-1000-157000-055-0000 387.19 Sub total: 387.19 81 81086990 04/19/2016 NCEFT PO160053 ADAPTIVE RIDING 080-6500-0-5830-00-5770-1180-618700-037-0000 240.00 Sub total: 240.00 81 81086991 04/19/2016 O'REILLY AUTO PARTS INC PO160519 Auto Parts 000-0000-0-4310-00-1110-1000-148000-055-0000 36.19

51 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 51 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 ------ PO160519 Auto Parts 000-0000-0-4310-00-1110-1000-148000-055-0000 36.95 Sub total: 73.14 81 81086992 04/19/2016 OFFICE DEPOT PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 698.85 PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 66.21- PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 166.38 PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 101.38 PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 282.28 PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 470.43 PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 109.58- PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 66.21 PO160179 School & Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 109.58 PO160176 Office supplies 000-0000-0-4310-00-0000-2700-270000-055-0000 282.55 PO160176 Office supplies 000-0000-0-4310-00-0000-2700-270000-055-0000 5.47 PO160176 Office supplies 000-0000-0-4310-00-0000-2700-270000-055-0000 28.91 PO160743 Office supplies 000-0000-0-4310-00-0000-2700-270000-057-0000 117.19 PO160743 Office supplies 000-0000-0-4310-00-0000-2700-270000-057-0000 135.16 PO160743 Office supplies 000-0000-0-4310-00-0000-3110-153000-057-0000 15.99 PO160022 Office/Classroom supplies 000-0000-0-4310-00-1110-1000-132000-051-0000 107.04 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-132000-057-0000 94.35 PO160022 Office/Classroom supplies 000-0000-0-4310-00-1110-1000-141020-051-0000 279.68 PO160022 Office/Classroom supplies 000-0000-0-4310-00-1110-1000-141020-051-0000 268.50 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-141030-057-0000 126.97 PO160022 Office/Classroom supplies 000-0000-0-4310-00-1110-1000-141160-051-0000 264.87 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-149000-055-0000 21.64 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-157000-055-0000 37.73 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-157000-057-0000 321.19 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-157000-057-0000 4.21 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-178000-057-0000 206.39 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-178000-057-0000 24.89 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-178000-057-0000 42.62 PO160743 Office supplies 000-0000-0-4310-00-1110-1000-184000-057-0000 99.15 PO160176 Office supplies 000-0000-0-4310-00-1110-2420-242060-055-0000 51.77 PO160176 Office supplies 000-0000-0-4310-00-1110-2420-242060-055-0000 13.01 PO160436 Office Supplies 110-0000-0-4310-00-4110-1000-188070-078-0000 58.80 PO160436 Office Supplies 110-0000-0-4310-00-4110-2700-270000-078-0000 64.66 PO160436 Office Supplies 110-0000-0-4310-00-4110-2700-270000-078-0000 66.28 PO160436 Office Supplies 110-0000-0-4310-00-4110-2700-270000-078-0000 38.05 Sub total: 4,496.39 81 81086993 04/19/2016 PALO ALTO WEEKLY PO160654 Advertisement for classes 110-0000-0-5830-00-4110-2700-270010-078-0000 600.00 Sub total: 600.00 81 81086994 04/19/2016 PENINSULA SPORTS INC PO231275 Spring games fees 000-0000-0-5830-00-1110-4200-110000-057-0000 10,966.06 Sub total: 10,966.06 81 81086995 04/19/2016 REALLY GOOD STUFF PO231154 Instructional Materials 006-0000-0-4210-00-1110-1000-740510-010-0000 71.80

52 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 52 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 ------ PO231154 Instructional Materials 006-0000-0-4210-00-1110-1000-740510-010-0000 820.59 PO231154 Instructional Materials 006-0000-0-9512-00-0000-0000-000000-000-0000 71.80- Sub total: 820.59 81 81086996 04/19/2016 SAFEWAY STORES PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 48.16 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 40.45 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 26.55 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 42.97 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 132.99 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 117.57 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 99.92 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 30.66 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 12.45 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 9.98 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 5.00 PO160223 Safeway 000-0000-0-4310-00-1110-1000-145000-052-0000 203.66 Sub total: 770.36 81 81086997 04/19/2016 SAN MATEO COUNTY TRANST DIST PO160568 Bus Passes 006-0000-0-5830-00-1110-2110-739400-089-0000 4,243.00 Sub total: 4,243.00 81 81086998 04/19/2016 SANTA CLARA VTA PO160991 VTA Monthly Passes 006-0000-0-5830-00-1110-2110-739400-089-0000 2,025.00 PO160991 VTA Monthly Passes 070-0000-0-5830-00-5770-3600-724000-037-0000 6,925.00 Sub total: 8,950.00 81 81086999 04/19/2016 US GAMES PV604257 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-032-0000 326.90 Sub total: 326.90 81 81087000 04/19/2016 WOODCRAFT PO160232 woodworking supplies 110-0000-0-4310-00-4110-1000-189010-078-0000 102.87 PO160232 woodworking supplies 110-0000-0-4310-00-4110-1000-189010-078-0000 20.17 Sub total: 123.04 81 81087001 04/19/2016 NCS PEARSON PO231203 Psychological Testing Material 080-6500-0-4310-00-5001-3120-631700-037-0000 17.50 PO231203 Psychological Testing Material 080-6500-0-4310-00-5001-3120-631700-037-0000 200.00 PO231203 Psychological Testing Material 080-6500-0-4310-00-5001-3120-631700-037-0000 10.00 PO231203 Psychological Testing Material 080-6500-0-9512-00-0000-0000-000000-000-0000 17.50- Sub total: 210.00 81 81087002 04/19/2016 READING READING BOOKS PO230895 Classroom Lib. - Rm 1 000-0000-0-4310-00-1110-1000-181010-025-0000 30.32 PO230895 Classroom Lib. - Rm 1 000-0000-0-4310-00-1110-1000-181010-025-0000 346.50 PO230895 Classroom Lib. - Rm 1 000-0000-0-9512-00-0000-0000-000000-000-0000 30.32- Sub total: 346.50 81 81087003 04/19/2016 SAFEWAY STORES PO160240 Food for Home Ec 000-0000-0-4310-00-1110-1000-145000-053-0000 59.65

53 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 53 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 ------ PO160240 Food for Home Ec 000-0000-0-4310-00-1110-1000-145000-053-0000 147.89 PO160240 Food for Home Ec 000-0000-0-4310-00-1110-1000-145000-053-0000 39.32 PO160240 Food for Home Ec 000-0000-0-4310-00-1110-1000-145000-053-0000 145.56 Sub total: 392.42 81 81087004 04/19/2016 SANTA CLARA COE PO160064 Teacher Recruiting 010-0000-0-5830-00-0000-7400-740000-099-0000 731.50 PO160801 Payroll Services 010-0000-0-5830-00-0000-7400-740000-099-0000 8,750.00 Sub total: 9,481.50 81 81087005 04/19/2016 SOUTHWEST SCHOOL AND OFFICE PO160698 Office Supplies 000-0000-0-4310-00-0000-2700-270000-052-0000 106.58 PO160415 Classroom supplies 000-0000-0-4310-00-1110-1000-181010-005-0000 39.05 PO160415 Classroom supplies 000-0000-0-4310-00-1110-1000-181010-005-0000 493.22 PO160134 School & Art Supplies 000-0000-0-4310-00-1110-1000-181010-012-0000 392.02 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 305.26 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 111.46 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 109.29 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 81.70 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 127.78 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 109.55 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 14.59 PO160902 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 35.22 PO160030 Office Supplies 000-0000-0-4310-00-1110-1000-181010-032-0000 405.90 PO160030 Office Supplies 000-0000-0-4310-00-1110-1000-181010-032-0000 66.82 PO160030 Office Supplies 000-0000-0-4310-00-1110-1000-181010-032-0000 175.72 PO160027 Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 207.76 PO160789 Office Supplies 000-0000-0-4310-00-1110-1000-181010-041-0000 184.18 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 2.34 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 78.82 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 173.83 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 175.48 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 31.81- PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 816.88 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 275.12 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 347.62 PO160139 School supplies 000-0000-0-4310-00-1110-1000-181020-024-0000 134.46 Sub total: 4,938.84 81 81087006 04/19/2016 TUOMY, CAROLYN PO160816 Consultant Services 010-0000-0-5830-00-0000-2420-242020-098-0000 2,120.00 Sub total: 2,120.00 81 81087007 04/19/2016 WEST COAST MICROSCOPE SERVICE PO231274 Microscope Service/Repair 000-0000-0-5620-00-1110-1000-141000-053-0000 667.05 Sub total: 667.05 81 81087008 04/19/2016 WESTFRESH CATERING PO160215 Food-Full DayTraining Wrkshps 010-0000-0-5830-00-0000-2420-242020-098-0000 369.94 Sub total: 369.94 81 81087009 04/19/2016 ALL CARE PLUS INC PO160106 Live Scan Services 010-0000-0-5830-00-0000-7400-740000-099-0000 60.00 Sub total: 60.00

54 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 54 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 81087010 04/19/2016 BETTER CHINESE PO231235 books for Mandarin K/1 classes 006-0000-0-4210-00-1110-1000-740510-034-0000 414.88 Sub total: 414.88 81 81087011 04/19/2016 BRINKS INC PO160634 ARMORED CAR SERVICE 130-5310-0-5830-00-0000-3700-370000-099-0000 479.56 Sub total: 479.56 81 81087012 04/19/2016 CALIFORNIA SPORT DESIGN PO231243 Sub 7 T-shirts for PE 000-0000-0-4310-00-1110-1000-171000-052-0000 424.13 Sub total: 424.13 81 81087013 04/19/2016 CAROLINA BIOLOGICAL SUPPLY CO PO160463 Science supplies 000-0000-0-4310-00-1110-1000-178000-057-0000 211.82 Sub total: 211.82 81 81087014 04/19/2016 CLASSROOM LIBRARY COMPANY PO231092 Classroom Lib. Rm 5 000-0000-0-4310-00-1110-1000-181010-025-0000 1,394.02 PO231078 Classroom Lib. Rm 5 006-0000-0-4210-00-1110-1000-740510-025-0000 249.29 Sub total: 1,643.31 81 81087015 04/19/2016 CRABTREE PUBLISHING COMPANY PO231142 Leveled Books 009-0000-0-4310-00-1110-1000-181020-002-0000 1.91 PO231142 Leveled Books 009-0000-0-4310-00-1110-1000-181020-002-0000 2.09 PO231142 Leveled Books 009-0000-0-4310-00-1110-1000-181020-002-0000 23.85 PO231142 Leveled Books 009-0000-0-9512-00-0000-0000-000000-000-0000 2.09- Sub total: 25.76 81 81087016 04/19/2016 DE LAGE LANDEN FINANCIAL SVC PO160490 RISO Lease 000-0000-0-5620-00-0000-2700-270000-053-0000 98.96 Sub total: 98.96 81 81087017 04/19/2016 DIDAX EDUCATIONAL RESOURCES PO231177 Developing Number Concepts 000-0000-0-4310-00-1110-1000-181010-032-0000 57.21 PO231177 Developing Number Concepts 000-0000-0-4310-00-1110-1000-181010-032-0000 653.80 PO231177 Developing Number Concepts 000-0000-0-9512-00-0000-0000-000000-000-0000 57.21- Sub total: 653.80 81 81087018 04/19/2016 EVERBANK COMMERCIAL FINANCE PO160726 LEASE PAYMENTS 000-0000-0-5620-00-0000-2700-270000-053-0000 143.10 Sub total: 143.10 81 81087019 04/19/2016 FOLLETT SCHOOL SOLUTIONS PO160742 Books for Library 000-0000-0-4211-00-1110-2420-242060-051-0000 184.45 Sub total: 184.45 81 81087020 04/19/2016 HEANEY VIOLINS PO160236 Instrument Repair & supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 250.00 Sub total: 250.00 81 81087021 04/19/2016 HEINEMANN PO231176 classroom books 006-0000-0-4210-00-1110-1000-740510-034-0000 1,246.88 Sub total: 1,246.88

55 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 55 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 81087022 04/19/2016 KELLY PAPER PO160417 Copy paper 000-0000-0-4310-00-0000-7550-755000-055-0000 1,013.55 PO160942 Paper 000-0000-0-4310-00-1110-1000-141080-057-0000 674.25 PO160677 Copy Paper 000-0000-0-4310-00-1110-1000-181010-005-0000 303.41 PO160699 Paper Supplies 010-0000-0-4310-00-0000-7550-755000-099-0000 55.25 Sub total: 2,046.46 81 81087023 04/19/2016 LAKESHORE LEARNING PO231198 school curriculum materials 010-0000-0-4310-00-1110-1000-192000-036-0000 148.44 Sub total: 148.44 81 81087024 04/19/2016 LINCOLN AQUATICS PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 1,333.21 Sub total: 1,333.21 81 81087025 04/19/2016 STATE OF CALIFORNIA PO160109 Fingerprint Apps. & FBI 010-0000-0-5830-00-0000-7400-740000-099-0000 2,048.00 Sub total: 2,048.00 81 81087026 04/19/2016 THE BOOKSOURCE PO231093 Room 19 Books (PTA) 000-0000-0-4310-00-1110-1000-181010-010-0000 557.71 PO231149 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-010-0000 156.14 PO231122 LLI books 006-0000-0-4210-00-1110-1000-740510-024-0000 421.48 PO231120 Leveled books 4/5 006-0000-0-4210-00-1110-1000-740510-024-0000 8.93 PO160757 leveled books for classrooms 006-0000-0-4210-00-1110-1000-740510-034-0000 123.02 Sub total: 1,267.28 81 81087027 04/19/2016 OFFICE DEPOT PO160221 Office and Classroom Supplies 000-0000-0-4310-00-0000-2700-270000-053-0000 202.17 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-0000-2700-270000-053-0000 447.51 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-0000-2700-270000-053-0000 37.43 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-0000-2700-270000-053-0000 97.86 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-1110-1000-114000-053-0000 20.65 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-1110-1000-132000-053-0000 922.45 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-1110-1000-145000-053-0000 127.24 PO160221 Office and Classroom Supplies 000-0000-0-4310-00-1110-1000-178000-053-0000 136.80 PO160009 Classroom and office supplies 000-0000-0-4310-00-1110-1000-181010-012-0000 182.85 PO160961 Office Supplies 000-0000-0-4310-00-1110-1000-181010-014-0000 56.31 PO160071 Office & Classroom supplies 000-0000-0-4310-00-1110-1000-181010-025-0000 379.74 PO160071 Office & Classroom supplies 000-0000-0-4310-00-1110-1000-181010-025-0000 62.63 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 339.55 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 19.56 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 140.09 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 169.63 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 19.54 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 418.61 PO160152 Office Supplies 000-0000-0-4310-00-1110-1000-181010-034-0000 108.58 PO160078 Office Supplies 000-0000-0-4310-00-1110-1000-181010-041-0000 146.66 PO160221 Office and Classroom Supplies 006-0000-0-4310-00-1110-1000-739500-053-0000 200.58 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 4.11

56 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 56 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 ------ PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 6.07 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 71.30 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 106.31 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 68.53 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 137.22 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 156.83 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 117.49 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 50.00 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 81.64 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 60.89 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 67.31 PO160653 OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 57.92 PO160714 Office Supplies 050-8150-0-4310-00-0000-8110-811000-099-0000 126.52 PO160068 Office Supplies 070-0000-0-4310-00-0000-3600-723000-099-0000 77.22 PO160068 Office Supplies 070-0000-0-4310-00-0000-3600-723000-099-0000 110.60 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 30.44- PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 171.27- Sub total: 5,334.69 81 81087028 04/19/2016 BUCKLES SMITH ELECTRIC DISTRIB PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 386.96 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 55.15 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 51.94 Sub total: 494.05 81 81087029 04/19/2016 CRANE PEST CONTROL PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 360.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 140.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 160.00 Sub total: 660.00 81 81087030 04/19/2016 EWING IRRIGATION PO160182 Irrigation Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 183.71 Sub total: 183.71 81 81087031 04/19/2016 HOME DEPOT CREDIT SERVICE PO160730 Materials and Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.68 PO160730 Materials and Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 261.44 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 20.32 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 225.67 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 12.71 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 47.91 Sub total: 588.73 81 81087032 04/19/2016 JC PAPER -DEPT 34781 PO160686 Custodial Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 127.24 Sub total: 127.24 81 81087033 04/19/2016 JOHNSTONE SUPPLY PO160324 HVAC Parts 050-8150-0-4380-00-0000-8110-811000-099-0000 336.16 Sub total: 336.16

57 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 57 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 81087034 04/19/2016 JP PAVING & GRADING INC. PO350278 Gunn Bike Path 050-8150-0-5830-00-0000-8110-811000-055-0000 14,982.00 Sub total: 14,982.00 81 81087035 04/19/2016 KNORR SYSTEMS INC PO350137 Install Impeller at Terman 050-8150-0-5830-00-0000-8110-811000-052-0000 1,329.62 Sub total: 1,329.62 81 81087036 04/21/2016 BERKSON, JERRY PV604320 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 21.18 PV604320 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 242.05 PV604320 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 211.87 PV604320 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 126.75 PV604320 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 21.18- Sub total: 580.67 81 81087037 04/21/2016 BOWEN, JOHN PV604316 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-132000-055-0000 200.00 Sub total: 200.00 81 81087038 04/21/2016 BRANDT, PIERCE PETER PV604312 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-121000-057-0000 178.75 Sub total: 178.75 81 81087039 04/21/2016 BROPHY, PAUL PV604348 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087040 04/21/2016 BROWN, SUZIE PV604362 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-311000-057-0000 52.13 Sub total: 52.13 81 81087041 04/21/2016 CITY OF PALO ALTO PV604340 OTHER PERMITS/FEES 050-8150-0-5874-00-0000-8110-811000-099-0000 17.00 Sub total: 17.00 81 81087042 04/21/2016 COLLINS, JESSICA PV604313 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-181010-002-0000 143.10 Sub total: 143.10 81 81087043 04/21/2016 DAILY POST PV604322 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-553460-057-0000 200.00 Sub total: 200.00 81 81087044 04/21/2016 DICKSON, MYESHA PV604332 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-708000-055-0000 149.16 Sub total: 149.16 81 81087045 04/21/2016 DUFFY, KEVIN PV604356 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-141080-057-0000 1,532.49 Sub total: 1,532.49

58 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 58 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 81087046 04/21/2016 FILIGHEDDU, STEFANIA PV604359 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189100-078-0000 186.64 Sub total: 186.64 81 81087047 04/21/2016 FRECCERI, JONATHAN N PV604341 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-3120-312000-097-0000 839.23 Sub total: 839.23 81 81087048 04/21/2016 GEBER, CLAIRE PV604319 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 742.34 PV604319 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 38.65 PV604319 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 441.66 PV604319 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 38.65- Sub total: 1,184.00 81 81087049 04/21/2016 GODDARD, TERRI PV604330 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 356.83 Sub total: 356.83 81 81087050 04/21/2016 GONZALEZ, ALEJANDRO PV604324 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 .96 PV604324 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 489.00 PV604324 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 11.00 PV604324 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 .96- Sub total: 500.00 81 81087051 04/21/2016 GOOD-LITE PV604343 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3140-314000-097-0000 45.00 PV604343 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3140-314000-097-0000 3.94 PV604343 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3140-314000-097-0000 82.26 PV604343 ACCTS PAYABLE-USE TAX 010-0000-0-9512-00-0000-0000-000000-000-0000 3.94- Sub total: 127.26 81 81087052 04/21/2016 GRAMMAR, BEN PV604351 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087053 04/21/2016 GRANLUND-MOYER, KRISTINA PV604318 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148010-055-0000 481.91 PV604318 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148010-055-0000 254.29 PV604318 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148010-055-0000 310.44 PV604318 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148010-055-0000 22.25 PV604318 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148010-055-0000 239.09 PV604318 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148010-055-0000 2,732.51 PV604318 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 22.25- PV604318 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 239.09- Sub total: 3,779.15 81 81087054 04/21/2016 GUTIERREZ, SANDRA JAIMEZ PV604342 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3140-314000-097-0000 13.74 Sub total: 13.74

59 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 59 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 81087055 04/21/2016 HUSSAIN, TASMIA ZAHRA PV604314 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-012-0000 35.25 PV604314 CONTRACTED SERVICES 006-0000-0-5830-00-1110-1000-739500-012-0000 525.00 Sub total: 560.25 81 81087056 04/21/2016 HWANG, EDWIN PV604349 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087057 04/21/2016 IN THE NEWS PV604335 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-2700-270000-078-0000 39.00 PV604335 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-2700-270000-078-0000 28.79 PV604335 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-2700-270000-078-0000 329.00 PV604335 ACCTS PAYABLE-USE TAX 110-0000-0-9512-00-0000-0000-000000-000-0000 28.79- Sub total: 368.00 81 81087058 04/21/2016 KEITH, TARA PV604315 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-0000-3110-708000-055-0000 150.00 Sub total: 150.00 81 81087059 04/21/2016 KIGER, JALYNN PV604336 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 48.77 PV604336 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 32.73 PV604336 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 155.46 CM600053 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 108.60- PV604336 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 67.45 Sub total: 195.81 81 81087060 04/21/2016 KIGER, JALYNN PV604364 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 179.82 Sub total: 179.82 81 81087061 04/21/2016 KMET, MURIEL PV604357 FOOD SERVICES SALES 130-5310-0-8634-01-0000-0000-000000-000-0000 104.85 Sub total: 104.85 81 81087062 04/21/2016 KRISHNAN, RAMA PV604350 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087063 04/21/2016 LADA, TERESA PV604338 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-192000-025-0000 134.92 Sub total: 134.92 81 81087064 04/21/2016 LEE, KRISTEN PV604333 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-242060-052-0000 171.88 Sub total: 171.88 81 81087065 04/21/2016 LIM, JUNE HOONG PV604345 FOOD SERVICES SALES 130-5310-0-8634-01-0000-0000-000000-000-0000 102.75 Sub total: 102.75

60 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 60 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 81087066 04/21/2016 LIROFF, LANE PV604352 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087067 04/21/2016 MASON, JEFFREY PV604347 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087068 04/21/2016 MCCANN, TARA PV604327 PREPAID EXPENDITURES 006-0000-0-9330-00-1110-1000-739500-012-0000 825.00 Sub total: 825.00 81 81087069 04/21/2016 P.I.P.S PV604353 WORKERS COMPENSATION 010-0000-0-9931-00-0000-0000-000000-000-0000 258,376.58 Sub total: 258,376.58 81 81087070 04/21/2016 PAUSD PV604360 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214180-092-0000 67.10 PV604360 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-3120-312000-097-0000 10.43 PV604360 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7300-730000-099-0000 29.90 PV604360 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7400-740000-099-0000 10.00 PV604360 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7540-754000-099-0000 39.56 PV604360 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7700-770000-099-0000 36.86 PV604360 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-2140-214180-092-0000 161.26 PV604360 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-2140-214190-092-0000 8.86 PV604360 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7100-711000-099-0000 14.00 PV604360 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7300-730000-099-0000 23.12 PV604360 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7400-740000-099-0000 5.00 PV604360 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-8300-830000-099-0000 29.26 PV604360 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7100-711000-099-0000 10.00 PV604360 FOOD 130-5310-0-4710-00-0000-3700-370000-099-0000 10.69 Sub total: 456.04 81 81087071 04/21/2016 PAUSD COMMUTER ACCOUNT PV604355 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7400-740030-099-0000 300.00 PV604355 MISCELLANEOUS DEDUCTIONS 010-0000-0-9946-00-0000-0000-000000-000-0000 2,470.88 PV604355 MISCELLANEOUS DEDUCTIONS 010-0000-0-9946-00-0000-0000-000000-000-0000 43.96 Sub total: 2,814.84 81 81087072 04/21/2016 PAYFLEX PV604354 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7400-740030-099-0000 2,141.40 Sub total: 2,141.40 81 81087073 04/21/2016 PETERS, ZOE PV604328 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 132.30 PV604328 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 2.40 PV604328 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 27.48 PV604328 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181060-036-0000 132.29 PV604328 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181060-036-0000 2.40 PV604328 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181060-036-0000 27.48

61 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 61 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 ------ PV604328 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 2.40- PV604328 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 2.40- Sub total: 319.55 81 81087074 04/21/2016 PRODIGY PRESS INC PV604321 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-553460-057-0000 97.88 PV604321 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-553460-057-0000 103.31 Sub total: 201.19 81 81087075 04/21/2016 ROSS, CORA PV604337 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-055-0000 300.00 Sub total: 300.00 81 81087076 04/21/2016 RUBIN, GEORGE PV604346 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087077 04/21/2016 SAN FRANCISCO ZOO PV604334 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-032-0000 250.00 Sub total: 250.00 81 81087078 04/21/2016 SCAFE, DARIA PV604344 FOOD SERVICES SALES 130-5310-0-8634-01-0000-0000-000000-000-0000 419.25 Sub total: 419.25 81 81087079 04/21/2016 SCAPES INC PV604339 PARTS/SUPPLIES - GROUND 010-0000-0-4383-00-0000-8200-820000-051-0000 325.00 Sub total: 325.00 81 81087080 04/21/2016 SHERMAN, KATHY PV604331 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181060-036-0000 900.00 Sub total: 900.00 81 81087081 04/21/2016 SKILLPATH SEMINARS PV604361 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-3120-312000-097-0000 179.00 Sub total: 179.00 81 81087082 04/21/2016 SYLVESTER, MARY PV604323 CONTRACTED SERVICES 010-0000-0-5830-00-1110-1000-181070-025-0000 2,950.00 Sub total: 2,950.00 81 81087083 04/21/2016 TSUI, VERONICA PV604358 FOOD SERVICES SALES 130-5310-0-8634-01-0000-0000-000000-000-0000 94.00 Sub total: 94.00 81 81087084 04/21/2016 VRUDNY, YANAN PV604317 PREPAID EXPENDITURES 000-0000-0-9330-00-0000-3110-153000-055-0000 1,150.00 Sub total: 1,150.00 81 81087085 04/21/2016 WILDE, TERI PV604326 PREPAID EXPENDITURES 006-0000-0-9330-00-1110-1000-739500-012-0000 825.00 Sub total: 825.00

62 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 62 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 81087086 04/21/2016 WIXSOM, MARGO PV604325 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-106000-095-0000 190.25 Sub total: 190.25 81 81087087 04/21/2016 YARBROUGH, FRENCH PV604329 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 27.29 PV604311 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 6.23 PV604311 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 71.25 PV604311 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 27.70 PV604311 ACCTS PAYABLE-USE TAX 080-6500-0-9512-00-0000-0000-000000-000-0000 6.23- Sub total: 126.24 81 81087088 04/21/2016 YOUTH COMMUNITY SERVICES PV604363 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-555210-057-0000 69.93 Sub total: 69.93 81 81087089 04/21/2016 MASTRINI, KATHLEEN PO160376 DHH Consultant 080-6500-0-5830-00-5770-1110-611700-037-0000 1,162.50 Sub total: 1,162.50 81 81087090 04/21/2016 OFFICE DEPOT PO161028 School/Office Supplies 009-0000-0-4310-00-1110-1000-181020-002-0000 338.22 PO160999 Office Supply 010-0000-0-4310-00-0000-7100-715000-099-0000 112.32 Sub total: 450.54 81 81087091 04/21/2016 SETON IDENTIFICATION PRODUCTS PO654375 Office Supplies 010-0000-0-4310-00-0000-7700-770000-099-0000 742.95 PO654375 Office Supplies 010-0000-0-4310-00-0000-7700-770000-099-0000 65.01 PO654375 Office Supplies 010-0000-0-9512-00-0000-0000-000000-000-0000 65.01- Sub total: 742.95 81 81087092 04/21/2016 SODEXO INC & AFFILIATES PO160803 Nutrition Services Managment 130-5310-0-4710-00-0000-3700-370000-099-0000 123,486.55 PO160803 Nutrition Services Managment 130-5310-0-4790-00-0000-3700-370000-099-0000 14,584.24 PO160803 Nutrition Services Managment 130-5310-0-5830-00-0000-3700-370000-099-0000 21,525.52 Sub total: 159,596.31 81 81087093 04/21/2016 WELLS FARGO FINANCIAL LEASING PO160320 Sharp Copier Lease 010-0000-0-5620-00-0000-7400-740000-099-0000 505.68 PO160321 Copier 010-0000-0-5620-00-0000-7600-313000-099-0000 358.89 PO160316 Lease Payment 110-0000-0-5620-00-4110-2700-270000-078-0000 1,158.20 Sub total: 2,022.77 81 81087094 04/21/2016 NATIONAL AQUATIC SERVICES INC PO350276 Service Call for JLS Boiler 050-8150-0-5620-00-0000-8110-811000-053-0000 1,087.40 Sub total: 1,087.40 81 81087095 04/21/2016 PACE SUPPLY CORP PO160028 Plumbing Parts and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 639.51 Sub total: 639.51

63 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 63 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 81087096 04/21/2016 PALO ALTO HARDWARE PO160347 Misc. Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.73 PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 55.19 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 10.29 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 9.52 Sub total: 96.73 81 81087097 04/21/2016 POMS LANDSCAPING INC PO350270 Reset Pavers at Gunn 050-8150-0-5620-00-0000-8110-811000-055-0000 2,184.00 Sub total: 2,184.00 81 81087098 04/21/2016 STEEL FENCE SYSTEMS PO350249 Replace Gate at Palo Alto High 050-8150-0-5830-00-0000-8110-811000-037-0000 950.00 PO160349 Fencing Services 050-8150-0-5830-00-0000-8110-811000-099-0000 380.00 PO160349 Fencing Services 050-8150-0-5830-00-0000-8110-811000-099-0000 568.00 PO160349 Fencing Services 050-8150-0-5830-00-0000-8110-811000-099-0000 393.00 PO160349 Fencing Services 050-8150-0-5830-00-0000-8110-811000-099-0000 1,265.00 Sub total: 3,556.00 81 81087099 04/21/2016 TRIP STOP SIDEWALK REPAIR INC PO350244 Trip Hazard Repair at Gunn 050-8150-0-5620-00-0000-8110-811000-055-0000 3,500.80 PO350234 Trip Hazard Repairs at Jordan 140-0000-0-6170-00-0000-8500-819780-051-0000 4,002.36 Sub total: 7,503.16 81 81087100 04/21/2016 CINTAS CORPORATION PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 27.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 54.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 54.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 43.71 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.55 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 306.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 54.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.06 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.61 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.25

64 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 64 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 ------ PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 88.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 46.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 46.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 13.80 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.61 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.25 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 115.55 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 29.99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 30.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.81 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.16 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.49 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 66.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.89 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 33.36 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.75 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.70 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 88.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 10.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 49.26 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 40.35 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 57.61 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.83 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 23.06 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 18.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 5.87 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.81 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.89 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.16 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 33.36 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 61.54 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 36.76 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.01 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 18.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 30.03 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 33.36

65 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 65 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 ------ PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 23.99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 97.93 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.81 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.16 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 27.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.89 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.70 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.21 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.97 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 61.29 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.89 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.92 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 34.93 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 53.03 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 69.77 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 35.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 30.67 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 18.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.41 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.22 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.70 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.70 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 10.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 44.68 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.63 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.16 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.28 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 44.68 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.83 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.17 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 105.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 65.65 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 33.36 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.70 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 44.63 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 10.44

66 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 66 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 ------ PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 88.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 50.30 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 50.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 66.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 50.30 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.51 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 46.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 30.52 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 34.21 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 35.30 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 12.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 103.08 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.46 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 61.54 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 39.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 40.27 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 13.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 6.23 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.55 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 12.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 35.18 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.28 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 39.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 35.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 55.51 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 13.54 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 13.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 35.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.30 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 23.06 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 31.36 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.09 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.21

67 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 67 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 ------ PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 39.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 13.54 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 6.23 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.28 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 39.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 119.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.17 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.52 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 39.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 46.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 14.68 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 49.56 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 106.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 48.55 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 245.84 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 133.56 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 119.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 88.46 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 65.08 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 40.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 49.26 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.41 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 60.97 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.22 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 18.74 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.05 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 18.74 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.83 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 52.02 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 31.59- PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.28 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 19.71 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 41.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 33.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 55.03 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.52 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 106.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 93.41 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 46.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 33.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.25 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.62

68 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 68 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 ------ PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 6.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 87.84 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.61 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 116.36 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.46 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.30 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.17 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 40.11 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 12.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 96.11 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.85 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 57.80 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 23.39 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 276.49 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 69.14 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.30 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 110.07 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 57.80 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.41 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.17 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 30.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.08 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 54.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 125.77 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.55 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 88.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 70.04 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.51 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.51 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 50.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 77.21 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 26.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 53.46 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.41 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 34.93

69 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 69 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 ------ PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 44.68 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.85 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.62 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 61.29 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.40 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 42.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 61.77 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.61 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 46.90 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 37.47 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.61 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 13.80 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 51.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.60 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 8.41 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 22.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 186.27 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 30.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 50.44 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 11.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 27.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 45.25 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.28 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.81 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 39.96 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 38.64 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 20.49 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 56.21 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 17.99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 27.19 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 158.34 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 21.15 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 24.55 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 63.12 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 35.00 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 25.98 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 .99 PO160295 Custodial Chemicals/Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 1.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 24.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 22.02

70 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 70 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 ------ PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 105.90 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 37.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 21.43 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 54.31 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 21.43 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 47.53 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 37.98 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 22.02 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 44.48 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 15.77 PO160337 Laundry services. 010-0000-0-5830-00-0000-8200-824000-099-0000 13.98 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 694.09 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 617.05 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 617.05 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 615.37 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 617.05 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 601.46 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 571.04 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 571.04 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 618.58 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 779.85 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 695.01 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 601.46 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 617.05 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 731.09 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 932.90 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 607.02 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 850.43 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 664.51 PO160337 Laundry services. 050-8150-0-5830-00-0000-8110-811000-099-0000 616.90 Sub total: 25,803.24 81 81087101 04/21/2016 ACHIEVE KIDS PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 5,819.20 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,363.95 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 5,245.75 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,276.30 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 7,127.05 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 6,963.85 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 5,784.45 PO160489 Special Education Services 080-6500-0-5830-00-5770-1180-618500-037-0000 8,714.65 Sub total: 52,295.20 81 81087102 04/21/2016 GONZALEZ, DEISI PO160399 Behavior Consultant 080-6500-0-5830-00-5770-1180-618700-037-0000 2,469.50 PO160399 Behavior Consultant 080-6500-0-5830-00-5770-1180-618700-037-0000 2,992.00 Sub total: 5,461.50

71 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 71 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 81087103 04/21/2016 KELLER, ELAINE PO230514 Reim 080-6500-0-5830-00-5770-1110-611700-037-0000 3,368.90 Sub total: 3,368.90 81 81087104 04/21/2016 STATE BOARD OF EQUALIZATION PV604366 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 1,812.26 PV604366 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 1,086.27 PV604366 ACCTS PAYABLE-USE TAX 009-0000-0-9512-00-0000-0000-000000-000-0000 195.05 PV604366 ACCTS PAYABLE-USE TAX 010-0000-0-9512-00-0000-0000-000000-000-0000 723.31 PV604366 ACCTS PAYABLE-USE TAX 060-3550-0-9512-00-0000-0000-000000-000-0000 786.01 PV604366 ACCTS PAYABLE-USE TAX 060-6300-0-9512-00-0000-0000-000000-000-0000 29.28 PV604366 ACCTS PAYABLE-USE TAX 060-9010-0-9512-00-0000-0000-000000-000-0000 352.65 PV604366 ACCTS PAYABLE-USE TAX 080-6500-0-9512-00-0000-0000-000000-000-0000 56.01 PV604366 ACCTS PAYABLE-USE TAX 110-0000-0-9512-00-0000-0000-000000-000-0000 3.50 PV604366 CLASSROOM/OFFICE SUPPLIES 130-5310-0-4310-00-0000-3700-370000-099-0000 98.66 Sub total: 5,143.00 81 81087105 04/21/2016 STATE BOARD OF EQUALIZATION PV604365 GAS 070-0000-0-4361-00-0000-3600-723000-099-0000 40.98 Sub total: 40.98 81 81087106 04/21/2016 ANDY MARK INC PO160482 Robotics supplies 060-9010-0-4310-00-1110-1000-554390-057-0000 73.18 PO160482 Robotics supplies 060-9010-0-4310-00-1110-1000-554390-057-0000 542.30 PO160482 Robotics supplies 060-9010-0-4310-00-1110-1000-554390-057-0000 71.83 Sub total: 687.31 81 81087107 04/21/2016 BARNES HAZMAT INC. PO160885 TRAINING AND SAFETY AWARENESS 010-0000-0-5250-00-0000-8300-830000-099-0000 5,075.00 Sub total: 5,075.00 81 81087108 04/21/2016 COULTER CONSTRUCTION INC PO350277 Duveneck Benches and Toss Ups 050-8150-0-5830-00-0000-8110-811000-007-0000 17,696.00 PO402203 Desk Install 070-0000-0-5830-00-0000-3600-723000-099-0000 700.64 PO402204 Desk Install-Cristina R 070-0000-0-5830-00-0000-3600-723000-099-0000 700.64 Sub total: 19,097.28 81 81087109 04/21/2016 CSM CONSULTING INC PO160969 E-RATE COMPLIANCE SERVICES 010-0000-0-5830-00-0000-8200-824030-099-0000 3,950.00 PO160969 E-RATE COMPLIANCE SERVICES 010-0000-0-5830-00-0000-8200-824030-099-0000 3,950.00 Sub total: 7,900.00 81 81087110 04/21/2016 DELTA EDUCATION PO160512 SCIENCE KIT MATERIALS 060-6300-0-4310-00-1110-1000-630020-093-0000 1,709.87 PO160512 SCIENCE KIT MATERIALS 060-6300-0-4310-00-1110-1000-630020-093-0000 1,285.84 Sub total: 2,995.71 81 81087111 04/21/2016 DREAM CATCHERS PO160501 After School Homework Program 060-9010-0-5830-00-1110-1000-555150-099-0000 22,500.00 Sub total: 22,500.00

72 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 72 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 81087112 04/21/2016 DUDE. BE NICE PO231145 Leadership training and Guidan 000-0000-0-5830-00-1110-1000-141020-051-0000 2,400.00 Sub total: 2,400.00 81 81087113 04/21/2016 FOLGER GRAPHICS INC PO160259 Publication production 000-0000-0-5830-00-1110-1000-132040-057-0000 2,762.52 Sub total: 2,762.52 81 81087114 04/21/2016 GOPHER SPORTS EQUIPMENT PO160560 PE supplies 000-0000-0-4310-00-1110-1000-171000-057-0000 505.76 Sub total: 505.76 81 81087115 04/21/2016 HEINEMANN PO231131 BookS 006-0000-0-4210-00-1110-1000-740510-036-0000 2,149.38 Sub total: 2,149.38 81 81087116 04/21/2016 IT DEFENSE SOLUTIONS PO160595 NETWORK SECURITY SERVICES 010-0000-0-5830-00-0000-7700-770000-099-0000 6,596.80 Sub total: 6,596.80 81 81087117 04/21/2016 KEEBLE AND SHUCHAT PO160635 Photo supplies 060-9010-0-4310-00-1110-1000-553460-057-0000 114.11 PO160635 Photo supplies 060-9010-0-4310-00-1110-1000-553460-057-0000 288.21 PO160635 Photo supplies 060-9010-0-4310-00-1110-1000-553460-057-0000 341.79 Sub total: 744.11 81 81087118 04/21/2016 KELLY PAPER PO160088 BOND PAPER 000-0000-0-4310-00-1110-1000-141080-051-0000 842.81 PO160943 Bond Paper 000-0000-0-4310-00-1110-1000-181010-035-0000 303.41 PO231246 Copy Paper 000-0000-0-4310-00-1110-1000-181010-036-0000 235.99 PO160699 Paper Supplies 010-0000-0-4310-00-0000-7550-755000-099-0000 676.15 Sub total: 2,058.36 81 81087119 04/21/2016 THE BOOKSOURCE PO231213 Books 000-0000-0-4310-00-1110-1000-181010-010-0000 317.47 PO231212 Books 006-0000-0-4210-00-1110-1000-740510-010-0000 498.34 PO231197 Books 006-0000-0-4210-00-1110-1000-740510-036-0000 1,038.77 PO231129 Books 006-0000-0-4210-00-1110-1000-740510-036-0000 767.13 PO231128 Books 006-0000-0-4210-00-1110-1000-740510-036-0000 1,562.67 Sub total: 4,184.38 81 81087120 04/22/2016 ANDREADOU, EVDOKIA PV604370 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141160-051-0000 82.23 Sub total: 82.23 81 81087121 04/22/2016 ANGEL, ERIC PV604385 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-114000-053-0000 17.79 PV604385 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-114000-053-0000 203.28 PV604385 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 17.79- PV604385 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-053-0000 39.35

73 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 73 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 ------ PV604385 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-053-0000 449.70 PV604385 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 39.35- Sub total: 652.98 81 81087122 04/22/2016 BEASLEY, LORI PV604390 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-010-0000 490.38 Sub total: 490.38 81 81087123 04/22/2016 BIVAS, NATALIE PV604387 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 214.23 Sub total: 214.23 81 81087124 04/22/2016 BLUMBERG, ANDY PV604386 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 282.18 Sub total: 282.18 81 81087125 04/22/2016 BOOTH, BRAD PV604384 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 510.47 PV604384 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 13.98 PV604384 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-148000-053-0000 159.79 PV604384 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 13.98- Sub total: 670.26 81 81087126 04/22/2016 BOWMAN, ERIK PV604383 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-053-0000 61.51 Sub total: 61.51 81 81087127 04/22/2016 DAEHLER, KIRSTEN PV604378 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106070-053-0000 127.33 Sub total: 127.33 81 81087128 04/22/2016 GORMLEY, COLLEEN PV604371 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141160-051-0000 521.88 Sub total: 521.88 81 81087129 04/22/2016 HANSEN, AMY PV604388 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-192000-035-0000 75.22 Sub total: 75.22 81 81087130 04/22/2016 HENARD, RUTA PV604374 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 73.73 Sub total: 73.73 81 81087131 04/22/2016 KEENAN & ASSOCIATES PO160052 LOSS REPLENISHMENT 671-0000-0-5830-00-0000-6000-600010-099-0000 7,038.70 Sub total: 7,038.70 81 81087132 04/22/2016 KEENAN AND ASSOCIATES PO160481 CLAIMS 010-0000-0-5830-00-0000-7200-721000-099-0000 4,703.08 PO160481 CLAIMS 010-0000-0-5830-00-0000-7200-721000-099-0000 5,982.46 Sub total: 10,685.54

74 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 74 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 81087133 04/22/2016 KIGER, JALYNN PV604373 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 217.36 PV604373 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-025-0000 395.00 Sub total: 612.36 81 81087134 04/22/2016 KOPIT OLSON, SARA PV604375 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 46.69 Sub total: 46.69 81 81087135 04/22/2016 LA PLACE, PIER ANGELI PV604367 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-2140-214000-092-0000 1,904.84 Sub total: 1,904.84 81 81087136 04/22/2016 LABORDE-LIU, ANAIS PV604372 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 70.50 Sub total: 70.50 81 81087137 04/22/2016 MELNICK, MARY PV604382 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-167000-053-0000 68.43 Sub total: 68.43 81 81087138 04/22/2016 MILLER, GREGORY PV604381 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-162000-053-0000 192.56 Sub total: 192.56 81 81087139 04/22/2016 NATIONAL NOTARY ASSOCIATION PV604377 CONTRACTED SERVICES 009-0000-0-5830-00-1110-1000-141000-053-0000 33.00 Sub total: 33.00 81 81087140 04/22/2016 OCHI, KEN PV604379 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-106070-053-0000 100.00 Sub total: 100.00 81 81087141 04/22/2016 PALO ALTO COMMUNITY CHILD CARE PV604389 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-035-0000 150.00 PV604389 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-035-0000 150.00 Sub total: 300.00 81 81087142 04/22/2016 PARTNERS IN EDUCATION PV604369 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7200-000000-000-0000 150.00 Sub total: 150.00 81 81087143 04/22/2016 SCHUBERT, SIMONE PV604376 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-555300-053-0000 14.50 Sub total: 14.50 81 81087144 04/22/2016 SPERRY, JAMES PV604380 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 5.69 PV604380 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-053-0000 65.00 PV604380 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141000-053-0000 34.00

75 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 75 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 ------ PV604380 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 5.69- Sub total: 99.00 81 81087145 04/22/2016 YOUNKIN, JOHN PV604368 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-005-0000 48.35 Sub total: 48.35 81 81087146 04/22/2016 ALIGN TECHNICAL RESOURCES LLC PO654318 Services 010-0000-0-5830-00-0000-7700-770150-099-0000 258.50 Sub total: 258.50 81 81087147 04/22/2016 APPLE COMPUTER INC PO654390 Parts 000-0000-0-4310-00-1110-1000-112000-053-0000 28.70 PO654390 Parts 000-0000-0-4310-00-1110-1000-112000-053-0000 78.30 PO654390 Parts 000-0000-0-4310-00-1110-1000-112000-053-0000 542.66 PO654373 Accessories 000-0000-0-4310-00-1110-1000-181010-041-0000 1,742.17 PO654383 Computer 050-8150-0-4310-00-0000-8110-811000-099-0000 523.91 PO654387 Accessories 080-6500-0-4310-00-5770-1110-611700-037-0000 31.54 Sub total: 2,947.28 81 81087148 04/22/2016 BSN SPORTS PO231269 REPLACEMENT PANEL FOR ATHLETIC 000-0000-0-4310-00-1110-4200-110000-055-0000 1,718.33 Sub total: 1,718.33 81 81087149 04/22/2016 BY THE BAY AD SPECIALTIES PO231270 BUSINESS CLASS SWEATSHIRTS 000-0000-0-4310-00-1110-1000-112000-055-0000 1,067.69 Sub total: 1,067.69 81 81087150 04/22/2016 CDW GOVERNMENT INC PO654378 Accessories 006-0000-0-4310-00-1110-1000-640500-099-0000 70.12 PO654369 Accessories 006-0000-0-4310-00-1110-1000-640500-099-0000 68.09 PO654391 Accessories 006-0000-0-4310-00-1110-1000-715600-036-0000 384.36 PO160077 COMPUTER SUPPLIES 010-0000-0-4310-00-0000-7700-770000-099-0000 245.93 Sub total: 768.50 81 81087151 04/22/2016 GOETZ BROS PO230625 ATHLETIC PURCHASE 000-0000-0-4310-00-1110-4200-110000-055-0000 1,594.13 Sub total: 1,594.13 81 81087152 04/22/2016 HD SUPPLY SOLUTIONS PO230921 Parking Permits 010-0000-0-4310-00-0000-7300-730000-099-0000 149.80 PO230921 Parking Permits 010-0000-0-4310-00-0000-7300-730000-099-0000 149.80- PO230921 Parking Permits 010-0000-0-4310-00-0000-7300-730000-099-0000 149.80 Sub total: 149.80 81 81087153 04/22/2016 HIDDEN VILLA PO230502 Field Trip 000-0000-0-5830-00-1110-1000-181010-012-0000 610.00 Sub total: 610.00 81 81087154 04/22/2016 KELLY PAPER PO160942 Paper 000-0000-0-4310-00-1110-1000-141080-057-0000 1,011.38 Sub total: 1,011.38

76 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 76 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 81087155 04/22/2016 Lux Bus America PO231290 Transportation for Madrigals 000-0000-0-5830-00-1110-1000-162000-057-0000 771.50 Sub total: 771.50 81 81087156 04/22/2016 THE BOOKSOURCE PO231215 Books/3rd grade class library 006-0000-0-4210-00-1110-1000-740510-041-0000 901.76 PO231220 Leveled readers Kinder 006-0000-0-4210-00-1110-1000-740510-041-0000 1,537.12 Sub total: 2,438.88 81 81087157 04/22/2016 ALL STAR GLASS PO160917 Vehicle Supplies 070-0000-0-4360-00-0000-3600-723000-099-0000 430.51 Sub total: 430.51 81 81087158 04/22/2016 BILLS TREE CARE AND LANDSCAPIN PO160711 Tree Care Services 010-0000-0-5830-00-0000-8200-820000-099-0000 2,250.00 Sub total: 2,250.00 81 81087159 04/22/2016 BUCKLES SMITH ELECTRIC DISTRIB PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 358.12 Sub total: 358.12 81 81087160 04/22/2016 CAL STEAM PO160296 Plumbing Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 836.60 Sub total: 836.60 81 81087161 04/22/2016 CRANE PEST CONTROL PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 1,318.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 296.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 510.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 358.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 358.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 510.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 276.00 PO160784 Pest Control 050-8150-0-5830-00-0000-8110-811000-099-0000 358.00 Sub total: 6,468.00 81 81087162 04/22/2016 CUMMING CONSTRUCTION MANAGEMNT PO160372 Energy Audits and plannings 060-6230-0-5830-00-0000-8200-623000-099-0000 660.00 PO160372 Energy Audits and plannings 060-6230-0-5830-00-0000-8200-623000-099-0000 5,270.05 Sub total: 5,930.05 81 81087163 04/22/2016 CUMMINS PACIFIC LLC PO160441 Bus Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 699.89

77 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 77 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 ------ PO160441 Bus Parts 070-0000-0-4360-00-0000-3600-723000-099-0000 699.89 Sub total: 1,399.78 81 81087164 04/22/2016 EICHLER ASSOCIATES INC PO350281 Prop 39 Consulting Services 060-6230-0-5830-00-0000-8200-623000-099-0000 981.50 Sub total: 981.50 81 81087165 04/22/2016 FIRST SERVICE PO350081 Gunn Gym Backstop Service 050-8150-0-5620-00-0000-8110-811000-055-0000 4,643.38 Sub total: 4,643.38 81 81087166 04/22/2016 GRAINGER PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 203.31 Sub total: 203.31 81 81087167 04/22/2016 HOME DEPOT CREDIT SERVICE PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 99.46 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 10.87 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 10.87- PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 5.68 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 86.11 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 162.41 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 111.56 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 32.63 Sub total: 497.85 81 81087168 04/22/2016 JP PAVING & GRADING INC. PO350284 Paly Asphalt Paving 050-8150-0-5830-00-0000-8110-811000-057-0000 3,886.00 PO350285 Paving at Paly Planter Area 050-8150-0-5830-00-0000-8110-811000-057-0000 4,894.00 Sub total: 8,780.00 81 81087169 04/22/2016 LINCOLN AQUATICS PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 944.65 Sub total: 944.65 81 81087170 04/22/2016 LYNGSO GARDEN MATERIALS PO160335 Turf and Ground Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 348.80 PO160335 Turf and Ground Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 348.80 Sub total: 697.60 81 81087171 04/22/2016 BSN SPORTS PV604391 CONTRACTED SERVICES 010-0000-0-5830-00-1110-4200-110000-055-0000 2,542.00 Sub total: 2,542.00 81 81087172 04/26/2016 BBJ ELECTRIC PV604392 RENTALS, LEASES, & REPAIRS 050-8150-0-5620-00-0000-8110-811000-053-0000 420.00 Sub total: 420.00 81 81087173 04/26/2016 BLOOM, JOSH PV604410 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-057-0000 362.64 Sub total: 362.64

78 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 78 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 81087174 04/26/2016 BOYARSKY, AMY PV604395 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 500.00 Sub total: 500.00 81 81087175 04/26/2016 CITY OF PALO ALTO UTILITIES PO160013 GAS-HEATING 010-0000-0-5501-00-0000-8200-824050-014-0000 443.99 PO160013 GAS-HEATING 010-0000-0-5501-00-0000-8200-824050-014-0000 250.72 PO160014 Utility charges 010-0000-0-5501-00-0000-8200-824050-025-0000 305.58 PO160015 Utility costs 010-0000-0-5501-00-0000-8200-824050-052-0000 153.06 PO160015 Utility costs 010-0000-0-5501-00-0000-8200-824050-055-0000 9,114.08 PO160013 ELECTRICITY 010-0000-0-5502-00-0000-8200-824050-014-0000 1,409.40 PO160014 Utility charges 010-0000-0-5502-00-0000-8200-824050-025-0000 1,364.96 PO160015 Utility costs 010-0000-0-5502-00-0000-8200-824050-055-0000 19,076.67 PO160016 Ultility costs 010-0000-0-5502-00-0000-8200-824050-093-0000 203.04 PO160013 WASTE DISPOSAL 010-0000-0-5503-00-0000-8200-824050-014-0000 1,621.08 PO160014 Utility charges 010-0000-0-5503-00-0000-8200-824050-025-0000 931.12 PO160015 Utility costs 010-0000-0-5503-00-0000-8200-824050-055-0000 5,179.83 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-014-0000 413.00 PO160013 SEWER 010-0000-0-5504-00-0000-8200-824050-014-0000 190.96 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-025-0000 482.53 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-025-0000 102.67 PO160014 Utility charges 010-0000-0-5504-00-0000-8200-824050-025-0000 531.72 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-052-0000 385.22 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-055-0000 2,190.04 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-055-0000 3,401.47 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-014-0000 364.80 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-014-0000 2,962.05 PO160013 WATER 010-0000-0-5506-00-0000-8200-824050-014-0000 189.00 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-025-0000 200.62 PO160014 Utility charges 010-0000-0-5506-00-0000-8200-824050-025-0000 752.25 PO160015 Utility costs 010-0000-0-5506-00-0000-8200-824050-055-0000 5,694.94 Sub total: 57,914.80 81 81087176 04/26/2016 CLELAND, HEATHER PV604409 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214180-092-0000 44.93 Sub total: 44.93 81 81087177 04/26/2016 DEFRANCESCO, TAMAR PV604414 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 98.76 PV604414 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 35.11 PV604414 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 401.24 PV604408 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 355.13 PV604408 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 27.12 PV604408 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 309.92 PV604414 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 35.11- PV604408 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 27.12- Sub total: 1,165.05 81 81087178 04/26/2016 DEMCO INC PV604394 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 343.37

79 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 79 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 ------ PV604394 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 27.80 Sub total: 371.17 81 81087179 04/26/2016 DOROSTI, ARCIA PV604424 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-2140-214180-092-0000 102.05 Sub total: 102.05 81 81087180 04/26/2016 EDMONDS, KERRIE PV604399 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181600-032-0000 135.00 Sub total: 135.00 81 81087181 04/26/2016 ERLENDSON, WILLIAM PV604413 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-057-0000 80.28 Sub total: 80.28 81 81087182 04/26/2016 FITTORIA, MAGDALENA PV604422 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214180-092-0000 23.61 PV604422 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-2140-214180-092-0000 70.42 Sub total: 94.03 81 81087183 04/26/2016 FRIES, MARIELUISE PV604426 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-544040-034-0000 567.49 PV604426 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-544040-034-0000 119.56 PV604426 RENTALS, LEASES, & REPAIRS 060-9010-0-5620-00-1110-1000-544040-034-0000 20.00 Sub total: 707.05 81 81087184 04/26/2016 GARCIA, RICHARD PV604393 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 458.04 PV604393 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 3.67 PV604393 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 41.96 PV604393 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 3.67- Sub total: 500.00 81 81087185 04/26/2016 GOODRICH, EVELYN PV604405 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087186 04/26/2016 HENARD, RUTA PV604417 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-2700-270010-024-0000 68.70 Sub total: 68.70 81 81087187 04/26/2016 IGLEHART, SHERALEE AND DANIEL PV604402 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087188 04/26/2016 JOHNSON, BRIDGET PV604429 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-708000-055-0000 92.48 Sub total: 92.48 81 81087189 04/26/2016 KIGER, JALYNN PV604415 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-025-0000 90.78 Sub total: 90.78

80 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 80 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 81087190 04/26/2016 LI, DENISE HUIDAN PV604418 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-4760-1000-131020-099-0000 335.20 Sub total: 335.20 81 81087191 04/26/2016 LOZOFF, PAMELA PV604419 CONTRACTED SERVICES 060-6264-0-5830-00-0000-2140-626400-099-0000 250.00 Sub total: 250.00 81 81087192 04/26/2016 MARK, HILARY PV604423 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-2140-214180-092-0000 94.94 Sub total: 94.94 81 81087193 04/26/2016 MARTIN, TIFFANY PV604397 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 356.36 PV604397 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 12.57 PV604397 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 143.64 PV604397 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 12.57- Sub total: 500.00 81 81087194 04/26/2016 MCKENZIE, KATE PV604411 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141080-057-0000 130.32 Sub total: 130.32 81 81087195 04/26/2016 MILLSOM, DAVID PV604404 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087196 04/26/2016 MOFFATT, CHARLOTTE PV604412 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-121000-057-0000 84.52 Sub total: 84.52 81 81087197 04/26/2016 OZA, MANGLA PV604420 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-2140-214180-092-0000 73.89 PV604406 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-554920-092-0000 241.50 Sub total: 315.39 81 81087198 04/26/2016 PENALOZA, CLAUDIA PV604398 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 492.52 PV604398 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 .65 PV604398 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 7.48 PV604421 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-214000-012-0000 305.00 PV604398 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 .65- Sub total: 805.00 81 81087199 04/26/2016 PG AND E PO160054 Utility Services 010-0000-0-5501-00-0000-8200-824050-012-0000 305.90 PO160054 Utility Services 010-0000-0-5501-00-0000-8200-824050-032-0000 312.93 Sub total: 618.83 81 81087200 04/26/2016 RAFFERY, CHRISTOPHER PV604403 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00

81 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 81 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 81087201 04/26/2016 RAMANATHAN, SEEMA PV604396 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-012-0000 500.00 Sub total: 500.00 81 81087202 04/26/2016 RAZZANO, CAROLYN PV604401 PARCEL TAXES 040-0000-0-8621-00-0000-0000-000000-000-0000 758.00 Sub total: 758.00 81 81087203 04/26/2016 SEGALL, JENNA PV604428 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181030-035-0000 1.92 PV604428 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181030-035-0000 21.94 PV604428 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181030-035-0000 364.97 PV604428 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 1.92- Sub total: 386.91 81 81087204 04/26/2016 SHANSON, JULIE PV604416 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189100-078-0000 75.00 Sub total: 75.00 81 81087205 04/26/2016 TOKHEIM, SHIRLEY PV604425 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-1110-2140-132000-057-0000 211.59 Sub total: 211.59 81 81087206 04/26/2016 WANG, BETH PV604400 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-032-0000 102.06 Sub total: 102.06 81 81087207 04/26/2016 WILDE, TERI PV604427 PREPAID EXPENDITURES 000-0000-0-9330-00-0000-0000-214000-012-0000 490.20 Sub total: 490.20 81 81087208 04/26/2016 ARC PV604407 PRINTING SERVICES 212-0000-0-5836-00-0000-8500-855070-057-0000 71.79 Sub total: 71.79 81 81087209 04/26/2016 DLM ARCHITECTURE PO115084 ARCHITECTURAL SVC 212-0000-0-5852-00-0000-8500-855040-057-0000 11,875.52 PO115084 ARCHITECTURAL SVC 212-0000-0-5852-00-0000-8500-855040-057-0000 14,844.40 PO115084 ARCHITECTURAL SVC 212-0000-0-5852-00-0000-8500-855040-057-0000 8,906.64 PO115084 ARCHITECTURAL SVC 212-0000-0-5852-00-0000-8500-855040-057-0000 5,937.76 PO115084 ARCHITECTURAL SVC 212-0000-0-5852-00-0000-8500-855040-057-0000 32.71 Sub total: 41,597.03 81 81087210 04/26/2016 GRADETECH INC PO116751 miranda dropoff 212-0000-0-6230-00-0000-8500-855050-055-0000 95,000.00 Sub total: 95,000.00 81 81087211 04/26/2016 MOBILE MODULAR PO116691 storage 212-0000-0-5620-00-0000-8500-855070-057-0000 84.39 PO116786 rent 212-0000-0-5830-00-0000-8500-855070-057-0000 150.08 Sub total: 234.47

82 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 82 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 81087212 04/26/2016 FULL CIRCLE FARM SUNNYVALE PO231237 Tours 000-0000-0-5830-00-1110-1000-181010-012-0000 865.00 Sub total: 865.00 81 81087213 04/26/2016 THEATREWORKS PO231063 Playing W/Science - 1st Gr 060-9010-0-5830-00-1110-1000-544030-099-0000 1,500.00 Sub total: 1,500.00 81 81087214 04/26/2016 GUNN SPORTS BOOSTERS PV604430 RENTALS, LEASES, & REPAIRS 010-0000-0-5620-00-1110-4200-110000-055-0000 1,277.06 Sub total: 1,277.06 81 81087215 04/28/2016 ADAMS, JAN PV604467 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-148010-055-0000 5,026.59 Sub total: 5,026.59 81 81087216 04/28/2016 AGUARISTI, ESTEBAN PV604461 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-7110-2110-920000-088-0000 192.24 Sub total: 192.24 81 81087217 04/28/2016 ARGUMEDO, JUDY PV604445 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-4760-1000-709000-099-0000 97.63 Sub total: 97.63 81 81087218 04/28/2016 BALLOONATICS PV604455 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-052-0000 299.20 Sub total: 299.20 81 81087219 04/28/2016 BENFIELD, CAROLYN PV604437 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-057-0000 69.70 Sub total: 69.70 81 81087220 04/28/2016 BETSY BRAUN STRINGS PV604449 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141060-052-0000 360.00 Sub total: 360.00 81 81087221 04/28/2016 BROWN, SHARON PV604469 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173070-078-0000 60.72 PV604469 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-188300-078-0000 61.56 PV604469 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189010-078-0000 173.73 PV604469 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189010-078-0000 11.55 PV604469 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189010-078-0000 131.95 PV604469 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189160-078-0000 56.65 PV604469 MILEAGE/PERSONAL EXP REIMB 110-0000-0-5210-00-4110-2700-270000-078-0000 46.00 PV604469 CONTRACTED SERVICES 110-0000-0-5830-00-4110-1000-188070-078-0000 30.00 PV604469 ACCTS PAYABLE-USE TAX 110-0000-0-9512-00-0000-0000-000000-000-0000 11.55- Sub total: 560.61 81 81087222 04/28/2016 BSN SPORTS PV604466 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-4200-110000-055-0000 56.91 Sub total: 56.91

83 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 83 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 81087223 04/28/2016 CARRILLO, BRENDA PV604435 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-3120-312000-097-0000 53.74 Sub total: 53.74 81 81087224 04/28/2016 CASTELLON, MARTHA PV604472 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-4760-1000-709000-099-0000 887.45 Sub total: 887.45 81 81087225 04/28/2016 CITY OF PALO ALTO UTILITIES PO160016 Ultility costs 010-0000-0-5501-00-0000-8200-824050-037-0000 632.01 PO160015 Utility costs 010-0000-0-5501-00-0000-8200-824050-053-0000 2,685.88 PO160016 Ultility costs 010-0000-0-5502-00-0000-8200-824050-036-0000 487.30 PO160016 Ultility costs 010-0000-0-5502-00-0000-8200-824050-037-0000 81.22 PO160015 Utility costs 010-0000-0-5502-00-0000-8200-824050-053-0000 7,617.03 PO160016 Ultility costs 010-0000-0-5503-00-0000-8200-824050-037-0000 1,252.58 PO160015 Utility costs 010-0000-0-5503-00-0000-8200-824050-053-0000 2,372.89 PO160016 Ultility costs 010-0000-0-5504-00-0000-8200-824050-037-0000 431.20 PO160016 Ultility costs 010-0000-0-5504-00-0000-8200-824050-037-0000 298.07 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-053-0000 1,962.99 PO160015 Utility costs 010-0000-0-5504-00-0000-8200-824050-053-0000 1,367.83 PO160016 Ultility costs 010-0000-0-5506-00-0000-8200-824050-037-0000 681.81 PO160015 Utility costs 010-0000-0-5506-00-0000-8200-824050-053-0000 9,182.37 Sub total: 29,053.18 81 81087226 04/28/2016 CLARY-WHEELER, HEATHER PV604436 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-2700-270000-055-0000 20.27 PV604436 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-7410-270000-055-0000 316.80 Sub total: 337.07 81 81087227 04/28/2016 COVITT, MONICA PV604476 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-676010-051-0000 37.26 PV604476 CONTRACTED SERVICES 006-0000-0-5830-00-1110-1000-676010-051-0000 79.73 Sub total: 116.99 81 81087228 04/28/2016 CULBERTSON, THOMAS PV604443 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 1,506.08 Sub total: 1,506.08 81 81087229 04/28/2016 DAL FUOCO, GINA PV604481 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-181010-005-0000 565.78 Sub total: 565.78 81 81087230 04/28/2016 DOME, DORA J PO160138 Attorney 010-0000-0-5845-00-0000-3120-312000-097-0000 1,840.00 Sub total: 1,840.00 81 81087231 04/28/2016 FAGEN FRIEDMAN & FULFROST PO160418 Legal 010-0000-0-5845-00-0000-7300-730000-099-0000 2,365.00 PO160418 Legal 010-0000-0-5845-00-0000-7300-730000-099-0000 5,170.00 PO160418 Legal 010-0000-0-5845-00-0000-7300-730000-099-0000 4,455.25 Sub total: 11,990.25

84 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 84 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 81087232 04/28/2016 FELDSTEIN, DARLENE PV604432 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141560-055-0000 64.16 Sub total: 64.16 81 81087233 04/28/2016 GARRISON, EMILY PV604439 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-2140-141080-057-0000 1,296.49 Sub total: 1,296.49 81 81087234 04/28/2016 GIELOW, JEFF PV604468 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-2110-739400-089-0000 .69 PV604468 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-2110-739400-089-0000 19.48 PV604468 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-2110-739400-089-0000 7.94 PV604468 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 .69- Sub total: 27.42 81 81087235 04/28/2016 HOLMES, PATRICIA PV604441 CONTRACTED SERVICES 060-3550-0-5830-00-1110-2110-355000-088-0000 1,197.00 Sub total: 1,197.00 81 81087236 04/28/2016 KESTER, DUANE PV604473 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-8200-824000-099-0000 435.53 Sub total: 435.53 81 81087237 04/28/2016 KLEIN, MARIELLEN PV604458 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-181010-005-0000 343.00 Sub total: 343.00 81 81087238 04/28/2016 LEE, KRISTEN PV604456 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-242060-052-0000 400.00 PV604454 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-242060-052-0000 115.82 Sub total: 515.82 81 81087239 04/28/2016 LEVY, LAURIE PV604459 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 839.29 PV604459 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 1.88 PV604459 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-005-0000 21.47 PV604459 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 1.88- Sub total: 860.76 81 81087240 04/28/2016 LIANG, CURTIS PV604434 CONTRACTED SERVICES 000-0000-0-5830-00-1110-4200-110000-055-0000 611.00 Sub total: 611.00 81 81087241 04/28/2016 LUND, PAM PV604464 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-2140-214180-092-0000 300.75 PV604464 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-554920-092-0000 34.82 Sub total: 335.57 81 81087242 04/28/2016 MATTHEWS, DEBRA PV604448 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-052-0000 55.68 Sub total: 55.68

85 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 85 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 81087243 04/28/2016 MCCANN, TARA PV604438 PREPAID EXPENDITURES 000-0000-0-9330-00-0000-0000-214000-012-0000 1,513.04 Sub total: 1,513.04 81 81087244 04/28/2016 MELLOWS, HEATHER PV604431 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-178000-055-0000 243.21 Sub total: 243.21 81 81087245 04/28/2016 MELTON, ESTON PV604451 DUES AND MEMBERSHIPS 010-0000-0-5300-00-0000-2140-214000-092-0000 604.80 Sub total: 604.80 81 81087246 04/28/2016 MENDEZ, MARGARITA PV604457 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-167000-052-0000 49.33 Sub total: 49.33 81 81087247 04/28/2016 MESSINGER, DEANNA PV604433 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-715600-055-0000 11.96 PV604433 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-715600-055-0000 12.57 PV604433 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-715600-055-0000 143.67 PV604433 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 12.57- Sub total: 155.63 81 81087248 04/28/2016 MOTAS, ROMEO PV604453 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141060-052-0000 83.27 Sub total: 83.27 81 81087249 04/28/2016 NAJAR, MICHAEL PV604470 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-162000-057-0000 277.65 Sub total: 277.65 81 81087250 04/28/2016 OCHI, KEN PV604442 CONTRACTED SERVICES 006-0000-0-5830-00-1110-1000-676010-053-0000 500.00 PV604442 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-554700-095-0000 1,500.00 Sub total: 2,000.00 81 81087251 04/28/2016 PALO ALTO PTA COUNCIL PV604444 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7100-711000-099-0000 40.00 PV604444 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7100-711000-099-0000 40.00 PV604444 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7100-711000-099-0000 40.00 Sub total: 120.00 81 81087252 04/28/2016 PETERS, CINDY PV604465 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-145000-055-0000 188.57 Sub total: 188.57 81 81087253 04/28/2016 PG AND E PO160054 Utility Services 010-0000-0-5502-00-0000-8200-824050-032-0000 4,256.82 Sub total: 4,256.82 81 81087254 04/28/2016 PREHN, GARY PV604446 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 49.79 Sub total: 49.79

86 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 86 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 81087255 04/28/2016 REA, REBECCA PV604447 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-554870-052-0000 93.22 Sub total: 93.22 81 81087256 04/28/2016 REDMOND, AMANDA PV604440 BOOKS AND REFERENCE MATERIALS 006-0000-0-4210-00-1110-1000-740510-041-0000 1,143.38 Sub total: 1,143.38 81 81087257 04/28/2016 SEVCIK, LORI PV604462 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-173010-078-0000 79.30 Sub total: 79.30 81 81087258 04/28/2016 SKILES, TOVAH PV604471 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-3110-153000-055-0000 900.16 PV604471 BASIC TEXTBOOKS 006-0000-0-4110-00-1110-1000-715600-055-0000 3.99 PV604471 BASIC TEXTBOOKS 006-0000-0-4110-00-1110-1000-715600-055-0000 48.78 PV604471 BASIC TEXTBOOKS 006-0000-0-4110-00-1110-1000-715600-055-0000 4.27 PV604471 ACCTS PAYABLE-USE TAX 006-0000-0-9512-00-0000-0000-000000-000-0000 4.27- Sub total: 952.93 81 81087259 04/28/2016 STERLING COMMUNICATIONS PV604452 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-141000-052-0000 345.00 Sub total: 345.00 81 81087260 04/28/2016 VRUDNY, YANAN PV604482 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-0000-3110-153000-055-0000 55.59 PV604482 PROFESSIONAL DEVELOPMENT 000-0000-0-5250-00-0000-3110-153000-055-0000 201.78 Sub total: 257.37 81 81087261 04/28/2016 WOLTER, DEBBIE PV604460 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-544880-034-0000 179.04 Sub total: 179.04 81 81087262 04/28/2016 YU, WILLIAM PV604474 MILEAGE/PERSONAL EXP REIMB 010-0000-0-5210-00-0000-7700-770000-099-0000 81.59 Sub total: 81.59 81 81087263 04/28/2016 ZENNER, ALLISON PV604450 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-141060-052-0000 75.00 Sub total: 75.00 81 81087264 04/28/2016 ZHU, XIAOXIA PV604463 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-0000-3140-314000-097-0000 370.00 Sub total: 370.00 81 81087265 04/28/2016 Architects of Achievement LLC PO603567 Addision Architects 210-0000-0-5852-00-0000-8500-850000-002-0000 2,200.71 Sub total: 2,200.71 81 81087266 04/28/2016 DANNIS WOLIVER KELLEY PO116745 legal 212-0000-0-5845-00-0000-8500-855000-099-0000 1,064.00

87 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 87 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 ------ PO116745 legal 212-0000-0-5845-00-0000-8500-855000-099-0000 2,222.00 Sub total: 3,286.00 81 81087267 04/28/2016 DLM ARCHITECTURE PO116776 ARCHITECTURE 212-0000-0-5852-00-0000-8500-855080-057-0000 1,982.28 Sub total: 1,982.28 81 81087268 04/28/2016 ELLIS, DEBORAH PV604475 CONTRACTED SERVICES 212-0000-0-5830-00-0000-8500-855090-055-0000 2,080.00 Sub total: 2,080.00 81 81087269 04/28/2016 ROBERTSON INDUSTRIES INC PO878237 Installation 216-0000-0-6230-00-0000-8500-850000-012-0000 42,847.35 PO878236 rubber installation 216-0000-0-6230-00-0000-8500-850000-035-0000 13,996.20 Sub total: 56,843.55 81 81087270 04/28/2016 PALO ALTO HARDWARE PO160347 Misc. Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 24.23 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 15.21 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 34.77 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 24.11 PO160347 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 6.85 Sub total: 105.17 81 81087271 04/28/2016 PINE CONE LUMBER CO INC PO160352 Lumber Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 88.34 Sub total: 88.34 81 81087272 04/28/2016 REFRIGERATION SUPPLIES DISTRIB PO160822 HVAC Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 328.10 Sub total: 328.10 81 81087273 04/28/2016 SAFETY KLEEN SYSTEMS PO160050 Hazardous Waste Services 050-8150-0-5830-00-0000-8110-811000-099-0000 76.90 Sub total: 76.90 81 81087274 04/28/2016 SIERRA PACIFIC TURF SUPPLY PO160770 Grounds materials and supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 451.32 Sub total: 451.32 81 81087275 04/28/2016 SIMPLEX GRINNELL PO160369 Monitoriong services,supplies 050-8150-0-5830-00-0000-8110-811000-099-0000 715.14 Sub total: 715.14 81 81087276 04/28/2016 SYSERCO INC PO160478 Energy Managment Services 050-8150-0-5830-00-0000-8110-811000-099-0000 710.00 Sub total: 710.00 81 81087277 04/28/2016 SYSTEMS PLUMBING PO350247 Materials for Paly Heating 050-8150-0-4380-00-0000-8110-811000-057-0000 19,490.00 Sub total: 19,490.00

88 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 88 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 81087278 04/28/2016 UNITED REFRIGERATION INC PO160278 HVAC Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 167.22 Sub total: 167.22 81 81087279 04/28/2016 UNITED RENTALS INC. PO160647 Equipment Rental 010-0000-0-5620-00-0000-8200-820000-099-0000 140.29 Sub total: 140.29 81 81087280 04/28/2016 WATERPROOFING ASSC INC PO350080 Gutter and spout repairs 140-0000-0-6230-00-0000-8500-819800-099-0000 14,985.00 Sub total: 14,985.00 81 81087281 04/28/2016 MADCO WELD SUPPLY PO160746 Supplies 000-0000-0-4310-00-1110-1000-148000-053-0000 89.33 Sub total: 89.33 81 81087282 04/28/2016 MERIDIAN ID PO231331 JLS Gear 000-0000-0-4310-00-1110-1000-141000-053-0000 1,889.19 Sub total: 1,889.19 81 81087283 04/28/2016 MOUSE SQUAD OF CA PO227010 MOUSE SQUAD REGISTRATION 000-0000-0-5830-00-1110-1000-181010-034-0000 2,150.00 Sub total: 2,150.00 81 81087284 04/28/2016 NASCO MODESTO PO160260 Art Supplies 000-0000-0-4310-00-1110-1000-106000-051-0000 19.40 Sub total: 19.40 81 81087285 04/28/2016 NATIONAL EQUITY PROJECT PO231329 Staff Registration 006-0000-0-5250-00-1110-2140-739200-092-0000 1,200.00 PO231332 Staff Registration 006-0000-0-5830-00-1110-2140-739200-092-0000 700.00 Sub total: 1,900.00 81 81087286 04/28/2016 NCS PEARSON PO231204 Psychological Testing Material 080-6500-0-4310-00-5001-3120-631700-037-0000 378.68 Sub total: 378.68 81 81087287 04/28/2016 NILES BIOLOGICAL PO160929 Science Kit supplies 060-6300-0-4310-00-1110-1000-630020-093-0000 9.88 PO160929 Science Kit supplies 060-6300-0-4310-00-1110-1000-630020-093-0000 850.00 PO160929 Science Kit supplies 060-6300-0-4310-00-1110-1000-630020-093-0000 .85 PO160929 Science Kit supplies 060-6300-0-4310-00-1110-1000-630020-093-0000 73.25 PO160929 Science Kit supplies 060-6300-0-9512-00-0000-0000-000000-000-0000 9.88- PO160929 Science Kit supplies 060-6300-0-9512-00-0000-0000-000000-000-0000 .85- Sub total: 923.25 81 81087288 04/28/2016 OFFICE DEPOT PO160735 Office Supplies 000-0000-0-4310-00-1110-1000-181010-035-0000 100.03 PO160735 Office Supplies 000-0000-0-4310-00-1110-1000-181010-035-0000 57.07 Sub total: 157.10

89 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 89 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 81087289 04/28/2016 PALO ALTO WEEKLY PO160073 Advertising 010-0000-0-5830-00-0000-7300-730000-099-0000 258.00 PO160073 Advertising 010-0000-0-5830-00-0000-7300-730000-099-0000 258.00 Sub total: 516.00 81 81087290 04/28/2016 PHONAK PO231267 Roger 14 Receiver 080-6500-0-4310-00-5770-1110-611700-037-0000 894.93 Sub total: 894.93 81 81087291 04/28/2016 PIONEER VALLEY EDUCATIONAL PO231216 First grade leveled library b 006-0000-0-4210-00-1110-1000-740510-041-0000 15.44 PO231216 First grade leveled library b 006-0000-0-4210-00-1110-1000-740510-041-0000 176.40 PO231216 First grade leveled library b 006-0000-0-4210-00-1110-1000-740510-041-0000 192.94 PO231216 First grade leveled library b 006-0000-0-4210-00-1110-1000-740510-041-0000 2,205.00 PO231216 First grade leveled library b 006-0000-0-9512-00-0000-0000-000000-000-0000 15.44- PO231216 First grade leveled library b 006-0000-0-9512-00-0000-0000-000000-000-0000 192.94- Sub total: 2,381.40 81 81087292 04/28/2016 POTTERTON, MATTHEW PO231296 Vocal coachinig 000-0000-0-5830-00-1110-1000-162000-057-0000 1,800.00 Sub total: 1,800.00 81 81087293 04/28/2016 POWELL, ELIZABETH ANNE PO231295 Staff Crisis Training 010-0000-0-5830-00-0000-3120-312000-097-0000 600.00 Sub total: 600.00 81 81087294 04/28/2016 REALLY GOOD STUFF PO231209 Books 000-0000-0-4310-00-1110-1000-181010-010-0000 143.60 PO231209 Books 000-0000-0-4310-00-1110-1000-181010-010-0000 1,641.19 PO231209 Books 000-0000-0-9512-00-0000-0000-000000-000-0000 143.60- Sub total: 1,641.19 81 81087295 04/28/2016 SADDLE POINT SYSTEMS PO160119 Supplies and maintenance 010-0000-0-4310-00-0000-7550-755000-099-0000 173.21 Sub total: 173.21 81 81087296 04/28/2016 SAUNDERS, KIM PO231286 Services for theaterproduction 000-0000-0-5830-00-1110-1000-121000-057-0000 1,000.00 Sub total: 1,000.00 81 81087297 04/28/2016 SCVAL PO231291 CCS playoff fees 000-0000-0-5830-00-1110-4200-110000-057-0000 620.00 Sub total: 620.00 81 81087298 04/28/2016 SHARP BUSINESS SYSTEMS PO160322 Maintenance Contract 010-0000-0-5620-00-0000-7600-313000-099-0000 127.51 Sub total: 127.51 81 81087299 04/28/2016 STERLING COMMUNICATIONS PO654407 Repairs 010-0000-0-5620-00-0000-7700-770000-099-0000 115.00

90 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 90 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 ------ PO654407 Repairs 010-0000-0-5620-00-0000-7700-770000-099-0000 230.00 PO654407 Repairs 010-0000-0-5620-00-0000-7700-770000-099-0000 115.00 PO654407 Repairs 010-0000-0-5620-00-0000-7700-770000-099-0000 286.01 Sub total: 746.01 81 81087300 04/28/2016 Sheinkopf, Rob PO231285 Consulting Services 060-4035-0-5830-00-1110-1000-403500-099-0000 1,566.60 Sub total: 1,566.60 81 81087301 04/28/2016 THEATREWORKS PO231330 Playing w/Poetry - Kinder 000-0000-0-5830-00-1110-1000-181010-032-0000 1,500.00 PO160301 TheatreWorks 000-0000-0-5830-00-1110-1000-181020-024-0000 1,500.00 PO160301 TheatreWorks 000-0000-0-5830-00-1110-1000-181020-024-0000 1,500.00 PO160301 TheatreWorks 000-0000-0-5830-00-1110-1000-181020-024-0000 1,500.00 Sub total: 6,000.00 81 81087302 04/28/2016 ULINE SHIPPING SUPPLIES PO160165 SCIENCE KIT MATERIALS 060-6300-0-4310-00-1110-1000-630020-093-0000 2,087.59 Sub total: 2,087.59 81 81087303 04/28/2016 US GAMES PO160389 PE Supplies 000-0000-0-4310-00-1110-1000-181010-010-0000 153.40 PO160389 PE Supplies 000-0000-0-4310-00-1110-1000-181010-010-0000 960.61 Sub total: 1,114.01 81 81087304 04/28/2016 VARIDESK, LLC PO230825 VERIDESK-STANDING WORKSTATION 006-0000-0-4310-00-1110-1000-705500-055-0000 380.63 Sub total: 380.63 81 81087305 04/28/2016 WESTFRESH CATERING PO160198 Catering 010-0000-0-5830-00-0000-7100-711000-099-0000 293.63 Sub total: 293.63 81 81087306 04/28/2016 WOODCRAFT PO160232 woodworking supplies 110-0000-0-4310-00-4110-1000-189010-078-0000 171.39 Sub total: 171.39 81 81087307 04/28/2016 YELLOW CHECKER CAB PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 1,400.00 PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 585.00 PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 408.00 PO160559 Transportation Services 070-0000-0-5830-00-5770-3600-724000-037-0000 205.00 Sub total: 2,598.00 81 81087308 04/28/2016 A VACUUM AND SEWING HOSPITAL PO160516 Vacuum Repairs 010-0000-0-5620-00-0000-8200-824000-099-0000 133.40 PO160516 Vacuum Repairs 010-0000-0-5620-00-0000-8200-824000-099-0000 92.79 PO160516 Vacuum Repairs 010-0000-0-5620-00-0000-8200-824000-099-0000 157.57 PO160516 Vacuum Repairs 010-0000-0-5620-00-0000-8200-824000-099-0000 188.13 Sub total: 571.89 81 81087309 04/28/2016 APPLIED REMEDIATION CO. INC PO160779 Operator Monthly Service 070-0000-0-5620-00-0000-3600-723000-099-0000 175.00 Sub total: 175.00

91 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 91 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 81087310 04/28/2016 BUCKLES SMITH ELECTRIC DISTRIB PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 36.62 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 336.82 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 137.28 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 116.77 PO160858 Electrical Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 537.17 Sub total: 1,164.66 81 81087311 04/28/2016 CIARDELLA'S GARDEN SUPPLY INC PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 107.59 PO160649 Landscaping Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 86.46 Sub total: 194.05 81 81087312 04/28/2016 DUNN-EDWARDS CORPORATION PO160421 Paint & Painting Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 196.20 PO160421 Paint & Painting Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 88.02 PO160421 Paint & Painting Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 79.36 Sub total: 363.58 81 81087313 04/28/2016 EWING IRRIGATION PO160182 Irrigation Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 292.39 PO160182 Irrigation Supplies 010-0000-0-4383-00-0000-8200-820000-099-0000 649.47 Sub total: 941.86 81 81087314 04/28/2016 GENERAL HARDWARE AND SUPPLY IN PO160315 Maintenance Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 35.95 PO160315 Maintenance Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 10.83 Sub total: 46.78 81 81087315 04/28/2016 GRAINGER PO160382 Misc. Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 204.40 Sub total: 204.40 81 81087316 04/28/2016 HILLYARD / SAN FRANCISCO PO160731 Chemicals and Supplies 010-0000-0-4380-00-0000-8200-824000-099-0000 168.08 Sub total: 168.08 81 81087317 04/28/2016 HOME DEPOT CREDIT SERVICE PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 56.81 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 78.61 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 58.38 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 26.05- PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 28.07 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 59.27 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 161.07 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 49.08 PO160730 Materials and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 21.72 Sub total: 486.96 81 81087318 04/28/2016 INTERNATIONAL CHEMTEX NORCAL PO160189 Water Chemical Treatment Serv. 050-8150-0-5830-00-0000-8110-811000-057-0000 400.00 Sub total: 400.00

92 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 92 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 81087319 04/28/2016 LINCOLN AQUATICS PO160331 Pool Chemicals and Supplies 050-8150-0-4380-00-0000-8110-811000-099-0000 1,100.08 Sub total: 1,100.08 81 81087320 04/28/2016 OFFICE DEPOT PO160176 Office supplies 000-0000-0-4310-00-1110-1000-132000-055-0000 167.98 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-139000-055-0000 7.45 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-139000-055-0000 22.87 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-141030-055-0000 38.92- PO160176 Office supplies 000-0000-0-4310-00-1110-1000-157000-055-0000 458.38 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-171000-055-0000 78.27 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-178000-055-0000 81.99 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-178000-055-0000 27.18 PO160176 Office supplies 000-0000-0-4310-00-1110-1000-184000-055-0000 100.87 PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 19.55- PO160625 Office Supplies 009-0000-0-4310-00-1110-1000-181020-032-0000 156.96 PO160814 Office Depot Account 010-0000-0-4310-00-0000-2100-210070-099-0000 5.21 PO160814 Office Depot Account 010-0000-0-4310-00-0000-2100-210070-099-0000 139.91 PO160814 Office Depot Account 010-0000-0-4310-00-0000-2100-210070-099-0000 34.57- PO160927 Office Depot 010-0000-0-4310-00-0000-2140-214180-092-0000 126.37 PO160927 Office Depot 010-0000-0-4310-00-0000-2140-214180-092-0000 128.00 PO160099 Supplies 010-0000-0-4310-00-0000-3120-312000-097-0000 17.50 PO160099 Supplies 010-0000-0-4310-00-0000-3120-312000-097-0000 121.34 PO160099 Supplies 010-0000-0-4310-00-0000-3120-312000-097-0000 167.00 PO160099 Supplies 010-0000-0-4310-00-0000-3120-312000-097-0000 12.71 PO160583 Office Supplies 010-0000-0-4310-00-0000-7540-754000-099-0000 53.53 PO160776 YCS Office Supplies 010-0000-0-4310-00-8100-5100-510000-099-0000 454.23 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 573.01 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 112.97 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 45.64 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 26.08 PO160044 Office Supplies 080-6500-0-4310-00-5770-1110-611700-037-0000 121.81 PO160436 Office Supplies 110-0000-0-4310-00-4110-2700-270000-078-0000 54.77 PO160436 Office Supplies 110-0000-0-4310-00-4110-2700-270000-078-0000 60.83 Sub total: 3,229.82 81 81087321 04/28/2016 ACCUCUT PO231164 School Supplies 009-0000-0-4310-00-1110-1000-181020-007-0000 6.12 PO231164 School Supplies 009-0000-0-4310-00-1110-1000-181020-007-0000 70.00 PO231164 School Supplies 009-0000-0-4310-00-1110-1000-181020-007-0000 9.00 PO231164 School Supplies 009-0000-0-9512-00-0000-0000-000000-000-0000 6.12- Sub total: 79.00 81 81087322 04/28/2016 APPLE COMPUTER INC PO654350 Accessories 006-0000-0-4310-00-1110-2140-739200-092-0000 85.91 Sub total: 85.91 81 81087323 04/28/2016 AT&T PV604483 TELEPHONE 000-0000-0-5930-00-0000-2700-270000-051-0000 65.75 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-005-0000 33.82

93 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 93 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 ------ PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-007-0000 14.58 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-014-0000 .09 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-025-0000 16.24 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-032-0000 69.20 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-034-0000 15.97 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-035-0000 15.97 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-041-0000 19.04 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-052-0000 20.05 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-053-0000 15.97 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-055-0000 67.54 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-057-0000 581.04 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-078-0000 35.70 PV604485 TELEPHONE 010-0000-0-5930-00-0000-8200-824030-096-0000 29.41 PV604484 TELEPHONE 010-0000-0-5930-00-0000-8200-824030-096-0000 15.97 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 439.49 PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 434.67- PO160066 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 29.23 PO160066 TELEPHONE SERVICES 080-3410-0-5930-00-1110-1000-341000-088-0000 69.22 PO160066 TELEPHONE SERVICES 080-6500-0-5930-00-5001-8200-682050-037-0000 70.02 Sub total: 1,189.63 81 81087324 04/28/2016 Agile Sports Technologies, Inc PO231345 Athletics video analysis 000-0000-0-5830-00-1110-4200-110000-057-0000 2,174.99 Sub total: 2,174.99 81 81087325 04/28/2016 CALIFORNIA SPORT DESIGN PO231277 Gunn t-shirts for PE 000-0000-0-4310-00-1110-1000-171000-055-0000 1,529.68 Sub total: 1,529.68 81 81087326 04/28/2016 CALTRONICS BUSINESS SYSTEMS PO160695 Maint-Caltronics copier mac 010-0000-0-5620-00-7110-2110-920000-088-0000 5.39 PO160710 supplies/services 080-3410-0-5620-00-1110-1000-341000-088-0000 47.26 Sub total: 52.65 81 81087327 04/28/2016 CANON SOLUTIONS AMERICA INC PO160251 Lease and supplies 010-0000-0-5620-00-0000-7550-755000-099-0000 2,063.52 Sub total: 2,063.52 81 81087328 04/28/2016 CAROLINA BIOLOGICAL SUPPLY CO PO160513 SCIENCE KIT MATERIALS 060-6300-0-4310-00-1110-1000-630020-093-0000 399.00 Sub total: 399.00 81 81087329 04/28/2016 CLAY PEOPLE PO231341 Art Spectrum supplies 000-0000-0-4310-00-1110-1000-106040-057-0000 1,487.33 Sub total: 1,487.33 81 81087330 04/28/2016 CLAY PLANET PO160867 Clay, Misc. Small Tools, Glaze 000-0000-0-4310-00-1110-1000-106000-051-0000 272.87 Sub total: 272.87 81 81087331 04/28/2016 COULTER CONSTRUCTION INC PV604478 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141000-051-0000 20,868.00

94 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 94 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 ------ PO402206 Install Trans Tops 000-0000-0-5830-00-1110-1000-141080-055-0000 298.29 PO402207 Install Transaction Tops 006-0000-0-5830-00-1110-1000-640500-099-0000 262.74 Sub total: 21,429.03 81 81087332 04/28/2016 Career Cruising PO230191 Career Cruising software 000-0000-0-5830-00-0000-3110-311000-057-0000 4,678.00 Sub total: 4,678.00 81 81087333 04/28/2016 DELTA SYSTEMS PO230638 Textbooks 110-0000-0-9320-00-4110-1000-141000-078-0000 34.92 PO230638 Textbooks 110-0000-0-9320-00-4110-1000-141000-078-0000 47.90 PO230638 Textbooks 110-0000-0-9320-00-4110-1000-141000-078-0000 399.10 PO230638 Textbooks 110-0000-0-9512-00-0000-0000-000000-000-0000 34.92- Sub total: 447.00 81 81087334 04/28/2016 EDUCATIONAL FURNITURE LLC PO231136 @ Buddy Benches 009-0000-0-4410-00-1110-1000-181020-002-0000 2,472.64 Sub total: 2,472.64 81 81087335 04/28/2016 ENVIRONMENTAL VOLUNTEERS INC PO231338 Field Trip 3rd grade 000-0000-0-5830-00-1110-1000-181010-025-0000 600.00 Sub total: 600.00 81 81087336 04/28/2016 EQUITY COLLABORATIVE LLC PO231328 Equity Planning 060-4035-0-5830-00-1110-1000-403500-099-0000 13,600.00 Sub total: 13,600.00 81 81087337 04/28/2016 FEDERAL EXPRESS CORPORATION PV604479 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7100-715000-099-0000 46.77 PV604480 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7700-770000-099-0000 36.62 Sub total: 83.39 81 81087338 04/28/2016 FLAGHOUSE INC PO231244 PE Equipment 000-0000-0-4310-00-1110-1000-171000-052-0000 605.52 Sub total: 605.52 81 81087339 04/28/2016 FOLLETT SCHOOL SOLUTIONS PO160213 Library books 009-0000-0-4211-00-1110-1000-181020-007-0000 1,027.21 Sub total: 1,027.21 81 81087340 04/28/2016 FORTUNE CABLING SERVICES PO350290 Terman MPR Audio 050-8150-0-5830-00-0000-8110-811000-052-0000 11,119.00 Sub total: 11,119.00 81 81087341 04/28/2016 GRIZZLY PEAK OUTFIT, THE PO231312 Visiting Author 000-0000-0-5830-00-1110-1000-181010-010-0000 1,000.00 Sub total: 1,000.00 81 81087342 04/28/2016 HEANEY VIOLINS PO160118 Instrument Repair 000-0000-0-5620-00-1110-1000-162000-051-0000 990.71 Sub total: 990.71

95 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 95 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 81087343 04/28/2016 HICKS, BRYANT PO160186 Coorperative Games 000-0000-0-5830-00-1110-1000-181060-034-0000 1,200.00 Sub total: 1,200.00 81 81087344 04/28/2016 IBM PO231248 SPSS SUBSCRIPTION RENEWAL 010-0000-0-4310-00-0000-3160-316000-099-0000 1,683.36 PO231292 IBM SPSS Statistics Profession 010-0000-0-5620-00-0000-3160-316000-099-0000 6,999.99 Sub total: 8,683.35 81 81087345 04/28/2016 JC PAPER -DEPT 34781 PO501030 Custodial Supplies 010-0000-0-9325-00-0000-7540-754000-099-0000 13,495.88 Sub total: 13,495.88 81 81087346 04/28/2016 JW PEPPER & SON INC PO160257 Home Ec Supplies 000-0000-0-4310-00-1110-1000-162000-051-0000 112.79 PO160257 Home Ec Supplies 000-0000-0-4310-00-1110-1000-162000-051-0000 49.27 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 2.11 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 2.45 PO160220 Sheet Music and Supplies 000-0000-0-4310-00-1110-1000-162000-053-0000 2.45 Sub total: 169.07 81 81087347 04/28/2016 KELLY PAPER PO160893 Copy Paper 000-0000-0-4310-00-0000-2700-270000-052-0000 365.40 Sub total: 365.40 81 81087348 04/28/2016 KEYGENT LLC PV604486 CONTRACTED SERVICES 010-0000-0-5830-00-0000-7300-730000-099-0000 3,550.00 Sub total: 3,550.00 81 81087349 04/28/2016 MANNING, DAVID PO231327 Vocal Arrangements 000-0000-0-5830-00-1110-1000-162000-057-0000 599.00 Sub total: 599.00 81 81087350 04/28/2016 SPRINT/NEXTEL PO160403 Digital cell private network 010-0000-0-5930-00-0000-7700-770000-099-0000 17.51 PO160403 Digital cell private network 010-0000-0-5930-00-0000-8200-824030-099-0000 430.03- PO160403 Digital cell private network 010-0000-0-5930-00-0000-8200-824030-099-0000 682.43 PO160403 Digital cell private network 050-8150-0-5930-00-0000-8110-811000-099-0000 1,532.08 PO160403 Digital cell private network 211-0000-0-5930-00-0000-8500-854000-099-0000 70.19 Sub total: 1,872.18 81 81087351 04/28/2016 TELEPACIFIC COMMUNICATIONS PO160060 TELEPHONE SERVICES 000-0000-0-5930-00-0000-2700-270000-051-0000 29.50 PO160060 TELEPHONE SERVICES 000-0000-0-5930-00-0000-2700-270000-055-0000 35.71 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-7100-715000-099-0000 34.28 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-7700-770000-099-0000 206.50 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-002-0000 220.66 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-005-0000 187.47 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-007-0000 216.79 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-010-0000 153.13

96 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 96 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 ------ PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-012-0000 218.18 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-014-0000 187.20 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-024-0000 153.24 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-025-0000 94.16 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-032-0000 152.22 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-034-0000 153.73 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-034-0000 29.50 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-035-0000 152.89 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-037-0000 220.66 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-041-0000 147.95 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-051-0000 282.16 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-052-0000 34.22 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-053-0000 278.57 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-055-0000 152.82 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-057-0000 236.00 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-078-0000 68.55 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-098-0000 59.00 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 29.50 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 1,975.76 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 181.64 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 416.67 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 827.88 PO160060 TELEPHONE SERVICES 010-0000-0-5930-00-0000-8200-824030-099-0000 7,315.59- PO160060 TELEPHONE SERVICES 080-3410-0-5930-00-1110-1000-341000-088-0000 68.69 PO160060 TELEPHONE SERVICES 080-6500-0-5930-00-5001-8200-682050-037-0000 98.49 PO160060 TELEPHONE SERVICES 211-0000-0-5930-00-0000-8500-854000-099-0000 38.09 Sub total: 26.22 81 81087352 04/28/2016 VERIZON WIRELESS PO160985 Cell phones 010-0000-0-5930-00-0000-8200-824030-099-0000 910.68 Sub total: 910.68 81 81087353 04/28/2016 ASSOCIATED LEARNING AND PO160174 OT 080-6500-0-5830-00-5770-1110-611700-037-0000 7,728.00 Sub total: 7,728.00 81 81087354 04/28/2016 CHILDREN'S HEALTH COUCIL PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 12,704.08 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 4,294.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 6,540.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 7,194.00 PO160486 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 4,746.00 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,269.14 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,464.89 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,178.31 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 2,795.31 PO160486 NPS 080-6512-0-5830-00-5750-1190-651200-037-0000 783.00 Sub total: 45,968.73 81 81087355 04/28/2016 GAVALDON, ANDREA PO160254 Behavior Consultant 080-6500-0-5830-00-5770-1180-618700-037-0000 2,079.00 Sub total: 2,079.00

97 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 97 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 81087356 04/28/2016 LUCILE PACKARD CHILDRENS HOSP PO160762 Psychiatry Services 080-6500-0-5830-00-5001-3120-631700-099-0000 5,235.00 Sub total: 5,235.00 81 81087357 04/28/2016 Leong, Wesley and Jessie PO231335 Agreement 080-6500-0-5830-00-5770-1180-618700-037-0000 8,030.00 PO231335 Agreement 080-6500-0-5830-00-5770-1180-618700-037-0000 4,746.00 Sub total: 12,776.00 81 81087358 04/28/2016 PACIFIC AUTISM CENTER PO160705 Special Education Services 080-6500-0-5830-00-5770-1180-618700-037-0000 9,288.40 PO160705 Special Education Services 080-6500-0-5830-00-5770-1180-618700-037-0000 9,484.55 Sub total: 18,772.95 81 81087359 04/28/2016 PARTNERS IN EDUCATION PV604477 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-0000-7200-000000-000-0000 150.00 Sub total: 150.00 81 81087360 04/28/2016 STANBRIDGE ACADEMY PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 PO160534 NPS 080-6500-0-5830-00-5770-1180-618700-037-0000 3,450.00 Sub total: 13,800.00 81 81087361 04/28/2016 T.I.T.A. THERAPIES PO160126 Physical Therapy 080-6500-0-5830-00-5770-1180-618700-037-0000 7,027.50 PO160126 Physical Therapy 080-6500-0-5830-00-5770-1180-618700-037-0000 3,580.00 PO160126 Physical Therapy 080-6500-0-5830-00-5770-1180-618700-037-0000 2,120.00 Sub total: 12,727.50 81 81087362 04/29/2016 ANTAL, BRUCE PV604487 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181030-005-0000 1,207.51 Sub total: 1,207.51 81 81087363 04/29/2016 BALLOONATICS PV604514 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 270.00 Sub total: 270.00 81 81087364 04/29/2016 CARDOSO, ALTHEA PV604509 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 330.07 Sub total: 330.07 81 81087365 04/29/2016 CHIN, SHARON PV604508 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 28.57 Sub total: 28.57 81 81087366 04/29/2016 COLEMAN, SHANNON PV604517 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-036-0000 282.17 PV604517 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181060-036-0000 70.51

98 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 98 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 ------ PV604517 CLASSROOM/OFFICE SUPPLIES 080-6500-0-4310-00-5770-1110-611700-037-0000 43.49 Sub total: 396.17 81 81087367 04/29/2016 CORADO, JOSE PV604490 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-4760-1000-709000-099-0000 755.73 PV604490 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-1110-1000-131000-099-0000 42.12 PV604490 PROFESSIONAL DEVELOPMENT 060-3010-0-5250-00-1110-1000-301000-080-0000 1,096.51 Sub total: 1,894.36 81 81087368 04/29/2016 CORWIN, ALICIA PV604506 CLASSROOM/OFFICE SUPPLIES 009-0000-0-4310-00-1110-1000-141020-053-0000 76.82 PV604506 CLASSROOM/OFFICE SUPPLIES 009-0000-0-4310-00-1110-1000-141020-053-0000 3.06 PV604506 CLASSROOM/OFFICE SUPPLIES 009-0000-0-4310-00-1110-1000-141020-053-0000 34.96 PV604506 ACCTS PAYABLE-USE TAX 009-0000-0-9512-00-0000-0000-000000-000-0000 3.06- Sub total: 111.78 81 81087369 04/29/2016 COVITT, MONICA PV604498 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141010-051-0000 94.20 Sub total: 94.20 81 81087370 04/29/2016 DAVIDSON, STACEY PV604499 PROFESSIONAL DEVELOPMENT 010-0000-0-5250-00-4760-1000-131020-099-0000 331.96 Sub total: 331.96 81 81087371 04/29/2016 DUDE BE NICE PV604494 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 6.00 PV604494 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 68.57 PV604494 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141020-051-0000 447.43 PV604494 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 6.00- Sub total: 516.00 81 81087372 04/29/2016 FITZHUGH, ANGELINA PV604504 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-162000-053-0000 140.80 Sub total: 140.80 81 81087373 04/29/2016 GRALEN, PAUL PV604491 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-051-0000 66.81 Sub total: 66.81 81 81087374 04/29/2016 HART, KYLE PV604503 CLASSROOM/OFFICE SUPPLIES 009-0000-0-4310-00-1110-1000-141020-053-0000 123.50 Sub total: 123.50 81 81087375 04/29/2016 HSIUNG, CHIEN-HSI PV604512 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 20.91 PV604512 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 123.00 PV604512 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 10.76 PV604512 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 10.76- Sub total: 143.91 81 81087376 04/29/2016 HSIUNG, CHIEN-HSI PV604513 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181010-035-0000 127.87 Sub total: 127.87

99 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 99 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 81087377 04/29/2016 KANDELL, JACQUI PV604502 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-139000-053-0000 109.38 Sub total: 109.38 81 81087378 04/29/2016 LAGUNA, CRYSTAL PV604489 PROFESSIONAL DEVELOPMENT 006-0000-0-5250-00-4760-1000-709000-099-0000 1,103.58 Sub total: 1,103.58 81 81087379 04/29/2016 LEE, KENNY PV604497 CLASSROOM/OFFICE SUPPLIES 060-9010-0-4310-00-1110-1000-555340-051-0000 135.81 Sub total: 135.81 81 81087380 04/29/2016 LEE, LUCRETIA PV604511 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 97.23 PV604511 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 237.93 Sub total: 335.16 81 81087381 04/29/2016 MCMANUS, ASHLEY PV604510 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-181020-024-0000 44.14 Sub total: 44.14 81 81087382 04/29/2016 MERAZ, MARITZA PV604507 MILEAGE/PERSONAL EXP REIMB 080-6500-0-5210-00-5770-1110-611700-037-0000 59.40 Sub total: 59.40 81 81087383 04/29/2016 MISSETT, KIRSTEN PV604493 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141010-051-0000 53.34 Sub total: 53.34 81 81087384 04/29/2016 SAVICKAS, STACY PV604496 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-051-0000 1.66 PV604496 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-051-0000 403.80 PV604496 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-106000-051-0000 19.02 PV604496 ACCTS PAYABLE-USE TAX 000-0000-0-9512-00-0000-0000-000000-000-0000 1.66- Sub total: 422.82 81 81087385 04/29/2016 SHANSON, JULIE PV604515 CLASSROOM/OFFICE SUPPLIES 110-0000-0-4310-00-4110-1000-189100-078-0000 15.00 Sub total: 15.00 81 81087386 04/29/2016 SHELBY, MEGAN PV604501 CLASSROOM/OFFICE SUPPLIES 006-0000-0-4310-00-1110-1000-739500-053-0000 239.22 Sub total: 239.22 81 81087387 04/29/2016 THEATREWORKS PV604492 CONTRACTED SERVICES 000-0000-0-5830-00-1110-1000-121000-051-0000 350.00 Sub total: 350.00 81 81087388 04/29/2016 WARR, TAMI PV604495 CLASSROOM/OFFICE SUPPLIES 000-0000-0-4310-00-1110-1000-141010-051-0000 58.53 Sub total: 58.53

100 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 100 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 81087389 04/29/2016 WILLIS, MAUREEN PV604500 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-112000-053-0000 413.29 Sub total: 413.29 81 81087390 04/29/2016 WINSLOW, TREBOR PV604488 CONTRACTED SERVICES 060-9010-0-5830-00-1110-1000-544030-099-0000 1,080.00 Sub total: 1,080.00 81 81087391 04/29/2016 MCMASTER-CARR PO160419 Engineering Tech Supplies 000-0000-0-4310-00-1110-1000-148010-055-0000 37.50 Sub total: 37.50 81 81087392 04/29/2016 METRO MOBILE COMMUNICATIONS PO160988 MetroNet Repeater Service/GPS 130-5310-0-5930-00-0000-3700-370000-099-0000 97.70 Sub total: 97.70 81 81087393 04/29/2016 PALO ALTO WEEKLY PO231340 YSO ads 060-9010-0-5830-00-1110-1000-553460-057-0000 919.80 PO231340 YSO ads 060-9010-0-5830-00-1110-1000-553460-057-0000 130.00 Sub total: 1,049.80 81 81087394 04/29/2016 QBS INC. PO160888 Behavioral Safety Cert. 080-6500-0-5830-00-5770-1110-611700-037-0000 40.00 Sub total: 40.00 81 81087395 04/29/2016 QUENCH USA INC PV604505 CLASSROOM/OFFICE SUPPLIES 050-8150-0-4310-00-0000-8110-811000-099-0000 20.99 Sub total: 20.99 81 81087396 04/29/2016 RENEE DEETER PV604516 RENTALS, LEASES, & REPAIRS 000-0000-0-5620-00-1110-1000-162000-051-0000 330.00 Sub total: 330.00 81 81087397 04/29/2016 RO HEALTH INC PO160651 Nurse 080-6500-0-5830-00-5770-1110-611700-037-0000 555.49 Sub total: 555.49 81 81087398 04/29/2016 SAFEWAY STORES PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 146.45 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 17.94 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 191.84 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 26.43 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 3.89 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 38.98 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 29.91 PO160912 Home Economics supplies 000-0000-0-4310-00-1110-1000-141020-057-0000 181.79 Sub total: 637.23 81 81087399 04/29/2016 SCHOOL SPECIALTY PO402149 Port B/C Refurbish 010-0000-0-4310-00-0000-8500-850550-099-0000 2,566.25

101 081 PALO ALTO UNIFIED (L) Board Warrant Approval List J78596 WARBRDSC L.00.00 05/13/16 PAGE 101 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 ------ CM600055 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-106000-095-0000 54.82- CM600054 CLASSROOM/OFFICE SUPPLIES 010-0000-0-4310-00-1110-1000-106000-095-0000 140.75- Sub total: 2,370.68 81 81087400 04/29/2016 TROXELL COMMUNICATIONS INC PO231278 Lapel Microphone 080-6500-0-4310-00-5770-1110-611700-037-0000 8.25 PO231278 Lapel Microphone 080-6500-0-4310-00-5770-1110-611700-037-0000 87.00 Sub total: 95.25 81 81087401 04/29/2016 US GAMES PO230381 PE EQUIPMENT 000-0000-0-4310-00-1110-1000-181010-005-0000 812.47 PO160691 PE Equipment 000-0000-0-4310-00-1110-1000-181010-012-0000 343.49 PO160691 PE Equipment 000-0000-0-4310-00-1110-1000-181010-012-0000 72.19 Sub total: 1,228.15 81 81087402 04/29/2016 VIRCO INC PO231174 Chair, Zuma Series Rocker 080-6500-0-4310-00-5770-1110-611700-037-0000 233.30 Sub total: 233.30 81 81087403 04/29/2016 YOUTH COMMUNITY SERVICES PO160626 Saturday school/community ser 010-0000-0-5830-00-0000-3120-312000-097-0000 1,500.00 Sub total: 1,500.00 81 81087404 04/29/2016 SFO REPRESENTATIVES PO350293 HVAC Parts for Paly 050-8150-0-4380-00-0000-8110-811000-057-0000 686.70 Sub total: 686.70 81 81087405 04/29/2016 STERLING COMMUNICATIONS PO350298 Install Data Lines at Jordan 050-8150-0-5620-00-0000-8110-811000-051-0000 1,408.83 Sub total: 1,408.83 81 81087406 04/29/2016 UNITED CALIFORNIA GLASS DOOR PO350295 Paly Roll Up Fire Doors 050-8150-0-5620-00-0000-8110-811000-057-0000 840.00 Sub total: 840.00 81 81087407 04/29/2016 WINDOW SOLUTIONS PO350297 Install Window Film at Greende 050-8150-0-5830-00-0000-8110-811000-037-0000 2,448.00 Sub total: 2,448.00 Total Warrants Issued: 5,833,324.12 Total Warrants Canceled: 9,165.33 Total Warrants (Issued - Canceled): 5,824,158.79

102

BOARD OF EDUCATION Attachment: Information 7

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.20.16

TO: Glenn “Max” McGee, Ph.D., Superintendent

FROM: Scott Bowers, Ed.D., Assistant Superintendent - Human Resources

SUBJECT: Jan Parker Substitute Teacher Awards 2015-2016

STRATEGIC PLAN INITIATIVE Staff Recruitment and Development

Background Our substitute teacher work force is an essential part of the Palo Alto educational family. They help to maintain the quality of our instructional programs and provide for continuity of instruction during the absence of the teacher. We have nearly 300 substitute teachers in our files and call on average 85 per day with up to 140 substitutes needed on those heaviest days. Often substitutes perform such an excellent job of engaging our students in the learning process that they are called back again and again—often being booked out weeks in advance.

Jan Parker was the substitute caller for PAUSD from 1968 to 1986—a time when a real, live person called each substitute personally. The District had two telephone lines and a tape recorder installed in the den of the Parker house so that Jan could take messages from teachers and start arranging substitutes very early in the morning. She knew most of the teaching staff and the personal situations of our teachers and substitutes. In honor of Jan, her husband, John Parker, instituted the Jan Parker Substitute Teacher Awards in June 1994. We are grateful to Mr. Parker, who passed away in August 2011, for establishing this special tradition of recognizing and rewarding the best of our substitute educators.

Each year since 1994, teachers have nominated the very best substitute teachers for the Jan Parker Award. This year, we wish to honor Angela Cole and Mason Hersey as Substitute Teachers of the Year.

Angela Cole – Elementary Level Award Winner Angela Cole, previously worked as an Instructional Aide with PAUSD beginning in 2013, and has been a substitute with us since 2014. Mrs. Cole earned a BS in Industrial and Labor Relations from Cornell University and an MS in Industrial Relations at Loyola University Chicago before her current pursuit of a Multiple Subject Credential at Notre Dame de Namur.

In her time with us, she has become well known for her consistently cheerful attitude, ready to tackle any assignment and always with a smile on her face. She instills confidence in teachers, who know that she will carry out their lesson plans fully, and with attention to each student in her deeply caring way. Asked to choose 3 words to describe Mrs. Cole, 3 key words were “Prepared, Capable, Prepared.”

Mason Hersey – Secondary Level Award Winner (2008-2009 recipient) Mason Hersey has been a substitute in Palo Alto since 2004. His previous experience includes extensive Commercial, Feature and Documentary work as a camera operator and lighting cameraman. He also spent 3 years as research assistant to Drs. Diamond and Coupland on Archaeological Research while pursuing his degrees. He holds an MA in Anthropological Studies from the New School of Social research in NY, as well as a BA in Anthropology with a minor in Archaeology from Simon Fraser University.

In his time substituting in our district, he has worked extensively in all subjects 9-12. Mr. Hersey is described as “the most requested Substitute at Palo Alto High School”. Mason is known to be engaging and calm, a substitute who genuinely enjoys his work. It is not surprising then that he is known to follow lesson plans exactly, leave detailed notes, and maintain reliable and professional at all times.

BOARD OF EDUCATION Attachment: Action 8

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Max McGee, Ph.D., Superintendent

FROM: Scott Bowers, Ed.D., Assistant Superintendent – Human Resources

SUBJECT: Ratification of Tentative Collective Bargaining Agreement with the Palo Alto Educators Association

STRATEGIC PLAN INITIATIVE Staff Development and Recruitment

RECOMMENDATION It is recommended the Board take action to approve this tentative collective bargaining agreement This item was discussed and a public hearing held at its May 10, regular meeting.

INFORMATION Representatives of the Board of Education and the Palo Alto Educators Association (PAEA) have concluded negotiations on the Collective Bargaining Agreement (CBA) for the 2015-16 school year. In addition, the representatives have reached agreement on salary increases for the 2016-17 and 2017-18 school years. The Palo Alto Educators Association membership anticipates completing their ratification vote on the negotiated contract changes prior to the Board meeting.

The following information highlights changes that will be made to the current Agreement as a result of these negotiations. A financial disclosure statement is also included. Copies of the tentative Agreement have been given to the Board members, and they are available upon request from the Human Resource Center.

Article II • The Agreement provides for a three-year term through June 30, 2018.

Article VI, Compensation and Benefits • The Agreement provides for a 5% increase to the 2014-15 certificated salary schedule, retroactive to July 1, 2015. • The Agreement provides for a 4% salary schedule increase to the 2015-16 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2016-17, pro-rated for less than full-time service. • The Agreement provides for a 3% salary schedule increase to the 2016-17 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2017-18, pro-rated for less than full-time service. • The Agreement specifies the conditions under which either PAEA or the Board may reopen negotiations on 3% salary increase for the 2017-18 school year and the one-time off-the-salary-schedule payments.

• The Agreement provides for a $50 increase to the benefit cap for 2016.

Article XI, Leave Provisions • The Agreement includes language associated with new California legislation pertaining to maternity/paternity leave for teachers.

Memorandum of Understanding (MOU) • The Agreement includes an MOU that establishes topics for negotiations in 2016-17. The topics include--working conditions, evaluations, due process, compensation time, and professional learning stipend program. • The Agreement includes an MOU continuing the District’s matching contribution into a Flexible Spending Account for employees, up to a maximum of $200. • The Agreement includes an MOU continuing the District’s support for Hybrid/Online Classes. • The Agreement includes an MOU continuing Professional Observation release time (K-5).

Other • The addition of an Employee Assistant Program (EAP) to provide district employees access to supports for employee health and wellbeing.

Attachments

Funding Sources for the Settlement The on-schedule increases, 5% for 2015-16, 4% for 2016-17 and 3% for 2017-18 will come from projected property tax revenue growth each year. In the current year 2015-16, with an estimated growth of 11.26%, there has been $8.5 million set aside for salary increase and program additions. For 2016-17 and 2017-18, the current budget projection is 9.36% and 8.4% growth on secured roll only. This is equivalent to 8.67% and 7.83% growth on total property tax revenue. No growth projection is made on the unsecured roll due to no data available for future years and the volatility of this roll category.

2014-15 2015-16 Change 2016-17 Change 2017-18 Change Actual Estimated From Estimate from Estimate From Actual 2014-15 5/10/2016 2015-16 5/10/2016 2015-16 2nd Interim Actual Actual Actual Secured Taxes 126,435,238 140,960,000 11.49% 154,153,856 9.36% 167,102,780 8.40% Unsecured Taxes 9,648,408 10,515,000 8.98% 10,515,000 0.00% 10,515,000 0.00% Homeowner's Exemptions 718,448 726,000 1.05% 726,000 0.00% 726,000 0.00% TOTAL 136,802,094 152,201,000 11.26% 165,394,856 8.67% 178,343,780 7.83%

For the off-schedule increases, 1% for 2016-17 will come from the unspent balance of the $8.5 million set aside in the budget this year. The 1% for 2017-18 will come from projected property tax revenue growth. Staff believe the projection of 9.36% growth on secured roll or the equivalent of 8.67% growth on total property tax revenue is reasonable for 2016-17 based on the monthly trend data received from the Santa Clara County Assessor’s Office. The following chart shows the county wide real property roll growth in the past 5 years and the current year. 2016-17 is trending about one percentage point higher than last year at this time.

DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENTS

School District: Palo Alto Unified School District Bargaining Unit: Palo Alto Educators Association FTE: 842.57 California School Employees Association 542.38 Management/Supervisors/Confidential 125.65

Period of Agreement: July 1, 2015-June 30, 2018 Date of Public Meeting: 5/10/16

Please submit copies of the tentative agreement(s) and updated multi-year projection with the disclosure.

Government Code Section 3547.5: Before a public school employer enters into a written agreement with an exclusive representative covering matters within the scope of representation, the major provisions of the agreement, including but not limited to, the costs that would be incurred by the public school employer under the agreement for the current and subsequent fiscal years, shall be disclosed at a public meeting of the public school employer in a format established for this purpose by the Superintendent of Public Instruction.

SUMMARY OF AGREEMENT 2015-16 2016-17 2017-18 Salary Schedule increases 5 Percent 4 Percent 3 Percent Off-Schedule payments - 1 Percent * 1 Percent * Health & Welfare (capped?) Y/N - - - Details (cap limit; plan coverage, etc.):

Other provisions: * If property taxes received is greater than amount in Adopted budget by one and one half percent or more, then the one-time off the schedule is two percent. If property taxes received is less than amount in Adopted budget by one and one half percent or more, then the one percent off schedule payment is eliminated.

TOTAL COST INCREASE OF PROPOSED AGREEMENT IN PRESENT & FUTURE YEARS Indicate the costs of salary and benefit increases that would be incurred under the agreement.

2015-16 2016-17 2017-18 Salary including statutory costs* 7,267,171 7,452,878 6,252,275 Benefits Other Compensation Costs Other Non-Compensation Costs Total Cost of Settlement 7,267,171 7,452,878 6,252,275 Total % Increase 5.00% 5.00% 4.00% Projected STRS/PERS rates 10.73% 12.58% 14.43%

*please include statutory costs tied to salary such as employer-paid taxes and PERS/STRS

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 STATUS OF BARGAINING UNIT/EMPLOYEE AGREEMENTS Indicate the current status (whether settled or not settled) of the remaining units. Bargaining Unit FTE Status Palo Alto Educators Association 842.57 Tentative Agreement California School Employees Association 542.38 Tentative Agreement Management/Supervisors/Confidential 125.65 Tentative Agreement

Board Approved Adjustments Budget Before as a result of the Revised Budget GENERAL FUND Settlement Agreement

(Column 1) (Column 2) (Column 1 + 2) Total Revenues 221,835,674 - 221,835,674 Total Expenditures 221,835,674 (1,636,153) 220,199,521 1000 Certificated Salaries 98,385,855 4,683,676 103,069,531 2000 Classified Salaries 32,769,231 1,652,684 34,421,915 3000 Benefits 44,658,954 930,811 45,589,765 4000 Instructional Supplies 22,324,981 (8,903,324) 13,421,657 5000 Contracted Services 21,643,049 - 21,643,049 6000 Capital Outlay 305,000 - 305,000 7000 Other 1,748,604 - 1,748,604 Operating Surplus (Deficit) (0) 1,636,153 Beginning Fund Balance 29,227,435 29,227,435 Projected Ending Balance 29,227,435 1,636,153 30,863,588 Available Reserves Available Reserves 14,520,381 1,685,238 16,205,619 (Include Fund 17 Special Reserve) Reserve For Economic Uncertainties Total Available Reserves 14,520,381 1,685,238 16,205,619 State Required Reserve % 3% State Required Reserve $ 6,655,070 (49,085) 6,605,986

CERTIFICATION The above information summarizes the financial implications of the proposed agreement. This information will be publicly disclosed in accordance with AB3141 before being submitted to the Governing Board for ratification.

District Chief Business Official Date

This information was publicly disclosed in accordance with AB3141 before being submitted to the Governing Board. The agreement(s) referenced above were ratified on: MM/DD/YY Date

District Superintendent District Board President

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 PALO ALTO UNIFIED SCHOOL DISTRICT 2015-16 2ND INTERIM - UPDATED WITH COLLECTIVE BARGAINING AGREEMENTS MULTI-YEAR GENERAL FUND PROJECTION

Property tax increase 11.26% for 2015-16, and for the out years are 9.36%, 8.40%, 5.41%, 5.46%, 5.51% on secured roll only 9.36%* 8.4%* Enrollment Growth Used - Moderate projection (119, 149, 93, 25, -9) secured secured Transfers to Routine Maintenance = 3.0% from General Fund 11.26% roll only roll only 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

1 BEGINNING FUND BALANCE 29,227,436 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 2 Restricted/Reserved/Designated 28,464,590 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 3 Undesignated 762,846 1,718,501 118,221 19,407 4,350,258 11,638,963

4 January 31 Budgeted Revenue 216,315,940 5 Total Operating Revenue from Prior Year 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 6 Remove Prop. 30 Revenue - Funding from 2012-13 to 2018-19 (2,405,432) 7 Remove Prop. 39 Revenue - Funding from 2013-14 to 2017-18 (435,966) 8 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 9 One time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 10 Remove One-Time Educator Support Funds (1,275,893) 11 Remove One-Time Discretionary Funds (6,377,130) 12 Total Recurring Operating Revenue from Prior year 216,292,665 227,625,599 240,759,378 247,136,169 257,588,775 13 Increase VTP Base Revenue 207,655 61,773 72,987 75,220 84,595 14 Increase property taxes - see above* 359,000 13,193,856 12,948,924 9,040,260 9,617,410 10,235,401 15 Increase parcel taxes (2% annually) 290,492 296,302 302,228 308,272 314,438 16 Increase special ed State income due to State COLA (169,900) 30,748 140,004 177,893 187,431 192,529 17 Increase lottery Income for enrollment growth and rate - Unrestricted 107,163 16,660 20,860 13,020 3,500 (1,260) 18 Increase lottery Income for enrollment growth and rate - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 19 Increase lease income (3%) 237,706 244,837 252,182 259,748 267,540 20 Removal of Garland lease income (931,099) 21 STRS On-Behalf payments 4,757,684 22 Career Technical Education Incentive Grant 389,986 311,988 77,997 23 Regional Occupational Program (149,062) (149,062) (149,062) 24 Total Projected Revenue 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 268,681,648

25 January 31 Budgeted Expenditures 208,335,328 26 Total Operating Expenditures from Prior year 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 27 Remove Prop. 30 expenditures - Funding from 2012-13 to 2018-19 (1,306,484) 28 Remove Prop. 39 expenditures - Funding from 2013-14 to 2017-18 (435,966) 29 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 30 One Time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 31 Remove One-Time Budget Augmentation (Sp Ed Review + Solar) (153,000) 32 Remove One-Time Educator Support Funds (1,275,893) 33 Remove One-Time Discretionary Funds (6,377,130) 34 Total Recurring Operating Expenditures from Prior Year 214,503,512 228,890,160 240,560,639 243,788,340 250,150,732 35 Additional teachers for growth 6,7,6,4,3 FTE (sal/benefits) 750,456 888,665 773,139 523,157 398,253 36 Additional special education teachers for enrollment growth 1, 1, 1, 0, 0 FTE (sal/benefits) 125,076 126,952 128,856 - - 37 Additional special education aides for enrollment growth 1, 1, 0, 0, 0 FTE (sal/benefits) 53,656 54,461 - - - 38 Net increase - certificated step/column increases & attrition/retirement savings 1,867,431 1,884,316 1,899,006 1,908,945 1,916,512 39 Net increase - classified step/column increases & attrition/retirement savings 687,749 704,275 719,870 737,147 754,839 40 Estimated increase in Public Employees Retirement System (PERS) rate (0.5% to 3.6%) 668,820 536,164 540,155 513,991 417,361 41 Est. increase in California Teachers Retirement (STRS) rate increase by 1.85% each year, 0.97% 2020-21 1,818,288 1,845,563 1,873,246 1,901,345 1,011,875 42 Additional maintenance costs to meet the 3.0% requirement 248,452 334,999 243,130 240,213 330,199 43 Additional school discretionary budgets 12,495 15,645 9,765 2,625 (945) 44 Increase in utilities expenses (5% for 2016-17 to 2020-21) 169,511 177,986 186,886 196,230 206,042 45 Increase in special education non-public school tuition (5%) 161,650 169,733 178,219 187,130 196,487 46 Cenergistic Energy Contract Ends (152,400) 47a Remove prior year transfer to Basic Aid Reserve (93,335) (942,982) (870,861) (412,029) (352,613) 47b Transfer to Basic Aid Reserve for the budget year - 942,982 870,861 412,029 352,613 443,167 48 Lottery Funds Expenditures - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 49 Personnel savings (361,865) 50 Legal Fees Savings (65,627) 51 STRS On-Behalf Payments 4,757,684 52 Career Techical Education Incentive Grant 389,986 311,988 77,997 53 Payment to other school districts for interdistrict transfers 113,577 54 Hanover Contracts 80,000 (160,000) 55 Planning costs for 13th elementary school 210,000 56 On schedule salary increase (5%, 4%, 3%) 6,874,637 5,962,302 4,689,207 57 One-Time Salary Increase (1%) 1,490,576 (1,490,576) 58 One-Time Salary Increase (1%) 1,563,069 (1,563,069) 59 Program additions 2,168,059 832,000 60 Operating costs for 13th elementary school 1,100,711 61 Unallocated Funds: Available for Employee Compensation and Program Enhancements - 62 Total Projected Expenditures 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 256,572,250 63 Excess of Revenues over Expenses (Unrestricted) 1,636,153 (1,264,561) 198,739 4,446,777 7,438,043 12,109,398 \ 64 ENDING FUND BALANCE 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 53,791,985

65 Restricted/Reserved/Designated * 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 30,236,270 66 Undesignated 1,718,501 118,221 19,407 4,350,258 11,638,963 23,555,716

* Property tax revenue growth is projected on secured roll only. 9.36% growth on secured roll is equivalent to 8.67% growth overall and 8.4% growth on secured roll is equivalent to 7.83% growth overall.

BOARD OF EDUCATION Attachment: Action 9

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Scott Bowers, Assistant Superintendent--Human Resources

SUBJECT: Ratification of Tentative Agreement with the California School Employees Association

RECOMMENDATION It is recommended the Board take action to approve this tentative collective bargaining agreement. This item was discussed and a public hearing held at its May 10, regular meeting.

INFORMATION Representatives of the Board of Education and the California School Employees Association (CSEA) have concluded negotiations on the Collective Bargaining Agreement (CBA) for the 2015-16 school year. The CSEA membership anticipates completing their ratification vote on the negotiated contract changes prior to the Board meeting.

The following information highlights changes that will be made to the current Agreement as a result of these negotiations. A financial disclosure statement is also included. Copies of the tentative Agreement have been given to the Board members and are available upon request from the Human Resource Center.

Article II, Term • The Agreement provides for a three-year term through June 30, 2018.

Article VI, Compensation and Benefits • The Agreement provides for a 5% increase to the 2014-15 certificated salary schedule, retroactive to July 1, 2015. • The Agreement provides for a 4% salary schedule increase to the 2015-16 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2016-17, pro-rated for less than full-time service. • The Agreement provides for a 3% salary schedule increase to the 2016-17 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2017-18, pro-rated for less than full-time service. • The Agreement specifies the conditions under which either CSEA or the Board may reopen negotiations on 3% salary increase for the 2017-18 school year and the one-time off-the-salary-schedule payments. • The Agreement provides for a $50 increase to the benefit cap for 2016.

Memorandum of Understanding (MOU) • The Agreement includes an MOU that establishes topics for negotiations in 2016-17. The topics include--night shift differential, professional growth, degree stipends, or other mutually agreed upon topics.

Other • The extra-curricular/coaching salary schedule provides for one schedule by eliminating the non-credentialed distinction. • The addition of an Employee Assistant Program (EAP) to provide district employees access to supports for employee health and wellbeing.

Funding Sources for the settlement The on-schedule increases, 5% for 2015-16, 4% for 2016-17 and 3% for 2017-18 will come from projected property tax revenue growth each year. In the current year 2015-16, with an estimated growth of 11.26%, there has been $8.5 million set aside for salary increase and program additions. For 2016-17 and 2017-18, the current budget projection is 9.36% and 8.4% growth on secured roll only. This is equivalent to 8.67% and 7.83% growth on total property tax revenue. No growth projection is made on the unsecured roll due to no data available for future years and the volatility of this roll category.

2014-15 2015-16 Change 2016-17 Change 2017-18 Change Actual Estimated From Estimate from Estimate From 2015- Actual 2014-15 5/10/2016 2015-16 5/10/2016 16 2nd Interim Actual Actual Actual Secured Taxes 126,435,238 140,960,000 11.49% 154,153,856 9.36% 167,102,780 8.40% Unsecured Taxes 9,648,408 10,515,000 8.98% 10,515,000 0.00% 10,515,000 0.00% Homeowner's Exemptions 718,448 726,000 1.05% 726,000 0.00% 726,000 0.00% TOTAL 136,802,094 152,201,000 11.26% 165,394,856 8.67% 178,343,780 7.83%

For the off-schedule increases, 1% for 201617- will come from the unspent balance of the $8.5 million set aside in the budget this year. The 1% for 2017-18 will come from projected property tax revenue growth. Staff believe the projection of 9.36% growth on secured roll or the equivalent of 8.67% growth on total property tax revenue is reasonable for 201617- based on the monthly trend data received from the Santa Clara County Assessor’s Office. The following chart shows the county wide real property roll growth in the past 5 years and the current year. 201617- is trending about one percentage point higher than last year at this time.

DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENTS

School District: Palo Alto Unified School District Bargaining Unit: Palo Alto Educators Association FTE: 842.57 California School Employees Association 542.38 Management/Supervisors/Confidential 125.65

Period of Agreement: July 1, 2015-June 30, 2018 Date of Public Meeting: 5/10/16

Please submit copies of the tentative agreement(s) and updated multi-year projection with the disclosure.

Government Code Section 3547.5: Before a public school employer enters into a written agreement with an exclusive representative covering matters within the scope of representation, the major provisions of the agreement, including but not limited to, the costs that would be incurred by the public school employer under the agreement for the current and subsequent fiscal years, shall be disclosed at a public meeting of the public school employer in a format established for this purpose by the Superintendent of Public Instruction.

SUMMARY OF AGREEMENT 2015-16 2016-17 2017-18 Salary Schedule increases 5 Percent 4 Percent 3 Percent Off-Schedule payments - 1 Percent * 1 Percent * Health & Welfare (capped?) Y/N - - - Details (cap limit; plan coverage, etc.):

Other provisions: * If property taxes received is greater than amount in Adopted budget by one and one half percent or more, then the one-time off the schedule is two percent. If property taxes received is less than amount in Adopted budget by one and one half percent or more, then the one percent off schedule payment is eliminated.

TOTAL COST INCREASE OF PROPOSED AGREEMENT IN PRESENT & FUTURE YEARS Indicate the costs of salary and benefit increases that would be incurred under the agreement.

2015-16 2016-17 2017-18 Salary including statutory costs* 7,267,171 7,452,878 6,252,275 Benefits Other Compensation Costs Other Non-Compensation Costs Total Cost of Settlement 7,267,171 7,452,878 6,252,275 Total % Increase 5.00% 5.00% 4.00% Projected STRS/PERS rates 10.73% 12.58% 14.43%

*please include statutory costs tied to salary such as employer-paid taxes and PERS/STRS

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 STATUS OF BARGAINING UNIT/EMPLOYEE AGREEMENTS Indicate the current status (whether settled or not settled) of the remaining units. Bargaining Unit FTE Status Palo Alto Educators Association 842.57 Tentative Agreement California School Employees Association 542.38 Tentative Agreement Management/Supervisors/Confidential 125.65 Tentative Agreement

Board Approved Adjustments Budget Before as a result of the Revised Budget GENERAL FUND Settlement Agreement

(Column 1) (Column 2) (Column 1 + 2) Total Revenues 221,835,674 - 221,835,674 Total Expenditures 221,835,674 (1,636,153) 220,199,521 1000 Certificated Salaries 98,385,855 4,683,676 103,069,531 2000 Classified Salaries 32,769,231 1,652,684 34,421,915 3000 Benefits 44,658,954 930,811 45,589,765 4000 Instructional Supplies 22,324,981 (8,903,324) 13,421,657 5000 Contracted Services 21,643,049 - 21,643,049 6000 Capital Outlay 305,000 - 305,000 7000 Other 1,748,604 - 1,748,604 Operating Surplus (Deficit) (0) 1,636,153 Beginning Fund Balance 29,227,435 29,227,435 Projected Ending Balance 29,227,435 1,636,153 30,863,588 Available Reserves Available Reserves 14,520,381 1,685,238 16,205,619 (Include Fund 17 Special Reserve) Reserve For Economic Uncertainties Total Available Reserves 14,520,381 1,685,238 16,205,619 State Required Reserve % 3% State Required Reserve $ 6,655,070 (49,085) 6,605,986

CERTIFICATION The above information summarizes the financial implications of the proposed agreement. This information will be publicly disclosed in accordance with AB3141 before being submitted to the Governing Board for ratification.

District Chief Business Official Date

This information was publicly disclosed in accordance with AB3141 before being submitted to the Governing Board. The agreement(s) referenced above were ratified on: MM/DD/YY Date

District Superintendent District Board President

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 PALO ALTO UNIFIED SCHOOL DISTRICT 2015-16 2ND INTERIM - UPDATED WITH COLLECTIVE BARGAINING AGREEMENTS MULTI-YEAR GENERAL FUND PROJECTION

Property tax increase 11.26% for 2015-16, and for the out years are 9.36%, 8.40%, 5.41%, 5.46%, 5.51% on secured roll only 9.36%* 8.4%* Enrollment Growth Used - Moderate projection (119, 149, 93, 25, -9) secured secured Transfers to Routine Maintenance = 3.0% from General Fund 11.26% roll only roll only 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

1 BEGINNING FUND BALANCE 29,227,436 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 2 Restricted/Reserved/Designated 28,464,590 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 3 Undesignated 762,846 1,718,501 118,221 19,407 4,350,258 11,638,963

4 January 31 Budgeted Revenue 216,315,940 5 Total Operating Revenue from Prior Year 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 6 Remove Prop. 30 Revenue - Funding from 2012-13 to 2018-19 (2,405,432) 7 Remove Prop. 39 Revenue - Funding from 2013-14 to 2017-18 (435,966) 8 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 9 One time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 10 Remove One-Time Educator Support Funds (1,275,893) 11 Remove One-Time Discretionary Funds (6,377,130) 12 Total Recurring Operating Revenue from Prior year 216,292,665 227,625,599 240,759,378 247,136,169 257,588,775 13 Increase VTP Base Revenue 207,655 61,773 72,987 75,220 84,595 14 Increase property taxes - see above* 359,000 13,193,856 12,948,924 9,040,260 9,617,410 10,235,401 15 Increase parcel taxes (2% annually) 290,492 296,302 302,228 308,272 314,438 16 Increase special ed State income due to State COLA (169,900) 30,748 140,004 177,893 187,431 192,529 17 Increase lottery Income for enrollment growth and rate - Unrestricted 107,163 16,660 20,860 13,020 3,500 (1,260) 18 Increase lottery Income for enrollment growth and rate - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 19 Increase lease income (3%) 237,706 244,837 252,182 259,748 267,540 20 Removal of Garland lease income (931,099) 21 STRS On-Behalf payments 4,757,684 22 Career Technical Education Incentive Grant 389,986 311,988 77,997 23 Regional Occupational Program (149,062) (149,062) (149,062) 24 Total Projected Revenue 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 268,681,648

25 January 31 Budgeted Expenditures 208,335,328 26 Total Operating Expenditures from Prior year 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 27 Remove Prop. 30 expenditures - Funding from 2012-13 to 2018-19 (1,306,484) 28 Remove Prop. 39 expenditures - Funding from 2013-14 to 2017-18 (435,966) 29 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 30 One Time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 31 Remove One-Time Budget Augmentation (Sp Ed Review + Solar) (153,000) 32 Remove One-Time Educator Support Funds (1,275,893) 33 Remove One-Time Discretionary Funds (6,377,130) 34 Total Recurring Operating Expenditures from Prior Year 214,503,512 228,890,160 240,560,639 243,788,340 250,150,732 35 Additional teachers for growth 6,7,6,4,3 FTE (sal/benefits) 750,456 888,665 773,139 523,157 398,253 36 Additional special education teachers for enrollment growth 1, 1, 1, 0, 0 FTE (sal/benefits) 125,076 126,952 128,856 - - 37 Additional special education aides for enrollment growth 1, 1, 0, 0, 0 FTE (sal/benefits) 53,656 54,461 - - - 38 Net increase - certificated step/column increases & attrition/retirement savings 1,867,431 1,884,316 1,899,006 1,908,945 1,916,512 39 Net increase - classified step/column increases & attrition/retirement savings 687,749 704,275 719,870 737,147 754,839 40 Estimated increase in Public Employees Retirement System (PERS) rate (0.5% to 3.6%) 668,820 536,164 540,155 513,991 417,361 41 Est. increase in California Teachers Retirement (STRS) rate increase by 1.85% each year, 0.97% 2020-21 1,818,288 1,845,563 1,873,246 1,901,345 1,011,875 42 Additional maintenance costs to meet the 3.0% requirement 248,452 334,999 243,130 240,213 330,199 43 Additional school discretionary budgets 12,495 15,645 9,765 2,625 (945) 44 Increase in utilities expenses (5% for 2016-17 to 2020-21) 169,511 177,986 186,886 196,230 206,042 45 Increase in special education non-public school tuition (5%) 161,650 169,733 178,219 187,130 196,487 46 Cenergistic Energy Contract Ends (152,400) 47a Remove prior year transfer to Basic Aid Reserve (93,335) (942,982) (870,861) (412,029) (352,613) 47b Transfer to Basic Aid Reserve for the budget year - 942,982 870,861 412,029 352,613 443,167 48 Lottery Funds Expenditures - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 49 Personnel savings (361,865) 50 Legal Fees Savings (65,627) 51 STRS On-Behalf Payments 4,757,684 52 Career Techical Education Incentive Grant 389,986 311,988 77,997 53 Payment to other school districts for interdistrict transfers 113,577 54 Hanover Contracts 80,000 (160,000) 55 Planning costs for 13th elementary school 210,000 56 On schedule salary increase (5%, 4%, 3%) 6,874,637 5,962,302 4,689,207 57 One-Time Salary Increase (1%) 1,490,576 (1,490,576) 58 One-Time Salary Increase (1%) 1,563,069 (1,563,069) 59 Program additions 2,168,059 832,000 60 Operating costs for 13th elementary school 1,100,711 61 Unallocated Funds: Available for Employee Compensation and Program Enhancements - 62 Total Projected Expenditures 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 256,572,250 63 Excess of Revenues over Expenses (Unrestricted) 1,636,153 (1,264,561) 198,739 4,446,777 7,438,043 12,109,398 \ 64 ENDING FUND BALANCE 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 53,791,985

65 Restricted/Reserved/Designated * 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 30,236,270 66 Undesignated 1,718,501 118,221 19,407 4,350,258 11,638,963 23,555,716

* Property tax revenue growth is projected on secured roll only. 9.36% growth on secured roll is equivalent to 8.67% growth overall and 8.4% growth on secured roll is equivalent to 7.83% growth overall.

BOARD OF EDUCATION Attachment: Action 10

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Scott J. Bowers, Assistant Superintendent--Human Resources

SUBJECT: Compensation Changes for Non-Represented Management Employees

STRATEGIC PLAN INITIATIVE Staff Development and Recruitment

RECOMMENDATION It is recommended the Board take action to approve the changes outlined below for non-represented management employees. This item was discussed at its May 10, regular meeting.

INFORMATION Negotiations with the Palo Alto Educators Association and the California School Employees Association have been completed for the 2015-16 school year and our Collective Bargaining Agreements are in the process of ratification and approval.

In past years, the Board has given consideration to settlements with other employee groups when determining compensation changes for non-represented employees. Changes have generally been made retroactive to the start of the fiscal year, July 1.

Presented here are the recommendations for the non-represented management employees.

• A 5% increase to the 2014-2015 salary schedule for all steps and positions for Management groups, retroactive to July 1, 2015.

• The Agreement provides for a 4% salary schedule increase to the 2015-16 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2016-17, pro-rated for less than full-time service.

• The Agreement provides for a 3% salary schedule increase to the 2016-17 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2017-18, pro-rated for less than full-time service.

• Any changes to the collective bargaining agreement for 2016-17 and 2017-18 on compensation for PAEA members will apply to the Management Employee Group.

• The addition of an Employee Assistant Program (EAP) to provide district employees access to supports for employee health and wellbeing.

DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENTS

School District: Palo Alto Unified School District Bargaining Unit: Palo Alto Educators Association FTE: 842.57 California School Employees Association 542.38 Management/Supervisors/Confidential 125.65

Period of Agreement: July 1, 2015-June 30, 2018 Date of Public Meeting: 5/10/16

Please submit copies of the tentative agreement(s) and updated multi-year projection with the disclosure.

Government Code Section 3547.5: Before a public school employer enters into a written agreement with an exclusive representative covering matters within the scope of representation, the major provisions of the agreement, including but not limited to, the costs that would be incurred by the public school employer under the agreement for the current and subsequent fiscal years, shall be disclosed at a public meeting of the public school employer in a format established for this purpose by the Superintendent of Public Instruction.

SUMMARY OF AGREEMENT 2015-16 2016-17 2017-18 Salary Schedule increases 5 Percent 4 Percent 3 Percent Off-Schedule payments - 1 Percent * 1 Percent * Health & Welfare (capped?) Y/N - - - Details (cap limit; plan coverage, etc.):

Other provisions: * If property taxes received is greater than amount in Adopted budget by one and one half percent or more, then the one-time off the schedule is two percent. If property taxes received is less than amount in Adopted budget by one and one half percent or more, then the one percent off schedule payment is eliminated.

TOTAL COST INCREASE OF PROPOSED AGREEMENT IN PRESENT & FUTURE YEARS Indicate the costs of salary and benefit increases that would be incurred under the agreement.

2015-16 2016-17 2017-18 Salary including statutory costs* 7,267,171 7,452,878 6,252,275 Benefits Other Compensation Costs Other Non-Compensation Costs Total Cost of Settlement 7,267,171 7,452,878 6,252,275 Total % Increase 5.00% 5.00% 4.00% Projected STRS/PERS rates 10.73% 12.58% 14.43%

*please include statutory costs tied to salary such as employer-paid taxes and PERS/STRS

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 STATUS OF BARGAINING UNIT/EMPLOYEE AGREEMENTS Indicate the current status (whether settled or not settled) of the remaining units. Bargaining Unit FTE Status Palo Alto Educators Association 842.57 Tentative Agreement California School Employees Association 542.38 Tentative Agreement Management/Supervisors/Confidential 125.65 Tentative Agreement

Board Approved Adjustments Budget Before as a result of the Revised Budget GENERAL FUND Settlement Agreement

(Column 1) (Column 2) (Column 1 + 2) Total Revenues 221,835,674 - 221,835,674 Total Expenditures 221,835,674 (1,636,153) 220,199,521 1000 Certificated Salaries 98,385,855 4,683,676 103,069,531 2000 Classified Salaries 32,769,231 1,652,684 34,421,915 3000 Benefits 44,658,954 930,811 45,589,765 4000 Instructional Supplies 22,324,981 (8,903,324) 13,421,657 5000 Contracted Services 21,643,049 - 21,643,049 6000 Capital Outlay 305,000 - 305,000 7000 Other 1,748,604 - 1,748,604 Operating Surplus (Deficit) (0) 1,636,153 Beginning Fund Balance 29,227,435 29,227,435 Projected Ending Balance 29,227,435 1,636,153 30,863,588 Available Reserves Available Reserves 14,520,381 1,685,238 16,205,619 (Include Fund 17 Special Reserve) Reserve For Economic Uncertainties Total Available Reserves 14,520,381 1,685,238 16,205,619 State Required Reserve % 3% State Required Reserve $ 6,655,070 (49,085) 6,605,986

CERTIFICATION The above information summarizes the financial implications of the proposed agreement. This information will be publicly disclosed in accordance with AB3141 before being submitted to the Governing Board for ratification.

District Chief Business Official Date

This information was publicly disclosed in accordance with AB3141 before being submitted to the Governing Board. The agreement(s) referenced above were ratified on: MM/DD/YY Date

District Superintendent District Board President

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 PALO ALTO UNIFIED SCHOOL DISTRICT 2015-16 2ND INTERIM - UPDATED WITH COLLECTIVE BARGAINING AGREEMENTS MULTI-YEAR GENERAL FUND PROJECTION

Property tax increase 11.26% for 2015-16, and for the out years are 9.36%, 8.40%, 5.41%, 5.46%, 5.51% on secured roll only 9.36%* 8.4%* Enrollment Growth Used - Moderate projection (119, 149, 93, 25, -9) secured secured Transfers to Routine Maintenance = 3.0% from General Fund 11.26% roll only roll only 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

1 BEGINNING FUND BALANCE 29,227,436 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 2 Restricted/Reserved/Designated 28,464,590 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 3 Undesignated 762,846 1,718,501 118,221 19,407 4,350,258 11,638,963

4 January 31 Budgeted Revenue 216,315,940 5 Total Operating Revenue from Prior Year 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 6 Remove Prop. 30 Revenue - Funding from 2012-13 to 2018-19 (2,405,432) 7 Remove Prop. 39 Revenue - Funding from 2013-14 to 2017-18 (435,966) 8 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 9 One time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 10 Remove One-Time Educator Support Funds (1,275,893) 11 Remove One-Time Discretionary Funds (6,377,130) 12 Total Recurring Operating Revenue from Prior year 216,292,665 227,625,599 240,759,378 247,136,169 257,588,775 13 Increase VTP Base Revenue 207,655 61,773 72,987 75,220 84,595 14 Increase property taxes - see above* 359,000 13,193,856 12,948,924 9,040,260 9,617,410 10,235,401 15 Increase parcel taxes (2% annually) 290,492 296,302 302,228 308,272 314,438 16 Increase special ed State income due to State COLA (169,900) 30,748 140,004 177,893 187,431 192,529 17 Increase lottery Income for enrollment growth and rate - Unrestricted 107,163 16,660 20,860 13,020 3,500 (1,260) 18 Increase lottery Income for enrollment growth and rate - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 19 Increase lease income (3%) 237,706 244,837 252,182 259,748 267,540 20 Removal of Garland lease income (931,099) 21 STRS On-Behalf payments 4,757,684 22 Career Technical Education Incentive Grant 389,986 311,988 77,997 23 Regional Occupational Program (149,062) (149,062) (149,062) 24 Total Projected Revenue 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 268,681,648

25 January 31 Budgeted Expenditures 208,335,328 26 Total Operating Expenditures from Prior year 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 27 Remove Prop. 30 expenditures - Funding from 2012-13 to 2018-19 (1,306,484) 28 Remove Prop. 39 expenditures - Funding from 2013-14 to 2017-18 (435,966) 29 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 30 One Time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 31 Remove One-Time Budget Augmentation (Sp Ed Review + Solar) (153,000) 32 Remove One-Time Educator Support Funds (1,275,893) 33 Remove One-Time Discretionary Funds (6,377,130) 34 Total Recurring Operating Expenditures from Prior Year 214,503,512 228,890,160 240,560,639 243,788,340 250,150,732 35 Additional teachers for growth 6,7,6,4,3 FTE (sal/benefits) 750,456 888,665 773,139 523,157 398,253 36 Additional special education teachers for enrollment growth 1, 1, 1, 0, 0 FTE (sal/benefits) 125,076 126,952 128,856 - - 37 Additional special education aides for enrollment growth 1, 1, 0, 0, 0 FTE (sal/benefits) 53,656 54,461 - - - 38 Net increase - certificated step/column increases & attrition/retirement savings 1,867,431 1,884,316 1,899,006 1,908,945 1,916,512 39 Net increase - classified step/column increases & attrition/retirement savings 687,749 704,275 719,870 737,147 754,839 40 Estimated increase in Public Employees Retirement System (PERS) rate (0.5% to 3.6%) 668,820 536,164 540,155 513,991 417,361 41 Est. increase in California Teachers Retirement (STRS) rate increase by 1.85% each year, 0.97% 2020-21 1,818,288 1,845,563 1,873,246 1,901,345 1,011,875 42 Additional maintenance costs to meet the 3.0% requirement 248,452 334,999 243,130 240,213 330,199 43 Additional school discretionary budgets 12,495 15,645 9,765 2,625 (945) 44 Increase in utilities expenses (5% for 2016-17 to 2020-21) 169,511 177,986 186,886 196,230 206,042 45 Increase in special education non-public school tuition (5%) 161,650 169,733 178,219 187,130 196,487 46 Cenergistic Energy Contract Ends (152,400) 47a Remove prior year transfer to Basic Aid Reserve (93,335) (942,982) (870,861) (412,029) (352,613) 47b Transfer to Basic Aid Reserve for the budget year - 942,982 870,861 412,029 352,613 443,167 48 Lottery Funds Expenditures - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 49 Personnel savings (361,865) 50 Legal Fees Savings (65,627) 51 STRS On-Behalf Payments 4,757,684 52 Career Techical Education Incentive Grant 389,986 311,988 77,997 53 Payment to other school districts for interdistrict transfers 113,577 54 Hanover Contracts 80,000 (160,000) 55 Planning costs for 13th elementary school 210,000 56 On schedule salary increase (5%, 4%, 3%) 6,874,637 5,962,302 4,689,207 57 One-Time Salary Increase (1%) 1,490,576 (1,490,576) 58 One-Time Salary Increase (1%) 1,563,069 (1,563,069) 59 Program additions 2,168,059 832,000 60 Operating costs for 13th elementary school 1,100,711 61 Unallocated Funds: Available for Employee Compensation and Program Enhancements - 62 Total Projected Expenditures 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 256,572,250 63 Excess of Revenues over Expenses (Unrestricted) 1,636,153 (1,264,561) 198,739 4,446,777 7,438,043 12,109,398 \ 64 ENDING FUND BALANCE 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 53,791,985

65 Restricted/Reserved/Designated * 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 30,236,270 66 Undesignated 1,718,501 118,221 19,407 4,350,258 11,638,963 23,555,716

* Property tax revenue growth is projected on secured roll only. 9.36% growth on secured roll is equivalent to 8.67% growth overall and 8.4% growth on secured roll is equivalent to 7.83% growth overall.

BOARD OF EDUCATION Attachment: Action 11

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.10.16

TO: Glenn “Max” McGee, Superintendent

FROM: Scott J. Bowers, Assistant Superintendent--Human Resources

SUBJECT: Compensation Changes for Non-Represented Confidential/Supervisory Employee Group

RECOMMENDATION It is recommended the Board take action to approve the changes outlined below for confidential/supervisory employees. This item was discussed at the regular meeting of May 10, 2016.

INFORMATION Negotiations with the Palo Alto Educators Association and the California School Employees Association have been completed for the 2015-16 school year and our Collective Bargaining Agreements are in the process of ratification and approval.

In past years, the Board has given consideration to settlements with other employee groups when determining compensation changes for non-represented employees. Changes have generally been made retroactive to the start of the fiscal year, July 1.

Presented here are the recommendations for the non-represented confidential/supervisory employees.

• A 5% increase to the 2014-2015 salary schedule for all steps and positions for Supervisory/Confidential groups, retroactive to July 1, 2015.

• The Agreement provides for a 4% salary schedule increase to the 2015-16 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2016-17, pro-rated for less than full-time service.

• The Agreement provides for a 3% salary schedule increase to the 2016-17 salary schedule and a one-time, off-the-salary-schedule payment equivalent to 1% for 2017-18, pro-rated for less than full-time service.

• Any changes to the collective bargaining agreement for 2016-17 and 2017-18 on compensation for CSEA members will apply to the Confidential/Supervisory Employee Group.

• The addition of an Employee Assistant Program (EAP) to provide district employees access to supports for employee health and wellbeing.

DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENTS

School District: Palo Alto Unified School District Bargaining Unit: Palo Alto Educators Association FTE: 842.57 California School Employees Association 542.38 Management/Supervisors/Confidential 125.65

Period of Agreement: July 1, 2015-June 30, 2018 Date of Public Meeting: 5/10/16

Please submit copies of the tentative agreement(s) and updated multi-year projection with the disclosure.

Government Code Section 3547.5: Before a public school employer enters into a written agreement with an exclusive representative covering matters within the scope of representation, the major provisions of the agreement, including but not limited to, the costs that would be incurred by the public school employer under the agreement for the current and subsequent fiscal years, shall be disclosed at a public meeting of the public school employer in a format established for this purpose by the Superintendent of Public Instruction.

SUMMARY OF AGREEMENT 2015-16 2016-17 2017-18 Salary Schedule increases 5 Percent 4 Percent 3 Percent Off-Schedule payments - 1 Percent * 1 Percent * Health & Welfare (capped?) Y/N - - - Details (cap limit; plan coverage, etc.):

Other provisions: * If property taxes received is greater than amount in Adopted budget by one and one half percent or more, then the one-time off the schedule is two percent. If property taxes received is less than amount in Adopted budget by one and one half percent or more, then the one percent off schedule payment is eliminated.

TOTAL COST INCREASE OF PROPOSED AGREEMENT IN PRESENT & FUTURE YEARS Indicate the costs of salary and benefit increases that would be incurred under the agreement.

2015-16 2016-17 2017-18 Salary including statutory costs* 7,267,171 7,452,878 6,252,275 Benefits Other Compensation Costs Other Non-Compensation Costs Total Cost of Settlement 7,267,171 7,452,878 6,252,275 Total % Increase 5.00% 5.00% 4.00% Projected STRS/PERS rates 10.73% 12.58% 14.43%

*please include statutory costs tied to salary such as employer-paid taxes and PERS/STRS

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 STATUS OF BARGAINING UNIT/EMPLOYEE AGREEMENTS Indicate the current status (whether settled or not settled) of the remaining units. Bargaining Unit FTE Status Palo Alto Educators Association 842.57 Tentative Agreement California School Employees Association 542.38 Tentative Agreement Management/Supervisors/Confidential 125.65 Tentative Agreement

Board Approved Adjustments Budget Before as a result of the Revised Budget GENERAL FUND Settlement Agreement

(Column 1) (Column 2) (Column 1 + 2) Total Revenues 221,835,674 - 221,835,674 Total Expenditures 221,835,674 (1,636,153) 220,199,521 1000 Certificated Salaries 98,385,855 4,683,676 103,069,531 2000 Classified Salaries 32,769,231 1,652,684 34,421,915 3000 Benefits 44,658,954 930,811 45,589,765 4000 Instructional Supplies 22,324,981 (8,903,324) 13,421,657 5000 Contracted Services 21,643,049 - 21,643,049 6000 Capital Outlay 305,000 - 305,000 7000 Other 1,748,604 - 1,748,604 Operating Surplus (Deficit) (0) 1,636,153 Beginning Fund Balance 29,227,435 29,227,435 Projected Ending Balance 29,227,435 1,636,153 30,863,588 Available Reserves Available Reserves 14,520,381 1,685,238 16,205,619 (Include Fund 17 Special Reserve) Reserve For Economic Uncertainties Total Available Reserves 14,520,381 1,685,238 16,205,619 State Required Reserve % 3% State Required Reserve $ 6,655,070 (49,085) 6,605,986

CERTIFICATION The above information summarizes the financial implications of the proposed agreement. This information will be publicly disclosed in accordance with AB3141 before being submitted to the Governing Board for ratification.

District Chief Business Official Date

This information was publicly disclosed in accordance with AB3141 before being submitted to the Governing Board. The agreement(s) referenced above were ratified on: MM/DD/YY Date

District Superintendent District Board President

SCCOE DBAS Collective Bargaining Disclosure 07.01.15 PALO ALTO UNIFIED SCHOOL DISTRICT 2015-16 2ND INTERIM - UPDATED WITH COLLECTIVE BARGAINING AGREEMENTS MULTI-YEAR GENERAL FUND PROJECTION

Property tax increase 11.26% for 2015-16, and for the out years are 9.36%, 8.40%, 5.41%, 5.46%, 5.51% on secured roll only 9.36%* 8.4%* Enrollment Growth Used - Moderate projection (119, 149, 93, 25, -9) secured secured Transfers to Routine Maintenance = 3.0% from General Fund 11.26% roll only roll only 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

1 BEGINNING FUND BALANCE 29,227,436 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 2 Restricted/Reserved/Designated 28,464,590 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 3 Undesignated 762,846 1,718,501 118,221 19,407 4,350,258 11,638,963

4 January 31 Budgeted Revenue 216,315,940 5 Total Operating Revenue from Prior Year 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 6 Remove Prop. 30 Revenue - Funding from 2012-13 to 2018-19 (2,405,432) 7 Remove Prop. 39 Revenue - Funding from 2013-14 to 2017-18 (435,966) 8 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 9 One time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 10 Remove One-Time Educator Support Funds (1,275,893) 11 Remove One-Time Discretionary Funds (6,377,130) 12 Total Recurring Operating Revenue from Prior year 216,292,665 227,625,599 240,759,378 247,136,169 257,588,775 13 Increase VTP Base Revenue 207,655 61,773 72,987 75,220 84,595 14 Increase property taxes - see above* 359,000 13,193,856 12,948,924 9,040,260 9,617,410 10,235,401 15 Increase parcel taxes (2% annually) 290,492 296,302 302,228 308,272 314,438 16 Increase special ed State income due to State COLA (169,900) 30,748 140,004 177,893 187,431 192,529 17 Increase lottery Income for enrollment growth and rate - Unrestricted 107,163 16,660 20,860 13,020 3,500 (1,260) 18 Increase lottery Income for enrollment growth and rate - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 19 Increase lease income (3%) 237,706 244,837 252,182 259,748 267,540 20 Removal of Garland lease income (931,099) 21 STRS On-Behalf payments 4,757,684 22 Career Technical Education Incentive Grant 389,986 311,988 77,997 23 Regional Occupational Program (149,062) (149,062) (149,062) 24 Total Projected Revenue 221,835,674 230,125,599 241,507,332 249,619,598 257,588,775 268,681,648

25 January 31 Budgeted Expenditures 208,335,328 26 Total Operating Expenditures from Prior year 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 27 Remove Prop. 30 expenditures - Funding from 2012-13 to 2018-19 (1,306,484) 28 Remove Prop. 39 expenditures - Funding from 2013-14 to 2017-18 (435,966) 29 Remove One Time Career Technical Education Incentive Grant (389,986) (311,988) (77,997) 30 One Time Discretionary Funds - 2016-17 2,500,000 (2,500,000) 31 Remove One-Time Budget Augmentation (Sp Ed Review + Solar) (153,000) 32 Remove One-Time Educator Support Funds (1,275,893) 33 Remove One-Time Discretionary Funds (6,377,130) 34 Total Recurring Operating Expenditures from Prior Year 214,503,512 228,890,160 240,560,639 243,788,340 250,150,732 35 Additional teachers for growth 6,7,6,4,3 FTE (sal/benefits) 750,456 888,665 773,139 523,157 398,253 36 Additional special education teachers for enrollment growth 1, 1, 1, 0, 0 FTE (sal/benefits) 125,076 126,952 128,856 - - 37 Additional special education aides for enrollment growth 1, 1, 0, 0, 0 FTE (sal/benefits) 53,656 54,461 - - - 38 Net increase - certificated step/column increases & attrition/retirement savings 1,867,431 1,884,316 1,899,006 1,908,945 1,916,512 39 Net increase - classified step/column increases & attrition/retirement savings 687,749 704,275 719,870 737,147 754,839 40 Estimated increase in Public Employees Retirement System (PERS) rate (0.5% to 3.6%) 668,820 536,164 540,155 513,991 417,361 41 Est. increase in California Teachers Retirement (STRS) rate increase by 1.85% each year, 0.97% 2020-21 1,818,288 1,845,563 1,873,246 1,901,345 1,011,875 42 Additional maintenance costs to meet the 3.0% requirement 248,452 334,999 243,130 240,213 330,199 43 Additional school discretionary budgets 12,495 15,645 9,765 2,625 (945) 44 Increase in utilities expenses (5% for 2016-17 to 2020-21) 169,511 177,986 186,886 196,230 206,042 45 Increase in special education non-public school tuition (5%) 161,650 169,733 178,219 187,130 196,487 46 Cenergistic Energy Contract Ends (152,400) 47a Remove prior year transfer to Basic Aid Reserve (93,335) (942,982) (870,861) (412,029) (352,613) 47b Transfer to Basic Aid Reserve for the budget year - 942,982 870,861 412,029 352,613 443,167 48 Lottery Funds Expenditures - Restricted 75,801 4,879 6,109 3,813 1,025 (369) 49 Personnel savings (361,865) 50 Legal Fees Savings (65,627) 51 STRS On-Behalf Payments 4,757,684 52 Career Techical Education Incentive Grant 389,986 311,988 77,997 53 Payment to other school districts for interdistrict transfers 113,577 54 Hanover Contracts 80,000 (160,000) 55 Planning costs for 13th elementary school 210,000 56 On schedule salary increase (5%, 4%, 3%) 6,874,637 5,962,302 4,689,207 57 One-Time Salary Increase (1%) 1,490,576 (1,490,576) 58 One-Time Salary Increase (1%) 1,563,069 (1,563,069) 59 Program additions 2,168,059 832,000 60 Operating costs for 13th elementary school 1,100,711 61 Unallocated Funds: Available for Employee Compensation and Program Enhancements - 62 Total Projected Expenditures 220,199,521 231,390,160 241,308,593 245,172,821 250,150,732 256,572,250 63 Excess of Revenues over Expenses (Unrestricted) 1,636,153 (1,264,561) 198,739 4,446,777 7,438,043 12,109,398 \ 64 ENDING FUND BALANCE 30,863,589 29,599,028 29,797,767 34,244,544 41,682,587 53,791,985

65 Restricted/Reserved/Designated * 29,145,088 29,480,807 29,778,360 29,894,287 30,043,624 30,236,270 66 Undesignated 1,718,501 118,221 19,407 4,350,258 11,638,963 23,555,716

* Property tax revenue growth is projected on secured roll only. 9.36% growth on secured roll is equivalent to 8.67% growth overall and 8.4% growth on secured roll is equivalent to 7.83% growth overall.

BOARD OF EDUCATION Attachment: Action 12

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Board of Education

FROM: Dr. Glenn “Max” McGee, Superintendent

SUBJECT: Investing in Kindergarten

STRATEGIC PLAN INITIATIVE Academic Excellence and Learning

RECOMMENDATION: That the kindergarten program in PAUSD be expanded to a full-day model beginning in 2016-17 with the following conditions:

• Kindergarten children attend school for the full primary day, and we cap the maximum minutes per week at 1550, which is the current number of instructional minutes at Barron Park (lunch recess does not count in the calculation of instructional minutes per week but morning and afternoon recesses do). Schools that already have a longer primary day (e.g. Escondido, Duveneck and Fairmeadow) would dismiss kindergarten before the end of the primary day to stay at the cap. The intent of the change to a longer day for kindergarten students is to provide each student with additional time to balance social and emotional learning, language development, and academic learning. We are not increasing the academic workload; rather, we are providing more time for all students to succeed in addition to having more time for choosing from available activities, play, and language development through large and small group interactions.

• Kindergarten classrooms with more than 20 students enrolled for the full day will receive remediation funds per student over 20, which can be applied toward additional classroom aide support beyond 10 hours per week or other purposes (e.g. equipment, materials, etc.) as defined in the agreement between PAUSD and PAEA. The cost of the additional remediation funds would be approximately $90,000.

• All kindergarten classrooms are guaranteed ten hours each week of instructional aide time.

• The kindergarten school year will begin with a shorter day (ending just before primary lunchtime) and extend to a full day in mid-October. Our current models follow this mid-October start.

• Kindergarten students will have one 30-minute music class and one 30-minute physical education class in addition to their 30 minutes of library time.

• When the kindergarten day is extended to full day and at the beginning of each trimester, parents of each child will have the opportunity to choose to continue a short instructional day for their own child and pick up their child before lunch each day. Their decision stands for the entire first semester.

• Prior to the beginning of the second semester, parents may also choose to continue a short instructional day for their own child and pick up their child before lunch each day.

• There will be no change to the existing Wednesday schedules.

• We will provide appropriate professional learning opportunities and release time for collaborative and individual planning, observing classrooms, and lesson design.

BACKGROUND

During the past few months, staff have spent long hours discussing different models for expanding the current kindergarten program. The “WHY” behind this conversation first arose from the Minority Achievement and Talent Development Advisory Committee, but it is broader than that. To summarize:

• Struggling students – a category in which historically underrepresented students are disproportionately represented - need to be ready by second or third grade and need more time in school to learn and acquire language and literacy skills.

• Students attending full day kindergarten accrue host of social-emotional, behavioral benefits including self-regulation, attentiveness, self-confidence, and interpersonal skills.

• We are a unified district and more consistency is preferred to less.

• Our kindergarten model has not changed in several years despite changes in age limits and the district curriculum.

As part of these discussions, we have explored research, practices in other school districts, and heard from teachers and parents in our district. From my readings, including that from the National Education Association (http://www.nea.org/home/11541.htm), the recommendation has supporting research. To quote the NEA: “NEA recognizes that full-day kindergarten programs close achievement gaps between young children from minority and low-income families and their peers. By providing a solid foundation of learning to children from all backgrounds, full-day kindergarten programs ensure all students' academic, social, and emotional success.” While some research evidence is inconclusive regarding half-day v. full-day models, the weight of evidence supports full-day kindergarten. One of the more succinct quotes (despite the double negative in the second paragraph) from a peer-reviewed study (Zvoch, Reynolds and Parker, “Full day kindergarten and student literacy growth.” Early Childhood Research Quarterly 23 (2008) 94-107) summarizes the research:

“Examination of student outcomes suggests that full-day kindergarteners tend to outperform their half-day peers on a variety of achievement and social indicators. In recent studies and reviews, the weight of the evidence suggest that children exposed to a complete day of instruction achieve greater academic gains … than comparable children who have received a half day of instruction during the first year of formal schooling…

There is also some indication that students who experience a full day of kindergarten are more likely than their half-day counterparts to later have less self-control, poorer interpersonal skills, and more internal and external behavioral issues.”

That said, no research study has compared full-day to our existing model. We have some evidence from the past few years about the success of the full and modified full day programs in our district, and we also know that more time in kindergarten each day will benefit those students that come to us without the background experiences and opportunities for language development that many, but certainly not all, of our PAUSD families can provide. It is worth noting that the full-day model is prevalent in neighboring districts (Attachment C).

At the last Board meeting, a compromise recommendation was advanced (see Attachment A), but based on conversations at the Board table, I realized that the Board was interested in a proposal that provided more consistency among the schools and looked more like a full or modified full day program than an extension of the current model. This past Monday, I met with the elementary principals and others, and after lengthy discussion we reached consensus using the “Fist to Five” model to advance the recommendation (Attachment B). (https://www.beaverton.k12.or.us/depts/tchlrn/Music%20Task%20Force/Music%20Task%20Force%20Decision %20Strategy.pdf)

Some kindergarten teachers, administrators, and parents believe in their heart of hearts that full-day kindergarten is best for all students and others believe just as deeply and passionately that our current program is the best for all students. Others probably have different models that they believe are best. As I reminded the kindergarten Think Tank group at every meeting the responsibility for the final recommendation is mine to make. I am making the recommendation based on research, experience, input from an array of parents and educators, and information that the Think Tank members shared during several hours of interactive, authentic discussion and debate. I am deeply grateful for the Think Tank discussions that informed the recommendation for May 10th meeting. The October start for a longer day, the financial commitment to small classes and aide support, the clear statement about not using extra time to push down first grade curriculum or increase the academic workload, and the afternoon opt-out provision for parents are examples.

I hope that with the additional time, the music and the physical education classes, the "remedial" funds for classes over 20, and the additional aide support that kindergarten teachers who want to continue to have time to meet with half of their students in their classroom while other students are not in the classroom will be able to schedule time to do so.

Additionally, the Board members and I have received numerous emails from both parents and teachers the past few days. Several support a full-day kindergarten plan and several others oppose it. Clearly, this issue matters deeply to our community. All letters that were received prior to the packet publication deadline have been included and posted. I am sincerely grateful to everyone who wrote and especially appreciative of those who supported their opinions with evidence, recognized the importance of serving students of need, and/or advanced creative ideas.

Attachments

ATTACHMENT A: Text from the May 10, 2016 Board Recommendation

Full day kindergarten ($338,000)

During the third and final Kindergarten Think Tank, we discussed the following “must haves” if we change our existing kindergarten model at our elementary schools (excluding Barron Park and Palo Verde).

1. Continuing to have half-day kindergarten through mid-October. 2. Narrowing the variation in instructional minutes per week among schools and raising the minimum to a certain number (1400 was suggested but not discussed in detail). 3. Trained instructional aides at district expense to achieve a baseline of consistent, fair, and appropriate aide time. 4. No soft launch or partial implementation 5. Sustainability of change 6. Continuation of small class sizes (less than 22) 7. Small group time (1:12; i.e. 1 teacher with 12 or fewer students) It was clear that most, though not all, of the kindergarten teachers want to preserve their small group time with half the class. They desire to have this small group time without the other half of the class in the room.

I closed the Think Tank session summarizing what we had learned and accomplished, expressing my sincere gratitude, and reminding the team that I was responsible for the final recommendation and it was mine to make. Our goal had not been to make a consensus recommendation but to inform my recommendation to the Board, which it has.

The information from the Think Tank as well as the three final models listed below were shared and discussed with the elementary school principals. We discussed the pros and cons, costs and benefits of each of these in detail and as with the Think Tank, the goal of our meetings was to provide information and insight that would inform my recommendation. That said, there was a clear consensus among all elementary principals to assure a minimum of 1400 minutes of instruction each week, that students who are struggling should have additional RTI support, and that we should develop a longitudinal evaluation plan. Most of the principals prefer Model C, but a few of the principals would like to move to Model B and have the support of their schools to do so.

Given all of the substantive information from the Think Tank, elementary principals, and research regarding kindergarten as well as our budgetary constraints, I am proposing that PAUSD implement Model C beginning in the 2016-17 school year with the caveat that Barron Park maintain its current programming and the south cluster non-choice schools – Fairmeadow, Palo Verde, and El Carmelo adopt the current Palo Verde model. The costs of this plan have been incorporated into the 2016-17 budget. Also, we would like to evaluate Models B and C over the next four years to see which is the most effective.

Model A Following the final Think Tank session, a subgroup of intentionally invited kindergarten teachers met at one of the schools on a weekend, and following that meeting one of them wrote me indicating that they prefer what we had termed Model A, which is to maintain the current model with the addition of providing students who are struggling with an extra two days of afternoon support time with a certified teacher.

The support time would consist of about an hour each of the two afternoons. I don’t know and did not inquire about the teachers who crafted the letter since it was drafted outside the Think Tank process. That said, I did not think it should be ignored. In the letter they said that it was also acceptable to them to modify and extend this Model A plan through the end of the primary day at each school. In other words instead of having dismissal time mid-afternoon for the small group sessions, they would keep the small group the entire afternoon. The extra support time for struggling students would be a pull out for an hour so two afternoons a week and then they would return to their classes for the remainder of the day. All students who were in need of extra help, then, would essentially have a full day every day schedule. The vast majority of the students, however, would have a half-day schedule two days a week and a full day schedule three days a week (including Wednesday).

Primary advantages of this model are:

• All students have more time each week in kindergarten to learn the existing curriculum (we are not adding to the curriculum), to engage in student choice activities, and to have physical education and music classes.

• Struggling students can attend all day every day.

Kindergarten teachers have more extended time with half their class two days each week.

This model is the least costly option because no additional aide time is needed. The primary disadvantage is that kindergarten students have three different dismissal times each week.

Also, there will continue to be a variation in of instructional minutes based on the bell schedules at each elementary school.

This model also has the lowest amount of instructional minutes compared to Models B and C.

Model B (modified Palo Verde model) All students attend school from the beginning of the day until approximately fifteen minutes prior to dismissal time, except on Wednesdays when kindergarten students are dismissed at the same time as all other elementary students.

Primary advantages of this model are:

• All students have more time in kindergarten each week to learn the existing curriculum (we are not adding to the curriculum), to engage in student choice activities, and to have physical education and music classes.

• Struggling students can attend with their peers every day.

• The amount of instructional minutes is increased and the variation among schools is decreased.

The primary disadvantage is that kindergarten teachers will likely not be able to have as much time alone in their classrooms with half their classes as they currently have.

This model also costs more in instructional aide time than Model A because the day is longer.

Model C (modified traditional model) All students attend school from the beginning of the day until whatever the Wednesday dismissal time is (varies from 12:25 to 1:45 but generally at 1:30)

Two days a week half the students stay after the kindergarten dismissal time until students in grades 1-3 are dismissed. On the other two days each week, the other half of the class stays until the students in grades 1-3 are dismissed.

I am recommending that we implement Model C for the ten schools currently using the traditional model beginning in the 2016-17 academic year. The benefits of this model for the ten schools are:

• All students have more time in kindergarten each week to learn the existing curriculum (we are not adding to the curriculum), to engage in student choice activities, and to have physical education and music classes. Every school now has at least 1400 minutes of instructional time.

• Kindergarten teachers still have extended time with half their class two days each week.

• Dismissal times will coincide with the other primary grades three days each week.

• Struggling students who need extra help from a certified reading teacher will be able to have it the two days a week they are not staying for the longer day without the stigma of being pulled out of class.

The primary disadvantage is that this model costs more in instructional aide time than Model A because the day is longer. Also, while it increases instructional time, it does not reduce the variation in instructional time as much as model B.

Decision-Making Strategy: Fist-to-Five

"Fist-to-Five" is a great way to quickly gauge each team member's level of support for a specific idea or proposal. It makes it much easier for people to be honest regarding their degree of support for an initiative. For decisions, we have extended the basic "Fist-to-Five" model to provide for a recommendation to move forward while still honoring minority voices.

Proposed Presentation

One member of the group presents the details of the proposal. This individual will then answer "clarifying questions" until all such questions have been asked and answered.

If appropriate and helpful, the group may then open the floor for discussion or break into small groups for discussion. (If small groups are used, when the large group is reconvened, time should be allowed for any clarifying questions or comments members would like to include before voting.)

The Initial Vote

Once the proposal presentation is completed, the facilitator(s) will direct each team member to vote by holding up 0 - 5 fingers.

No support--will work to block proposal. Fist § "I need to talk more about the proposal and require changes for me to be comfortable with it." No support, but won't block. § "I still have strong reservations and want to discuss certain issues and 1 Finger suggest changes that should be made, but I agree not to block the proposal if approved as is." Minimal support 2 Fingers § "I am moderately comfortable with the proposal as is, but would like to discuss some minor issues." Neutral 3 Fingers § "I'm not in total agreement but feel comfortable to let this decision or proposal pass without further discussion." Solid support 4 Fingers § "I think it's a good idea/decision and will openly support it. 5 Fingers "It's a great idea, and I will do all I can to promote it."

Members' votes will be tallied by category and posted where the entire group can see the results. The results will also be recorded in the meeting minutes.

Vote Results § If a proposal receives 3 fingers or more from all members, it is approved as is. § If not, the following process will be used to reach agreement.

Processing Change Proposals

1. Members who held up fewer than three fingers will state their concerns to the entire group. Guidelines § Each individual will speak without interruptions or questions from the group. § The facilitator(s) may choose to set time limits. § The concerns shared will be recorded in the meeting minutes.

2. After each individual has shared, the floor will be opened for clarifying questions, comments, and discussion. The facilitator may choose to set time limits.

3. Next, those who raised a single finger or a fist will propose changes to the original proposal in writing. Each proposed change shall be recorded in the meeting minutes and considered individually as follows: § The individual will present his/her proposed change and explain why s/he believes it deserves the support of the group. (The proposal is to be posted or handed out when that is helpful.) § Members will then have the opportunity to ask clarifying questions and comment on the proposed change. § When all clarifying questions have been asked and all comments shared, a VOTE is called for by the facilitator. The details of the vote will be recorded in the meeting minutes. § If the proposed change receives 3 fingers or more from all members, the change is approved and becomes part of the original proposal. If the vote includes at least one vote of 2 or less, the proposed change fails. § This process is repeated for each person who raised a single finger or fist.

4. Once all proposed changes have been processed, another Fist-to-Five vote is held for the final version of the proposal. § If there are no fists, the proposal passes. § If there is a fist, the member(s) may each offer a final amendment, following the process above. If an amendment passes with all 3 fingers or higher, it is incorporated into the proposal. After this final round of proposed changes is processed, a final Fist-to-Five vote is held. If three or more members of the team vote with a fist, the proposal will be revised for reconsideration at the next meeting. Otherwise, the proposal is APPROVED. All votes are to be recorded in the meeting minutes.

Kindergarten Daily Schedule Comparison to Local Districts Range of Bell Schedule District Full/Extended/Partial Day Schedules Earliest Start Time / Latest End Time Belmont/Redwood Shores Partial 8:25 12:45 Cupertino Full 8:00 3:05 Los Altos Full 8:15 2:15 Los Gatos Partial 8:10 2:30 Las Lomitas Partial 9:00 2:05 Menlo Park Full 8:00 3:05 MV Whisman Extended 8:00 2:05 Portola Valley Full 8:15 2:50 Ravenswood Full 8:30 3:10 Redwood City Extended 8:05 2:15 Saratoga Extended 8:25 2:10 Sunnyvale Full 8:00 2:25 Woodside Extended 8:25 2:30

Daily Schedule Type by District

Partial Day 23% Full Day 46% Extended Day 31% 13 Local Districts Represented

Kindergarten Daily Schedule Comparison to Local Districts & Schools District Elementary School Full Day Extended Day Partial Day Start/End Times Cupertino Blue Hills X 8:00-2:00 Collins X 8:00-2:05 De Vargas X 8:00-2:10 Dilworth X 8:00-2:40 Eaton X 8:30-3:05 Eisenhower X 8:30-2:35 Faria X 8:30-2:40 Golden Gate X 9:00-3:00 Lincoln X 9:00-3:05 McAuliffe X 8:00-2:00 Meyerholz X 8:00-2:05 Montclaire X 8:00-2:10 Muir X 8:00-2:40 Murdock-Portal X 8:30-3:05 Nimitz X 8:30-2:35 Regnart X 8:30-2:40 Sedgwick X 9:00-3:00 Stevens Creek X 9:00-3:05 Stocklmeir X 8:00-2:40 West Valley X 8:30-3:05 Los Altos Almond X 8:30-2:15 Covington X 8:25-2:15 Gardner Bullis X 8:30-2:15 Loyola X 8:30-2:15 Oak X 8:30-2:15 Santa Rita X 8:15-2:00 Springer X 8:30-2:15 Menlo Park Encinal X 8:00-2:45 Laurel X 8:30-3:05 Oak Knoll X 8:10-2:55 Portola Valley Ormondale X 8:15-2:50 Sunnyvale Bishop X 8:00-2:10 Cherry Chase X 8:15-2:25 Cumberland X 8:15-2:25 Ellis X 8:15-2:25 Fairwood X 8:00-2:15 Lakewood X 8:00-2:15 San Miguel X 8:00-2:10 Vargas X 8:15-2:25 Ravenswood Brentwood X 8:30-3:10 MV- Whisman Bubb X 8:00-1:30 Landels X 8:15-1:45 Huff X 8:00-1:30 Mistral X 8:30-2:00 Castro X 8:30-2:00 Monta Loma X 8:35-2:05 Stevenson X 8:30-2:00 Theuerkauf X 8:35-2:05 8:15-1:15 Redwood City Garfield X 9:15-2:15 Gill X 8:15-1:30 Orion X 8:10-1:45 Roy Cloud X 8:15-1:30 8:15-1:05 Clifford X 9:00-1:50 Fair Oaks X 8:15-1:30 8:05-12:30 Taft X 8:50-1:15 8:25-2:30 Woodside Woodside X (1ST grade 8:00-3:10) 8:25-2:10 (2x/week) Saratoga Argonaut X 8:25-12:00 (3x/week) Saratoga X 8:25-2:10 Foothill X 8:30-12:00 Belmont Central X 8:25-12:40 Cipriani X 8:25-12:30 Fox X 8:25-12:30 Nesbit X 8:25-12:10 Sandpiper X 8:25-12:30 Redwood Shores X 8:40-12:45 8:10-11:30 (AM) Los Gatos USD Blossom Hill Elementary X 11:00-2:20 (PM) 8:10-11:30 (AM) Daves X 11:10-2:30 (PM) 8:10-11:30 (AM) Lexington X 9:40-1:30 (PM) 8:10-11:30 (AM) Van Meter X 9:40-1:30 (PM) 9:00-12:20 (AM) Las Lomitas Las Lomitas X 10:15-2:05 (PM)

Daily Schedule Type by School

Partial Day 17%

Full Day Extended Day 57% 26%

70 elementary schools included, representing 13 local school districts

BOARD OF EDUCATION Attachment: Action 13

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Max “Glenn” McGee, Superintendent

FROM: Cathy Mak, Chief Business Officer

SUBJECT: Additional Resource Allocations for 2016-17 and 2017-18

This item was discussed by the Board of Education at its meeting of May 10, 2016. The changes to the May 10, 2016, item are shown in italics.

STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure

RECOMMENDATION This item was discussed at the Board meetings of February 23, 2016 and March 22, 2016. At the last meeting of May 10, 2016, the Board approved items 1, 8 and 9, totaling in $1,975,000. It is recommended the Board approve the remaining items: 4, 6, 7, 13, 15 and 17 for 2016-17 and 2017-18. The total of these remaining items is $1,203,059.

BACKGROUND The Board had budget study sessions on November 3, 2015 and February 23, 2016 as well as a discussion at the March 22, 2016 Board meeting. The entire board packets, including all the attachments, can be accessed at: http://www.pausd.org/sites/default/files/pdm-meeting/materials/mb20151102_pkt_spcl.pdf http://www.pausd.org/explore-pausd/board-education/special-board-meeting-february-23-2016 http://www.pausd.org/sites/default/files/pdm-meeting/files/160322_item_07.pdf

At the meeting of December 8, 2015, the Board approved five budget items that are one-time expenditures and two budget items that are of critical needs. The budget items total $773,000. Details of the items are included in Attachment B. PROPOSED BUDGET AUGUMENTATION Based on previous Board discussions, the input and feedback from various stakeholder groups which include Cabinet, K-12 Leadership Team, PAEA, CSEA, PTA, PIE and elementary teachers, staff is recommending the following budget augmentations totaling $3,178,059. Of the total, the proposed additions are $2,346,059 for 2016-17 and $832,000 for 2017-18. A summary of the proposed budget augmentations is displayed in Attachment A.

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Instructional/Program Additions 1. Expert Instructional Math Intervention Specialists at the high schools ($150,000). While the district currently supports a 0.4 FTE at each middle school mathematics intervention support for Historically Underrepresented (HUR) students, the MATD envisioned more support in the high schools. High school principals propose adding 0.60 FTE Math Intervention Specialist at each high school. The proposed increase of 1.2 FTE is approximately $150,000.

2. After school programs at the middle schools ($0). The original request was for $30,000 to provide funding for after school tutoring programs in English and Math.

3. Enhanced Summer School. This item is deferred for future discussion.

4. Full day kindergarten ($428,000). Refer to agenda item #12 for details.

5. Enrichment STEAM (science, technology, engineering, arts, math) Programs at the Middle Schools ($0). The original request was for $30,000 to fund enrichment STEAM programs at the middle schools.

6. Wellness Outreach Workers ($164,000 over 2 years). The original request was for one full-time wellness coordinator to coordinate mental health and wellness services. This request is revised as follows: The Student Services Department continues to promote best practices in meeting the unique needs of all students by shifting services to a wellness model. A wellness model is based on the needs of the whole child and promotes a coordinated and integrated approach to serving every student. The wellness framework is built on the ideas that health is academic, that a holistic approach to health is integral to support student success, and that a focus on wellness increases access to a wide range of critical services (academic, social, emotional, physical, etc.).

Central to the success of effective wellness centers is staffing to support coordinated, aligned and student centered services. Each wellness center model calls for staffing of a Wellness Outreach Worker (WOW). The WOWs ensures that every student is greeted and welcomed, provides direct services to students (mentoring, coaching, triage), provides organizational support for school wide wellness related services, events and partnerships, and assist the Mental Health Specialist with case management and data collection. The WOW position is critical in acting as the face of the wellness center, promoting use of the services and serves as an example of a supportive adult on campus.

The proposal is to hire two full-time Wellness Outreach Workers (WOWs), one at each high school, over two years. The cost for 2 WOWs is estimated at $164,000, to be allocated over 2 years.

7. Provide breakfast to Title I schools ($100,000). Studies have shown that children whose nutritional needs are met have fewer attendance and discipline problems, and their ability to learn is enhanced. Providing breakfast to students in need protects the investment in, and insures the efficacy of, the

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PAUSD educational programs aimed at closing the achievement gap. This proposal has been revised to serve only Title I schools in 2016-17. The estimated cost of $100,000 includes the cost of food and an additional staff time at each of the five Title I schools to administer the program in the morning.

8. Additional allocation to mitigate large classes and caseloads at the high schools ($1,075,000 over 2 years). High schools are staffed at 28.5 except for 9th and 10th grade English and Math classes which are staffed at 22:1. While the average class size for the academic classes is below 28.5, some classes have more students and some have fewer students than the average. To mitigate the large sizes in some academic classes, staff propose to allocate up to 6 more teachers to the high schools over the next two years. This sets a target of keeping academic class size below 35. The estimated cost of 6 teachers is $750,000 to be allocated in two years; 3 teachers in each year. For 2016-17, there is also an additional 2.6 FTEs, $325,000, to reduce special education caseloads and increase the number of co-teaching classes at the high schools.

9. Additional allocation to mitigate enrollment growth at the middle schools. ($750,000 over 2 years). Middle schools are staffed at 24:1 for 6th grade core classes and English and Math classes at 7th and 8th grades. All other classes are staffed at 28.5:1. Based on the moderate projection, middle school enrollment is anticipated to grow by 143 students next year. In order to preserve the teacher team structure at the middle schools, staff proposes allocation of up to 6 more teachers over the next two years in addition to the growth allocation. The estimated cost of 6 teachers is $750,000 to be allocated in two years; 3 teachers in each year.

10. Half-time Coordinator for World Language Program. This item is deferred for future discussion.

11. Expand Small Learning Communities at Gunn. This item is deferred for future discussion.

12. Expand TEAM program at Paly. This item is deferred for future discussion.

13. Additional Reading Specialists at the elementary schools ($300,000 for 2016-17). This allocation is intended to raise the Reading Specialist from the current FTE levels to 100% over time. The proposed funding of $300,000 will provide additional 0.20 FTE at each school. Further needs will be assessed as additional funds become available. This plan will create uniformity of the position providing a full time Reading Specialist at every elementary school and align the literacy efforts of teachers and reading specialists working collaboratively together to plan and deliver the highest quality reading instruction in the classroom environment. Providing a full time Reading Specialist ensures an all hands on deck approach to provide targeted reading instruction, intensive intervention and striving to accelerate learning of students in their regular classroom, with only a small percentage of the population being seen independently by the reading specialist. A full time Reading Specialist at every school would provide the additional time for this onsite literacy specialist to plan and lead professional development of classroom teachers at the school site in best reading instruction practices, literacy initiatives, reading assessment protocols as well as to lead the charge to prevent reading difficulties.

14. 0.25 FTE Library TOSA. This item is deferred for future discussion.

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Operational Requests 15. Additional staffing in the various departments at the District Office ($111,059, 1.5 FTE). The requests include a total of 0.75 FTE in the Human Resources Department, 0.38 FTE in the Business Office, and 0.38 FTE in the Transportation Department. These requests are necessary to handle the increased workload and requirements from new regulations. The following are more details for each position. With these additions, departments can accomplish the work that is needed as well as providing the proper support to our school sites and community:

a) Human Resource Department – 0.25 FTE - Restoration of Human Resources Technician I to 8 hours per day. This position was reduced during the 2009 budget cuts to 6 hours per day. As the size of the district has grown and the number of staff has increased the need to support the HR processes have continued to grow. This position will also provide support and back-up for the substitute specialist position.

b) Human Resource Department – 0.50 FTE – Restoration of Human Resources Technician position cut during previous budget reduction period. The position will restore support for the processing of classified applicants – testing, clearance, timely billing, filing, professional growth processing, etc. In addition, the position will improve responses and timelines in the completion of mandated reporting for Affordable Care Act and new state laws.

c) Business Office – 0.38 FTE – Restoration of Business Office position. The position will support the purchasing and accounting departments with increased work load and to handle new regulations and compliance matters. An example of a new regulation is effective March 2015, the Department of Industrial Relations (DIR) requires districts to ensure contractors file with the DIR and provides prevailing wages. This position will also provide training and support to schools and departments with the implementation of online purchasing.

d) Professional Development Office – The original request was for 0.25 FTE. This position will be funded by the Professional Development Fund.

e) Central Attendance – The original request was for 0.38 FTE – This item is deferred for future discussion.

f) Transportation Secretary – 0.38 FTE – The clerical needs of the Transportation department have increased over the years because the demand for additional transportation services has increased. Currently the department has a half-time secretary. The proposed addition of 0.38 FTE will help with the daily tasks, including data input, scheduling field trips and athletic team transportation, billing and communication with the end users. Accordingly, the 0.38 FTE of clerical support will allow us to manage typical, urgent, and emergency issues more effectively as they arise.

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16. Lifecycle replacement plan for Smartboards ($0). The original request was for $120,000. This item is to be funded by Measure A bond funds. The District has approximately 600 Smart Boards installed across the district. The life of the projector on the Smart Boards is approximately 5-7 years, at which point it needs to be replaced. A projection system is an essential tool in our classrooms, and should be put on a lifecycle replacement plan similar to computers. With the life cycle of 6 to 7 years, we would be refreshing approximately 100 smartboards per year. As technology has changed since the original Smart Boards were installed, this budget also includes evaluating other options for classroom projection systems.

17. Support High School Athletic Programs (100,000). This proposed funding is to support the District’s athletics programs at the high schools. These allocations will provide transportation, referees and leagues fees for the programs. Uniforms, equipment etc. are currently funded by the Sports Boosters and will continue to be despite challenges of more participation but reduction in parental donations.

18. Emergency Preparedness Training. This item is deferred for future discussion. RESERVE FOR POTENTIAL FUTURE BUDGET AUGMENTATION IN 2016-17 It is anticipated that budget augmentations to some of the following programs may be necessary in 2016- 17. Currently there is no budget set aside to do that. Possible funding opportunity may come from additional property tax revenue, release of some or all of the New School Fund pending decision on new schools and reprioritization of program needs.

1. Innovative programs at the secondary schools - At recent budget discussions, there was consensus from the Board to support innovative programs at the secondary schools. Dr. McGee has been meeting with Gunn’s Instructional Council and Paly’s Education Council to solicit input on a faculty-led process to design, develop, and implement “decidedly different” lessons, experiences, classes, seminars, explorations, programs, etc. for high school students. (Attachment C)

2. Special Education program review - The Special Education program review is in progress. We anticipate the Harvard Review will make recommendations to strengthen our inclusive practices and develop a system to assure closer connections with parents and the extended community. It is unclear at this time what fiscal impact these recommendations will have but we have no doubt there will be costs associated with implementing improvement to programs and services.

3. Enhanced summer school - The initial estimate for an enhanced, robust summer school program was between $300,000 and $500,000. We have currently budgeted additional $300,000 for the 2016 summer program, and depending on use and need, we may want to revise this amount upward in 2016-17 and beyond.

ATTACHMENTS: A. A summary of proposed budget augmentations for 2016-17 and 2017-18 B. Budget items approved at the December 8, 2015 C. High School Learning Design Team

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High School Learning Design Team

The charge of this faculty team is to design, develop, and evaluate inquiry driven educational experiences, programs, and classes for high school students that will lead to students’ growth in their:

• Deep conceptual understanding of fundamental principles • Ability to communicate in a variety of media with power, clarity, and elegance • Ability to work in teams • Empathy and compassion for others • Analysis and conceptualization • Persistence in solving challenging problems • Ability to generate new knowledge and work products • Self-advocacy, self-confidence, and self-actualization • Appreciation of beautiful phenomena that illuminate, inspire, and extend structure and meaning • Awareness and understanding of the impact of global events, other cultures, and world languages on their present and future lives • Understanding of substantive connections within and among areas of knowledge • Construction of questions which further understanding, forge connections, and deepen meaning • Use of technology to extend thinking

These experiences should be cross-disciplinary, authentically engaging, and tap into the special expertise and passion of the teachers. They should be both purposeful and joyful for students. Ideally, they will attract students from across our diverse student body and foster a closer connectedness to the school community.

We encourage faculty to design non-traditional experiences that may include learning off campus and after traditional school hours, significant opportunities for student choice, and ample time for independent or small group work. Classes, programs, or experiences that involve multiple grade levels, schools, and/or teachers should also be explored.

Members of the committee will have the opportunity to connect with innovative programs around the country and experts in the field.

Recommendations will be made to the district leadership team and Board of Education on or before February 1, 2017 in order to assure implementation during the 2017-18 school year with possible prototyping as early as the second semester of the 2016-17 school year.

Faculty members interested in the Learning Design Team are asked to notify Vicky Lao ([email protected]) in the district office. The first organizational meeting will be held on Thursday, May 26th at 4:00 p.m. at 25 Churchill and should last about an hour. Additional general committee meetings will be scheduled as convenient during the summer and at the end of the school day next fall. A significant amount of work will be accomplished through smaller workgroups at times that work best for the team. Members will be paid at the contractual professional learning rate (currently $49/hour).

BOARD OF EDUCATION Attachment: Discussion 14

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.10.16

TO: Board of Education

FROM: Glenn “Max” McGee, Ph.D., Superintendent

SUBJECT: First Reading of New and Revised Board Policies and Administrative Regulations

STRATEGIC PLAN INITIATIVE Governance and Communication

RECOMMENDATION The Board of Education will review and discuss Board policies and Administrative Regulation updates as presented below. Based on feedback from this meeting, they will return for action at its June 7, 2016 meeting.

BACKGROUND The Board of Education adopted a set of new policies from the California School Boards Association (CSBA) in January 2010. Since that time, updated policies are presented to comply with changes in legislation and/or current practice.

The following documents are updates provided by the California School Boards Association (CSBA) as noted below. Review was completed by the 2016 Board Policy Review Committee (BPRC) which includes Ken Dauber, Chair; Terry Godfrey, Vice-Chair; Glenn “Max” McGee, Superintendent; Theresa Baldwin, President of PAEA; Ruta Henard, CSEA Representative, and Ying (Wendy) He, Parent; after first being examined by appropriate staff members for recommendations. All documents are recommended for approval by the committee.

The BPRC has reviewed the attached policies and administrative regulation and is presenting them for Board discussion with action to be taken on June 7, 2016. BPs and ARs are presented in the packet with: • a mark-up (CSBA changes are noted in Red, Bold Italics or Strikethroughs) (Reviewing changes by staff, BPRC, or other stakeholders are Highlighted) • the CSBA sample • current policy, regulation, or exhibit if applicable

Included for discussion in this packet are the documents (in numerical order) listed below.

1. BP/AR 5125: Student Records: (BP/AR revised) Mandated policy updated to reflect NEW LAW (AB 1442) which requires districts to notify students and parents/guardians and provide an opportunity for public input before adopting a program to gather or maintain safety-related information from students' social media activity. Policy also reflects NEW LAW (SB 1177) which, effective January 1, 2016, will prohibit an online/mobile operator from selling or disclosing student information or using student information to target

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advertising or amass a profile about a student. Policy reflects NEW LAW (AB 1584) which mandates districts entering into a contract with a third party for the digital storage, management, and retrieval of student records to adopt policy allowing such contracts. Mandated regulation reflects NEW LAW (AB 2160) which requires districts to submit the grade point average of all 12th-graders to the Cal Grant program unless a student opts out, and NEW LAW (AB 1068, 2013) which authorizes the disclosure of records to students age 14 years and older who are homeless and unaccompanied minors, persons who complete a caregiver's authorization affidavit, and caseworkers or other agency representatives legally responsible for the care and protection of a student. New section added to reflect requirements of NEW LAW (AB 1442) for districts that choose to adopt a program to gather or maintain information from students' social media activity related to school or student safety.

2. NEW - BP/AR 5141.27: Food Allergies Special/Dietary Needs: The policy and administrative regulation was requested for review by Lissette Moore-Guerra, Student Services Coordinator.

Attachments

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NOTE: The Board recommended at its January 26, 2016 meeting that this policy return to BPRC for further review. The BPRC committee met and discussed the policy with our District attorney. This policy reflects CSBA updates and any staff recommendations. Additions to the adopted policy are in red and deletions are noted with strikethroughs. Any changes (additions or strikeouts) recommended solely by District staff or community members are in grey.

Students BP 5125

Student Records

The Board of Education recognizes the importance of keeping accurate, comprehensive student records as required by law. The Superintendent or designee shall ensure that the district's administrative regulation and school site procedures Procedures for maintaining the confidentiality of student records are shall be consistent with state and federal law.

The Superintendent or designee shall establish administrative regulations governing the identification, retention, description and security of student records., as well as timely access for authorized persons. these regulations shall ensure the parental rights of authorized persons to have timely access to to review, inspect and copy student records and shall protect students the student and their families the student's family from invasion of privacy.

(cf. 3580 - District Records) (cf. 4040 - Employee Use of Technology) (cf. 5125.1 - Release of Directory Information) (cf. 5125.2 - Withholding Grades, Diploma or Transcripts) (cf. 5125.3 - Challenging Student Records)

The Superintendent or designee shall designate a certificated employee to serve as custodian of records, with responsibility for student records at the district level. At each school, the principal or a certificated employee designee shall be designated act as custodian of records for students enrolled at that school. The custodian of records shall be responsible for implementing Board policy and administrative regulation regarding student records. (5 CCR 431)

Student Records from Social Media

The Superintendent or designee may gather and maintain information from the social media of any district student, provided that the district first notifies students and parents/guardians about the proposed program, offers an opportunity for public comment at a regularly scheduled Board meeting, and gathers only information that directly pertains to school safety or student safety. (Education Code 49073.6)

(cf. 0450 - Comprehensive Safety Plan) (cf. 5131.2 - Bullying) (cf. 5145.6 - Parental Notifications) 1

(cf. 9322 - Agenda/Meeting Materials) (cf. 9323 - Meeting Conduct)

Contract for Digital Storage, Management, and Retrieval of Student Records

The Superintendent or designee may enter into a contract with a third party for the digital storage, management, and retrieval of student records and/or to authorize a third party provider of digital software to access, store, and use student records, provided that the contract meets the requirements of Education Code 49073.1 and other applicable state and federal laws.

(cf. 3312 - Contracts)

Legal Reference: EDUCATION CODE 17604 Contracts 48201 Student records for transfer students who have been suspended/expelled 48853.5 Foster youth; placement, immunizations 48902 Notification of law enforcement of specified violations 48904-48904.3 Withholding grades, diplomas, or transcripts of pupils causing property damage or injury; transfer of pupils to new school districts; notice to rescind decision to withhold 48918 Rules governing expulsion procedures 48980 Parental notifications 48985 Notices in parent/guardian's primary language 49060-49079 StudentPupil records 49091.14 Parental review of curriculum 51747 Independent study programs 56041.5 Rights of students with disabilities 56050 Surrogate parents 56055 Foster parents 69432.9 Cal Grant program; notification of grade point average BUSINESS AND PROFESSIONS CODE 22580-22582 Digital privacy 22584-22585 Student Online Personal Information Protection Act CODE OF CIVIL PROCEDURE 1985.3 Subpoena duces tecum FAMILY CODE 3025 Access to records by noncustodial parents 6552 Caregiver's authorization affidavit GOVERNMENT CODE 6252-6260 Inspection of public records HEALTH AND SAFETY CODE 120440 Immunizations; disclosure of information PENAL CODE 245 Assault with deadly weapon WELFARE AND INSTITUTIONS CODE 2

681 Truancy petitions 701 Juvenile court law 16010 Health and education records of a minor CODE OF REGULATIONS, TITLE 5 430-438 Individual studentpupil records 16020-16027 Destruction of records of school districts UNITED STATES CODE, TITLE 20 1232g Family Educational Rights and Privacy Act 1232h Protection of Pupil Rights Amendment UNITED STATES CODE, TITLE 26 152 Definition of dependent child UNITED STATES CODE, TITLE 42 11434a McKinney-Vento Homeless Assistance Act; definitions CODE OF FEDERAL REGULATIONS, TITLE 16 Part 312 Children's Online Privacy Protection Rule CODE OF FEDERAL REGULATIONS, TITLE 34 99.1-99.67 Family Educational Rights and Privacy 300.501 Opportunity to examine records for parents of student with disability

Policy PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.12.10, and Palo Alto, California 3

CSBA Sample Board Policy Student Records

BP 5125 Students

***Note: Student records are governed by both federal and state law (Family Educational Rights and Privacy Act (FERPA) pursuant to 20 USC 1232g, 34 CFR 99.1-99.8, Education Code 49069, and 5 CCR 430-433). ***

The Governing Board recognizes the importance of keeping accurate, comprehensive student records as required by law. The Superintendent or designee shall ensure that the district's administrative regulation and school site procedures for maintaining the confidentiality of student records are consistent with state and federal law.

***Note: Pursuant to 5 CCR 431, districts are mandated to establish policies and procedures to implement state law and regulations regarding student records, including policies and procedures which enumerate and describe the student records collected and maintained by the district, ensure security of the records, and guarantee access to authorized persons within five days of the request. Education Code 49069 mandates procedures related to parental review of student records. See the accompanying administrative regulation for additional language implementing these mandates. ***

***Note: The privacy of student online information is addressed in Business and Professions Code 22580-22582, as added by SB 568 (Ch. 336, Statutes of 2013), which prohibit an operator of a web site, online service or application, or mobile application from knowingly using, disclosing, compiling, or allowing a third party to use, disclose, or compile the personal information of a minor for the purpose of marketing or advertising specified types of products or services. In addition, effective January 1, 2016, Business and Professions Code 22584-22585, as added by SB 1177 (Ch. 839, Statutes of 2014), prohibit the operator of a web site, online service or application, or mobile application that provides services to K-12 students from selling or disclosing specified student information or knowingly using that student information to engage in targeted advertising to students or parents/guardians or to amass a profile about a K-12 student. Covered student information includes any personally identifiable information or materials created or provided by a student, parent/guardian, or district employee (e.g., name, contact information, educational record, discipline records, test results, health records, socioeconomic information). Pursuant to Business and Professions Code 22580 and 22584, the operator must delete a student's information upon the request of the minor, school, or district. ***

The Superintendent or designee shall establish administrative regulations governing the identification, retention, and security of student records. These regulations shall ensure the rights

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of authorized persons to have timely access to student records and shall protect students and their families from invasion of privacy.

(cf. 3580 - District Records) (cf. 4040 - Employee Use of Technology) (cf. 5125.1 - Release of Directory Information) (cf. 5125.3 - Challenging Student Records)

The Superintendent or designee shall designate a certificated employee to serve as custodian of records with responsibility for student records at the district level. At each school, the principal or a certificated employee shall be designated as custodian of records for students enrolled at that school. The custodian of records shall be responsible for implementing Board policy and administrative regulation regarding student records. (5 CCR 431)

Student Records from Social Media

***Note: The following section is optional. Pursuant to Education Code 49073.6, as added by AB 1442 (Ch. 799, Statutes of 2014), any district considering a program to gather information from students' social media activity, as defined, must first notify students and parents/guardians and provide an opportunity for public comment. The notification may be provided as part of the annual parental notification required pursuant to Education Code 48980. If such a program is then adopted, the district must comply with program requirements reflected in the section "Student Records from Social Media" in the accompanying administrative regulation. ***

***Note: The district should consult legal counsel before gathering any other online information that does not meet the definition of social media in Education Code 49073.6. ***

The Superintendent or designee may gather and maintain information from the social media of any district student, provided that the district first notifies students and parents/guardians about the proposed program, offers an opportunity for public comment at a regularly scheduled Board meeting, and gathers only information that directly pertains to school safety or student safety. (Education Code 49073.6)

(cf. 0450 - Comprehensive Safety Plan) (cf. 5131.2 - Bullying) (cf. 5145.6 - Parental Notifications) (cf. 9322 - Agenda/Meeting Materials) (cf. 9323 - Meeting Conduct)

Contract for Digital Storage, Management, and Retrieval of Student Records

***Note: Education Code 49073.1, as added by AB 1584 (Ch. 800, Statutes of 2014), authorizes districts to enter into a contract with a third party for the digital storage, management, and retrieval of student records and/or for software designed for this purpose. A district that chooses to enter into such a contract is mandated to adopt policy allowing such contracts and must ensure that the contract includes all the provisions specified in Education Code 49073.1. Also see BP 2

3312 - Contracts. ***

The Superintendent or designee may enter into a contract with a third party for the digital storage, management, and retrieval of student records and/or to authorize a third party provider of digital software to access, store, and use student records, provided that the contract meets the requirements of Education Code 49073.1 and other applicable state and federal laws.

(cf. 3312 - Contracts)

Legal Reference: EDUCATION CODE 17604 Contracts 48201 Student records for transfer students who have been suspended/expelled 48853.5 Foster youth; placement, immunizations 48902 Notification of law enforcement of specified violations 48904-48904.3 Withholding grades, diplomas, or transcripts 48918 Rules governing expulsion procedures 48980 Parental notifications 48985 Notices in parent/guardian's primary language 49060-49079 Student records 49091.14 Parental review of curriculum 51747 Independent study 56041.5 Rights of students with disabilities 56050 Surrogate parents 56055 Foster parents 69432.9 Cal Grant program; notification of grade point average BUSINESS AND PROFESSIONS CODE 22580-22582 Digital privacy 22584-22585 Student Online Personal Information Protection Act CODE OF CIVIL PROCEDURE 1985.3 Subpoena duces tecum FAMILY CODE 3025 Access to records by noncustodial parents 6552 Caregiver's authorization affidavit GOVERNMENT CODE 6252-6260 Inspection of public records HEALTH AND SAFETY CODE 120440 Immunizations; disclosure of information PENAL CODE 245 Assault with deadly weapon WELFARE AND INSTITUTIONS CODE 681 Truancy petitions 701 Juvenile court law 16010 Health and education records of a minor CODE OF REGULATIONS, TITLE 5 3

430-438 Individual student records 16020-16027 Destruction of records of school districts UNITED STATES CODE, TITLE 20 1232g Family Educational Rights and Privacy Act 1232h Protection of Pupil Rights Amendment UNITED STATES CODE, TITLE 26 152 Definition of dependent child UNITED STATES CODE, TITLE 42 11434a McKinney-Vento Homeless Assistance Act; definitions CODE OF FEDERAL REGULATIONS, TITLE 16 Part 312 Children's Online Privacy Protection Rule CODE OF FEDERAL REGULATIONS, TITLE 34 99.1-99.67 Family Educational Rights and Privacy 300.501 Opportunity to examine records for parents of student with disability Management Resources: FEDERAL REGISTER Final Rule and Analysis of Comments and Changes, Family Educational Rights and Privacy, December 9, 2008, Vol. 73, No. 237, pages 74806-74855 NATIONAL SCHOOL BOARDS ASSOCIATION PUBLICATIONS Data in the Cloud: A Legal and Policy Guide for School Boards on Student Data Privacy in the Cloud Computing Era, April 2014 U.S. DEPARTMENT OF EDUCATION PUBLICATIONS Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) to Student Health Records, 2008 Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Elementary and Secondary Schools, October 2007 WEB SITES California Department of Education: http://www.cde.ca.gov National School Boards Association: http://www.nsba.org U.S. Department of Education, Family Policy Compliance, http://www.ed.gov/policy/gen/guid/fpco

(11/00 3/09) 12/14

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Students BP 5125

STUDENT RECORDS

The Board of Education recognizes the importance of keeping accurate, comprehensive student records as required by law. Procedures for maintaining the confidentiality of student records shall be consistent with state and federal law.

The Superintendent or designee shall establish regulations governing the identification, description and security of student records, as well as timely access for authorized persons. These regulations shall ensure parental rights to review, inspect and copy student records and shall protect the student and the student's family from invasion of privacy.

(cf. 3580 - District Records) (cf. 4040 - Employee Use of Technology) (cf. 5125.1 - Release of Directory Information) (cf. 5125.2 - Withholding Grades, Diploma or Transcripts) (cf. 5125.3 - Challenging Student Records)

The Superintendent or designee shall designate a certificated employee to serve as custodian of records, with responsibility for student records at the district level. At each school, the principal or a certificated designee shall act as custodian of records for students enrolled at that school. The custodian of records shall be responsible for implementing Board policy and administrative regulation regarding student records. (5 CCR 431)

Legal Reference: (see next page)

BP 5125

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STUDENT RECORDS (continued)

Legal Reference: EDUCATION CODE 48201 Student records for transfer students who have been suspended/expelled 48904-48904.3 Withholding grades, diplomas, or transcripts of pupils causing property damage or injury; transfer of pupils to new school districts; notice to rescind decision to withhold 48918 Rules governing expulsion procedures 49060-49079 Pupil records 49091.14 Parental review of curriculum 51747 Independent study programs 56050 Surrogate parents 56055 Foster parents CODE OF CIVIL PROCEDURE 1985.3 Subpoena duces tecum FAMILY CODE 3025 Access to records by noncustodial parents GOVERNMENT CODE 6252-6260 Inspection of public records HEALTH AND SAFETY CODE 120440 Immunizations; disclosure of information WELFARE AND INSTITUTIONS CODE 681 Truancy petitions 16010 Health and education records of a minor CODE OF REGULATIONS, TITLE 5 430-438 Individual pupil records 16020-16027 Destruction of records of school districts UNITED STATES CODE, TITLE 20 1232g Family Educational Rights and Privacy Act CODE OF FEDERAL REGULATIONS, TITLE 34 99.1-99.67 Family Educational Rights and Privacy 300.500 Definition of "personally identifiable" 300.501 Opportunity to examine records for parents of student with disability 300.573 Destruction of information COURT DECISIONS Falvo v. Owasso Independent School District, 220 F.3d. 1200 (10th Cir. 2000)

Management Resources: WEB SITES U.S. Department of Education, Family Policy Compliance Office, http://www.ed.gov/policy/gen/guid/fpco/index.html

Policy PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.12.10 Palo Alto, California

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Students AR 5125

Student Records

Definitions

Student means any individual who is or has been in attendance at the district and regarding whom the district maintains student records. (34 CFR 99.3)

Attendance includes, but is not limited to, attendance in person or by paper correspondence, videoconference, satellite, Internet, or other electronic information and telecommunication technologies for students who are not physically present in the classroom, and the period during which a person is working under a work-study program. (34 CFR 99.3)

Student records are any items of information (in handwriting, print, tape, film, computer, or other medium) gathered within or outside the district that are directly related to an identifiable student and maintained by the district, or required to be maintained by an employee in the performance of his/her duties, or maintained by a party acting for the district.. Any information maintained for the purpose of second-party review is considered a student record. A student record may be recorded in handwriting, print, computer media, video or audio tape, film, microfilm, microfiche, or by other means. Student records include the student's health record. ( (34 CFR 99.3; Education Code 49061, 49062; 5 CCR 430; 34 CFR 99.3))

Student records do not include: (34 CFR 99.3; Education Code 49061, 49062; 5 CCR 430; 34 CFR 99.3)

1. Directory information

(cf. 5125.1 - Release of Directory Information)

2. Informal notes compiled by a school officer or employee which remain in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a substitute employee

3. Records of the law enforcement unit of the district, subject to the provisions of 34 CFR 99.8

(cf. 3515 - Campus Security) (cf. 3515.3 - District Police/Security Department)

4. Records created or received by the district after an individual is no longer a student and that are not directly related to the individual's attendance as a student

5. Grades on peer-graded papers before they are collected and recorded by a teacher 1

Mandatory permanent student records are those records which are maintained in perpetuity and which schools have been directed to compile by state law, regulation, or administrative directive. (5 CCR 430)

Mandatory interim student records are those records which the schools are directed to compile and maintain for specified stipulated periods of time and are then destroyed in accordance with state law, regulation, or administrative directive. (5 CCR 430)

Permitted student records are those records having clear importance only to the current educational process of the student. (5 CCR 430)

Disclosure means to permit access to, or the release, transfer, or other communication of, personally identifiable information contained in student records to any party, except the party that provided or created the record, by any means including oral, written, or electronic. (34 CFR 99.3)

Access means a personal inspection and review of a record or, an accurate copy of a record, or receipt of an accurate copy of a record or, an oral description or communication of a record, and a request to release a copy of any record. (Education Code 49061)

Disclosure means to permit access to or the release, transfer, or other communication of personally identifiable information contained in education records, to any party, by any means including oral, written, or electronic means. (34 CFR 99.3) Personally identifiable information includes, but is not limited to: (34 CFR 99.3)

1. The, the student's name

2. The, the name of the student's parent/guardian or other family members

3. Themember, the address of the student or student's family

4. A, a personal identifier, such as the student's social security number, or student number, or biometric record (e.g., fingerprints, retina and iris patterns, voiceprints, DNA sequence, facial a list of personal characteristics, and handwriting)

5. Other indirect identifiers, such as the student's date of birth, place of birth, and mother's maiden name

6. Other or other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty

7. Information requested by a person who the district reasonably believes knows the make the student's identity of the student to whom the student record relateseasily traceable. (34 CFR

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99.3)

Adult student is a person who is or was enrolled in school and who is at least 18 years of age. (5 CCR 430)

Parent/guardian means a natural parent, an adopted parent, legal guardian, surrogate parent, or foster parent. (Education Code 49061, 56050, 56055)

Legitimate educational interest is an interest held by any school official, employee, contractor, or consultant whose duties, responsibilities, or contractual obligations to the district, whether routine or as a result of special circumstances, require him/her to have access to student records.

School officials and employees are officials or employees whose duties and responsibilities to the district, whether routine or as a result of special circumstances, require that they have access to student records.

Contractor or consultant is anyone with a formal written agreement or contract with the district regarding the provision of services or functions outsourced to him/her by the district. Contractor or consultant shall not include a volunteer or other party. (Education Code 49076)

Custodian of records is the employee responsible for the security of student records maintained by the district and for devising procedures for assuring that access to such records is limited to authorized persons. (5 CCR 433)

A legitimate educational interest is one held by school officials or employees whose duties and responsibilities to the district, whether routine or as a result of special circumstances, require that they have access to student records. County placing agency means the county social service department or county probation department. (Education Code 49061)

Persons Granted Absolute Access Access to Student Records Without Prior Written Consent

In accordance with law,Persons, agencies, or organizations specifically granted access rights to student records pursuant to law shall have access without prior written parental consent or judicial order. (Education Code 49076) The following persons or agencies shall have absolute access to any and all student records shall be granted to:in accordance with law:

1. Parents/guardians of currently enrolled or former students younger than age 18 years, including the (Education Code 49069) Access to student records and information shall not be denied to a parent who because he/she is not the student's child's custodial parent (Education Code 49069; . (Family Code 3025)

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2. An adult student, age 18 or older or a student under the age of 18 years who attends a postsecondary institution, in which case the student alone shall exercise rights related to his/her student records and grant consent for the release of records (34 CFR 99.3, 99.5)

3. Parents/guardians of an adult student with disabilities who is age 18 years or older and has been declared incompetent under state law (Education Code 56041.5)

(cf. 6159 - Individualized Education Program)

3. Any person, agency, or organization authorized in compliance with a court order or lawfully issued subpoena (Education Code 49077)

In addition, theAccess for Limited Purpose/Legitimate Educational Interest

The following persons or agencies shall have access to those particular records that are relevant to theirthe legitimate educational interest or other legally authorized purpose:of the requester: (Education Code 49076)

1. Parents/guardians of a dependent student age 18 or older who is a dependent child as defined under 26 USC 152 (Education Code 49076; 34 CFR 99.31)

2. Students who are age 16 or older or who have completed the 10th grade (Education Code 49076; 34 CFR 99.31)

3. School officials and employees, consistent with the definition provided in the section "Definitions" above (Education Code 49076; 34 CFR 99.31)

4. Members of a school attendance review board (SARB) who are authorized representatives of the district and any volunteer aide age 18 or older who has been investigated, selected, and trained by the SARB such a board to provide follow-up services to a referred student (Education Code 49076)

(cf. 5113.1 - Chronic Absence and Truancy)

5. Officials and employees of other public schools, or school systems, or postsecondary institutions where the student intends or is directed to enroll, including local, county, or state correctional facilities where educational programs leading to high school graduation are provided, or where the student is already enrolled, as long as the disclosure is for purposes related to the student's enrollment or transfer (Education Code 49076; 34 CFR 99.31)

Unless the annual parent/guardian notification issued pursuant to Education Code 48980 includes a statement that the district may disclose students' personally identifiable information to officials of another school, school system, or postsecondary institution where the student seeks or intends to enroll, the Superintendent or designee shall, when such a disclosure is made, make a reasonable attempt to notify the parent/guardian or adult student at his/her last known address, provide a copy of the record that is disclosed, and give the parent/guardian or adult student an

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opportunity for a hearing to challenge the record. (34 CFR 99.34)

6. The Student Aid Commission, for the purpose of providing the grade point average (GPA) of all district students in grade 12, and subsequently providing verification of high school graduation or its equivalent of all students who graduated in the prior academic year, for us in the Cal Grant postsecondary financial aid program. However, such information shall not be submitted when students opt out or are permitted by the rules of the Student Aid Commission to provide test scores in lieu of the GPA (Education Code 69432.9, 69432.92)

No later than October 15 each year, the Superintendent or designee shall notify each student in grade 12, and his/her parents/guardians if the student is under age 18 years, that the student's GPA will be forwarded to the Student Aid Commission unless he/she opts out within a period of time specified in the notice, which shall not be less than 30 days. (Education Code 69432.9)

Students' social security numbers shall not be included in the submitted information unless the Student Aid Commission deems it necessary to complete the financial aid application and the Superintendent or designee obtains permission from the student's parent/guardian, or from the adult student, to submit the social security number. (Education Code 69432.9)

7. Federal, state, and local officials, as needed for an audit, evaluation, or compliance activity related to a state or federally funded education program and in accordance with a written agreement developed pursuant to 34 CFR 99.35 (Education Code 49076; 34 CFR 99.3, 99.31, 99.35)

8. Any county placing agency acting as an authorized representative of a state or local educational agency which is required to audit or evaluate a state or federally supported education program pursuant to item #7 above (Education Code 49076)

9. Any person, agency, or organization authorized in compliance with a court order or lawfully issued subpoena (Education Code 49077; 5 CCR 435; 34 CFR 99.31)

Unless otherwise instructed by the court, the Superintendent or designee shall, prior to disclosing a record pursuant to a court order or subpoena, give the parent/guardian or adult student at least three days' notice of the name of the requesting agency and the specific record requested, if lawfully possible within the requirements of the judicial order. (Education Code 49077; 5 CCR 435; 34 CFR 99.31)

106. Federal, state, and local officials, as needed for program audits or compliance with law 7. Any district attorney who is participating in or conducting a truancy mediation program or participating in the presentation of evidence in a truancy petition (Education Code 49076)

118. A district attorney's office prosecuting agency for consideration against a parent/guardian for failure to comply with compulsory education laws (Education Code 49076)

129. Any probation officer, or district attorney, or counsel of record for a minor student for the

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purposes of conducting a criminal investigation or an investigation in regards to declaring the minor student a person a ward of the court or involving a violation of a condition of probation, subject to evidentiary rules specified in Welfare and Institutions Code 701 (Education Code 49076)

When disclosing records for these purposes, the Superintendent or designee shall obtain written certification from the recipient of the records that the information will not be disclosed to another party without prior written consent of the student's parent/guardian or the holder of the student's educational rights, unless specifically authorized by state or federal law. (Education Code 49076)

13 10. Any judge or probation officer for the purpose of conducting a truancy mediation program for a student, or for the purpose purposes of presenting evidence in a truancy petition pursuant to Welfare and Institutions Code 681 (Education Code 49076) In such cases, the judge or probation officer shall certify in writing to the Superintendent or designee that the information will be used only for truancy purposes. Upon releasing student information to a judge or probation officer, the Superintendent or designee shall inform, or provide written notification to, the student's parent/guardian within 24 hours. (Education Code 49076)

14. Any foster family agency with jurisdiction over currently enrolled or former students for purposes of accessing those students' records of grades and transcripts and any individualized education program developed and maintained by the district 11. Any county placing agency for the purpose of fulfilling educational case management responsibilities required by the juvenile court or by law pursuant to Welfare and Institutions Code 16010 and to assist with the school transfer or enrollment of a student (Education Code 49069.3)

(cf. 6173.1 - Education for Foster Youth)

Foster family agencies with jurisdiction over currently enrolled or former students may access those students' records of grades and transcripts and any individualized education program (IEP) developed and maintained by the district with respect to such students. (Education Code 49069.3)

(cf. 6159 - Individualized Education Program)

15. A student age 14 years or older who is both a homeless student and an unaccompanied minor as defined in 42 USC 11434a (Education Code 49076)

When(cf. 6173 - Education for Homeless Children)

16. An individual who completes items 1-4 of the caregiver's authorization affidavit pursuant to Family Code 6552 and signs the affidavit for the purpose of enrolling a minor in school (Education Code 49076)

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17. A caseworker or other representative of a state or local child welfare agency or tribal organization that has legal responsibility for the care and protection of a student, provided that the information is directly related to providing assistance to address the student's educational needs (Education Code 49076; 20 USC 1232(g))

18. Appropriate law enforcement authorities, in circumstances where Education Code 48902 requires that the district provide special education and disciplinary records of a student with disabilities who is suspended or expelled for committing an act violating Penal Code 245 (Education Code 48902, 49076)

When disclosing such records, the Superintendent or designee shall obtain written certification by the recipient of the records as described in item #12 above. (Education Code 49076)

19. Designated peace officers or law enforcement agencies in cases where the district is authorized by law to assist law enforcement in investigations of suspected criminal conduct or kidnapping and a written parental consent, lawfully issued subpoena, or court order is submitted to the district, or information is provided to it indicating that an emergency exists in which the student's information is necessary to protect the health or safety of the student or other individuals (Education Code 49076.5; 34 CFR 99.1-99.67)

In such cases, the Superintendent or designee shall provide information about the identity and location of the student as it relates to the transfer of that student's records to another public school district or California private school. (Education Code 49076.5) The information shall be released only to designated peace officers, federal criminal investigators, and federal law enforcement officers whose names have been submitted in writing by their law enforcement agency in accordance with the procedures specified in Education Code 49076.5. (Education Code 49076.5)

When disclosing records for the above purposes, the Superintendent or designee shall obtain the necessary documentation to verify that the person, agency, or organization is a person, agency, or organization that is permitted to receive such records.

Any person, agency, or organization granted access is prohibited from releasing information to another person, agency, or organization without written permission from the parent/guardian or adult student unless specifically allowed by state law or the federal Family Educational Rights and Privacy Act. (Education Code 49076)

In addition, the parent/guardian or adult student may provide written consent for access to be granted to persons, agencies, or organizations not afforded access rights by law. The written consent shall specify the records to be released and the party or parties to whom they may be released. (Education Code 49075)

Only a parent/guardian having legal custody of the student may consent to the release of records to others. Either parent/guardian may grant consent if both parents/guardians notify the district, in writing, that such an agreement has been made. (Education Code 49061)

(cf. 5021 - Noncustodial Parents) 7

Discretionary Access

At his/her discretion, theThe Superintendent or designee may release information from a student's records to the following: (34 CFR 99.36; Education Code 49076)

1. Appropriate persons, including parents/guardians of a student, in an emergency if the health and safety of the student or other persons are at stake (Education Code 49076; 34 CFR 99.31, 99.32, 99.36)

When releasing information to any such appropriate person, the Superintendent or designee shall record information about the threat to the health or safety of the student or any other person that formed the basis for the disclosure and the person(s) to whom the disclosure was made. (Education Code 49076; 34 CFR 99.32)

Unless it would further endanger the health or safety of the student or other persons, the Superintendent or designee shall inform the parent/guardian or adult student within one week of the disclosure that the disclosure was made, of the articulable and significant threat to the health or safety of the student or other individuals that formed the basis for the disclosure, and of the parties to whom the disclosure was made.

2. Accrediting associations (Education Code 49076; 34 CFR 99.31)

3. Under the conditions specified in Education Code 49076 and 34 CFR 99.31, organizations conducting studies on behalf of educational institutions or agencies for the purpose of developing, validating, or administering predictive tests, administering student aid programs, or improving instruction, provided that: (Education Code 49076; 34 CFR 99.31) a. The study is conducted in a manner that does not permit personal identification of parents/guardians and students by individuals other than representatives of the organization who have legitimate interests in the information. b. The information is destroyed when no longer needed for the purposes for which the study is conducted. c. The district enters into a written agreement with the organization that complies with 34 CFR 99.31.

4. Officials and employees of private schools or school systems where the student is enrolled or intends to enroll, subject to the rights of parents/guardians as provided in Education Code 49068 and in compliance with 34 CFR 99.34 (Education Code 49076; 34 CFR 99.31, 99.34)

5. Local health departments operating countywide or regional immunization information and reminder systems and the California Department of Public Health, unless the parent/guardian 8

has requested that no disclosures of this type be made (Health and Safety Code 120440)

6. Contractors and consultants having a legitimate educational interest based on services or functions which have been outsourced to them through a formal written agreement or contract by the district, excluding volunteers or other parties (Education Code 49076)

5(cf. 3600 - Consultants)

7. Agencies or organizations in connection with the student's application for or receipt of financial aid, provided that However, information permitting the personal identification of a student or his/her parents/guardians for these purposes is may be disclosed only as may be necessary to determine the eligibility of the student for financial aid, to determine the amount of financial aid, to determine the conditions which will be imposed regarding the financial aid, or to enforce the terms or conditions of the financial aid (Education Code 49076; 34 CFR 99.31, 99.36).

86. County elections officials for the purpose of identifying students eligible to register to vote orand offering such students an opportunity to register, subject to the provisions of 34 CFR 99.37 and under the condition that any information provided on this basis shall not be used for any other purpose or transferred to any other person or agency (Education Code 49076; 34 CFR 99.31, 99.37)

(cf. 1400 - Relations Between Other Governmental Agencies and the Schools)

When disclosing records for the above purposes, the The Superintendent or designee shall obtain the necessary documentation to verify that the person, agency, or organization is a person, agency, or organization that is permitted to receive such records.

De-identification of Records

When authorized by law for any program audit, educational research, or other purposes, the Superintendent or designee may release information from a student record without prior consent of the parent/guardian or adult student after the removal of all personally identifiable information. and reminder systems and the California Department of Public Health. Prior to releasing such information, the Superintendent or designee shall make a reasonable determination that the student's identity is not personally identifiable, whether through single or multiple releases and taking into account other reasonably available information. (Education Code 49074, 49076; 34 CFR 99.31notify the parent/guardian of his/her right to refuse to share the information as well the other information specified in law. The following information may be released: (Health and Safety Code 120440)

Process for Providing1. Name of the student and the student's parent/guardian 2. Student's gender 3. Student's date and place of birth 9

4. Types and dates of immunizations received 5. Manufacturer and lot number of the immunization received 6. Adverse reaction to the immunization 7. Other nonmedical information necessary to establish the student's unique identity and record

Persons Granted Access to Student Records With Prior Written Consent Persons, agencies, or organizations not afforded access rights by law may be granted access only through written permission of the parent/guardian or adult student, or by judicial order. (Education Code 49075)

Only a parent/guardian having legal custody of the student may consent to the release of records to others. Either parent may grant consent if both parents notify the district, in writing, that such an agreement has been made. (Education Code 49061)

(cf. 5021 - Noncustodial Parents)

Any person or agency granted access is prohibited from releasing information to another person or agency without written permission from the parent/guardian or adult student. (Education Code 49076)

Access to Records by Authorized Persons

Student records shall be maintained in a central file at the school attended by the student or, when records are maintained in different locations, a notation shall be placed in the central file indicating where other records may be found. Parents/guardians shall be notified of the location of student records if not centrally located. (Education Code 49069; 5 CCR 433)

The custodian of records shall be responsible for the security of student records and shall ensure that access is limited to authorized persons. (5 CCR 433) The custodian of records shall develop reasonable methods, including physical, technological, and administrative controls, to ensure that school officials and employees obtain access to only those student records in which they have legitimate educational interests. (34 CFR 99.31)

To inspect, review, or obtain copies of student records, authorized persons shall submit a request to the custodian of records. Prior to granting the request, the custodian of records shall authenticate the individual's identity. For any individual granted access based on a legitimate educational interest, the request shall specify the interest involved.

Authorized persons, organizations, or agencies from outside the school whose access requires consent from the parent/guardian or adult student shall submit their request, together with any required authorization, to the Superintendent or designee or the custodian of records. (5 CCR 435) When prior written consent from a parent/guardian is required by law, the parent/guardian shall provide a written, signed, and dated written consent before the district discloses the student 10

record. Such consent may be given through electronic means in those cases where it can be authenticated. The district's consent form shall specify the records that may be disclosed, state the purpose of the disclosure, and identify the party or class of parties to whom the disclosure may be made. Upon request by the parent/guardian, the district shall provide him/her a copy of the records disclosed. (34 CFR 99.30)

Within five business days following the date of request, a parent/guardian or other authorized person shall be granted access to inspect, review, and obtain copies of student records during regular school hours. (Education Code 49069)

Qualified certificated personnel shall be available to interpret records when requested. (Education Code 49069)

The custodian of records shall be responsible for the security of student records and shall assure that access is limited to authorized persons. (5 CCR 433) The custodian of records or the Superintendent or designee shall prevent the alteration, damage, or loss of records during inspection. (5 CCR 435)

Prior to disclosing a record pursuant to a court order or subpoena, the Superintendent or designee shall, unless otherwise instructed by the court, give the parent/guardian or adult student at least three days' notice of the name of the requesting agency and the specific record requested if lawfully possible within the requirements of the judicial order. (34 CFR 99.31; 5 CCR 435)

When the district discloses personally identifiable information to officials of another school, school system, or postsecondary institution where the student seeks or intends to enroll, the Superintendent or designee shall make a reasonable attempt to notify the parent/guardian or adult student at his/her last known address, provide a copy of the record that was disclosed, and give him/her an opportunity for a hearing to challenge the record. (34 CFR 99.34) Upon releasing student information to a judge or probation officer for the purpose of conducting a truancy mediation program or presenting evidence in a truancy petition, the Superintendent or designee shall inform, or provide written notification to, the student's parent/guardian within 24 hours. (Education Code 49076) If the district is planning to release a student's immunization information to the county health department or California Department of Public Health, the Superintendent or designee shall inform the student's parents/guardians of the following: (Health and Safety Code 120440) 1. The type of information that will be shared 2. The name and address of the agency with which the district will share the information 3. That any shared information shall be treated as confidential and shall be used to share only with each other and, upon request, with health care providers, child care facilities, family child care homes, service providers for the Women, Infants and Children (WIC) food program, county welfare departments, foster care agencies, and health care plans 4. That the information may be used only to provide immunization service; to provide or facilitate third-party payer payments for immunizations; and/or to compile and 11

disseminate statistical information on immunization status on groups of people, without identifying the student 5. That the parent/guardian has the right to examine any immunization-related information shared in this manner and to correct any errors 6. That the parent/guardian may refuse to allow this information to be shared

Access Log

A log shall be maintained for each student's record which lists all persons, agencies, or organizations requesting or receiving information from the records and the legitimate educational interest of the requester. (Education Code 49064)

In every instance of inspection by persons who do not have assigned educational responsibility, the custodian of records shall make an entry in the log indicating the record inspected, the name of the person granted access, the reason access was granted, and the time and circumstances of inspection. (5 CCR 435)

The log may include record of access by: (Education Code 49064)

1. Parents/guardians or adult students

2. Students who are 16 years of age or older or who have completed the 10th grade

3. Parties obtaining district-approved directory information

(cf. 5125.1 - Release of Directory Information) 4. Parties who provide written parental consent, in which case the consent notice shall be filed with the record pursuant to Education Code 49075

5. School officials andor employees who have a legitimate educational interest

The log shall be accessible only to the parent/guardian, adult student, dependent adult student, student who is age 16 years or older or who has completed the 10th grade, custodian of records, and certain state or /federal officials. (Education Code 49064; 5 CCR 432)

Duplication of Student Records

To provide copies of any student record, the district shall charge a reasonable fee not to exceed the actual cost of providing furnishing the copies. No charge shall be made for providing up to two transcripts or up to two verifications of various records for any former student. No charge shall be made to locate or retrieve any student record. (Education Code 49065)

(cf. 3260 - Fees and Charges)

Changes to Student Records 12

Only a parent/guardian having legal custody of a student or an adult student may challenge the content of a record or offer a written response to a record. (Education Code 49061)

(cf. 5125.3 - Challenging Student Records)

No additions except routine updating shall be made to a student's record after high school graduation or permanent departure without prior consent of the parent/guardian or adult student. (5 CCR 437)

A student's legal name or gender as entered on the mandatory student record required pursuant to 5 CCR 432 shall only be changed pursuant to a court order. However, at the written request of a student or, if appropriate, his/her parents/guardians, the district shall use the student's preferred name and pronouns consistent with his/her gender identity on all other district-related documents.

Only a parent/guardian having legal custody of the(cf. 5145.3 - Nondiscrimination/Harassment)

student or an adult student may challenge the content of a record or offer a written response to a record. (Education Code 49061)

(cf. 5125.3 - Challenging Student Records)

Retention and Destruction of Student Records

All anecdotal information and assessment reports maintained as student records shall be dated and signed by the individual who originated the data. (5 CCR 431)

The following mandatory permanent student records shall be kept indefinitely: (5 CCR 432, 437)

1. Legal name of student

2. Date and place of birth and method of verifying birth date

(cf. 5111 - Admission)

3. Sex of student

4. Name and address of parent/guardian of minor student a. Address of minor student if different from the above b. Annual verification of parent/guardian's name and address and student's residence

(cf. 5111.1 - District Residency) 13

(cf. 5111.12 - Residency Based on Parent/Guardian Employment)

(cf. 5111.13 - Residency for Homeless Children) 5. Entrance and departure datesdate of each school year and for any summer session or other extra session

6. Subjects taken during each year, half-year, summer session, or quarter, and marks or credits given

(cf. 5121 - Grades/Evaluation of Student Achievement)

7. Verification of or exemption from required immunizations

(cf. 5141.31 - Immunizations)

8. Date of high school graduation or equivalent

Mandatory interim student records, unless forwarded to another district, shall be maintained subject to destruction during the third school year after the school year in which they originated, following a determination that their usefulness has ceased or the student has left the district. These records include: (Education Code 48918, 51747; 5 CCR 432, 437, 16027)

1. Expulsion orders and the causes therefortherefore

(cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))

2. A log identifying persons or agencies who request or receive information from the student record

3. Health information, including verification or waiver of the health screening for school entry

(cf. 5141.32 - Health Screening for School Entry)

4. Information on participation in special education programs, including required tests, case studies, authorizations, and evidence of eligibility for admission or discharge

(cf. 6159 - Individualized Education Program) (cf. 6164.4 - Identification and Evaluation of Individuals for Special Education)

5. Language training records

(cf. 6174 - Education for English Language Learners)

14

6. Progress slips/notices required by Education Code 49066 and 49067

7. Parental restrictions/stipulations regarding access to directory information

8. Parent/guardian or adult student rejoinders to challenged records and to disciplinary action

9. Parent/guardian authorization or denial of student participation in specific programs

10. Results of standardized tests administered within the past three years

(cf. 6162.51 - State Academic Achievement Tests Standardized Testing and Reporting Program) (cf. 6162.52 - High School Exit Examination)

11. Written findings resulting from an evaluation conducted after a specified number of missed assignments to determine whether it is in a student'sstudent’s best interest to remain in independent study.

(cf. 6158 - Independent Study)

Permitted student records may be destroyed six months after the student completes or withdraws from the educational program, including: (5 CCR 432, 437)

1. Objective counselor and/or /teacher ratings

2. Standardized test results older than three years

3. Routine disciplinary data

(cf. 5144 - Discipline)

4. Verified reports of relevant behavioral patterns

5. All disciplinary notices

6. Supplementary attendance records

Records shall be destroyed in a way that assures they will not be available to possible public inspection in the process of destruction. (5 CCR 437)

Transfer of Student Records

When If a student transfers into this district from any other school district or a private school, the Superintendent or designee shall inform the student's parent/guardian of his/her rights regarding student records, including the right to review, challenge, and receive a copy of student records. 15

(Education Code 49068; 5 CCR 438)

When a student transfers into this district from another district, the Superintendent or designee shall request that the student's previous district provide any records, either maintained by that district in the ordinary course of business or received from a law enforcement agency, regarding acts committed by the transferring student that resulted in his/her suspension or expulsion. (Education Code 48201)

(cf. 4158/4258/4358 - Employee Security) (cf. 5119 - Students Expelled From Other Districts)

When a student transfers from this district to another school district or to a private school, the Superintendent or designee shall forward a copy of the student's mandatory permanent record within 10as requested by the other district or private school days of the district's receipt of the request for the student's records.. The original record or a copy shall be retained permanently by this district. If the transfer is to another California public school, the student's entire mandatory interim record shall also be forwarded. If the transfer is out of state or to a private school, the mandatory interim record may be forwarded. Permitted student records may be forwarded to any other district or private school. (Education Code 48918, 49068; (5 CCR 438) Upon receiving a request from an admitting school for a student's records, the district shall also forward any expulsion order and the causes for the expulsion. (Education Code 48918) Upon receiving a request from a county placing agency to transfer a student in foster care out of a district school, the Superintendent or designee shall transfer the student's records to the next educational placement within two business days. (Education Code 49069.5)

All student records shall be updated before they are transferred. (5 CCR 438)

Student records shall not be withheld from the requesting district because of any charges or fees owed by the student or parent/guardian. (5 CCR 438)

If the district is withholding grades, diploma, or transcripts from the student because of his/her damage or loss of school property, this information shall be sent to the requesting district along with the student's records.

(cf. 5125.2 - Withholding Grades, Diploma or Transcripts)

Notification of Parents/Guardians

Upon any student's initial enrollment, and at the beginning of each school year thereafter, the Superintendent or designee shall notify parents/guardians and eligible students, in writing, of their rights related to student records. If 15 percent or more of the students enrolled in the district speak a single primary language other than English, then the district shall provide these notices to that language. OtherwiseInsofar as practicable, the district shall provide these notices in the student's home language insofar as practicable. The districtand shall effectively notify parents/guardians or eligible students with disabilities. (who are disabled. (34 CFR 99.7; Education Code 49063, 48985; 34 CFR 99.7) 16

(cf. 5145.6 - Parental Notifications)

The notice shall include: (34 CFR 99.7, 99.34; Education Code 49063; 34 CFR 99.7, 99.34)

1. The types of student records kept by the district and the information contained therein

2. The title(s) of the official(s) responsible for maintaining each type of record

3. The location of the log identifying those who request information from the records

4. District criteria for defining school officials and employees and for determining legitimate educational interest

5. District policies for reviewing and expunging student records

6. The right to inspect and review student records and the procedures for doing so

7. The right to challenge and the procedures for challenging the content of a student record that the parent/guardian or student believes to be inaccurate, misleading, or otherwise in violation of the student's privacy rights

(cf. 5125.3 - Challenging Student Records) 8. The cost, if any, charged for duplicating copies of records

9. The categories of information defined as directory information pursuant to Education Code 49073

10. The right to consent to disclosures of personally identifiable information contained in the student's records except when disclosure without consent is authorized by law

11. Availability The availability of the curriculum prospectus developed pursuant to Education Code 49091.14 containing the titles, descriptions, and instructional aims of every course offered by the school

(cf. 5020 - Parent Rights and Responsibilities)

12. Any other rights and requirements set forth in Education Code 49060-49078, and the right of parents/guardians to file a complaint with the U.S. United States Department of Education concerning an alleged failure by the district to comply with 20 USC 1232g

13. A statement that the district forwards education records to other agencies or institutions that request have requested the records and in which the student seeks or intends to enroll or is already enrolled as long as the disclosure is for purposes related to the student's enrollment

17

Student Records from Social Media

For the purpose of gathering and maintaining records of students' social media activity, the Superintendent or designee shall: (Education Code 49073.6)

1. Gather or maintain only information that pertains directly to school safety or student safety

2. Provide a student with access to any information that the district obtained from his/her social media activity and an opportunity to correct or delete such information

3. Destroy information gathered from social media and maintained in student records within one year after a student turns 18 years of age or within one year after the student is no longer enrolled in the district, whichever occurs first

4. Notify each parent/guardian that the student's information is being gathered from social media and that any information maintained in the student's records shall be destroyed as provided in item #3 above. The notification shall also include, but is not limited to, an explanation of the process by which a student or his/her parent/guardian may access the student's records for examination of the information gathered or maintained and the process by which removal of the information may be requested or corrections to the information may be made. The notification may be provided as part of the annual parental notification required pursuant to Education Code 48980.

5. If the district contracts with a third party to gather information on a student from social media, ensure that the contract: a. Prohibits the third party from using the information for purposes other than those specified in the contract or from selling or sharing the information with any person or entity other than the district, the student, or his/her parent/guardian b. Requires the third party to destroy the information immediately upon satisfying the terms of the contract, or when the district notifies the third party that the student has turned 18 years of age or is no longer enrolled in the district, whichever occurs first

Regulation PALO ALTO UNIFIED SCHOOL DISTRICT approved: 10.17.11 Palo Alto, California

18

Students AR 5125

Student Records

Definitions

Student means any individual who is or has been in attendance at the district and regarding whom the district maintains student records. (34 CFR 99.3)

Attendance includes, but is not limited to, attendance in person or by paper correspondence, videoconference, satellite, Internet, or other electronic information and telecommunication technologies for students who are not physically present in the classroom, and the period during which a person is working under a work-study program. (34 CFR 99.3)

Student records are any items of information (in handwriting, print, tape, film, computer, or other medium) gathered within or outside the district that are directly related to an identifiable student and maintained by the district, required to be maintained by an employee in the performance of his/her duties, or maintained by a party acting for the district. Any information maintained for the purpose of second-party review is considered a student record. Student records include the student's health record. (Education Code 49061, 49062; 5 CCR 430; 34 CFR 99.3)

Student records do not include: (Education Code 49061, 49062; 5 CCR 430; 34 CFR 99.3)

1. Directory information

(cf. 5125.1 - Release of Directory Information)

2. Informal notes compiled by a school officer or employee which remain in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a substitute employee

(cf. 3515 - Campus Security) (cf. 3515.3 - District Police/Security Department)

3. Records created or received by the district after an individual is no longer a student and that are not directly related to the individual's attendance as a student

4. Grades on peer-graded papers before they are collected and recorded by a teacher

Mandatory permanent student records are those records which are maintained in perpetuity and which schools have been directed to compile by state law, regulation, or administrative directive. (5 CCR 430)

1

Mandatory interim student records are those records which the schools are directed to compile and maintain for specified periods of time and are then destroyed in accordance with state law, regulation, or administrative directive. (5 CCR 430)

Permitted student records are those records having clear importance only to the current educational process of the student. (5 CCR 430)

Disclosure means to permit access to, or the release, transfer, or other communication of, personally identifiable information contained in student records to any party, except the party that provided or created the record, by any means including oral, written, or electronic. (34 CFR 99.3)

Access means a personal inspection and review of a record or an accurate copy of a record, or receipt of an accurate copy of a record or an oral description or communication of a record, and a request to release a copy of any record. (Education Code 49061)Personally identifiable information includes, but is not limited to: (34 CFR 99.3)

1. The student's name

2. The name of the student's parent/guardian or other family members

3. The address of the student or student's family

4. A personal identifier, such as the student's social security number, student number, or biometric record (e.g., fingerprints, retina and iris patterns, voiceprints, DNA sequence, facial characteristics, and handwriting)

5. Other indirect identifiers, such as the student's date of birth, place of birth, and mother's maiden name

6. Other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty

7. Information requested by a person who the district reasonably believes knows the identity of the student to whom the student record relates

Adult student is a person who is or was enrolled in school and who is at least 18 years of age. (5 CCR 430)

Parent/guardian means a natural parent, an adopted parent, legal guardian, surrogate parent, or foster parent. (Education Code 49061, 56050, 56055)

Legitimate educational interest is an interest held by any school official, employee, contractor, or consultant whose duties, responsibilities, or contractual obligations to the district, whether routine or as a result of special circumstances, require him/her to have access to student records. 2

School officials and employees are officials or employees whose duties and responsibilities to the district, whether routine or as a result of special circumstances, require that they have access to student records.

Contractor or consultant is anyone with a formal written agreement or contract with the district regarding the provision of services or functions outsourced to him/her by the district. Contractor or consultant shall not include a volunteer or other party. (Education Code 49076)

Custodian of records is the employee responsible for the security of student records maintained by the district and for devising procedures for assuring that access to such records is limited to authorized persons. (5 CCR 433)

County placing agency means the county social service department or county probation department. (Education Code 49061)

Persons Granted Absolute Access

In accordance with law, absolute access to any student records shall be granted to: 1. Parents/guardians of students younger than age 18 years, including the parent who is not the student's custodial parent (Education Code 49069; Family Code 3025)

2. An adult student, or a student under the age of 18 years who attends a postsecondary institution, in which case the student alone shall exercise rights related to his/her student records and grant consent for the release of records (34 CFR 99.3, 99.5)

3. Parents/guardians of an adult student with disabilities who is age 18 years or older and has been declared incompetent under state law (Education Code 56041.5)

(cf. 6159 - Individualized Education Program)

Access for Limited Purpose/Legitimate Educational Interest

The following persons or agencies shall have access to those particular records that are relevant to their legitimate educational interest or other legally authorized purpose:

1. Parents/guardians of a student age 18 or older who is a dependent child as defined under 26 USC 152 (Education Code 49076; 34 CFR 99.31)

2. Students who are age 16 or older or who have completed the 10th grade (Education Code 49076; 34 CFR 99.31)

3. School officials and employees, consistent with the definition provided in the section "Definitions" above (Education Code 49076; 34 CFR 99.31)

3

4. Members of a school attendance review board (SARB) who are authorized representatives of the district and any volunteer aide age 18 or older who has been investigated, selected, and trained by the SARB to provide follow-up services to a referred student. (Education Code 49076)

(cf. 5113.1 - Chronic Absence and Truancy)

5. Officials and employees of other public schools, school systems, or postsecondary institutions where the student intends or is directed to enroll, including local, county, or state correctional facilities where educational programs leading to high school graduation are provided, or where the student is already enrolled, as long as the disclosure is for purposes related to the student's enrollment or transfer. (Education Code 49076; 34 CFR 99.31)

Unless the annual parent/guardian notification issued pursuant to Education Code 48980 includes a statement that the district may disclose students' personally identifiable information to officials of another school, school system, or postsecondary institution where the student seeks or intends to enroll, the Superintendent or designee shall, when such a disclosure is made, make a reasonable attempt to notify the parent/guardian or adult student at his/her last known address, provide a copy of the record that is disclosed, and give the parent/guardian or adult student an opportunity for a hearing to challenge the record. (34 CFR 99.34)

6. The Student Aid Commission, for the purpose of providing the grade point average (GPA) of all district students in grade 12, and subsequently providing verification of high school graduation or its equivalent of all students who graduated in the prior academic year, for us in the Cal Grant postsecondary financial aid program. However, such information shall not be submitted when students opt out or are permitted by the rules of the Student Aid Commission to provide test scores in lieu of the GPA (Education Code 69432.9, 69432.92)

No later than October 15 each year, the Superintendent or designee shall notify each student in grade 12, and his/her parents/guardians if the student is under age 18 years, that the student's GPA will be forwarded to the Student Aid Commission unless he/she opts out within a period of time specified in the notice, which shall not be less than 30 days. (Education Code 69432.9)

Students' social security numbers shall not be included in the submitted information unless the Student Aid Commission deems it necessary to complete the financial aid application and the Superintendent or designee obtains permission from the student's parent/guardian, or from the adult student, to submit the social security number. (Education Code 69432.9)

7. Federal, state, and local officials, as needed for an audit, evaluation, or compliance activity related to a state or federally funded education program and in accordance with a written agreement developed pursuant to 34 CFR 99.35 (Education Code 49076; 34 CFR 99.3, 99.31, 99.35)

8. Any county placing agency acting as an authorized representative of a state or local educational agency which is required to audit or evaluate a state or federally supported education program pursuant to item #7 above (Education Code 49076) 4

9. Any person, agency, or organization authorized in compliance with a court order or lawfully issued subpoena (Education Code 49077; 5 CCR 435; 34 CFR 99.31)

Unless otherwise instructed by the court, the Superintendent or designee shall, prior to disclosing a record pursuant to a court order or subpoena, give the parent/guardian or adult student at least three days' notice of the name of the requesting agency and the specific record requested, if lawfully possible within the requirements of the judicial order. (Education Code 49077; 5 CCR 435; 34 CFR 99.31)

10. Any district attorney who is participating in or conducting a truancy mediation program or participating in the presentation of evidence in a truancy petition (Education Code 49076)

11. A district attorney's office for consideration against a parent/guardian for failure to comply with compulsory education laws (Education Code 49076)

12. Any probation officer, district attorney, or counsel of record for a minor student for the purposes of conducting a criminal investigation or an investigation in regards to declaring the minor student a ward of the court or involving a violation of a condition of probation, subject to evidentiary rules specified in Welfare and Institutions Code 701 (Education Code 49076)

When disclosing records for these purposes, the Superintendent or designee shall obtain written certification from the recipient of the records that the information will not be disclosed to another party without prior written consent of the student's parent/guardian or the holder of the student's educational rights, unless specifically authorized by state or federal law. (Education Code 49076)

13 . Any judge or probation officer for the purpose of conducting a truancy mediation program for a student or for the purpose of presenting evidence in a truancy petition pursuant to Welfare and Institutions Code 681 (Education Code 49076) In such cases, the judge or probation officer shall certify in writing to the Superintendent or designee that the information will be used only for truancy purposes. Upon releasing student information to a judge or probation officer, the Superintendent or designee shall inform, or provide written notification to, the student's parent/guardian within 24 hours. (Education Code 49076)

14. Any foster family agency with jurisdiction over currently enrolled or former students for purposes of accessing those students' records of grades and transcripts and any individualized education program developed and maintained by the district (Education Code 49069.3)

(cf. 6173.1 - Education for Foster Youth)

15. A student age 14 years or older who is both a homeless student and an unaccompanied minor as defined in 42 USC 11434a (Education Code 49076)

5

(cf. 6173 - Education for Homeless Children)

16. An individual who completes items 1-4 of the caregiver's authorization affidavit pursuant to Family Code 6552 and signs the affidavit for the purpose of enrolling a minor in school (Education Code 49076)

17. A caseworker or other representative of a state or local child welfare agency or tribal organization that has legal responsibility for the care and protection of a student, provided that the information is directly related to providing assistance to address the student's educational needs (Education Code 49076; 20 USC 1232(g))

18. Appropriate law enforcement authorities, in circumstances where Education Code 48902 requires that the district provide special education and disciplinary records of a student with disabilities who is suspended or expelled for committing an act violating Penal Code 245 (Education Code 48902, 49076)

When disclosing such records, the Superintendent or designee shall obtain written certification by the recipient of the records as described in item #12 above. (Education Code 49076)

19. Designated peace officers or law enforcement agencies in cases where the district is authorized by law to assist law enforcement in investigations of suspected criminal conduct or kidnapping and a written parental consent, lawfully issued subpoena, or court order is submitted to the district, or information is provided to it indicating that an emergency exists in which the student's information is necessary to protect the health or safety of the student or other individuals (Education Code 49076.5; 34 CFR 99.1-99.67)

In such cases, the Superintendent or designee shall provide information about the identity and location of the student as it relates to the transfer of that student's records to another public school district or California private school. (Education Code 49076.5)

When disclosing records for the above purposes, the Superintendent or designee shall obtain the necessary documentation to verify that the person, agency, or organization is a person, agency, or organization that is permitted to receive such records.

Any person, agency, or organization granted access is prohibited from releasing information to another person, agency, or organization without written permission from the parent/guardian or adult student unless specifically allowed by state law or the federal Family Educational Rights and Privacy Act. (Education Code 49076)

In addition, the parent/guardian or adult student may provide written consent for access to be granted to persons, agencies, or organizations not afforded access rights by law. The written consent shall specify the records to be released and the party or parties to whom they may be released. (Education Code 49075)

Only a parent/guardian having legal custody of the student may consent to the release of records to others. Either parent/guardian may grant consent if both parents/guardians notify the district, 6

in writing, that such an agreement has been made. (Education Code 49061)

(cf. 5021 - Noncustodial Parents)

Discretionary Access

At his/her discretion, the Superintendent or designee may release information from a student's records to the following:

1. Appropriate persons, including parents/guardians of a student, in an emergency if the health and safety of the student or other persons are at stake (Education Code 49076; 34 CFR 99.31, 99.32, 99.36)

When releasing information to any such appropriate person, the Superintendent or designee shall record information about the threat to the health or safety of the student or any other person that formed the basis for the disclosure and the person(s) to whom the disclosure was made. (Education Code 49076; 34 CFR 99.32)

Unless it would further endanger the health or safety of the student or other persons, the Superintendent or designee shall inform the parent/guardian or adult student within one week of the disclosure that the disclosure was made, of the articulable and significant threat to the health or safety of the student or other individuals that formed the basis for the disclosure, and of the parties to whom the disclosure was made.

2. Accrediting associations (Education Code 49076; 34 CFR 99.31)

3. Under the conditions specified in Education Code 49076 and 34 CFR 99.31, organizations conducting studies on behalf of educational institutions or agencies for the purpose of developing, validating, or administering predictive tests, administering student aid programs, or improving instruction, provided that: (Education Code 49076; 34 CFR 99.31) a. The study is conducted in a manner that does not permit personal identification of parents/guardians and students by individuals other than representatives of the organization who have legitimate interests in the information. b. The information is destroyed when no longer needed for the purposes for which the study is conducted. c. The district enters into a written agreement with the organization that complies with 34 CFR 99.31.

4. Officials and employees of private schools or school systems where the student is enrolled or intends to enroll, subject to the rights of parents/guardians as provided in Education Code 49068 and in compliance with 34 CFR 99.34 (Education Code 49076; 34 CFR 99.31, 99.34)

7

5. Local health departments operating countywide or regional immunization information and reminder systems and the California Department of Public Health, unless the parent/guardian has requested that no disclosures of this type be made (Health and Safety Code 120440)

6. Contractors and consultants having a legitimate educational interest based on services or functions which have been outsourced to them through a formal written agreement or contract by the district, excluding volunteers or other parties (Education Code 49076)

(cf. 3600 - Consultants)

7. Agencies or organizations in connection with the student's application for or receipt of financial aid, provided that information permitting the personal identification of a student or his/her parents/guardians for these purposes is disclosed only as may be necessary to determine the eligibility of the student for financial aid, determine the amount of financial aid, determine the conditions which will be imposed regarding the financial aid, or enforce the terms or conditions of the financial aid (Education Code 49076; 34 CFR 99.31, 99.36) 8. County elections officials for the purpose of identifying students eligible to register to vote or offering such students an opportunity to register, subject to the provisions of 34 CFR 99.37 and under the condition that any information provided on this basis shall not be used for any other purpose or transferred to any other person or agency (Education Code 49076; 34 CFR 99.31, 99.37)

(cf. 1400 - Relations Between Other Governmental Agencies and the Schools)

When disclosing records for the above purposes, the Superintendent or designee shall obtain the necessary documentation to verify that the person, agency, or organization is a person, agency, or organization that is permitted to receive such records.

De-identification of Records

When authorized by law for any program audit, educational research, or other purposes, the Superintendent or designee may release information from a student record without prior consent of the parent/guardian or adult student after the removal of all personally identifiable information. Prior to releasing such information, the Superintendent or designee shall make a reasonable determination that the student's identity is not personally identifiable, whether through single or multiple releases and taking into account other reasonably available information. (Education Code 49074, 49076; 34 CFR 99.31)

Process for Providing Access to Records

Student records shall be maintained in a central file at the school attended by the student or, when records are maintained in different locations, a notation shall be placed in the central file indicating where other records may be found. Parents/guardians shall be notified of the location of student records if not centrally located. (Education Code 49069; 5 CCR 433) 8

The custodian of records shall be responsible for the security of student records and shall ensure that access is limited to authorized persons. (5 CCR 433) The custodian of records shall develop reasonable methods, including physical, technological, and administrative controls, to ensure that school officials and employees obtain access to only those student records in which they have legitimate educational interests. (34 CFR 99.31)

To inspect, review, or obtain copies of student records, authorized persons shall submit a request to the custodian of records. Prior to granting the request, the custodian of records shall authenticate the individual's identity. For any individual granted access based on a legitimate educational interest, the request shall specify the interest involved.

When prior written consent from a parent/guardian is required by law, the parent/guardian shall provide a written, signed, and dated consent before the district discloses the student record. Such consent may be given through electronic means in those cases where it can be authenticated. The district's consent form shall specify the records that may be disclosed, state the purpose of the disclosure, and identify the party or class of parties to whom the disclosure may be made. Upon request by the parent/guardian, the district shall provide him/her a copy of the records disclosed. (34 CFR 99.30)

Within five business days following the date of request, a parent/guardian or other authorized person shall be granted access to inspect, review, and obtain copies of student records during regular school hours. (Education Code 49069)

Qualified certificated personnel shall be available to interpret records when requested. (Education Code 49069)

The custodian of records or the Superintendent or designee shall prevent the alteration, damage, or loss of records during inspection. (5 CCR 435)

Access Log

A log shall be maintained for each student's record which lists all persons, agencies, or organizations requesting or receiving information from the records and the legitimate educational interest of the requester. (Education Code 49064)

In every instance of inspection by persons who do not have assigned educational responsibility, the custodian of records shall make an entry in the log indicating the record inspected, the name of the person granted access, the reason access was granted, and the time and circumstances of inspection. (5 CCR 435)

The log may include record of access by: (Education Code 49064)

1. Parents/guardians or adult students

2. Students who are 16 years of age or older or who have completed the 10th grade 9

3. Parties obtaining district-approved directory information

4. Parties who provide written parental consent, in which case the consent notice shall be filed with the record pursuant to Education Code 49075

5. School officials and employees who have a legitimate educational interest

The log shall be accessible only to the parent/guardian, adult student, dependent adult student, student who is age 16 years or older or who has completed the 10th grade, custodian of records, and certain state or federal officials. (Education Code 49064; 5 CCR 432)

Duplication of Student Records

To provide copies of any student record, the district shall charge a reasonable fee not to exceed the actual cost of providing the copies. No charge shall be made for providing up to two transcripts or up to two verifications of various records for any former student. No charge shall be made to locate or retrieve any student record. (Education Code 49065)

(cf. 3260 - Fees and Charges)

Changes to Student Records

Only a parent/guardian having legal custody of a student or an adult student may challenge the content of a record or offer a written response to a record. (Education Code 49061)

(cf. 5125.3 - Challenging Student Records)

No additions except routine updating shall be made to a student's record after high school graduation or permanent departure without prior consent of the parent/guardian or adult student. (5 CCR 437)

A student's legal name or gender as entered on the mandatory student record required pursuant to 5 CCR 432 shall only be changed pursuant to a court order. However, at the written request of a student or, if appropriate, his/her parents/guardians, the district shall use the student's preferred name and pronouns consistent with his/her gender identity on all other district-related documents.

(cf. 5145.3 - Nondiscrimination/Harassment)

Retention and Destruction of Student Records

All anecdotal information and assessment reports maintained as student records shall be dated and signed by the individual who originated the data. (5 CCR 431)

The following mandatory permanent student records shall be kept indefinitely: (5 CCR 432, 10

437)

1. Legal name of student

2. Date and place of birth and method of verifying birth date

(cf. 5111 - Admission)

3. Sex of student

4. Name and address of parent/guardian of minor student a. Address of minor student if different from the above b. Annual verification of parent/guardian's name and address and student's residence

(cf. 5111.1 - District Residency)

5. Entrance and departure dates of each school year and for any summer session or other extra session

6. Subjects taken during each year, half-year, summer session, or quarter, and marks or credits given (cf. 5121 - Grades/Evaluation of Student Achievement)

7. Verification of or exemption from required immunizations

(cf. 5141.31 - Immunizations)

8. Date of high school graduation or equivalent

Mandatory interim student records, unless forwarded to another district, shall be maintained subject to destruction during the third school year after the school year in which they originated, following a determination that their usefulness has ceased or the student has left the district. These records include: (Education Code 48918, 51747; 5 CCR 432, 437, 16027)

1. Expulsion orders and the causes therefor

(cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))

2. A log identifying persons or agencies who request or receive information from the student record

3. Health information, including verification or waiver of the health screening for school entry 11

(cf. 5141.32 - Health Screening for School Entry)

4. Information on participation in special education programs, including required tests, case studies, authorizations, and evidence of eligibility for admission or discharge

(cf. 6159 - Individualized Education Program) (cf. 6164.4 - Identification and Evaluation of Individuals for Special Education)

5. Language training records

(cf. 6174 - Education for English Language Learners)

6. Progress slips/notices required by Education Code 49066 and 49067

7. Parental restrictions/stipulations regarding access to directory information

8. Parent/guardian or adult student rejoinders to challenged records and to disciplinary action

9. Parent/guardian authorization or denial of student participation in specific programs

10. Results of standardized tests administered within the past three years

(cf. 6162.51 - State Academic Achievement Tests) (cf. 6162.52 - High School Exit Examination)

11. Written findings resulting from an evaluation conducted after a specified number of missed assignments to determine whether it is in a student's best interest to remain in independent study

(cf. 6158 - Independent Study)

Permitted student records may be destroyed six months after the student completes or withdraws from the educational program, including: (5 CCR 432, 437)

1. Objective counselor and/or teacher ratings

2. Standardized test results older than three years

3. Routine disciplinary data

(cf. 5144 - Discipline)

4. Verified reports of relevant behavioral patterns

12

5. All disciplinary notices

6. Supplementary attendance records

Records shall be destroyed in a way that assures they will not be available to possible public inspection in the process of destruction. (5 CCR 437)

Transfer of Student Records

When a student transfers into this district from any other school district or a private school, the Superintendent or designee shall inform the student's parent/guardian of his/her rights regarding student records, including the right to review, challenge, and receive a copy of student records. (Education Code 49068; 5 CCR 438)

When a student transfers into this district from another district, the Superintendent or designee shall request that the student's previous district provide any records, either maintained by that district in the ordinary course of business or received from a law enforcement agency, regarding acts committed by the transferring student that resulted in his/her suspension or expulsion. (Education Code 48201)

(cf. 4158/4258/4358 - Employee Security) (cf. 5119 - Students Expelled From Other Districts)

When a student transfers from this district to another school district or to a private school, the Superintendent or designee shall forward a copy of the student's mandatory permanent record within 10 school days of the district's receipt of the request for the student's records. The original record or a copy shall be retained permanently by this district. If the transfer is to another California public school, the student's entire mandatory interim record shall also be forwarded. If the transfer is out of state or to a private school, the mandatory interim record may be forwarded. Permitted student records may be forwarded to any other district or private school. (Education Code 48918, 49068; 5 CCR 438) Upon receiving a request from a county placing agency to transfer a student in foster care out of a district school, the Superintendent or designee shall transfer the student's records to the next educational placement within two business days. (Education Code 49069.5)

All student records shall be updated before they are transferred. (5 CCR 438)

Student records shall not be withheld from the requesting district because of any charges or fees owed by the student or parent/guardian. (5 CCR 438)

If the district is withholding grades, diploma, or transcripts from the student because of his/her damage or loss of school property, this information shall be sent to the requesting district along with the student's records.

(cf. 5125.2 - Withholding Grades, Diploma or Transcripts) 13

Notification of Parents/Guardians

Upon any student's initial enrollment, and at the beginning of each school year thereafter, the Superintendent or designee shall notify parents/guardians and eligible students, in writing, of their rights related to student records. If 15 percent or more of the students enrolled in the district speak a single primary language other than English, then the district shall provide these notices to that language. Otherwise, the district shall provide these notices in the student's home language insofar as practicable. The district shall effectively notify parents/guardians or eligible students with disabilities. (Education Code 49063, 48985; 34 CFR 99.7)

(cf. 5145.6 - Parental Notifications)

The notice shall include: (Education Code 49063; 34 CFR 99.7, 99.34) 1. The types of student records kept by the district and the information contained therein

2. The title(s) of the official(s) responsible for maintaining each type of record

3. The location of the log identifying those who request information from the records

4. District criteria for defining school officials and employees and for determining legitimate educational interest

5. District policies for reviewing and expunging student records

6. The right to inspect and review student records and the procedures for doing so

7. The right to challenge and the procedures for challenging the content of a student record that the parent/guardian or student believes to be inaccurate, misleading, or otherwise in violation of the student's privacy rights

8. The cost, if any, charged for duplicating copies of records

9. The categories of information defined as directory information pursuant to Education Code 49073

10. The right to consent to disclosures of personally identifiable information contained in the student's records except when disclosure without consent is authorized by law

11. Availability of the curriculum prospectus developed pursuant to Education Code 49091.14 containing the titles, descriptions, and instructional aims of every course offered by the school

(cf. 5020 - Parent Rights and Responsibilities)

12. Any other rights and requirements set forth in Education Code 49060-49078, and the 14

right of parents/guardians to file a complaint with the U.S. Department of Education concerning an alleged failure by the district to comply with 20 USC 1232g

13. A statement that the district forwards education records to other agencies or institutions that request the records and in which the student seeks or intends to enroll or is already enrolled as long as the disclosure is for purposes related to the student's enrollment

Student Records from Social Media

For the purpose of gathering and maintaining records of students' social media activity, the Superintendent or designee shall: (Education Code 49073.6)

1. Gather or maintain only information that pertains directly to school safety or student safety

2. Provide a student with access to any information that the district obtained from his/her social media activity and an opportunity to correct or delete such information

3. Destroy information gathered from social media and maintained in student records within one year after a student turns 18 years of age or within one year after the student is no longer enrolled in the district, whichever occurs first

4. Notify each parent/guardian that the student's information is being gathered from social media and that any information maintained in the student's records shall be destroyed as provided in item #3 above. The notification shall also include, but is not limited to, an explanation of the process by which a student or his/her parent/guardian may access the student's records for examination of the information gathered or maintained and the process by which removal of the information may be requested or corrections to the information may be made. The notification may be provided as part of the annual parental notification required pursuant to Education Code 48980.

5. If the district contracts with a third party to gather information on a student from social media, ensure that the contract: a. Prohibits the third party from using the information for purposes other than those specified in the contract or from selling or sharing the information with any person or entity other than the district, the student, or his/her parent/guardian b. Requires the third party to destroy the information immediately upon satisfying the terms of the contract, or when the district notifies the third party that the student has turned 18 years of age or is no longer enrolled in the district, whichever occurs first

Regulation PALO ALTO UNIFIED SCHOOL DISTRICT approved: 10.17.11, Palo Alto, California

15

CSBA Sample Administrative Regulation Student Records

AR 5125 Students

Definitions

Student means any individual who is or has been in attendance at the district and regarding whom the district maintains student records. (34 CFR 99.3)

Attendance includes, but is not limited to, attendance in person or by paper correspondence, videoconference, satellite, Internet, or other electronic information and telecommunication technologies for students who are not physically present in the classroom, and the period during which a person is working under a work-study program. (34 CFR 99.3)

***Note: Guidance issued by the U.S. Department of Education (USDOE) and U.S. Department of Health and Human Services clarifies that a student's immunization and health record maintained by the district is a "student record" subject to the Family Educational Rights and Privacy Act (FERPA). Also see BP/AR 5141.6 - School Health Services. ***

Student records are any items of information (in handwriting, print, tape, film, computer, or other medium) gathered within or outside the district that are directly related to an identifiable student and maintained by the district, required to be maintained by an employee in the performance of his/her duties, or maintained by a party acting for the district. Any information maintained for the purpose of second-party review is considered a student record. Student records include the student's health record. (Education Code 49061, 49062; 5 CCR 430; 34 CFR 99.3)

Student records do not include: (Education Code 49061, 49062; 5 CCR 430; 34 CFR 99.3)

1. Directory information

(cf. 5125.1 - Release of Directory Information)

2. Informal notes compiled by a school officer or employee which remain in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a substitute employee

***Note: USDOE guidance (Balancing Student Privacy and School Safety) clarifies that records created by the district's law enforcement unit, such as student images appearing on security videotapes, are not considered student records under FERPA as long as the records are created for a law enforcement purpose. ***

1 3. Records of the law enforcement unit of the district, subject to 34 CFR 99.8

(cf. 3515 - Campus Security) (cf. 3515.3 - District Police/Security Department)

4. Records created or received by the district after an individual is no longer a student and that are not directly related to the individual's attendance as a student

5. Grades on peer-graded papers before they are collected and recorded by a teacher

Mandatory permanent student records are those records which are maintained in perpetuity and which schools have been directed to compile by state law, regulation, or administrative directive. (5 CCR 430)

Mandatory interim student records are those records which the schools are directed to compile and maintain for specified periods of time and are then destroyed in accordance with state law, regulation, or administrative directive. (5 CCR 430)

Permitted student records are those records having clear importance only to the current educational process of the student. (5 CCR 430)

Disclosure means to permit access to, or the release, transfer, or other communication of, personally identifiable information contained in student records to any party, except the party that provided or created the record, by any means including oral, written, or electronic. (34 CFR 99.3)

Access means a personal inspection and review of a record or an accurate copy of a record, or receipt of an accurate copy of a record or an oral description or communication of a record, and a request to release a copy of any record. (Education Code 49061)

Personally identifiable information includes, but is not limited to: (34 CFR 99.3)

1. The student's name

2. The name of the student's parent/guardian or other family members

3. The address of the student or student's family

4. A personal identifier, such as the student's social security number, student number, or biometric record (e.g., fingerprints, retina and iris patterns, voiceprints, DNA sequence, facial characteristics, and handwriting)

5. Other indirect identifiers, such as the student's date of birth, place of birth, and mother's maiden name

6. Other information that, alone or in combination, is linked or linkable to a specific student

2 that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty

7. Information requested by a person who the district reasonably believes knows the identity of the student to whom the student record relates

Adult student is a person who is or was enrolled in school and who is at least 18 years of age. (5 CCR 430)

Parent/guardian means a natural parent, an adopted parent, legal guardian, surrogate parent, or foster parent. (Education Code 49061, 56050, 56055)

***Note: Education Code 49063 requires districts to include the criteria for defining "legitimate educational interest" and "school officials and employees" in their annual notification; see section "Notification of Parents/Guardians" below. ***

Legitimate educational interest is an interest held by any school official, employee, contractor, or consultant whose duties, responsibilities, or contractual obligations to the district, whether routine or as a result of special circumstances, require him/her to have access to student records.

School officials and employees are officials or employees whose duties and responsibilities to the district, whether routine or as a result of special circumstances, require that they have access to student records.

***Note: Pursuant to Education Code 49076, the district may allow any "contractor or consultant" with whom it has a formal written agreement to access information in student records without parent/guardian consent, when the contractor or consultant has a "legitimate educational interest" in that information. However, contrary to 34 CFR 99.31, Education Code 49076 prohibits release of student records to volunteers. ***

Contractor or consultant is anyone with a formal written agreement or contract with the district regarding the provision of services or functions outsourced to him/her by the district. Contractor or consultant shall not include a volunteer or other party. (Education Code 49076)

Custodian of records is the employee responsible for the security of student records maintained by the district and for devising procedures for assuring that access to such records is limited to authorized persons. (5 CCR 433)

County placing agency means the county social service department or county probation department. (Education Code 49061)

Persons Granted Absolute Access

In accordance with law, absolute access to any student records shall be granted to:

1. Parents/guardians of students younger than age 18 years, including the parent who is not

3 the student's custodial parent (Education Code 49069; Family Code 3025)

2. An adult student, or a student under the age of 18 years who attends a postsecondary institution, in which case the student alone shall exercise rights related to his/her student records and grant consent for the release of records (34 CFR 99.3, 99.5)

***Note: Pursuant to Education Code 56041.5, all the rights accorded to the parent/guardian of a student with disabilities, including the right to access student records, are transferred to the student when he/she reaches age 18 years except when the student has been declared incompetent under state law. ***

3. Parents/guardians of an adult student with disabilities who is age 18 years or older and has been declared incompetent under state law (Education Code 56041.5)

(cf. 6159 - Individualized Education Program)

Access for Limited Purpose/Legitimate Educational Interest

The following persons or agencies shall have access to those particular records that are relevant to their legitimate educational interest or other legally authorized purpose:

***Note: Education Code 49076 and 34 CFR 99.31 require that access to relevant records be given to parents/guardians of a dependent child, defined by 26 USC 152 as one who lives with his/her parent/guardian for more than half the taxable year, has not provided more than half of his/her own support during that year, and has not filed a joint tax return with a spouse. ***

1. Parents/guardians of a student age 18 or older who is a dependent child as defined under 26 USC 152 (Education Code 49076; 34 CFR 99.31)

2. Students who are age 16 or older or who have completed the 10th grade (Education Code 49076; 34 CFR 99.31)

3. School officials and employees, consistent with the definition provided in the section "Definitions" above (Education Code 49076; 34 CFR 99.31)

4. Members of a school attendance review board (SARB) who are authorized representatives of the district and any volunteer aide age 18 or older who has been investigated, selected, and trained by the SARB to provide follow-up services to a referred student (Education Code 49076)

(cf. 5113.1 - Chronic Absence and Truancy)

5. Officials and employees of other public schools, school systems, or postsecondary institutions where the student intends or is directed to enroll, including local, county, or state correctional facilities where educational programs leading to high school graduation are provided, or where the student is already enrolled, as long as the disclosure is for purposes

4 related to the student's enrollment or transfer (Education Code 49076; 34 CFR 99.31)

***Note: 34 CFR 99.34 requires the district to make a reasonable attempt to notify the parent/guardian or adult student when the district discloses certain information as described in the following paragraph. However, if the district includes a statement in its annual parental notification that the district may forward education records under these circumstances, it is not obligated to individually notify parents/guardians or adult students. The following optional paragraph may be deleted by districts that include such a statement in their annual parental notification. See section below entitled "Notification of Parents/Guardians." ***

Unless the annual parent/guardian notification issued pursuant to Education Code 48980 includes a statement that the district may disclose students' personally identifiable information to officials of another school, school system, or postsecondary institution where the student seeks or intends to enroll, the Superintendent or designee shall, when such a disclosure is made, make a reasonable attempt to notify the parent/guardian or adult student at his/her last known address, provide a copy of the record that is disclosed, and give the parent/guardian or adult student an opportunity for a hearing to challenge the record. (34 CFR 99.34)

***Note: Item #6 below is for use by districts that maintain high schools. As amended by AB 2160 (Ch. 679, Statutes of 2014), Education Code 69432.9 provides that all students in grade 12 will be considered Cal Grant applicants and will have their grade point average (GPA) submitted to the Student Aid Commission, unless they opt out or are permitted under Commission rules to submit test scores in lieu of the GPA. The required notification may be included in the annual parental notification issued pursuant to Education Code 48980. ***

6. The Student Aid Commission, for the purpose of providing the grade point average (GPA) of all district students in grade 12 to the Cal Grant postsecondary financial aid program, except when students opt out or are permitted by the rules of the Student Aid Commission to provide test scores in lieu of the GPA (Education Code 69432.9)

No later than October 15 each year, the Superintendent or designee shall notify each student in grade 12, and his/her parents/guardians if the student is under age 18 years, that the student's GPA will be forwarded to the Student Aid Commission unless he/she opts out within a period of time specified in the notice, which shall not be less than 30 days. (Education Code 69432.9)

Students' social security numbers shall not be included in the submitted information unless the Student Aid Commission deems it necessary to complete the financial aid application and the Superintendent or designee obtains permission from the student's parent/guardian, or from the adult student, to submit the social security number. (Education Code 69432.9)

7. Federal, state, and local officials, as needed for an audit, evaluation, or compliance activity related to a state or federally funded education program and in accordance with a written agreement developed pursuant to 34 CFR 99.35 (Education Code 49076; 34 CFR 99.3, 99.31, 99.35)

***Note: Pursuant to Education Code 49076, county placing agencies authorized to assess the

5 effectiveness of a state or federally funded program on behalf of federal, state, or local officials and agencies may be allowed access to student records. Education Code 49076 also authorizes districts, county offices of education, and county placing agencies to develop cooperative agreements to facilitate confidential access to and exchange of student information by email, facsimile, electronic format, or other secure means, provided the agreement complies with the requirements of 34 CFR 99.35. ***

8. Any county placing agency acting as an authorized representative of a state or local educational agency which is required to audit or evaluate a state or federally supported education program pursuant to item #7 above (Education Code 49076)

9. Any person, agency, or organization authorized in compliance with a court order or lawfully issued subpoena (Education Code 49077; 5 CCR 435; 34 CFR 99.31)

Unless otherwise instructed by the court, the Superintendent or designee shall, prior to disclosing a record pursuant to a court order or subpoena, give the parent/guardian or adult student at least three days' notice of the name of the requesting agency and the specific record requested, if lawfully possible within the requirements of the judicial order. (Education Code 49077; 5 CCR 435; 34 CFR 99.31)

10. Any district attorney who is participating in or conducting a truancy mediation program or participating in the presentation of evidence in a truancy petition (Education Code 49076)

11. A district attorney's office for consideration against a parent/guardian for failure to comply with compulsory education laws (Education Code 49076)

12. Any probation officer, district attorney, or counsel of record for a minor student for the purposes of conducting a criminal investigation or an investigation in regards to declaring the minor student a ward of the court or involving a violation of a condition of probation, subject to evidentiary rules specified in Welfare and Institutions Code 701 (Education Code 49076)

When disclosing records for these purposes, the Superintendent or designee shall obtain written certification from the recipient of the records that the information will not be disclosed to another party without prior written consent of the student's parent/guardian or the holder of the student's educational rights, unless specifically authorized by state or federal law. (Education Code 49076)

13. Any judge or probation officer for the purpose of conducting a truancy mediation program for a student or for the purpose of presenting evidence in a truancy petition pursuant to Welfare and Institutions Code 681 (Education Code 49076)

In such cases, the judge or probation officer shall certify in writing to the Superintendent or designee that the information will be used only for truancy purposes. Upon releasing student information to a judge or probation officer, the Superintendent or designee shall inform, or provide written notification to, the student's parent/guardian within 24 hours. (Education Code 49076)

6

14. Any foster family agency with jurisdiction over currently enrolled or former students for purposes of accessing those students' records of grades and transcripts and any individualized education program developed and maintained by the district (Education Code 49069.3)

(cf. 6173.1 - Education for Foster Youth)

***Note: AB 1068 (Ch. 713, Statutes of 2013) amended Education Code 49076 to add authorization to disclose records pursuant to items #15-17 below. ***

15. A student age 14 years or older who is both a homeless student and an unaccompanied minor as defined in 42 USC 11434a (Education Code 49076)

(cf. 6173 - Education for Homeless Children)

16. An individual who completes items 1-4 of the caregiver's authorization affidavit pursuant to Family Code 6552 and signs the affidavit for the purpose of enrolling a minor in school (Education Code 49076)

17. A caseworker or other representative of a state or local child welfare agency or tribal organization that has legal responsibility for the care and protection of a student, provided that the information is directly related to providing assistance to address the student's educational needs (Education Code 49076; 20 USC 1232(g))

18. Appropriate law enforcement authorities, in circumstances where Education Code 48902 requires that the district provide special education and disciplinary records of a student with disabilities who is suspended or expelled for committing an act violating Penal Code 245 (Education Code 48902, 49076)

When disclosing such records, the Superintendent or designee shall obtain written certification by the recipient of the records as described in item #12 above. (Education Code 49076)

19. Designated peace officers or law enforcement agencies in cases where the district is authorized by law to assist law enforcement in investigations of suspected criminal conduct or kidnapping and a written parental consent, lawfully issued subpoena, or court order is submitted to the district, or information is provided to it indicating that an emergency exists in which the student's information is necessary to protect the health or safety of the student or other individuals (Education Code 49076.5; 34 CFR 99.1-99.67)

In such cases, the Superintendent or designee shall provide information about the identity and location of the student as it relates to the transfer of that student's records to another public school district or California private school. (Education Code 49076.5)

When disclosing records for the above purposes, the Superintendent or designee shall obtain the necessary documentation to verify that the person, agency, or organization is a person, agency, or organization that is permitted to receive such records.

7

Any person, agency, or organization granted access is prohibited from releasing information to another person, agency, or organization without written permission from the parent/guardian or adult student unless specifically allowed by state law or the federal Family Educational Rights and Privacy Act. (Education Code 49076)

In addition, the parent/guardian or adult student may provide written consent for access to be granted to persons, agencies, or organizations not afforded access rights by law. The written consent shall specify the records to be released and the party or parties to whom they may be released. (Education Code 49075)

Only a parent/guardian having legal custody of the student may consent to the release of records to others. Either parent/guardian may grant consent if both parents/guardians notify the district, in writing, that such an agreement has been made. (Education Code 49061)

(cf. 5021 - Noncustodial Parents)

Discretionary Access

At his/her discretion, the Superintendent or designee may release information from a student's records to the following:

1. Appropriate persons, including parents/guardians of a student, in an emergency if the health and safety of the student or other persons are at stake (Education Code 49076; 34 CFR 99.31, 99.32, 99.36)

When releasing information to any such appropriate person, the Superintendent or designee shall record information about the threat to the health or safety of the student or any other person that formed the basis for the disclosure and the person(s) to whom the disclosure was made. (Education Code 49076; 34 CFR 99.32)

***Note: The following optional paragraph may be revised to reflect district practice. ***

Unless it would further endanger the health or safety of the student or other persons, the Superintendent or designee shall inform the parent/guardian or adult student within one week of the disclosure that the disclosure was made, of the articulable and significant threat to the health or safety of the student or other individuals that formed the basis for the disclosure, and of the parties to whom the disclosure was made.

2. Accrediting associations (Education Code 49076; 34 CFR 99.31)

3. Under the conditions specified in Education Code 49076 and 34 CFR 99.31, organizations conducting studies on behalf of educational institutions or agencies for the purpose of developing, validating, or administering predictive tests, administering student aid programs, or improving instruction, provided that: (Education Code 49076; 34 CFR 99.31)

8 a. The study is conducted in a manner that does not permit personal identification of parents/guardians and students by individuals other than representatives of the organization who have legitimate interests in the information. b. The information is destroyed when no longer needed for the purposes for which the study is conducted. c. The district enters into a written agreement with the organization that complies with 34 CFR 99.31.

4. Officials and employees of private schools or school systems where the student is enrolled or intends to enroll, subject to the rights of parents/guardians as provided in Education Code 49068 and in compliance with 34 CFR 99.34 (Education Code 49076; 34 CFR 99.31, 99.34)

5. Local health departments operating countywide or regional immunization information and reminder systems and the California Department of Public Health, unless the parent/guardian has requested that no disclosures of this type be made (Health and Safety Code 120440)

***Note: Education Code 49076 includes "contractors" and "consultants," as defined in the section "Definitions" above, among the categories of individuals to whom a student's personally identifiable information may be disclosed under certain circumstances. Unlike 34 CFR 99.34, however, Education Code 49076 prohibits disclosure of such information to volunteers and other parties. ***

6. Contractors and consultants having a legitimate educational interest based on services or functions which have been outsourced to them through a formal written agreement or contract by the district, excluding volunteers or other parties (Education Code 49076)

(cf. 3600 - Consultants)

***Note: Items #7 and 8 below are for use by districts that maintain high schools. ***

7. Agencies or organizations in connection with the student's application for or receipt of financial aid, provided that information permitting the personal identification of a student or his/her parents/guardians for these purposes is disclosed only as may be necessary to determine the eligibility of the student for financial aid, determine the amount of financial aid, determine the conditions which will be imposed regarding the financial aid, or enforce the terms or conditions of the financial aid (Education Code 49076; 34 CFR 99.31, 99.36)

8. County elections officials for the purpose of identifying students eligible to register to vote or offering such students an opportunity to register, subject to the provisions of 34 CFR 99.37 and under the condition that any information provided on this basis shall not be used for any other purpose or transferred to any other person or agency (Education Code 49076; 34 CFR 99.31, 99.37)

9 (cf. 1400 - Relations Between Other Governmental Agencies and the Schools)

When disclosing records for the above purposes, the Superintendent or designee shall obtain the necessary documentation to verify that the person, agency, or organization is a person, agency, or organization that is permitted to receive such records.

De-identification of Records

***Note: 20 USC 1232(g)) and Education Code 49076 authorize the district to release student records for specified purposes (e.g., to federal and state officials conducting program audits or to organizations conducting studies) without parent/guardian consent after the removal of all "personally identifiable information" as defined in the section entitled "Definitions" above and provided that the district has made a reasonable determination that a student's identity will not be personally identifiable through single or multiple releases. Education Code 49074 further authorizes the district to provide de-identified statistical data to public or private agencies, postsecondary institutions, or research organizations when such actions would be "in the best educational interests of students."

34 CFR 99.31 lists objective standards under which districts may release information from de-identified records. These standards are applicable to both requests for individual, redacted records and requests for statistical information from multiple records. ***

When authorized by law for any program audit, educational research, or other purposes, the Superintendent or designee may release information from a student record without prior consent of the parent/guardian or adult student after the removal of all personally identifiable information. Prior to releasing such information, the Superintendent or designee shall make a reasonable determination that the student's identity is not personally identifiable, whether through single or multiple releases and taking into account other reasonably available information. (Education Code 49074, 49076; 34 CFR 99.31)

Process for Providing Access to Records

***Note: Education Code 49069 mandates procedures for notifying parents/guardians of the location of student records if not centrally located. The following paragraph may be expanded to include notification procedures. ***

Student records shall be maintained in a central file at the school attended by the student or, when records are maintained in different locations, a notation shall be placed in the central file indicating where other records may be found. Parents/guardians shall be notified of the location of student records if not centrally located. (Education Code 49069; 5 CCR 433)

The custodian of records shall be responsible for the security of student records and shall ensure that access is limited to authorized persons. (5 CCR 433)

***Note: 5 CCR 431 mandates districts to establish written procedures to ensure the security of student records. The following three paragraphs reflect this mandate and should be modified to

10 reflect any specific physical, technological, or administrative controls developed by the district. ***

***Note: 34 CFR 99.31 requires districts to use "reasonable methods" to (1) ensure that school officials, employees, and outside contractors obtain access to only those records, both paper and electronic, in which they have a legitimate educational interest and (2) identify and authenticate the identity of parents/guardians, students, school officials, and any other party to whom the district discloses personally identifiable information from education records. In addition, 34 CFR 99.31 specifies that a district which does not use physical or technological access controls (e.g., a locked file cabinet or computer security limiting access) must ensure that its administrative policy for controlling access is effective and remains in compliance with the "legitimate educational interest" requirement. ***

***Note: The Analysis to Comments and Changes (73 Fed. Reg. 237, page 74817) suggests a balance of physical, technological, and administrative controls to prevent unauthorized access and to ensure that school officials do not have unrestricted access to the records of all students. The Analysis also clarifies that the reasonableness of the method depends, in part, on the potential harm involved. For example, high-risk records, such as social security numbers or other information that could be used for identity theft, should receive greater and more immediate protection. ***

***Note: In addition, as a condition of participation in an interagency data information system (e.g., California Longitudinal Pupil Achievement Data System), Education Code 49076 requires that the district develop security procedures or devices by which unauthorized personnel cannot access data in the system and procedures or devices to secure privileged or confidential data from unauthorized disclosure. ***

The custodian of records shall develop reasonable methods, including physical, technological, and administrative controls, to ensure that school officials and employees obtain access to only those student records in which they have legitimate educational interests. (34 CFR 99.31)

To inspect, review, or obtain copies of student records, authorized persons shall submit a request to the custodian of records. Prior to granting the request, the custodian of records shall authenticate the individual's identity. For any individual granted access based on a legitimate educational interest, the request shall specify the interest involved.

When prior written consent from a parent/guardian is required by law, the parent/guardian shall provide a written, signed, and dated consent before the district discloses the student record. Such consent may be given through electronic means in those cases where it can be authenticated. The district's consent form shall specify the records that may be disclosed, state the purpose of the disclosure, and identify the party or class of parties to whom the disclosure may be made. Upon request by the parent/guardian, the district shall provide him/her a copy of the records disclosed. (34 CFR 99.30)

***Note: Education Code 49069 and 5 CCR 431 mandate that the district adopt procedures for granting parent/guardian requests to inspect, review, and obtain copies of records. ***

11

Within five business days following the date of request, a parent/guardian or other authorized person shall be granted access to inspect, review, and obtain copies of student records during regular school hours. (Education Code 49069)

***Note: Education Code 49069 mandates procedures for the availability of qualified certificated personnel to interpret records when requested. The following paragraph may be expanded to include specific procedures for persons to request and receive the assistance of certificated personnel. ***

Qualified certificated personnel shall be available to interpret records when requested. (Education Code 49069)

The custodian of records or the Superintendent or designee shall prevent the alteration, damage, or loss of records during inspection. (5 CCR 435)

Access Log

A log shall be maintained for each student's record which lists all persons, agencies, or organizations requesting or receiving information from the records and the legitimate educational interest of the requester. (Education Code 49064)

In every instance of inspection by persons who do not have assigned educational responsibility, the custodian of records shall make an entry in the log indicating the record inspected, the name of the person granted access, the reason access was granted, and the time and circumstances of inspection. (5 CCR 435)

***Note: Although Education Code 49064 does not require the district to record access by individuals specified in items #1-5 below, the district may consider recording access by all individuals as part of the reasonable administrative controls required by 34 CFR 99.31; see section above entitled "Process for Providing Access to Records." The following paragraph is optional. ***

The log may include record of access by: (Education Code 49064)

1. Parents/guardians or adult students

2. Students who are 16 years of age or older or who have completed the 10th grade

3. Parties obtaining district-approved directory information

4. Parties who provide written parental consent, in which case the consent notice shall be filed with the record pursuant to Education Code 49075

5. School officials and employees who have a legitimate educational interest

12 The log shall be accessible only to the parent/guardian, adult student, dependent adult student, student who is age 16 years or older or who has completed the 10th grade, custodian of records, and certain state or federal officials. (Education Code 49064; 5 CCR 432)

Duplication of Student Records

***Note: Education Code 49069 mandates that the district adopt procedures for granting parent/guardian requests for copies of student records pursuant to Education Code 49065. ***

To provide copies of any student record, the district shall charge a reasonable fee not to exceed the actual cost of providing the copies. No charge shall be made for providing up to two transcripts or up to two verifications of various records for any former student. No charge shall be made to locate or retrieve any student record. (Education Code 49065)

(cf. 3260 - Fees and Charges)

Changes to Student Records

Only a parent/guardian having legal custody of a student or an adult student may challenge the content of a record or offer a written response to a record. (Education Code 49061)

(cf. 5125.3 - Challenging Student Records)

No additions except routine updating shall be made to a student's record after high school graduation or permanent departure without prior consent of the parent/guardian or adult student. (5 CCR 437)

A student's legal name or gender as entered on the mandatory student record required pursuant to 5 CCR 432 shall only be changed pursuant to a court order. However, at the written request of a student or, if appropriate, his/her parents/guardians, the district shall use the student's preferred name and pronouns consistent with his/her gender identity on all other district-related documents.

(cf. 5145.3 - Nondiscrimination/Harassment)

Retention and Destruction of Student Records

***Note: 5 CCR 431 mandates that the district establish written policies and procedures regarding the signing and dating of anecdotal information, as specified below. ***

All anecdotal information and assessment reports maintained as student records shall be dated and signed by the individual who originated the data. (5 CCR 431)

The following mandatory permanent student records shall be kept indefinitely: (5 CCR 432, 437)

13 1. Legal name of student

2. Date and place of birth and method of verifying birth date

(cf. 5111 - Admission)

3. Sex of student

4. Name and address of parent/guardian of minor student a. Address of minor student if different from the above b. Annual verification of parent/guardian's name and address and student's residence

(cf. 5111.1 - District Residency) (cf. 5111.12 - Residency Based on Parent/Guardian Employment)

5. Entrance and departure dates of each school year and for any summer session or other extra session

6. Subjects taken during each year, half-year, summer session, or quarter, and marks or credits given

(cf. 5121 - Grades/Evaluation of Student Achievement)

7. Verification of or exemption from required immunizations

(cf. 5141.31 - Immunizations)

8. Date of high school graduation or equivalent

Mandatory interim student records, unless forwarded to another district, shall be maintained subject to destruction during the third school year after the school year in which they originated, following a determination that their usefulness has ceased or the student has left the district. These records include: (Education Code 48918, 51747; 5 CCR 432, 437, 16027)

1. Expulsion orders and the causes therefor

(cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))

2. A log identifying persons or agencies who request or receive information from the student record

3. Health information, including verification or waiver of the health screening for school entry

14

(cf. 5141.32 - Health Screening for School Entry)

4. Information on participation in special education programs, including required tests, case studies, authorizations, and evidence of eligibility for admission or discharge

(cf. 6159 - Individualized Education Program) (cf. 6164.4 - Identification and Evaluation of Individuals for Special Education)

5. Language training records

(cf. 6174 - Education for English Language Learners)

6. Progress slips/notices required by Education Code 49066 and 49067

7. Parental restrictions/stipulations regarding access to directory information

8. Parent/guardian or adult student rejoinders to challenged records and to disciplinary action

9. Parent/guardian authorization or denial of student participation in specific programs

10. Results of standardized tests administered within the past three years

(cf. 6162.51 - State Academic Achievement Tests) (cf. 6162.52 - High School Exit Examination)

11. Written findings resulting from an evaluation conducted after a specified number of missed assignments to determine whether it is in a student's best interest to remain in independent study

(cf. 6158 - Independent Study)

Permitted student records may be destroyed six months after the student completes or withdraws from the educational program, including: (5 CCR 432, 437)

1. Objective counselor and/or teacher ratings

2. Standardized test results older than three years

3. Routine disciplinary data

(cf. 5144 - Discipline)

4. Verified reports of relevant behavioral patterns

15 5. All disciplinary notices

6. Supplementary attendance records

Records shall be destroyed in a way that assures they will not be available to possible public inspection in the process of destruction. (5 CCR 437)

Transfer of Student Records

When a student transfers into this district from any other school district or a private school, the Superintendent or designee shall inform the student's parent/guardian of his/her rights regarding student records, including the right to review, challenge, and receive a copy of student records. (Education Code 49068; 5 CCR 438)

***Note: Education Code 48201 requires districts to request records of a transferring student regarding acts that resulted in the student's suspension or expulsion from the previous school, as specified below. Once the record is received, the Superintendent or designee must inform the student's teachers of the acts; see AR 4158/4258/4358 - Employee Security. ***

When a student transfers into this district from another district, the Superintendent or designee shall request that the student's previous district provide any records, either maintained by that district in the ordinary course of business or received from a law enforcement agency, regarding acts committed by the transferring student that resulted in his/her suspension or expulsion. (Education Code 48201)

(cf. 4158/4258/4358 - Employee Security) (cf. 5119 - Students Expelled From Other Districts)

***Note: Pursuant to Education Code 49068, a district is required to transfer a copy of a student's records to another school in which the student is enrolled or intends to enroll within 10 school days of receiving a request for the records. However, this would not affect a situation where a more restrictive timeline is required. For example, a district is required to transfer the records of a student who is a foster youth to the new school within two business days, pursuant to Education Code 48853.5. ***

When a student transfers from this district to another school district or to a private school, the Superintendent or designee shall forward a copy of the student's mandatory permanent record within 10 school days of the district's receipt of the request for the student's records. The original record or a copy shall be retained permanently by this district. If the transfer is to another California public school, the student's entire mandatory interim record shall also be forwarded. If the transfer is out of state or to a private school, the mandatory interim record may be forwarded. Permitted student records may be forwarded to any other district or private school. (Education Code 48918, 49068; 5 CCR 438)

Upon receiving a request from a county placing agency to transfer a student in foster care out of a district school, the Superintendent or designee shall transfer the student's records to the next

16 educational placement within two business days. (Education Code 49069.5)

All student records shall be updated before they are transferred. (5 CCR 438)

Student records shall not be withheld from the requesting district because of any charges or fees owed by the student or parent/guardian. (5 CCR 438)

If the district is withholding grades, diploma, or transcripts from the student because of his/her damage or loss of school property, this information shall be sent to the requesting district along with the student's records.

(cf. 5125.2 - Withholding Grades, Diploma or Transcripts)

Notification of Parents/Guardians

Upon any student's initial enrollment, and at the beginning of each school year thereafter, the Superintendent or designee shall notify parents/guardians and eligible students, in writing, of their rights related to student records. If 15 percent or more of the students enrolled in the district speak a single primary language other than English, then the district shall provide these notices to that language. Otherwise, the district shall provide these notices in the student's home language insofar as practicable. The district shall effectively notify parents/guardians or eligible students with disabilities. (Education Code 49063, 48985; 34 CFR 99.7)

(cf. 5145.6 - Parental Notifications)

The notice shall include: (Education Code 49063; 34 CFR 99.7, 99.34)

1. The types of student records kept by the district and the information contained therein

2. The title(s) of the official(s) responsible for maintaining each type of record

3. The location of the log identifying those who request information from the records

4. District criteria for defining school officials and employees and for determining legitimate educational interest

5. District policies for reviewing and expunging student records

6. The right to inspect and review student records and the procedures for doing so

7. The right to challenge and the procedures for challenging the content of a student record that the parent/guardian or student believes to be inaccurate, misleading, or otherwise in violation of the student's privacy rights

8. The cost, if any, charged for duplicating copies of records

17 9. The categories of information defined as directory information pursuant to Education Code 49073

10. The right to consent to disclosures of personally identifiable information contained in the student's records except when disclosure without consent is authorized by law

11. Availability of the curriculum prospectus developed pursuant to Education Code 49091.14 containing the titles, descriptions, and instructional aims of every course offered by the school

(cf. 5020 - Parent Rights and Responsibilities)

12. Any other rights and requirements set forth in Education Code 49060-49078, and the right of parents/guardians to file a complaint with the U.S. Department of Education concerning an alleged failure by the district to comply with 20 USC 1232g

***Note: Pursuant to 34 CFR 99.34, if the district's annual parental notification contains the information described in optional item #13 below, the district does not need to attempt to individually notify a parent/guardian or adult student when the district discloses an education record to officials of another school, school system, or postsecondary institution (see item #5 in the list of persons/agencies with legitimate educational interests in the section entitled "Persons Granted Access" above). ***

13. A statement that the district forwards education records to other agencies or institutions that request the records and in which the student seeks or intends to enroll or is already enrolled as long as the disclosure is for purposes related to the student's enrollment

Student Records from Social Media

***Note: The following optional section is for use by districts that have adopted a program, pursuant to Education Code 49073.6, as added by AB 1442 (Ch. 799, Statutes of 2014), to gather or maintain any information obtained from students' social media activity that pertains directly to school safety or student safety. Districts that adopt such a program, as specified in the accompanying Board policy, must comply with the requirements described below. Districts that have not adopted such a program should delete the following section. ***

For the purpose of gathering and maintaining records of students' social media activity, the Superintendent or designee shall: (Education Code 49073.6)

1. Gather or maintain only information that pertains directly to school safety or student safety

2. Provide a student with access to any information that the district obtained from his/her social media activity and an opportunity to correct or delete such information

3. Destroy information gathered from social media and maintained in student records within

18 one year after a student turns 18 years of age or within one year after the student is no longer enrolled in the district, whichever occurs first

4. Notify each parent/guardian that the student's information is being gathered from social media and that any information maintained in the student's records shall be destroyed as provided in item #3 above. The notification shall also include, but is not limited to, an explanation of the process by which a student or his/her parent/guardian may access the student's records for examination of the information gathered or maintained and the process by which removal of the information may be requested or corrections to the information may be made. The notification may be provided as part of the annual parental notification required pursuant to Education Code 48980.

5. If the district contracts with a third party to gather information on a student from social media, ensure that the contract: a. Prohibits the third party from using the information for purposes other than those specified in the contract or from selling or sharing the information with any person or entity other than the district, the student, or his/her parent/guardian b. Requires the third party to destroy the information immediately upon satisfying the terms of the contract, or when the district notifies the third party that the student has turned 18 years of age or is no longer enrolled in the district, whichever occurs first

(11/11 11/12) 12/14

19 Students AR 5125

STUDENT RECORDS

Definitions

Student records are any items of information gathered within or outside the district that are directly related to an identifiable student and maintained by the district or required to be maintained by an employee in the performance of his/her duties. Any information maintained for the purpose of second-party review is considered a student record. A student record may be recorded in handwriting, print, computer media, video or audio tape, film, microfilm, microfiche, or by other means. Student records include the student's health record. (34 CFR 99.3; Education Code 49061, 49062; 5 CCR 430)

Student records do not include: (34 CFR 99.3; Education Code 49061, 49062)

1. Directory information

(cf. 5125.1 - Release of Directory Information)

2. Informal notes compiled by a school officer or employee which remain in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a substitute 3. Records of the law enforcement unit of the district, subject to the provisions of 34 CFR 99.8

(cf. 3515 - Campus Security) (cf. 3515.3 - District Police/Security Department)

Mandatory permanent student records are those records which are maintained in perpetuity and which schools have been directed to compile by state law, regulation, or administrative directive. (5 CCR 430)

Mandatory interim student records are those records which the schools are directed to compile and maintain for stipulated periods of time and are then destroyed in accordance with state law, regulation, or administrative directive. (5 CCR 430)

Permitted student records are those records having clear importance only to the current educational process of the student. (5 CCR 430)

Access means a personal inspection and review of a record, an accurate copy of a record or receipt of an accurate copy of a record, an oral description or communication of a record, and a request to release a copy of any record. (Education Code 49061)

1 AR 5125

STUDENT RECORDS (continued)

Disclosure means to permit access to or the release, transfer, or other communication of personally identifiable information contained in education records, to any party, by any means including oral, written, or electronic means. (34 CFR 99.3)

Personally identifiable information includes, but is not limited to, the student's name, the name of the student's parent/guardian or other family member, the address of the student or student's family, a personal identifier such as the student's social security number or student number, and a list of personal characteristics or other information that would make the student's identity easily traceable. (34 CFR 99.3)

Adult student is a person who is or was enrolled in school and who is at least 18 years of age. (5 CCR 430)

Parent/guardian means a natural parent, an adopted parent, legal guardian, surrogate parent, or foster parent. (Education Code 49061, 56050, 56055)

School officials and employees are officials or employees whose duties and responsibilities to the district, whether routine or as a result of special circumstances, require that they have access to student records.

Custodian of records is the employee responsible for the security of student records maintained by the district and for devising procedures for assuring that access to such records is limited to authorized persons. (5 CCR 433)

A legitimate educational interest is one held by school officials or employees whose duties and responsibilities to the district, whether routine or as a result of special circumstances, require that they have access to student records.

County placing agency means the county social service department or county probation department. (Education Code 49061)

Persons Granted Access to Student Records Without Prior Written Consent

Persons, agencies, or organizations specifically granted access rights to student records pursuant to law shall have access without prior written parental consent or judicial order. (Education Code 49076)

The following persons or agencies shall have absolute access to any and all student records in accordance with law:

2 AR 5125

STUDENT RECORDS (continued)

1. Parents/guardians of currently enrolled or former students. (Education Code 49069)

Access to student records and information shall not be denied to a parent because he/she is not the child's custodial parent. (Family Code 3025)

2. An adult student age 18 or older or a student under the age of 18 who attends a postsecondary institution, in which case the student alone shall exercise rights related to his/her student records and grant consent for the release of records (34 CFR 99.3, 99.5)

3. Any person, agency, or organization authorized in compliance with a court order or lawfully issued subpoena (Education Code 49077)

In addition, the following persons or agencies shall have access to those particular records that are relevant to the legitimate educational interest of the requester: (Education Code 49076)

1. Parents/guardians of a dependent student age 18 or older 2. Students age 16 or older or who have completed the 10th grade 3. School officials and employees 4. Members of a school attendance review board and any volunteer aide age 18 or older who has been investigated, selected, and trained by such a board to provide follow- up services to a referred student

(cf. 5113.1 - Truancy)

5. Officials and employees of other public schools or school systems where the student intends or is directed to enroll, including local, county, or state correctional facilities where educational programs leading to high school graduation are provided 6. Federal, state, and local officials, as needed for program audits or compliance with law 7. Any district attorney who is participating in or conducting a truancy mediation program or participating in the presentation of evidence in a truancy petition 8. A prosecuting agency for consideration against a parent/guardian for failure to comply with compulsory education laws 9. Any probation officer or district attorney for the purposes of conducting a criminal investigation or an investigation in regards to declaring a person a ward of the court or involving a violation of a condition of probation

AR 5125

3

STUDENT RECORDS (continued)

10. Any judge or probation officer for the purpose of conducting a truancy mediation program for a student, or for purposes of presenting evidence in a truancy petition pursuant to Welfare and Institutions Code 681 11. Any county placing agency for the purpose of fulfilling educational case management responsibilities required by the juvenile court or by law pursuant to Welfare and Institutions Code 16010 and to assist with the school transfer or enrollment of a student

(cf. 6173.1 - Education for Foster Youth)

Foster family agencies with jurisdiction over currently enrolled or former students may access those students' records of grades and transcripts and any individualized education program (IEP) developed and maintained by the district with respect to such students. (Education Code 49069.3)

(cf. 6159 - Individualized Education Program)

When authorized by law to assist law enforcement in investigations of suspected kidnapping, the Superintendent or designee shall provide information about the identity and location of the student as it relates to the transfer of that student's records to another public school district or California private school. The information shall be released only to designated peace officers, federal criminal investigators, and federal law enforcement officers whose names have been submitted in writing by their law enforcement agency in accordance with the procedures specified in Education Code 49076.5. (Education Code 49076.5)

The Superintendent or designee may release information from a student's records to the following: (34 CFR 99.36; Education Code 49076)

1. Appropriate persons in an emergency if the health and safety of the student or other persons are at stake 2. Accrediting associations 3. Under the conditions specified in Education Code 49076, organizations conducting studies on behalf of educational institutions or agencies for the purpose of developing, validating, or administering predictive tests, administering student aid programs, or improving instruction 4. Officials and employees of private schools or school systems where the student is enrolled or intends to enroll 5. Agencies or organizations in connection with the student's application for or receipt of financial aid

AR 5125

4

STUDENT RECORDS (continued)

However, information permitting the personal identification of a student or his/her parents/guardians for these purposes may be disclosed only as may be necessary to determine the eligibility of the student for financial aid, to determine the amount of financial aid, to determine the conditions which will be imposed regarding the financial aid, or to enforce the terms or conditions of the financial aid.

6. County elections officials for the purpose of identifying students eligible to register to vote and offering such students an opportunity to register

(cf. 1400 - Relations Between Other Governmental Agencies and the Schools)

The Superintendent or designee may release a student's immunization record information to local health departments operating countywide or regional immunization information and reminder systems and the California Department of Public Health. Prior to releasing such information, the Superintendent or designee shall notify the parent/guardian of his/her right to refuse to share the information as well the other information specified in law. The following information may be released: (Health and Safety Code 120440)

1. Name of the student and the student's parent/guardian 2. Student's gender 3. Student's date and place of birth 4. Types and dates of immunizations received 5. Manufacturer and lot number of the immunization received 6. Adverse reaction to the immunization 7. Other nonmedical information necessary to establish the student's unique identity and record

Persons Granted Access to Student Records With Prior Written Consent

Persons, agencies, or organizations not afforded access rights by law may be granted access only through written permission of the parent/guardian or adult student, or by judicial order. (Education Code 49075)

Only a parent/guardian having legal custody of the student may consent to the release of records to others. Either parent may grant consent if both parents notify the district, in writing, that such an agreement has been made. (Education Code 49061)

AR 5125

5

STUDENT RECORDS (continued)

(cf. 5021 - Noncustodial Parents)

Any person or agency granted access is prohibited from releasing information to another person or agency without written permission from the parent/guardian or adult student. (Education Code 49076)

Access to Records by Authorized Persons

Student records shall be maintained in a central file at the school attended by the student or, when records are maintained in different locations, a notation shall be placed in the central file indicating where other records may be found. Parents/guardians shall be notified of the location of student records if not centrally located. (Education Code 49069; 5 CCR 433)

To inspect, review, or obtain copies of student records, authorized persons shall submit a request to the custodian of records.

Authorized persons, organizations, or agencies from outside the school whose access requires consent from the parent/guardian or adult student shall submit their request, together with any required authorization, to the Superintendent or designee or the custodian of records. (5 CCR 435)

When prior written consent is required by law, the parent/guardian shall provide a signed and dated written consent before the district discloses the student record. Such consent may be given through electronic means in those cases where it can be authenticated. The consent shall specify the records that may be disclosed, state the purpose of the disclosure, and identify the party or class of parties to whom the disclosure may be made. Upon request by the parent/guardian, the district shall provide him/her a copy of the records disclosed. (34 CFR 99.30)

Within five business days following the date of request, a parent/guardian or other authorized person shall be granted access to inspect, review, and obtain copies of student records during regular school hours. (Education Code 49069)

Qualified certificated personnel shall be available to interpret records when requested. (Education Code 49069)

The custodian of records shall be responsible for the security of student records and shall assure that access is limited to authorized persons. (5 CCR 433)

AR 5125

6 STUDENT RECORDS (continued)

The custodian of records or the Superintendent or designee shall prevent the alteration, damage, or loss of records during inspection. (5 CCR 435)

Prior to disclosing a record pursuant to a court order or subpoena, the Superintendent or designee shall, unless otherwise instructed by the court, give the parent/guardian or adult student at least three days' notice of the name of the requesting agency and the specific record requested if lawfully possible within the requirements of the judicial order. (34 CFR 99.31; 5 CCR 435)

When the district discloses personally identifiable information to officials of another school, school system, or postsecondary institution where the student seeks or intends to enroll, the Superintendent or designee shall make a reasonable attempt to notify the parent/guardian or adult student at his/her last known address, provide a copy of the record that was disclosed, and give him/her an opportunity for a hearing to challenge the record. (34 CFR 99.34)

Upon releasing student information to a judge or probation officer for the purpose of conducting a truancy mediation program or presenting evidence in a truancy petition, the Superintendent or designee shall inform, or provide written notification to, the student's parent/guardian within 24 hours. (Education Code 49076)

If the district is planning to release a student's immunization information to the county health department or California Department of Public Health, the Superintendent or designee shall inform the student's parents/guardians of the following: (Health and Safety Code 120440)

1. The type of information that will be shared 2. The name and address of the agency with which the district will share the information 3. That any shared information shall be treated as confidential and shall be used to share only with each other and, upon request, with health care providers, child care facilities, family child care homes, service providers for the Women, Infants and Children (WIC) food program, county welfare departments, foster care agencies, and health care plans 4. That the information may be used only to provide immunization service; to provide or facilitate third-party payer payments for immunizations; and/or to compile and disseminate statistical information on immunization status on groups of people, without identifying the student

AR 5125

STUDENT RECORDS (continued)

7 5. That the parent/guardian has the right to examine any immunization-related information shared in this manner and to correct any errors 6. That the parent/guardian may refuse to allow this information to be shared

Access Log

A log shall be maintained for each student's record which lists all persons, agencies, or organizations requesting or receiving information from the records and the legitimate educational interest of the requester. (Education Code 49064)

In every instance of inspection by persons who do not have assigned educational responsibility, the custodian of records shall make an entry in the log indicating the record inspected, the name of the person granted access, the reason access was granted, and the time and circumstances of inspection. (5 CCR 435)

The log does not need to record access by: (Education Code 49064)

1. Parents/guardians or adult students 2. Students 16 years of age or older or who have completed the 10th grade 3. Parties obtaining district-approved directory information

(cf. 5125.1 - Release of Directory Information)

4. Parties who provide written parental consent, in which case the consent notice shall be filed with the record pursuant to Education Code 49075 5. School officials or employees who have a legitimate educational interest

The log shall be accessible only to the parent/guardian, adult student, dependent adult student, student age 16 years or older or who has completed the 10th grade, custodian of records, and certain state/federal officials. (Education Code 49064; 5 CCR 432)

Duplication of Student Records

To provide copies of any student record, the district shall charge a reasonable fee not to exceed the actual cost of furnishing the copies. No charge shall be made for providing up to two transcripts or up to two verifications of various records for any former student. No charge shall be made to locate or retrieve any student record. (Education Code 49065)

AR 5125

STUDENT RECORDS (continued)

8 Changes to Student Records

No additions except routine updating shall be made to a student's record after high school graduation or permanent departure without prior consent of the parent/guardian or adult student. (5 CCR 437)

Only a parent/guardian having legal custody of the student or an adult student may challenge the content of a record or offer a written response to a record. (Education Code 49061)

(cf. 5125.3 - Challenging Student Records)

Retention and Destruction of Student Records

All anecdotal information and assessment reports maintained as student records shall be dated and signed by the individual who originated the data. (5 CCR 431)

The following mandatory permanent student records shall be kept indefinitely: (5 CCR 432, 437)

1. Legal name of student 2. Date and place of birth and method of verifying birth date

(cf. 5111 - Admission)

3. Sex of student 4. Name and address of parent/guardian of minor student

a. Address of minor student if different from the above b. Annual verification of parent/guardian's name and address and student's residence

(cf. 5111.1 - District Residency) (cf. 5111.12 - Residency Based on Parent/Guardian Employment) (cf. 5111.13 - Residency for Homeless Children)

5. Entrance and departure date of each school year and for any summer session or other extra session 6. Subjects taken during each year, half-year, summer session, or quarter, and marks or credits given

AR 5125

STUDENT RECORDS (continued)

(cf. 5121 - Grades/Evaluation of Student Achievement)

9

7. Verification of or exemption from required immunizations

(cf. 5141.31 - Immunizations)

8. Date of high school graduation or equivalent

Mandatory interim student records, unless forwarded to another district, shall be maintained subject to destruction during the third school year following a determination that their usefulness has ceased or the student has left the district. These records include: (Education Code 48918, 51747; 5 CCR 432, 437, 16027)

1. Expulsion orders and the causes therefore

(cf. 5144.1 - Suspension and Expulsion/Due Process) (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))

2. A log identifying persons or agencies who request or receive information from the student record 3. Health information, including verification or waiver of the health screening for school entry

(cf. 5141.32 - Health Screening for School Entry)

4. Information on participation in special education programs, including required tests, case studies, authorizations, and evidence of eligibility for admission or discharge

(cf. 6159 - Individualized Education Program) (cf. 6164.4 - Identification and Evaluation of Individuals for Special Education)

5. Language training records

(cf. 6174 - Education for English Language Learners)

6. Progress slips/notices required by Education Code 49066 and 49067 7. Parental restrictions/stipulations regarding access to directory information 8. Parent/guardian or adult student rejoinders to challenged records and to disciplinary action 9. Parent/guardian authorization or denial of student participation in specific programs

AR 5125

STUDENT RECORDS (continued)

10. Results of standardized tests administered within the past three years

10 (cf. 6162.51 - Standardized Testing and Reporting Program) (cf. 6162.52 - High School Exit Examination)

11. Written findings resulting from an evaluation conducted after a specified number of missed assignments to determine whether it is in a student’s best interest to remain in independent study.

(cf. 6158 - Independent Study)

Permitted student records may be destroyed six months after the student completes or withdraws from the educational program, including: (5 CCR 432, 437)

1. Objective counselor/teacher ratings 2. Standardized test results older than three years 3. Routine disciplinary data

(cf. 5144 - Discipline)

4. Verified reports of relevant behavioral patterns 5. All disciplinary notices 6. Supplementary attendance records

Records shall be destroyed in a way that assures they will not be available to possible public inspection in the process of destruction. (5 CCR 437)

Transfer of Student Records

If a student transfers into this district from any other school district or a private school, the Superintendent or designee shall inform the parent/guardian of his/her rights regarding student records, including the right to review, challenge, and receive a copy of student records. (Education Code 49068; 5 CCR 438)

When a student transfers into this district from another, the Superintendent or designee shall request that the student's previous district provide any records, either maintained by that district in the ordinary course of business or received from a law enforcement agency, regarding acts committed by the transferring student that resulted in his/her suspension or expulsion. (Education Code 48201)

(cf. 4158/4258/4358 - Employee Security)

AR 5125

STUDENT RECORDS (continued)

11 When a student transfers from this district to another school district or to a private school, the Superintendent or designee shall forward a copy of the student's mandatory permanent record as requested by the other district or private school. The original record or a copy shall be retained permanently by this district. If the transfer is to another California public school, the student's entire mandatory interim record shall also be forwarded. If the transfer is out of state or to a private school, the mandatory interim record may be forwarded. Permitted student records may be forwarded to any other district or private school. (5 CCR 438)

Upon receiving a request from an admitting school for a student's records, the district shall also forward any expulsion order and the causes for the expulsion. (Education Code 48918)

Upon receiving a request from a county placing agency to transfer a student in foster care out of a district school, the Superintendent or designee shall transfer the student's records to the next educational placement within two business days. (Education Code 49069.5)

All student records shall be updated before they are transferred. (5 CCR 438)

Student records shall not be withheld from the requesting district because of any charges or fees owed by the student or parent/guardian. (5 CCR 438)

If the district is withholding grades, diploma, or transcripts from the student because of his/her damage or loss of school property, this information shall be sent to the requesting district along with the student's records.

(cf. 5125.2 - Withholding Grades, Diploma or Transcripts)

Notification of Parents/Guardians

Upon any student's initial enrollment, and at the beginning of each year thereafter, the Superintendent or designee shall notify parents/guardians and eligible students, in writing, of their rights related to student records. Insofar as practicable, the district shall provide these notices in the student's home language and shall effectively notify parents/guardians or eligible students who are disabled. (34 CFR 99.7; Education Code 49063)

(cf. 5145.6 - Parental Notifications)

The notice shall include: (34 CFR 99.7, 99.34; Education Code 49063)

AR 5125

STUDENT RECORDS (continued)

1. The types of student records kept by the district and the information contained therein

12 2. The title(s) of the official(s) responsible for maintaining each type of record 3. The location of the log identifying those who request information from the records 4. District criteria for defining school officials and employees and for determining legitimate educational interest 5. District policies for reviewing and expunging student records 6. The right to inspect and review student records and the procedures for doing so 7. The right to challenge and the procedures for challenging the content of a student record that the parent/guardian or student believes to be inaccurate, misleading, or otherwise in violation of the student's privacy rights

(cf. 5125.3 - Challenging Student Records)

8. The cost, if any, charged for duplicating copies of records 9. The categories of information defined as directory information pursuant to Education Code 49073 10. The right to consent to disclosures of personally identifiable information contained in the student's records except when disclosure without consent is authorized by law 11. The availability of the curriculum prospectus developed pursuant to Education Code 49091.14 containing the titles, descriptions, and instructional aims of every course offered by the school

(cf. 5020 - Parent Rights and Responsibilities)

12. Any other rights and requirements set forth in Education Code 49060-49078, and the right of parents/guardians to file a complaint with the United States Department of Education concerning an alleged failure by the district to comply with 20 USC 1232g 13. A statement that the district forwards education records to other agencies or institutions that have requested the records and in which the student seeks or intends to enroll

Regulation PALO ALTO UNIFIED SCHOOL DISTRICT approved: 10.17.11 Palo Alto, California

13 NOTE: This policy is NEW to PAUSD. Slight changes to the CSBA language were made by staff. Changes to the language or deletions are noted with strikethroughs. Any changes (additions or strikeouts) recommended solely by District staff or community members are in grey.

Students BP 5141.27

Food Allergies/Special Dietary Needs

The Board of Education desires to prevent, minimize, and reduce students' exposure to foods to which they are allergic or intolerant and to provide for prompt and appropriate treatment in the event that a severe allergic reaction occurs at school.

The Superintendent or designee shall develop guidelines for the care of food-allergic students. Such guidelines shall include, but are not limited to, strategies for identifying students at risk for allergic reactions, avoidance measures, education of staff regarding typical symptoms, and actions to be taken in the event of a severe allergic reaction.

(cf. 3550 - Food Service/Child Nutrition Program) (cf. 3552 - Summer Meal Program) (cf. 3554 - Other Food Sales) (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) (cf. 5030 - Student Wellness) (cf. 5141 - Health Care and Emergencies) (cf. 5141.21 - Administering Medication and Monitoring Health Conditions)

Parents/guardians shall be responsible for notifying the Superintendent or designee, in writing, regarding any food allergies or other special dietary needs of their child in accordance with administrative regulation.

(cf. 5125 - Student Records)

A student with food allergies and/or special dietary needs may be provided an Individualized Anaphylactic Action Plan. When a student's food allergy or food intolerance substantially limits one or more major life activities, his/her parents/guardians shall be informed of the district's obligation to evaluate the student to determine if he/she requires accommodations pursuant to Section 504 of the federal Rehabilitation Act. The student shall be evaluated in accordance with law and the procedures specified in AR 6164.6 - Identification and Education Under Section 504. If that process results in the development of a Section 504 plan, the district shall provide the accommodations and/or aids and services identified in the plan.

1

(cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6164.6 - Identification and Education Under Section 504)

If a student's diet restrictions and needed services are addressed in an individualized education program (IEP), the Superintendent or designee shall ensure compliance with the IEP including any necessary food substitutions.

(cf. 6159 - Individualized Education Program)

Students shall not be excluded from school activities nor otherwise discriminated against, harassed, intimidated, or bullied because of their food allergy.

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5131.2 - Bullying) (cf. 5145.3 - Nondiscrimination/Harassment)

Any complaint of alleged noncompliance with this policy shall be addressed through appropriate district complaint procedures.

(cf. 1312.3 - Uniform Complaint Procedures) (cf. 3555 - Nutrition Program Compliance)

The district's food services program may, but is not required to, accommodate individual student preferences or diets that are not supported by a statement from the student's health care provider.

Legal Reference: EDUCATION CODE 234.1 Prohibition against discrimination, harassment, intimidation, and bullying 49407 Liability for treatment 49408 Emergency information 49414 Emergency epinephrine auto-injectors 49423 Administration of prescribed medication for student CODE OF REGULATIONS, TITLE 5 600-611 Administering medication to students 15562 Reimbursement for meals, substitutions UNITED STATES CODE, TITLE 20 1232g Family Educational Rights and Privacy Act of 1974 1400-1482 Individuals with Disabilities Education Act UNITED STATES CODE, TITLE 29 701-795a Rehabilitation Act, including: 794 Rehabilitation Act of 1973, Section 504 UNITED STATES CODE, TITLE 42 1751-1769h National School Lunch Program 2

1771-1791 Child nutrition, especially: 1773 School Breakfast Program 12101-12213 Americans with Disabilities Act CODE OF FEDERAL REGULATIONS, TITLE 7 210.1-210.31 National School Lunch Program 220.1-220.21 National School Breakfast Program 225.16 Meal programs, individual substitutions

Board Policy PALO ALTO UNIFIED SCHOOL DISTRICT approved: Palo Alto, California

3

CSBA Sample Board Policy Food Allergies/Special Dietary Needs

BP 5141.27 Students

***Note: The following optional policy may be revised to reflect district practice.***

The Governing Board desires to prevent students' exposure to foods to which they are allergic or intolerant and to provide for prompt and appropriate treatment in the event that a severe allergic reaction occurs at school.

The Superintendent or designee shall develop guidelines for the care of food-allergic students. Such guidelines shall include, but are not limited to, strategies for identifying students at risk for allergic reactions, avoidance measures, education of staff regarding typical symptoms, and actions to be taken in the event of a severe allergic reaction.

(cf. 3550 - Food Service/Child Nutrition Program) (cf. 3552 - Summer Meal Program) (cf. 3554 - Other Food Sales) (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) (cf. 5030 - Student Wellness) (cf. 5141 - Health Care and Emergencies) (cf. 5141.21 - Administering Medication and Monitoring Health Conditions)

Parents/guardians shall be responsible for notifying the Superintendent or designee, in writing, regarding any food allergies or other special dietary needs of their child in accordance with administrative regulation.

(cf. 5125 - Student Records)

***Note: If a student's food allergy or food intolerance substantially limits one or more major life activities, the student may be considered "disabled" in accordance with Section 504 of the federal Rehabilitation Act (29 USC 794), even if he/she does not require services pursuant to the Individuals with Disabilities Education Act (20 USC 1400-1482). For Section 504 purposes, the definitions of "disability" and "substantially limits" contained in 42 USC 12102, as amended by the Americans with Disabilities Amendments Act of 2008, require that a determination of disability be made without regard to the ameliorative effects of mitigating measures. For example, if a student has a severe allergy that is managed through allergy shots, frequent hand washing, bringing a lunch from home, or other measures, he/she may still be considered disabled

1

under Section 504 if the allergy would substantially limit a major life activity without those mitigating measures. The district would need to evaluate the student to determine if he/she has a disability and to develop an accommodation plan if necessary. See BP/AR 6164.6 - Identification and Education Under Section 504.***

***Note: The U.S. Department of Education's Office for Civil Rights (OCR), in its January 2012 Dear Colleague Letter and accompanying Questions and Answers on ADA Amendments Act of 2008 for Students with Disabilities Attending Public Elementary and Secondary Schools, clarifies that under the new rules, many students with allergies would be considered to have a disability because their allergies are likely to substantially limit the major life activities of breathing and respiratory function without mitigating measures. Furthermore, an existing individualized health care plan may be insufficient if it does not comply with current Section 504 requirements for evaluation, placement, and procedural safeguards. Some regional offices of OCR have taken the position that a Section 504 plan is required because of the inherent danger that can result from an allergic reaction.***

***Note: The types of accommodations that may be considered reasonable vary depending on the individual needs of the student and the severity of the allergy. The National School Boards Association's Legal and Practical Issues Relating to Accommodating Students with Peanut Allergies cites cases in which the accommodations imposed by administrative hearing officers ranged from providing an allergy-free table in the cafeteria to banning peanuts in a classroom.***

When a student's food allergy or food intolerance substantially limits one or more major life activities, his/her parents/guardians shall be informed of the district's obligation to evaluate the student to determine if he/she requires accommodations pursuant to Section 504 of the federal Rehabilitation Act. The student shall be evaluated in accordance with law and the procedures specified in AR 6164.6 - Identification and Education Under Section 504. If that process results in the development of a Section 504 plan, the district shall provide the accommodations and/or aids and services identified in the plan.

(cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6164.6 - Identification and Education Under Section 504)

If a student's diet restrictions and needed services are addressed in an individualized education program (IEP), the Superintendent or designee shall ensure compliance with the IEP including any necessary food substitutions.

(cf. 6159 - Individualized Education Program)

***Note: Section 504 and other federal and state laws prohibit discrimination on the basis of disability. If an allergic student is determined to be "disabled" as discussed above, he/she is entitled to protection under the nondiscrimination provisions of Section 504, even if he/she does not need any special education or related services as a result of the allergy. In addition, Education Code 234.1 requires districts to adopt a process for receiving and investigating student complaints involving discrimination, harassment, intimidation, and bullying based on specified 2

characteristics, including disability; see AR 1312.3 - Uniform Complaint Procedures.***

Students shall not be excluded from school activities nor otherwise discriminated against, harassed, intimidated, or bullied because of their food allergy.

(cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5131.2 - Bullying) (cf. 5145.3 - Nondiscrimination/Harassment)

Any complaint of alleged noncompliance with this policy shall be addressed through appropriate district complaint procedures.

(cf. 1312.3 - Uniform Complaint Procedures) (cf. 3555 - Nutrition Program Compliance)

The district's food services program may, but is not required to, accommodate individual student preferences or diets that are not supported by a statement from the student's health care provider.

Legal Reference: EDUCATION CODE 234.1 Prohibition against discrimination, harassment, intimidation, and bullying 49407 Liability for treatment 49408 Emergency information 49414 Emergency epinephrine auto-injectors 49423 Administration of prescribed medication for student CODE OF REGULATIONS, TITLE 5 600-611 Administering medication to students 15562 Reimbursement for meals, substitutions UNITED STATES CODE, TITLE 20 1232g Family Educational Rights and Privacy Act of 1974 1400-1482 Individuals with Disabilities Education Act UNITED STATES CODE, TITLE 29 701-795a Rehabilitation Act, including: 794 Rehabilitation Act of 1973, Section 504 UNITED STATES CODE, TITLE 42 1751-1769h National School Lunch Program 1771-1791 Child nutrition, especially: 1773 School Breakfast Program 12101-12213 Americans with Disabilities Act CODE OF FEDERAL REGULATIONS, TITLE 7 210.1-210.31 National School Lunch Program 220.1-220.21 National School Breakfast Program 225.16 Meal programs, individual substitutions

3

Management Resources: CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Training Standards for the Administration of Epinephrine Auto-Injectors, December 2004 FOOD ALLERGY RESEARCH AND EDUCATION PUBLICATIONS School Guidelines for Managing Students with Food Allergies NATIONAL SCHOOL BOARDS ASSOCIATION PUBLICATIONS Legal and Practical Issues Relating to Accommodating Students with Peanut Allergies, Inquiry and Analysis, April 2009 U.S. DEPARTMENT OF AGRICULTURE PUBLICATIONS Accommodating Children with Special Dietary Needs in the School Nutrition Programs: Guidance for School Food Service Staff, 2001 U.S. DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS PUBLICATIONS Dear Colleague Letter and Questions and Answers on ADA Amendments Act of 2008 for Students with Disabilities Attending Public Elementary and Secondary Schools, January 2012 WEB SITES California Department of Education, Health Services: http://www.cde.ca.gov/ls/he/hn Food Allergy Research and Education: http://www.foodallergy.org National School Boards Association: http://www.nsba.org U.S. Department of Agriculture: http://www.fns.usda.gov U.S. Department of Education, Office for Civil Rights: http://www2.ed.gov/about/offices/list/ocr

(3/07) 8/13

4

NOTE: This Administrative Regulation is NEW to PAUSD. Slight changes to the CSBA language were made by staff. Changes to the language or deletions are noted with strikethroughs. Any changes (additions or strikeouts) recommended solely by District staff or community members are in grey.

Students AR 5141.27

Food Allergies/Special Dietary Needs

Definitions

Special dietary needs include food intolerances, allergies, and other medical needs that may require avoidance of specific foods.

Food allergies are abnormal responses of the body's immune system to certain foods or ingredients.

Anaphylaxis is a potentially life-threatening hypersensitivity to a substance and may be caused by a food allergy. Symptoms may include shortness of breath, wheezing, difficulty breathing, difficulty talking or swallowing, hives, itching, swelling, shock, or asthma. (Education Code 49414) In severe cases, anaphylaxis may result in lowered blood pressure, loss of consciousness, or even death. Symptoms typically appear immediately after exposure to a certain food or substance but in some cases may occur after a few hours.

Epinephrine auto-injector is a disposable drug delivery system with a spring-activated needle that is designed for emergency administration of epinephrine to provide rapid, convenient first aid for persons suffering a potentially fatal reaction to anaphylaxis. (Education Code 49414)

Notification by Parent/Guardian

The parents/guardians of any student who has a known food allergy or other special dietary need shall notify the Superintendent or designee, in writing, and provide written medical documentation in the Anaphylaxis Action Plan, signed by the student's health care provider, that describes the nature of the student's condition, instructions, and necessary medications. If the student's condition requires food substitutions or modifications in school meals, the written statement shall also describe the specific foods to be restricted and the foods that should be substituted.

Individualized Health Plan

Upon receiving notice of a student's food allergy or other special dietary need, the Superintendent or designee shall ensure that a written Anaphylaxis Action Plan health plan is

1

developed, in consultation with the student's parents/guardians and health provider, to manage the student's needs while at school or at a school-sponsored activity. The plan shall seek to minimize the student's risk of exposure to the allergen and address actions to be taken if exposure occurs.

As appropriate, the plan may include specific food prohibitions and substitutions, an identification of common school rooms where the student may be exposed, staff responsibilities, information and training to be provided to staff, accommodations and services to facilitate the student's participation in the educational program, and medical/emergency protocols, including the General Protocol for students with Anaphylactic Reaction Elementary School and Secondary School.

When a student with a food allergy or other special dietary need has been identified as disabled pursuant to Section 504 of the Rehabilitation Act of 1973 or the Individuals with Disabilities Education Act, necessary accommodations and services shall be identified as part of the student's Section 504 services plan or individualized education program, as appropriate.

(cf. 5141.24 - Specialized Health Care Services) (cf. 6159 - Individualized Education Program) (cf. 6164.6 - Identification and Education Under Section 504)

Prevention Strategies

To minimize students' exposure to foods to which they are allergic, the Superintendent or designee shall, at a minimum, implement the following preventive measures:

1. Notification to District Staff

When notified by the parent/guardian that a student has a food allergy, the Superintendent or designee shall inform the student's principal, teacher(s), bus driver, school nurse, coach, and/or any other personnel responsible for supervising the student.

The principal or designee shall notify substitute staff of the identity of any students with known food allergies and the school's response plan.

(cf. 5125 - Student Records)

2. Food Services

The district's food services program shall make food substitutions in breakfasts, lunches, and after-school snacks when students are considered to have a disability under Section 504 that restricts their diet and when a health care provider has signed a statement of need that includes recommended alternate foods. (7 CFR 210.10, 220.8)

(cf. 3550 - Food Service/Child Nutrition Program) 2

(cf. 3552 - Summer Meal Program) (cf. 3554 - Other Food Sales) (cf. 5030 - Student Wellness) (cf. 5148.2 - Before/After School Programs)

Substitutions may be made on a case-by-case basis for students who do not have a disability under Section 504 but who cannot consume the regular breakfast, lunch, or after-school snack because of medical or other special dietary needs, when supported by a statement of need signed by a health care provider. (7 CFR 210.10, 220.8, 225.16)

The district's food services staff shall check food labels or specifications to ensure that foods do not contain traces of substances to which the student is allergic.

Under no circumstances shall food services staff prescribe nutritional requirements or revise a diet order prescribed by a health care provider.

Food substitutions shall not result in any additional cost to the student.

3. Class Parties/School Activities

Without identifying the student, the principal or teacher may notify parents/guardians of other students in the class that a student is allergic to a specific food and may request that certain foods not be provided at class parties or other school events.

Whenever the ingredients in any food served at class parties or other school activities are unknown, the student shall be encouraged to avoid the food.

4. Sanitation and Cleaning

To avoid spreading allergens, cafeteria tables and classroom surfaces shall be cleaned with fresh cloth or disposable paper towels utilizing cleaning products known to effectively remove food proteins, excluding waterless cleaners or instant hand sanitizers that do not involve a wet-wash step. Cross-contact from a sponge or cloth used to clean allergen-containing tabletops shall be avoided.

Staff shall use and promote hand-washing using soap and water before and after food handling.

Students shall be notified that exchanging meals or utensils is prohibited.

5. Professional Development

Schoolwide professional development shall be provided to appropriate staff on the identification and management of food allergies, including avoidance measures, typical symptoms, the proper use of epinephrine auto-injectors, documentation and storage of medication, and emergency drills. Staff will be directed to review the Elementary School and General Protocol for Students with Anaphylactic Reaction – Secondary School posted on the district’s website. 3

(cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development)

6. Supervision of Students

When available, staff who are trained and knowledgeable about symptoms of anaphylaxis and actions to take in an emergency shall provide supervision in the classroom and cafeteria, on the playground, and on field trips or other school activities whenever students known to have a food allergy are present.

(cf. 6153 - School-Sponsored Trips)

7. Health Education

The district's health education curriculum may include instruction on food allergies in order to assist food-allergic students in taking responsibility for monitoring their diet and to teach other students about the dangers of sharing foods or utensils with others.

(cf. 6142.8 - Comprehensive Health Education)

Emergency Response

Epinephrine auto-injectors or other medicine provided for use in the event of an anaphylactic shock reaction shall be stored and used in accordance with law and BP/AR 5141.21 - Administering Medication and Monitoring Health Conditions.

(cf. 4119.43 - Universal Precautions) (cf. 5141.21 - Administering Medication and Monitoring Health Conditions)

In addition, staff shall call 911 and seek immediate medical attention for a student experiencing an anaphylactic shock reaction.

(cf. 5141 - Health Care and Emergencies)

As soon as possible, school staff shall contact the student's parents/guardians or other person identified as an emergency contact.

When a student with a known allergy will be off school grounds, such as on a field trip, he/she shall be accompanied by a kit containing at least two doses of epinephrine, other medications as noted by the student's health care provider, and, as appropriate, the student's individualized food allergy plan Anaphylaxis Action Plan.

Regulation PALO ALTO UNIFIED SCHOOL DISTRICT approved: Palo Alto, California 4

CSBA Sample Administrative Regulation Food Allergies/Special Dietary Needs

AR 5141.27 Students

***Note: The following optional administrative regulation may be revised to reflect district practice.***

Definitions

***Note: The following definitions are based on Education Code 49414, resources from Food Allergy Research and Education, and guidance from the U.S. Department of Agriculture, Accommodating Children with Special Dietary Needs in the School Nutrition Programs: Guidance for School Food Service Staff.***

Special dietary needs include food intolerances, allergies, and other medical needs that may require avoidance of specific foods.

Food allergies are abnormal responses of the body's immune system to certain foods or ingredients.

Anaphylaxis is a potentially life-threatening hypersensitivity to a substance and may be caused by a food allergy. Symptoms may include shortness of breath, wheezing, difficulty breathing, difficulty talking or swallowing, hives, itching, swelling, shock, or asthma. (Education Code 49414)

Epinephrine auto-injector is a disposable drug delivery system with a spring-activated needle that is designed for emergency administration of epinephrine to provide rapid, convenient first aid for persons suffering a potentially fatal reaction to anaphylaxis. (Education Code 49414)

Notification by Parent/Guardian

The parents/guardians of any student who has a known food allergy or other special dietary need shall notify the Superintendent or designee, in writing, and provide written medical documentation, signed by the student's health care provider, that describes the nature of the student's condition, instructions, and necessary medications. If the student's condition requires food substitutions or modifications in school meals, the written statement shall also describe the specific foods to be restricted and the foods that should be substituted.

Health Plan

1

Upon receiving notice of a student's food allergy or other special dietary need, the Superintendent or designee shall ensure that a written health plan is developed, in consultation with the student's parents/guardians and health provider, to manage the student's needs while at school or at a school-sponsored activity. The plan shall seek to minimize the student's risk of exposure to the allergen and address actions to be taken if exposure occurs.

As appropriate, the plan may include specific food prohibitions and substitutions, an identification of common school rooms where the student may be exposed, staff responsibilities, information and training to be provided to staff, accommodations and services to facilitate the student's participation in the educational program, and medical/emergency protocols.

***Note: Pursuant to Section 504 of the federal Rehabilitation Act (29 USC 794) and the Americans with Disabilities Amendments Act of 2008 (42 USC 12102), a student with a food allergy or food intolerance that substantially limits one or more major life activities may be considered "disabled" and require accommodations, even if his/her allergy is being managed by mitigating measures; see the accompanying Board policy. Thus, in such circumstances the district is obligated to conduct a Section 504 evaluation in accordance with AR 6164.6 - Identification and Evaluation Under Section 504. The U.S. Department of Education's Office for Civil Rights (OCR), in its January 2012 Dear Colleague Letter and accompanying Questions and Answers on ADA Amendments Act of 2008 for Students with Disabilities Attending Public Elementary and Secondary Schools, states that an existing individualized health care plan may be insufficient if it does not comply with current Section 504 requirements for evaluation, placement, and procedural safeguards.***

When a student with a food allergy or other special dietary need has been identified as disabled pursuant to Section 504 of the Rehabilitation Act of 1973 or the Individuals with Disabilities Education Act, necessary accommodations and services shall be identified as part of the student's Section 504 services plan or individualized education program, as appropriate.

(cf. 5141.24 - Specialized Health Care Services) (cf. 6159 - Individualized Education Program) (cf. 6164.6 - Identification and Education Under Section 504)

Prevention Strategies

To minimize students' exposure to foods to which they are allergic, the Superintendent or designee shall, at a minimum, implement the following preventive measures:

1. Notification to District Staff

When notified by the parent/guardian that a student has a food allergy, the Superintendent or designee shall inform the student's principal, teacher(s), bus driver, school nurse, coach, and/or any other personnel responsible for supervising the student.

The principal or designee shall notify substitute staff of the identity of any students with known food allergies and the school's response plan. 2

(cf. 5125 - Student Records)

***Note: Item #2 below is for use by districts that participate in the federal National School Lunch and/or School Breakfast Program (42 USC 1751-1769h, 1771-1791; 7 CFR 210.1-210.31, 220.1-220.21, 225.16) and may be adapted by other districts. 5 CCR 15562 provides that federal and state meal reimbursements may be claimed for substitutions made due to medical reasons provided that such substitutions are authorized in writing by a health care provider and the authorization is on file at the school.***

2. Food Services

The district's food services program shall make food substitutions in breakfasts, lunches, and after-school snacks when students are considered to have a disability under Section 504 that restricts their diet and when a health care provider has signed a statement of need that includes recommended alternate foods. (7 CFR 210.10, 220.8)

(cf. 3550 - Food Service/Child Nutrition Program) (cf. 3552 - Summer Meal Program) (cf. 3554 - Other Food Sales) (cf. 5030 - Student Wellness) (cf. 5148.2 - Before/After School Programs)

Substitutions may be made on a case-by-case basis for students who do not have a disability under Section 504 but who cannot consume the regular breakfast, lunch, or after-school snack because of medical or other special dietary needs, when supported by a statement of need signed by a health care provider. (7 CFR 210.10, 220.8, 225.16)

***Note: The remainder of item #2 reflects guidance from the U.S. Department of Agriculture, Accommodating Children with Special Dietary Needs in the School Nutrition Programs: Guidance for School Food Service Staff. The guidance clarifies that schools have a responsibility to provide a safe meal to a student when it has been determined that the student's food allergy is disabling, which may require checking food labels or specifications or seeking additional information when the label is insufficient.***

The district's food services staff shall check food labels or specifications to ensure that foods do not contain traces of substances to which the student is allergic.

Under no circumstances shall food services staff prescribe nutritional requirements or revise a diet order prescribed by a health care provider.

Food substitutions shall not result in any additional cost to the student.

3. Class Parties/School Activities

Without identifying the student, the principal or teacher may notify parents/guardians of other 3

students in the class that a student is allergic to a specific food and may request that certain foods not be provided at class parties or other school events.

Whenever the ingredients in any food served at class parties or other school activities are unknown, the student shall be encouraged to avoid the food.

4. Sanitation and Cleaning

To avoid spreading allergens, cafeteria tables and classroom surfaces shall be cleaned with fresh cloth or disposable paper towels utilizing cleaning products known to effectively remove food proteins, excluding waterless cleaners or instant hand sanitizers that do not involve a wet-wash step. Cross-contact from a sponge or cloth used to clean allergen-containing tabletops shall be avoided.

Staff shall use and promote hand-washing using soap and water before and after food handling.

Students shall be notified that exchanging meals or utensils is prohibited.

5. Professional Development

Schoolwide professional development shall be provided to appropriate staff on the identification and management of food allergies, including avoidance measures, typical symptoms, the proper use of epinephrine auto-injectors, documentation and storage of medication, and emergency drills.

(cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development)

6. Supervision of Students

When available, staff who are trained and knowledgeable about symptoms of anaphylaxis and actions to take in an emergency shall provide supervision in the classroom and cafeteria, on the playground, and on field trips or other school activities whenever students known to have a food allergy are present.

(cf. 6153 - School-Sponsored Trips)

7. Health Education

The district's health education curriculum may include instruction on food allergies in order to assist food-allergic students in taking responsibility for monitoring their diet and to teach other students about the dangers of sharing foods or utensils with others.

(cf. 6142.8 - Comprehensive Health Education)

4

Emergency Response

***Note: For language regarding a student's ability to carry and self-administer medication, including epinephrine auto-injectors, see BP/AR 5141.21 - Administering Medication and Monitoring Health Conditions.***

***Note: Pursuant to Education Code 49407, no district, Board member, school principal, health care provider, or hospital treating any child shall be held liable for the reasonable treatment of a child without the consent of a parent/guardian when the child is ill or injured during regular school hours, requires reasonable medical treatment, and the parent/guardian cannot be reached, unless the parent/guardian has previously filed with the school district a written objection to any medical treatment other than first aid.***

Epinephrine auto-injectors or other medicine provided for use in the event of an anaphylactic shock reaction shall be stored and used in accordance with law and BP/AR 5141.21 - Administering Medication and Monitoring Health Conditions.

(cf. 4119.43 - Universal Precautions) (cf. 5141.21 - Administering Medication and Monitoring Health Conditions)

In addition, staff shall call 911 and seek immediate medical attention for a student experiencing an anaphylactic shock reaction.

(cf. 5141 - Health Care and Emergencies)

As soon as possible, school staff shall contact the student's parents/guardians or other person identified as an emergency contact.

When a student with a known allergy will be off school grounds, such as on a field trip, he/she shall be accompanied by a kit containing at least two doses of epinephrine, other medications as noted by the student's health care provider, and, as appropriate, the student's individualized food allergy plan.

(3/07 8/13) 12/14

5

BOARD OF EDUCATION Attachment: Information 15

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Markus Autrey, Associate Superintendent, Educational Services PREPARED BY: Katherine Baker, Chief Academic Officer, Secondary Education

SUBJECT: Math Placement Criteria, Grades 6, 7, 8 Senate Bill No. 359, Chapter 508, the California Mathematics Placement Act of 2015

STRATEGIC PLAN INITIATIVE Academic Excellence and Learning

Board Policy 6011 – Academic Standards Board Policy 6141 – Curriculum Development and Evaluation Board Policy 6142.92 – Mathematics Instruction

RECOMMENDATION This item is being presented to the Board of Education as an information item, as a first step in complying with Senate Bill No. 359, Chapter 508, the California Mathematics Placement Act of 2015.

BACKGROUND The California Mathematics Placement Act of 2015, approved by the Governor in October 2015, requires governing boards of local educational agencies, if they have not done so before January 1, 2016, to “develop and adopt a fair, objective, and transparent mathematics placement policy” for students entering grade nine, “in a regularly scheduled public meeting” before the beginning of the 2016-2017 school year. It further authorizes governing boards to implement a mathematics placement policy for students transitioning from elementary and middle school, and requires each governing board of a local educational agency to “ensure that its mathematics placement policy is posted on its Internet Web site.” (See Attachment B).

For the past several months, the PAUSD Math Steering Committee, made up of Instructional Supervisors from the five secondary schools, along with the Secondary Math Teacher on Special Assignment (TOSA), have been working on aligning the criteria used for placing students in appropriate math courses as they transition from middle to high school. The steering committee members decided to expand their efforts to include the criteria considered for math placement as students transition to middle school (sixth grade), as well as the placement criteria used for grades seven and eight.

Following this informational presentation, this item will be referred to the Board Policy Review Committee (BPRC) to create Board Policy 6152.1, in accordance with the requirements delineated by the California Mathematics Placement Act of 2015. The California Mathematics Placement Act of 2015 requires Boards of Education to adopt the new policy prior to the beginning of the 2016- 2017 school year.

Attachment A – PowerPoint Presentation – Math Placement Attachment B – Senate Bill No. 359, Chapter 508, The California Mathematics Placement Act of 2015 Attachment C – CSBA Sample Board Policy 6152.1

Instruction BP 6011 ACADEMIC STANDARDS

The Board of Education recognizes that content and performance standards are necessary to clarify for students, parents/guardians and staff what students are expected to know and be able to do at each grade level and in each area of study. The Board shall adopt high standards for student achievement that meet or exceed statewide standards and challenge all students to reach their full potential.

District standards shall be developed through a process that involves staff, students, parents/guardians and community members. Standards shall be based on a review of state model standards and an assessment of the skills that students will need in order to be successful in the workplace and in higher education, including basic skills, problem-solving abilities and conceptual thinking. Special care shall be taken to ensure the proper articulation of standards among district schools.

Staff shall continually assess students' progress toward meeting the standards and shall offer remedial assistance in accordance with Board policy. The standards shall also provide a basis for evaluating the instructional program, making decisions about curriculum and assessment, and, as required by law, evaluating teacher performance. (cf. 4115 - Evaluation/Supervision) (cf. 5121 - Grades/Evaluation of Student Achievement) (cf. 5123 - Promotion/Acceleration/Retention) (cf. 6141 - Curriculum Development and Evaluation) (cf. 6143 - Courses of Study) (cf. 6146.1 - High School Graduation Requirements) (cf. 6146.5 - Elementary/Middle School Graduation Requirements) (cf. 6162.5 - Student Assessment) (cf. 6177- Summer School) (cf. 6190 - Evaluation of the Instructional Program)

While desiring district standards to be specific and comprehensive, the Board does not intend that these standards be so extensive as to describe everything that will be taught in the classroom. Staff shall have sufficient time and flexibility to provide instruction that supplements the standards. Staff shall also have flexibility to determine the best instructional methods to use in preparing students to meet the standards.

The Superintendent or designee shall ensure that district standards are regularly reviewed and updated as necessary.

Legal Reference: EDUCATION CODE 44662 Evaluation of certificated employees 51003 Statewide academic standards 60605-60605.5 Adoption of statewide academically rigorous content and performance standards

Management Resources: WEB SITES CDE: http://www.cde.ca.gov

Policy PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.29.13 Palo Alto, California 1 BOARD POLICY Instruction BP 6141

CURRICULUM DEVELOPMENT AND EVALUATION

The Board of Education desires to provide a research-based, sequential curriculum which promotes high levels of student achievement and emphasizes the development of basic skills, problem solving, and decision making. Upon recommendation of the Superintendent or designee, the Board shall adopt a written district curriculum which describes, for each subject area and grade level, the content objectives which are to be taught in all district schools. (cf. 6000 - Concepts and Roles) (cf. 6141.6 - Multicultural Education) (cf. 6142.1 - Sexual Health and HIV/AIDS Prevention Instruction) (cf. 6142.3 - Civic Education) (cf. 6142.4 - Service Learning/Community Service Classes) (cf. 6142.5 - Environmental Education) (cf. 6142.6 - Visual and Performing Arts Education) (cf. 6142.7 - Physical Education) (cf. 6142.8 - Comprehensive Health Education) (cf. 6142.91 - Reading/Language Arts Instruction) (cf. 6142.92 - Mathematics Instruction) (cf. 6142.93 - Science Instruction) (cf. 6143 - Courses of Study) (cf. 6178 - Career Technical Education) (cf. 6178.2 - Regional Occupational Center/Program) (cf. 9000 - Role of the Board)

The district's curriculum shall be aligned with the district's vision and goals for student learning, Board policies, academic content standards, state curriculum frameworks, state and district assessments, graduation requirements, school and district improvement plans, and, when necessary, related legal requirements. (cf. 0000 - Vision) (cf. 0200 - Goals for the School District) (cf. 0420 - School Plans/Site Councils) (cf. 0420.1 - School-Based Program Coordination) (cf. 0520.1 - High Priority Schools Grant Program) (cf. 0520.2 - Title I Program Improvement Schools) (cf. 0520.3 - Title I Program Improvement Districts) (cf. 0520.4 - Quality Education Investment Schools) (cf. 6011 - Academic Standards) (cf. 6146.1 - High School Graduation Requirements) (cf. 6162.5 - Student Assessment) (cf. 6162.51 - Standardized Testing and Reporting Program) (cf. 6162.52 - High School Exit Examination) (cf. 6171 - Title I Programs) (cf. 9310 - Board Policies)

1 CURRICULUM DEVELOPMENT AND EVALUATION BP 6141

The Superintendent or designee shall establish a process for curriculum development, selection, and/or adaptation which utilizes the professional expertise of teachers, principals, and district administrators representing various grade levels, disciplines, special programs, and categories of students as appropriate. The process also shall provide opportunities for input from students, parents/guardians, representatives of local businesses and postsecondary institutions, and other community members. (cf. 1220 - Citizen Advisory Committees) (cf. 1700 - Relations Between Private Industry and the Schools)

The selection and evaluation of instructional materials shall be coordinated with the curriculum development and evaluation process. (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 6161 - Equipment, Books and Materials) (cf. 6161.1 - Selection and Evaluation of Instructional Materials) (cf. 6161.11 - Supplementary Instructional Materials) (cf. 6163.1 - Library Media Centers)

When presenting a recommended curriculum for adoption, the Superintendent or designee shall provide research, data, or other evidence demonstrating the proven effectiveness of the proposed curriculum. He/she also shall present information about the resources that would be necessary to successfully implement the curriculum and describe any modifications or supplementary services that would be needed to make the curriculum accessible to all students. (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 3100 - Budget) (cf. 4131 - Staff Development) (cf. 4143/4243 - Negotiations/Consultation) (cf. 5149 - At-Risk Students) (cf. 6141.5 - Advanced Placement) (cf. 6159 - Individualized Education Program) (cf. 6172 - Gifted and Talented Student Program) (cf. 6174 - Education for English Language Learners) (cf. 6179 - Supplemental Instruction)

The Board shall establish a review cycle for regularly evaluating the district's curriculum in order to ensure continued alignment with state and district goals for student achievement. At a minimum, these reviews shall be conducted whenever the State Board of Education adopts new or revised content standards or the curriculum framework for a particular subject or when new law requires a change or addition to the curriculum.

In addition, the Board may require a review of the curriculum in one or more subject areas as needed in response to student assessment results; feedback from teachers, administrators, or parent/guardians; new research on program effectiveness; or changing student needs. (cf. 0500 - Accountability) (cf. 6190 - Evaluation of the Instructional Program)

2 CURRICULUM DEVELOPMENT AND EVALUATION BP 6141

Legal Reference: EDUCATION CODE 221.5 Equal opportunity 35160 Authority of governing boards 35160.1 Broad authority of school districts 51050-51057 Enforcement of courses of study 51200-51263 Required courses of study 51500-51540 Prohibited instruction 51720-51879.9 Authorized classes and courses of instruction 60000-60424 Instructional materials GOVERNMENT CODE 3543.2 Scope of representation CODE OF REGULATIONS, TITLE 5 4000-4091 School improvement programs 4400-4426 Improvement of elementary and secondary education

Management Resources: CSBA PUBLICATIONS Maximizing School Board Leadership: Curriculum, 1996 CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Content Standards for California Public Schools: Kindergarten Through Grade 12 Curriculum Frameworks for California Public Schools: Kindergarten Through Grade 12 WEB SITES CSBA: http://www.csba.org Association for Supervision and Curriculum Development: http://www.ascd.org Association of California School Administrators: http://www.acsa.org California Association for Supervision and Curriculum Development: http://www.cascd.org California Department of Education, Curriculum and Instruction: http://www.cde.ca.gov/ci

Policy PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.12.10, 02.24.15 Palo Alto, California

3

BOARD POLICY Instruction BP 6142.92

MATHEMATICS INSTRUCTION

The Board of Education desires to offer a rigorous mathematics program that provides a strong foundation in basic mathematical skills and prepares students to apply mathematics in the classroom and in life. The Superintendent or designee shall develop grade-level curricula that offer a balanced instructional program

(cf. 6143 - Courses of Study) (cf. 6146.1 - High School Graduation Requirements)

The district’s mathematics program shall address the following standards for mathematical practices which are the basis for mathematics instruction and learning:

1. Basic mathematical skills: quantification, basic facts, sorting and classification, and computational skills including addition, subtraction, multiplication, division, fractions, decimals, squares and square roots 2. Conceptual understanding: knowledge and application of facts and definitions, identification of principles, understanding of relationships among mathematical concepts, recognition and application of signs, symbols and terms 3. Problem solving: use of mathematical concepts, skills, tools and reasoning strategies to formulate and solve problems in a variety of situations 4. Overarching habits of mind of a productive mathematical thinker: Making sense of problems and persevering in solving them; attending to precision 5. Reasoning and explaining: Reasoning abstractly and quantitatively; constructing viable arguments and critiquing the reasoning of others 6. Modeling and using tools: Modeling with mathematics; using appropriate tools strategically 7. Seeing structure and generalizing: Looking for and making use of structure; looking for and expressing regularity in repeated reasoning

For each grade level, the Board shall adopt academic standards for mathematics that meet or exceed the California State Standards. The Superintendent or designee shall develop or select curricula that are aligned with these standards and the state curriculum framework.

For grades K-8, content shall address, at appropriate grade levels, counting and cardinality, operations and algebraic thinking, number and operations in base ten, fractions, measurement and data, algebra, geometry, ratios and proportional relationships, functions, expression and equations, the number system, and statistics and probability. Students shall learn the concepts and skills that prepare them for the rigor of high school mathematics.

For high school mathematics, the district shall offer a pathway of courses through which students shall be taught concepts that address number and quantity, algebra, functions,

1 MATHEMATICS INSTRUCTION BP 6142.92

modeling, geometry, trigonometry, pre-calculus, calculus, statistics and probability, and other mathematical topics important to a college- and career-ready preparatory curriculum.

The Superintendent or designee shall ensure that all students have many opportunities to take the full range of mathematics course options.

(cf. 6143 - Courses of Study)

The Board shall establish specific content and performance standards in mathematical skills, concepts and problem-solving ability for each grade level. Students at risk of failing to meet performance standards shall receive additional assistance and intervention.

(cf. 6146.1 - High School Graduation Requirements)

The Superintendent or designee shall ensure that certificated staff have opportunities to participate in professional development activities designed to increase their knowledge and skills in effective mathematics teaching practices.

(cf. 4131 - Staff Development) (cf. 4331 - Staff Development)

The Superintendent or designee shall ensure that students have access to sufficient instructional materials, including manipulatives and technology, to support a balanced, standards aligned mathematics program.

(cf. 0440 - District Technology Plan) (cf. 1312.2 - Complaints Concerning Instructional Materials) (cf. 1312.4 - Williams Uniform Complaint Procedures) (cf. 6161.1 - Selection and Evaluation of Instructional Materials) (cf. 6161.11 - Supplementary Instructional Materials) (cf. 6163.1 - Library Media Centers)

The Superintendent or designee shall provide the Board with data from state and district mathematics assessments and program evaluations to enable the Board to monitor program effectiveness.

(cf. 0460 - Local Control and Accountability Plan) (cf. 0500 - Accountability) (cf. 6162.5 - Student Assessment) (cf. 6162.51 - State Academic Achievement Tests) (cf. 6162.52 - High School Exit Examination) (cf. 6190 - Evaluation of the Instructional Program)

2 MATHEMATICS INSTRUCTION BP 6142.92

Legal Reference: EDUCATION CODE 51210 Areas of study, grades 1-6 51220 Areas of study, grades 7-12 51224.5 Algebra in course of study for grades 7-12 51225.3 High school graduation requirements 51284 Financial literacy 60605 State-adopted content and performance standards in core curricular areas 60605.8 Common Core standards

Management Resources: CSBA PUBLICATIONS Governing to the Core, Governance Briefs CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve, 2013 California Common Core State Standards: Mathematics, rev. January 2013 COMMON CORE STATE STANDARDS INITIATIVE PUBLICATIONS Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov Common Core State Standards Initiative: http://www.corestandards.org/math

Policy PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.12.10, 08.25.15 Palo Alto, California

3 Attachment A PAUSD Math Placement Recommendations 2016-17 (Living Document; revised annually) Grade 8 to Grade 9

Background information

Successful high school math course placement of rising ninth-grade students is dependent on a variety of factors. The eighth-grade student’s overall math grade often includes items that are not connected to successfully meeting the curriculum standards. The overall math grade may reflect behavior such as study skills, homework completion or remittance, or classroom participation. Thus the overall math grade is less of an appropriate predictor of academic success. Many of the factors are subjective and personal, such as the student’s interest in math, the student’s prior experiences in math, the student’s self-view, or the student’s mindset with respect to the variety of upcoming academic challenges. Generally, the best predictor of academic success in a ninth-grade math placement is the eighth-grade student’s classroom test scores, which indicate the student’s mastery of the content.

• The classroom tests and their rubrics are collaboratively developed by the teachers of the course at each school. Unusual student answers are often jointly evaluated by the teaching team. • The classroom tests are designed to correlate directly to the standards taught in the unit. • Classroom tests are completed individually and illuminate the depth of the student’s grasp of the A, standards taught and the student’s command of the eight mathematical practices. • Classroom tests do not reflect any aspect of student social behavior. • Classroom tests do not directly measure homework or study habits. • Classroom tests are a strong indicator of student progress in the acquisition and utilization of the mathematics and practices of the course.

The Organization of this Document

In middle school eighth-grade, most students are enrolled in one of two courses: Math 8 or Algebra 8. In rare circumstances, student are enrolled in Geometry H, a high school honors course offered at the middle school sites. Recommended placement in their ninth-grade math course can be determined by traversing the flow chart headed by the particular eighth-grade course title. Some differences in course offerings exist between Henry M. Gunn High School and Palo Alto High School and placement will vary slightly. The differences are noted within each flow chart.

For students receiving special education services, the mathematics placement will be determined by the student’s IEP team.

Regardless of the recommendation, teachers, counselors and mathematicians recognize the conundrum of the case of the individual versus the flow of the trends. Therefore, entering and throughout high school, parents and students are urged to choose the most appropriate math course annually to give the student the suitable amount of challenge and success within it.

pg. 1 4/22/16 Attachment A Ninth-Grade Placement Recommendations1 for Students enrolled in Math 8

Students in Math 8

9th grade at Paly2 9th grade at Gunn

Students who Students who Students who consistently earned a consistently earned a consistently earned a Alg 1/1A B+ or above on B to a C- on classroom D or F on classroom classroom tests tests tests

Placements are Alg 1A Alg 1 discussed.3 Placement for Alg 1 or Alg 1.1 is considered. A,

1 Students may enroll in any course within the lane of the course. (That is, if the student is recommended for any Algebra 1 course, the student may request placement in any level of Algebra 1 (Alg 1.1, Alg 1, or Alg 1A). Students having difficulty in their class despite putting in their best effort can request a lane change. Such changes are contingent on class size and must be approved by the IS. Changes can only be made before the end of the first quarter or at the semester break. Students who change lanes during first semester carry over their grade at the time to the new lane.

2 Recommendations are reviewed at the Middle Schools at the end of the school year in May/June.

3 Discussions include consideration of parental insights, case-manager’s (if applicable) insights, student interest, homework completion, challenge problem completion, and choice of test level (in Math 8, two levels of tests are often available in the second semester).

Ninth-Grade Placement Recommendations4 for Students enrolled in Alg 8

pg. 2 4/22/16 Attachment A

Students in Algebra 8

Students consistently earned a B- Students consistently earned below or better on classroom tests a B- on classroom tests

Alg 1A (Paly) Summer: Bridge to 9th grade at Paly 9th grade at Gunn Alg 1/1A (Gunn) Geo A course

Students who consistently Students who consistently Students may choose Did the student consistently earn a earned an A on classroom earned an A- to B- on Geo H or Geo A B- or better on classroom tests? tests classroom tests

Geo H Geo A Yes: Geo A No: Alg 1A

4 Students may enroll in any lane of the course. (That is, if students are recommended for any level of A, Geometry, students may request placement in any Geometry course (excluding grade-level Geometry, a tenth-grade course). If the student is recommended for any Algebra 1 course, the student may request placement in any level of Algebra 1 (Alg 1.1, Alg 1, or Alg 1A). Students having difficulty in their class despite putting in their best effort can request a lane change. Such changes are contingent on class size and must be approved by the IS. Changes can only be made before the end of the first quarter or at the semester break. Students who change lanes during first semester carry over their grade at the time to the new lane.

pg. 3 4/22/16 Attachment A Ninth-Grade Placement Recommendations5 for Eighth-Grade Students enrolled in Geo H

Students in Geo H (8th Grade)

Students consistently earned Students consistently earned an A- or better on classroom less than an A- on classroom tests tests

Alg2/Trig H Repeat Geo H

5 Students a year (or more) ahead in the honors lane of mathematics are expected to earn As in the courses in order to remain competitive in the application process for university work. Students having A, difficulty in their class despite putting in their best effort can request a lane change. Such changes are contingent on class size and must be approved by the IS. Changes can only be made before the end of the first quarter or at the semester break. Students who change lanes during first semester carry over their grade at the time to the new lane.

pg. 4 4/22/16 Attachment A PAUSD Math Placement Recommendations 2016-17 (Living Document; revised annually) Grade 7 to Grade 8 Background information

PAUSD strives to offer math courses that give students the appropriate amount of challenge and success. In the middle schools, PAUSD supports well-paced responsive or adaptable student placement. Seventh grade students are enrolled in one of two courses: Math 7 and Math 7A. Math 7 satisfies the Common Core State Standards (CCSS-M 7) while Math 7A is an accelerated course that includes both the CCSS-M 7 standards and more than half of the CCSS-M 8 standards. Successful placement of rising eighth-grade students is dependent on the student’s experience in Math 7 or Math 7A. Usually in eighth grade, two courses are available to students: Math 8 and Algebra 8. Math 8 satisfies the CCSS-M 8 standards. Algebra 8 is an accelerated course that includes less than 50% of the CCSS-M 8 standards, and all of the CCSS-Algebra standards at an advanced level (some topics are extended to Algebra 2 levels).

The seventh-grade student’s consistent classroom test scores are a reliable indicator of the student’s mastery of the Math 7 content. The overall math grade may reflect behavior such as study skills, homework completion or remittance, or classroom participation. Thus the overall math grade tends to be less of an appropriate predictor of academic success. For appropriate placement recommendation, use the student’s first experience of classroom tests. A, As middle students grow and develop, they foster varied appreciation for one academic subject over another. Therefore, flexibility is appropriate as a student moves from grade 7 to grade 8. To move to Algebra 8 from Math 7 requires summer work in the Math 8 topics not covered in Math 7. Students who are likely to be successful in the move to the accelerated work have earned high marks in their Math 7 classroom exams.

The Organization of this Document

The flow chart indicates both the more usual move from one course to another at the same level of pacing and challenge, as well as the moves to support a student’s independent and successful math achievement. To move from the grade-level work to the accelerated work requires a four-week summer course, and the expectation that the compressed time for the work increased the pace of the work. The summer course provides the student with the opportunity to master the CCSS-M 8 topics not included in Math 7, but integrated in Math 7A.

If a student is having difficulty in the seventh-grade accelerated course, Math 7A, it is appropriate to move over to the grade-level course to produce student confidence, as well as joy and interest, back into the student’s relationship with mathematics.

For students receiving special education services, the mathematics placement will be determined by the student’s IEP team.

Regardless of the recommendation, teachers, counselors and mathematicians recognize the conundrum of the case of the individual versus the flow of the trends. Therefore, throughout secondary mathematics, parents and students are urged to choose the most appropriate math course annually to give the student the suitable amount of challenge and success within it.

pg. 5 4/22/16 Attachment A Eighth-Grade Placement Recommendations1 for Seventh-Grade Students enrolled in Math 7 or Math 7A

Students enrolled Students enrolled in Math 7 in Math 7A If a student has Student consistently Student consistently consistently Student consistently Student consistently earned less than a B- on earned an B- or better on earned less than an A- earned an A- or betteron classroom tests earned strong As classroom tests on classroom tests classroom tests on classroom tests in Math 7A, the

Is the student interested student has the Math 8 Is the student interested Algebra 8 in continued in acceleration? acceleration? opportunity to take the Algebra 8 Mastery Test4, No: The current is lane is Yes: Bridge to Algebra 83 the correct level of Yes: Bridge to Algebra 83 which, if passed, 4-Week Summer No: Math 8 challenge & success: th Course 4-Week Summer Course places the 8 Math 8 grader in an Did the student Did the student honors level high consistently earn a B- or consistently earn a B- or better on classroom better on classroom school course, tests? tests? Geometry H, offered at each of the middle No: Math 8 Yes: Algebra 8 No: Math 8 Yes: Algebra 8 schools.

A,

1 Students may enroll in any course within the lane of the course. (That is, if the student is recommended for Math 8, the student may request placement in either Math 8 or Algebra 8.) Students having difficulty in the class despite putting in the student’s best effort can request a lane change. Such changes are contingent on class size and must be approved by the IS. Changes can only be made before the end of the first quarter or at the semester break. Students who change lanes during first semester carry over their grade at the time to the new lane. 2 Students who consistently earn a B- or less on tests in Math 7A need support. They have a choice of either moving to course in which the level of challenge and success is more appropriate, Math 8, or to build skills, concepts and personal confidence in some of the accelerated topics over the summer in the Bridge to Algebra 8 course, and continue on to Algebra 8.

3The curriculum of the 4-week summer school course, Bridge to Algebra 8, is the topics from CCSS-M 8 that were included in Math 7A, but not Math 7.

4The Algebra 8 Mastery Test is offered in August. A student may only attempt the Algebra 8 Mastery Test one time. Non-PAUSD students who perform well on the 8th grade Placement Test and who demonstrate some Algebra knowledge to an 8th grade math teacher (a few informal questions that require work demonstrated) may attempt the Algebra 8 Mastery Test. Students transferring in from non-PAUSD schools must pass the test in order to be placed ahead of grade level.

pg. 6 4/22/16 Attachment A PAUSD Math Placement Recommendations 2016-17 (Living Document; revised annually) Grade 6 to Grade 7

Background information

The transition from elementary school to middle school is more than a transition in grade levels or school buildings. The students’ transition is social, emotional, physical and academic. Children become adolescents. Schoolwork becomes more codified, more complex, more integrated, and more challenging. Middle school students find themselves taking risks, making errors, trying new ideas, awakening to themselves, building and knocking down their self-confidence, making friends, and feeling lonely; they are becoming. The transition takes time. The PAUSD secondary math program allows for a difference in growth rates and has crafted courses that meet the California Common Core State Standards in Mathematics (CCSS-M) for every student throughout the secondary schools. The CCSS-M standards are comprised of two types of standards: eight Mathematical Practice Standards and Math Content Standards (building mathematical understanding, skills, knowledge, and expertise throughout the years from K-12).

The PAUSD mathematics program offers two seventh-grade courses to provide the appropriate balance of the level of challenge and success to seventh-grade students: Math 7 and Math 7A. Math 7 meets all of the standards of the CCSS-M for Math 7. Math 7A is an accelerated course. Math 7A is a combined course of all of the CCSS-M A, Math 7 and more than half of the CCSS-M Math 8 standards. Math 7A compresses more than 1 ½ years of CCSS-M mathematics into its year of study. (The Math 7 course is followed by Math 8. The Math 7A course is followed by Algebra 8, which is a combination of the remaining topics of CCSS-M Math 8 and the topics of Algebra 1 at an advanced depth.)

Secondary math teachers give input or recommendations to help parents and students choose the appropriate course by organizing a variety of observable factors and linking the factors to subsequent success in course placement. The factors include achievement on classroom tests, homework completion, interest in mathematics as evidenced by their participation in classroom extensions, successful application of mathematical concepts, and achievement on the comprehensive end of year exam. The organization is a criteria table found on the next page.

For students receiving special education services, the mathematics placement will be determined by the student’s IEP team.

The Organization of this Document

The sixth-grade math teachers will provide personal input to students and parents utilizing on of the two criteria tables on the next page. (Please note that students whose teachers use evidenced-based grading will earn rubric scores and all other students will earn percentages.) The top call-out to the right of each table explains the general indications for the recommendation to either seventh-grade math course placement. The call-out also provides information regarding students who are advanced in their mastery of middle school math curriculum.

Regardless of the recommendation, teachers, counselors and mathematicians recognize the conundrum of the case of the individual versus the flow of the trends. Therefore parents and students are urged to choose the most appropriate math course that will give the student the suitable amount of challenge and success within it.

pg. 7 4/22/16 Attachment A Grade 6 to Grade 7 Criteria Table 1: an “X” in the column for each criteria indicates the appropriate placement for the student 6th Grade Teacher Input1 for Parents and Students CRITERIA Math 7A2 Math 73 The Teacher’s Criteria-based Classroom Unit Tests Average (First test score on unit tests) Input:

Score: Suggested Placement: 94% to 100% or Rubric Score of Mode 4 Most Xs in Math 7 Math 7 will receive an X in the Math 7A column Most Xs in Math 7A Math 7A 90% to 100% or Rubric Score of Mode 3 or above will receive an X in the Math 7A column If a student earned Xs in the Math 7A column only, the student has Homework Average Throughout the year = 90% to 100% the opportunity to take the Math will receive an X in the Math 7A column 7A Mastery Test4, which, if (The Homework Average is based on completion or turn-in rate.) passed, places the 7th grader in Consistently completed Math Extensions/Einsteins Algebra 8. will receive an X in the Math 7A column (Students demonstrate interest in math by completing these challenge problems) Successfully completed Application Problems and Projects/POPs 4 Mastery Tests: Placement in will receive an X in the Math 7A column math courses ahead of grade (POPs = process only problems) level can be accomplished by passing a Mastery Test. End of Year Test Part 1 The Math 7A Mastery Test is 92% to 100% offered in May to outgoing 6th will receive an X in the Math 7A column graders who have earned Xs in A, the Math 7A column only (of the 85% to 100% criteria table to the left). will receive an X in the Math 7A column A student may only attempt the End of Year Test Part 2 Math 7A Mastery Test one time.

92% to 100% will receive an X in the Math 7A column 85% to 100% will receive an X in the Math 7A column Total number of Xs in each column

1 Students may enroll in any lane of the course. The teacher’s input for enrollment is based on the historical progress of students through the middle school math courses. (That is, if the student is recommended for any Math 7 course, students may request placement in either Math 7 or Math 7A.) Students having difficulty in their class despite putting in their best effort can request a lane change. Such changes are contingent on class size and must be approved by the IS. Changes can only be made before the end of the first quarter or at the semester break. Students who change lanes during first semester carry over their grade at the time to the new lane.

2The Math 7A is an accelerated course combined of all of the CCSS-M Math 7 and more than half of the CCSS-M Math 8 standards. The Math 7A course is followed by Algebra 8, which is a combination of the remaining topics of CCSS-M Math 8 and the topics of Algebra 1 at an advanced depth.

3The grade-level course, Math 7, meets the standards of the CCSS-M Math 7. The Math 7 course is followed by Math 8, or, with summer work, Algebra 8.

pg. 8 4/22/16 Attachment A Criteria Table 2: The total number of points indicates the appropriate placement for the student 6th Grade Teacher Input5 for Parents and Students CRITERIA Points The Teacher’s Criteria-based Classroom Unit Tests Average (First test score on unit tests) Input: Score: Suggested Placement: 94% to 100% or Rubric Score of Mode 4  2 pts 5 pts to 9 pts Math 7A6 7 0 pts to 4 pts Math 7 90% to 93% or Rubric Score of Mode 3 or above  1 pt (Otherwise, 0 pts) If a student earned a 9 on this criteria table, the student has the Homework Average Throughout the year is 90% to 100%  1 pt opportunity to take the Math 7A (The Homework Average is based on completion or turn-in rate.) Mastery Test8, which, if passed, (Otherwise, 0 pts) places the 7th grader in Algebra 8. Consistently completed Math Extensions/Einsteins  1 pt

(Students demonstrate interest in math by completing these challenge problems) (Otherwise, 0 pts) 8 Mastery Tests: Placement in Successfully completed Application Problems and Projects/POPs  1 pt math courses ahead of grade (POPs = process only problems) level can be accomplished by passing a Mastery Test. (Otherwise, 0 pts)

End of Year Test Part 1 The Math 7A Mastery Test is offered in May to outgoing 6th graders who have earned a 9 on 92% to 100%  2 pts the criteria table to the left.

85% to 91%  1 pt A student may only attempt the (Otherwise, 0 pts) Math 7A Mastery Test one time. A, End of Year Test Part 2

92% to 100%  2 pts

85% to 91%  1 pt (Otherwise, 0 pts) Total Points

5 Students may enroll in any lane of the course. The teacher’s input for enrollment is based on the historical progress of students through the middle school math courses. (That is, if the student is recommended for any Math 7 course, the student may request placement in either Math 7 or Math 7A.) Students having difficulty in their class despite putting in their best effort can request a lane change. Such changes are contingent on class size and must be approved by the IS. Changes can only be made before the end of the first quarter or at the semester break. Students who change lanes during first semester carry over their grade at the time to the new lane.

6The Math 7A is an accelerated course combined of all of the CCSS-M Math 7 and more than half of the CCSS-M Math 8 standards. The Math 7A course is followed by Algebra 8, which is a combination of the remaining topics of CCSS-M Math 8 and the topics of Algebra 1 at an advanced depth.

7The grade-level course, Math 7, meets the standards of the CCSS-M Math 7. The Math 7 course is followed by Math 8, or, with summer work, Algebra 8.

pg. 9 4/22/16 Attachment A PAUSD Math Placement Recommendations 2016-17 (Living Document; revised annually) Grade 5 to Grade 6 The PAUSD provides an exceptional math program that supports students developmentally. Our sixth grade math teachers embrace the philosophy of cultivating successful middle school students from elementary students. In order to support the students’ transition from Grade 5 Elementary School to Grade 6 Middle School, all students matriculate from Math 5 to Math 6. (For students receiving special education services, the mathematics placement will be determined by the student’s IEP team.) In sixth grade our students typically have two teachers for the four core subjects as they learn higher order study skills, self-advocacy, and build friendships that are necessary to navigate their secondary schools. As students learn to manage the myriad of middle school challenges, the flexible clustering available because of the heterogeneous grouping in the core classes allows students and teachers to suspend any hasty evaluations as they support the students’ sense of growth and possibilities.

Math 5 Math 6 (Elementary (Middle School) School) A,

In Math 6 students study the Sixth-grade California Common Core State Standards. Students work both independently and in cooperative groups with instruction that is differentiated to appropriately challenge all students. Sixth grade teachers are completely prepared to support students who require extension, support, and enrichment opportunities.

6th Grade Math Differentiation

. For Math Support or Additional Help

. Math workshop course (where available) or other structured support . Working with the Teacher outside of class time.

. For Extra Challenge and Deeper Math Experiences

. Math Extensions/Einsteins and investigations of classroom problems . Math Extensions/Einstein Problems are . Weekly or monthly packets that contain numerous math problems intended to provide individuals additional challenge and differentiation.

pg. 10 4/22/16 Attachment A . Each set of Math Extensions/Einsteins contains problems at varying levels to help students think deeply about math in the real world and to engage their problem solving skills. . Join Math Club . Math Club activities include studying non-standard mathematical topics, engagement in math contests, and explorations of a variety of mathematical ideas. . Working with the Teacher outside of class time.

. All sixth grade students begin in 6th grade math. Sixth grade math teachers use a variety of methods to evaluate each student at the beginning of the year. Occasionally a teacher recognizes that an individual is working well beyond the sixth grade level.

. Sixth-grade math teachers are equipped to differentiate for students who are advanced a year above sixth-grade level in math which allows the student to remain with the student’s class during the transition year.

. When the sixth-grade math teacher identifies a student who is potentially ready for Algebra (typically an eighth- or ninth-grade course), the teacher notifies the parents and offers the student an opportunity to take the Math 7A Mastery Test. Should the student pass the test, a parent-conference is called. Although the student’s mathematical readiness for Algebra 8 is indicated, the student’s social needs and the level of the student’s interest and joy in math A, are considered. Subsequent logistical challenges for the next few years are considered. If chosen, placement in Algebra 8 is completed as soon as possible.

pg. 11 4/22/16 Attachment A The PAUSD Secondary Math Flow Chart

The lanes shown are typical routes taken by students. Movement between lanes is possible based on student performance, teacher Four years of high school math are a recommendation, and potential summer th good predictor of success in college. 6 coursework. See the following page for more Math 6 details. Grade

7th Math 7 Math 7A Grade

8th Math 8 Algebra 8 Grade

Algebra 1/1A Algebra 1/1A Algebra 1.1 9th (Gunn) (Gunn) Geo A Geo H (Paly) Algebra 1 (Paly) Algebra 1A (Paly) Grade

Algebra 1.2 th Geometry Geo A Algebra 2 & Trig A Algebra 2 & Trig H 10 A, (Paly) Grade

Introduction to th Geometry Algebra 2 Algebra 2 & Trig A Analysis H 11 Analysis & Calculus Grade

Introduction to Algebra 2 Pre-Calculus AP Calculus AB AP Calculus BC th Analysis & Calculus 12 Grade

Mathematics electives include AP Statistics, Statistics Applications (AAR), and Advanced Problem Solving (levels 1 – 4). Elective courses that can be taken for either Mathematics or Career/Technology Education credit include the Computer Science courses Intro to Java, Programming Concepts, Advanced Java, Programming Using Java, AP CS A, and Gunn BEAM (business math applications course).

Considerations

It is important that a student chooses or is placed appropriately for both challenge and success in math courses throughout secondary education. Building success is a journey, not a race. Student success is not only the mastery of content and skills, but includes enthusiasm for math along with a healthy, balanced, and happy life.

pg. 12 4/22/16 Attachment A The UC Requirements for Admission (and PAUSD Graduation Requirements) in mathematics is the successful completion of an Algebra 2 Course. There is interest in the PAUSD community for our students to reach a calculus course by their senior year of high school. Because students mature academically at different rates, there are a variety of paths for students to reach the calculus goal while maintaining a solid level of success and joy in their math courses. If you are interested in such a goal, some possible paths to calculus are given in the following table (these are samples of the variety of pathways). Sample Pathways to AP Calculus AB

6th grade Math 6 Math 6 Math 6 Math 6 Summer

7th grade Math 7 Math 7 Math 7 Math 7A

Summer Bridge to Alg 8 8th grade Math 8 Math 8 Alg 8 Alg 8

Summer

9th grade Alg 1/1A Alg 1/1A Geo A Geo A Summer A, Geo A 10th grade Geo A Alg2/TrigA1 Alg2/TrigA1 Alg2/TrigA1 Summer Alg21 11th grade PreCalc IAC IAC IAC IAC Summer Transition to Calculus none 12th grade AP Calc AB AP Calc AB AP Calc AB AP Calc AB

1Fulfills the UC Requirements for Admission and the PAUSD’s Graduation Requirements.

PAUSD has a variety of levels of math courses (all meeting State standards) with the intention that students will find the appropriate level of challenge which they can successfully meet on their own. There is no reason to hurry the process of working toward 12th-grade calculus if your student is unhappy or turned off in their math course. There is no reason to race toward calculus if your student requires constant tutoring in order to learn the skills of the course, sometimes without understanding the concepts. There are plenty of opportunities to create a path that leads to calculus either in high school or within the first year of university work. Be sure to find out what is in your child’s heart as you and your child determine in which math course to register.

pg. 13 4/22/16 SB 359 PAUSD Math Placement

May 10, 2016

Suzanne Antink, Ed.D., CCSS-M TOSA

1 SB 359: https :/ / leginfo.legis la ture.ca .gov/ fa ces / billTextClient.xhtm l? bill_id=201520160SB359

...To serve pupils entering grade 9 and who are transitioning between elementary and middle school

...Before the beginning of the 2016–17 school year, develop and adopt, in a regularly scheduled public meeting, a fair, objective, and transparent mathematics placement policy for the specified pupils with specified elements 2 SB 359: https :/ / leginfo.legis la ture.ca .gov/ fa ces / billTextClient.xhtm l? bill_id=201520160SB359

...Requires each governing board or body of a local educational agency to ensure that its mathematics placement policy is posted on its Internet Web site.

3 Online Design Sample

The public and parents should have access to each portion of the document via its own “button” as well as the document in its entirety.

For example:

4 Grades 8 to 9 and Grades 5 to 6 are required...

...However, because

1. Laning begins in 7th grade, and

2. PAUSD utilizes lanes instead of tracks, it is obvious that parents and students should have a systems view of math paths through PAUSD

...Therefore,

The document(s) illuminate placement from grades 5 through grade 12,

Es pecia lly deta iling pla cement cons idera tions throughout

the middle school years. 5 Considerations

Students choose or are placed appropriately for both challenge and success in math courses throughout secondary education. Building success is a journey, not a race. Student success is not only the mastery of content and skills, but includes enthusiasm for math along with a healthy, balanced, and happy life. The UC Requirements for Admission (and PAUSD Graduation Requirements) in mathematics is the successful completion of an Algebra 2 Course.

6 Individual Reflection

Regardless of the recommendation, teachers, counselors and mathematicians recognize the conundrum of the case of the individual versus the flow of the trends. Therefore, entering and throughout high school, parents and students are urged to choose the most appropriate math course annually to give the student the suitable amount of challenge and success within it.

7 Grade 5 t o Grade 6

Our philosophy: cultivating successful middle school students transitioning from elementary school One teacher to two teachers (four core subjects) Flexible clustering, heterogeneous groups

Students Learn: Higher order study skills Self-Advocacy Social Skills to build friendships

8 Grade 5 t o Grade 6 PAUSD provides an exceptional math program that supports students developmentally.

In order to support the students’ transition from Grade 5 Elementary School to Grade 6 Middle School, all students matriculate from Math 5 to Math 6. (For students receiving special education services, the mathematics placement will be determined by the student’s IEP team.)

9 Grade 5 to Gra de 6

10 Grade 6 Math Differentiation

For Math Support or For Extra Challenge and Additional Help Deeper Math Experiences

Math Extensions/Einsteins and Math workshop course (where investigations of classroom available) or other structured problems support Working with the Teacher outside Join Math Club of class time. Working with the Teacher outside of class time. 11 Grade 6 t o Grade 7

Two seventh-grade courses: Math 7 and Math 7A

Balance of challenge level and student success

Math 7 meets all of the standards of the CCSS-M for Grade7.

Math 7A is an accelerated class, combining all CCSS-M Math 7 standards, and more than half of the CCSS-M Math 8 standards. Math 7A compresses more than 1 ½ years of CCSS-M mathematics into one year.

12 Grade 6 to Gra de 7

13 Grade 6 t o Grade 7 Teachers give input to help parents/students choose the appropriate course

Observable factors linked to subsequent success

Classroom tests

Homework completion

Interest in mathematics

Pa rticipa tion in cla s s room extens ions

Successful application of mathematical concepts

Achievement on comprehensive end of year exams 14 Grade 6 to Grade 7 Criteria

CRITERIA Math 7A Math 7

Classroom Unit Tests Average (First test score on unit tests)

94% to 100% or Rubric Score of Mode 4 will receive an X in the Math 7A column

90% to 100% or Rubric Score of Mode 3 or above will receive an X in the Math 7A column 15 Grade 6 to Grade 7 Criteria

CRITERIA Math 7A Math 7

Homework Average throughout the year = 90% to 100% will receive an X in the Math 7A column (The Homework Average is based on completion or turn-in rate.)

Consistently completed Math Extensions/Einsteins will receive an X in the Math 7A column (Students demonstrate interest in math by completing these challenge problems)

Successfully completed Application Problems and Projects/POPs will receive an X in the Math 7A column (POPs = process only problems)

16 Grade 6 CRITERIA Math 7A Math 7 to End of Year Test Part 1 Gra de 7 92% to 100% Criteria will receive an X in the Math 7A column 85% to 100% will receive an X in the Math 7A column

End of Year Test Part 2

92% to 100% will receive an X in the Math 7A column

85% to 100% will receive an X in the Math 7A column 17 Grade 6 to Grade 7 Criteria

Nine Xs can be placed in the criteria document

The Teacher’s Criteria-based Input: Score: Suggested Placement: Mos t Xs in Math 7 Math 7 Mos t Xs in Math 7A Math 7A

18 Grade 7 t o Grade 8

Flexibility is im porta nt (growth a nd cha nge).

Math 8 (CCSS-M 8 grade level standards)

Algebra 8 (second half of CCSS-M 8 grade level standards plus Advanced Algebra I).

To move to Algebra 8 from Math 7 requires summer work in the Math 8 topics not covered in Math 7. 19 Grade 7 t o Grade 8

20 Grade 8 to Grade 9

Most eighth grade students are enrolled in Math 8 or Algebra 8

In rare circumstances, Geometry H, a high school honors course offered at the middle school sites

Recommended placement for ninth-grade math can be determined by traversing the flow chart headed by the particular eighth-grade course title.

Some differences in course offerings exist between Henry M. Gunn High School and Palo Alto High School and placement will vary slightly. The differences are noted within each flow chart.

21 Grade 8 to Gra de 9:

22 Grade 8 to Gra de 9

23 Grade 8 to Gra de 9

24 The PAUSD Secondary Ma th Flow Chart

25 Considerations Student success is not only the mastery of content and skills, but includes enthusiasm for math along with a healthy, balanced, and happy life. The UC Requirements for Admission (and PAUSD Graduation Requirements) in mathematics is the successful completion of an Algebra 2 Course. There is interest in the PAUSD community for our students to reach a calculus course by their senior year of high school. Because students mature academically at different rates, there are a variety of paths for students to reach the calculus goal while maintaining a solid level of success and joy in their math courses. If you are interested in such a goal, some possible paths to calculus are given in the following table (these are samples of the variety of pathways).

26 Sample Pathways to AP Calculus AB

6th Smmr 7th 8th 9th 10th 11th 12th

M6 M7 Brdg Alg 8 GeoH Alg2A IAC AB Alg 8

M6 M7 M8 Alg GeoA Alg2A IAC AB

M6 M7 M8 Alg GeoA Alg2 IAC Trans AB Calc

M6 M7A Alg 8 GeoH Alg IAC AB 2H

27 28 Attachment C Attachment C Attachment C Attachment D Attachment D Attachment D Attachment D

BOARD OF EDUCATION Attachment: Information 16

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Board of Education

FROM: Glenn “Max” McGee, Ph.D., Superintendent

SUBJECT: Board Policy Review Committee Meeting (BPRC)

STRATEGIC PLAN INITIATIVE Governance and Communication

RECOMMENDATION This item is presented for informational purposes only.

BACKGROUND The BPRC Chair and Superintendent are presenting policies that will be reviewed at the next policy meeting. Due to time constraints this informational item was not presented at its May 10, regular Board meeting. Staff is currently reviewing policies from the list that was provided to the Board on April 19, 2016 in addition to policies that will be reviewed either due to Board request, or that are pending further review from the last BPRC meeting which was held on March 31, 2016. Those policies are:

• AR 3290 – Gift, Grants, and Bequests • AR 1220 – Citizen Advisory Committees • BP/AR 5141.21 – Administering Medication and Monitoring Health Conditions

The following are policies from the policy list that was provided to the Board at its April 19, 2016 regular Board meeting. Staff placed the listed policies at its May 20, 2016 BPRC meeting.

• BP/AR 5141.4 – Child Abuse Prevention and Reporting • E 4112.9/4212.9/4312.9 – Employee Notifications • BP/AR 5148.2 – Before/After School Programs • Intellectual Property Policy – Staff Recommendation • Institutional Research Policy– Staff Recommendation • Personnel Policy related to Professional Conduct (grooming) • BP 6152.1 – Placement in Mathematics Courses • BB 9150 – Student Board Members

Attachment

1

Board Policy Review Committee (BPRC) UPCOMING BPRC POLICIES FOR REVIEW 2015-2016 Item # Policy # Title New/Existing Comments 1 AR 1220 Citizen Advisory Committees Existing (AR revised) Regulation updates section on Board agenda "Committees Subject to Brown Act Requirements" 4.19.16, 5.10.16 to include the local control and accountability plan Approved (LCAP) parent advisory committee and English 5.10.16 (return to learner parent advisory committee. Section on BPRC for further "Committees Not Subject to Brown Act review) Requirements" revised to delete references to BPRC agenda committees for certain categorical programs based 5.20.16 on the redirection of categorical program funding into the LCFF and/or NEW LAW (SB 971) which repealed provisions of law requiring those committees. See AR 1220 2 BP/AR 1312.3 Uniform Complaint Procedures Existing ((BP/AR revised) FOR REVIEW Policy and regulation updated to reflect NEW BPRC 3.31.16 LAWS which authorize the use of uniform (HOLD) complaint procedures to resolve complaints of noncompliance with requirements related to accommodations for lactating students (AB 302, 2015), educational rights of foster youth and homeless students (AB 379, 2015), assignment of students to courses without educational content for more than one week per semester or to courses they have previously completed (AB 1012, 2015), and physical education instructional minutes in elementary schools (AB 1391, 2015). Regulation also reflects provisions of these laws which allow appeals of the district's decision related to these complaints to the California Department of Education and provide that, if any complaint

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 regarding physical education instructional minutes is found to have merit, the district must provide a remedy to all affected students and parents/guardians. 3 AR 3290 Gift, Grants, and Bequests New Staff Recommendation / Board discussed at March FOR REVIEW 8, 2016 Board Meeting – returning to BPRC for BPRC 3.31.16, further review. 4.29.16, 5.20.16 4 AR 3311 Bids Existing Regulation updated to reflect NEW LAW (AB 1581, 2014) which authorizes districts to set timelines for submittal and opening of bids and, for districts of 2,500 or more average daily attendance, extends prequalification procedures to any lease-leaseback agreement for a public project that involves an expenditure of $1 million or more and meets other specified criteria. Regulation also references NEW COURT DECISION which ruled that, to be valid, a lease-leaseback agreement must contain a lease term and a financing component. 5 E Employee Notifications New (E revised) Exhibit updated to (1) reflect NEW LAW 4112.9 (SB 1266, 2014) requiring a notice to request /4212.9/4312.9 volunteers to receive training to administer BPRC REVIEW epinephrine auto-injector and notice of defense 4.29.16 against liability for administering epinephrine auto- injector; (2) add notice requesting volunteers to receive training to administer emergency antiseizure medication; (3) add notice of the amount of sick leave available to the employee; (4) add notice to employee when Department of Justice notification is the reason for an adverse employment action; and (5) update notices related to suspension or dismissal of certificated employees.

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 See E 4112.9/4212.9/4312.9 6 BP 4231 Staff Development Existing (BP revised) Policy updated to reflect NEW LAW Approved by (SB 1060, 2014) which requires any district that Board 1.26.16 offers a program of professional growth for classified employees involved in the direct instruction of students to evaluate professional learning based on specified criteria. See BP 4231 7 BP/AR 5111 Admission Existing (BP/AR revised) Policy updated to reflect NEW Board agenda LAW (AB 2706, 2014) which requires district 4.19.16, 5.10.16 enrollment forms to include information about Approved affordable health care options and available BP 5111 enrollment assistance. Policy also adds language 5.10.16 to ensure that enrollment of a homeless student, foster youth, or child of a military family is not delayed for lack of records, and reflects NEW LAW (AB 2276, 2014) which prohibits districts from denying enrollment to children from juvenile court schools for the sole reason of their contact with the juvenile court system. Regulation updated to delete outdated dates re: age eligibility for TK, kindergarten, or first grade. See BP 5111 See AR 5111 8 AR 5112.2 Exclusions from Attendance Existing (AR revised) Board agenda Regulation updated to clarify the circumstances 4.19.16, 5.10.16 under which students must or may be denied Approved admission or be temporarily excluded from school. 5.10.16 Regulation reflects NEW LAW (SB 277, 2015) which eliminates the immunization exemption based on a parent/guardian's personal beliefs, except in cases where a parent/guardian submits a letter or written affidavit by January 1, 2016.

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 Regulation also adds the period of time for which each exclusion is applicable.

9 BP/AR 5125 Student Records Existing (BP/AR revised) Mandated policy updated to reflect Returned to NEW LAW (AB 1442) which requires districts to BPRC by Board notify students and parents/guardians and provide 1.26.16 an opportunity for public input before adopting a FOR REVIEW program to gather or maintain safety-related BPRC 3.31.16 information from students' social media activity. Board agenda Policy also reflects NEW LAW (SB 1177) which, 4.19.16, 5.10.16, effective January 1, 2016, will prohibit an 5.24.16 online/mobile operator from selling or disclosing student information or using student information to target advertising or amass a profile about a student. Policy reflects NEW LAW (AB 1584) which mandates districts entering into a contract with a third party for the digital storage, management, and retrieval of student records to adopt policy allowing such contracts.

Mandated regulation reflects NEW LAW (AB 2160) which requires districts to submit the grade point average of all 12th-graders to the Cal Grant program unless a student opts out, and NEW LAW (AB 1068, 2013) which authorizes the disclosure of records to students age 14 years and older who are homeless and unaccompanied minors, persons who complete a caregiver's authorization affidavit, and caseworkers or other agency representatives legally responsible for the care and protection of a student. New section added to reflect requirements of NEW LAW (AB 1442) for districts that choose to adopt a program to gather or maintain information

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 from students' social media activity related to school or student safety. See BP 5125 See AR 5125 10 BP/AR 5141.3 Immunizations Existing (BP/AR revised) Board agenda Policy and regulation updated to reflect NEW LAW 4.19.16, 5.10.16 (SB 277, 2015) which limits the personal beliefs Approved exemption to students whose parent/guardian 5.10.16 submits a letter or written affidavit by January 1, BP 5141.3 2016, in which case the exemption shall be effective only until the student enters the next grade span, as defined. Policy also deletes material related to conditional enrollment of transfer students while waiting for the transfer of immunization records, now addressed in AR. Regulation also reflects provisions of SB 277 which (1) require districts to ensure that students advancing to grade 7 are fully immunized against all specified diseases, (2) state that students with disabilities must be provided special education and related services regardless of their immunization status, and (3) exempt students from immunization requirements who are enrolled in an independent study program and who do not receive classroom- based instruction. 11 BP 5131.2 Bullying Existing (BP revised) Policy updated to clarify the appropriate use of the uniform complaint procedures (UCP) in cases of nondiscriminatory bullying. As revised, the policy provides that the UCP be used to investigate all instances of bullying, but that conduct determined to be nondiscriminatory bullying then be resolved in accordance with the district's student discipline policies and procedures.

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 See BP 5131.2 12 BP/AR 5141.21 Administering Medication and Existing (AR revised) Regulation updated to add definitions BPRC REVIEW Monitoring Health Conditions of epinephrine auto-injector and anaphylaxis and to 3.31.16, 4.29.16, reflect NEW LAW (SB 1266) which requires 5.20.16 districts to provide emergency epinephrine auto- injector(s) to each school site, requires annual notice to staff requesting volunteers, and deletes requirements for a district plan. See AR 5141.21 13 BP/AR 5141.4 Child Abuse Prevention and Existing (BP/AR revised) Policy updated to reflect NEW BPRC REVIEW Reporting LAW (AB 2016) which authorizes districts to 3.31.16 provide students with instruction in sexual abuse BPRC REVIEW and sexual assault awareness, NEW LAW (AB 4.29.16, 5.20.16 2560) which requires applicants for a new or renewed credential to sign a statement that they understand their obligations as mandated reporters, and NEW LAW (AB 1432) which mandates staff training regarding the duties of mandated reporters.

Regulation updated to reflect NEW LAW (AB 1775) which amends the definition of sexual exploitation and NEW LAW (AB 1432) which requires districts to provide for annual training of mandated reporters. Revised regulation also expands the list of mandated reporters to include athletic coaches, athletic administrators, and athletic directors and reflects current law which provides that a student's homelessness or status as an unaccompanied minor is not a reason for reporting child abuse or neglect. See BP 5141.4 See AR 5141.4 14 BP 5145.7 Sexual Harassment Board Recommendation to return to BPRC for further review. After reviewing AR 5157 it was

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 Returned to agreed to add language to the policy to clarify BPRC per Board sexual harassment behaviors “unwelcomed..” request 12.8.16, (page 2). It was recommended that language be BPRC 12.16.15 included related to grooming by adult staff of a BPRC REVIEW student. 3.31.16 15 BP/AR 5148.2 Before/After School Programs NEW (BP/AR revised) Policy and regulation updated to BPRC REVIEW reflect NEW LAW (SB 1221, 2014) which requires 4.29.16,5.20.16 before/after school programs to submit program attendance reports on a semi-annual basis and to use a program quality improvement process that is based on standards developed by the CDE. Policy also adds material on qualifications of staff and volunteers, the preferred placement of students ages 11-12 in a before/after school program rather than subsidized child care services, and timelines for review and maintenance of the program plan. Regulation also revised to clarify applicable grade levels for the 21st Century Community Learning Center program, reflect funding priorities used by the CDE, add material on summer programs, and reflect law authorizing a full meal to be served in after-school programs. See BP 5148.2 See AR 5148.2 16 BP/AR 5141.27 Food Allergies Special/ Dietary NEW Staff recommendation BPRC REVIEW Needs 3.31.16 Board agenda 4.19.16, 5.10.16, 5.24.16 17 BP 6152.1 Placement in Mathematics NEW Staff recommendation BPRC REVIEW Courses 5.20.16

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16

Board Reviewed: 12.8.15, 2.23.16, 3.22.16, 4.19.16, 5.10.16, 5.24.16 BOARD OF EDUCATION Attachment: Discussion 17

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Cathy Mak, Chief Business Officer

SUBJECT: Contracts for Legal Services for 2016-17: (1) Lozano Smith; (2) Atkinson, Andelson, Loya, Ruud, and Romo; (3) Dannis Woliver Kelley; and (4) Dora Dome

STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure

RECOMMENDATION It is recommended the Board of Education authorize staff to enter into contracts for legal services for 2016-17: Lozano Smith for $200,000; Atkinson, Andelson, Loya, Ruud, and Romo for $200,000; Dannis Woliver Kelley for $100,000; and Dora Dome for $15,000.

BACKGROUND The District currently contracts with four firms to provide the major part of necessary legal services. Lozano Smith provides the bulk of legal services for the District, including advice on human resources, business, construction, curriculum, and other matters. The Fagen, Friedman, and Fulfrost firm provides services primarily in special education. The Dannis Woliver Kelley firm provides facilities and construction related services. The Dora Dome firm provides services primarily on student services matters. District legal expenses can fluctuate from year to year depending on the situations that arise requiring legal assistance. Legal expenses have increased in recent years due to the increase in Public Information requests, OCR cases, personnel matters, and a non-completed construction issue in the bond program.

EXPENDITURE HISTORY Lozano Smith Fagen Dannis Woliver Dora Dome Total (LS) Friedman & Kelley (DD) Fulfrost (DWK) (FFF) 2012-13 $112,458 $216,713 $147,193 $18,810 $495,174 2013-14 $314,098 $446,164 $381,657 $26,104 $1,168,023 2014-15 $265,436 $233,215 $374,912 $10,556 $884,119 2015-16* $115,404 $ 49,486 $ 47,926 $13,727 $226,543 *Partial year cost (through March 2016) 2016-17 $200,000 $200,000 with $100,000 $15,000 $ 515,000 Estimated Andelson, Loya, Ruud, and Romo

PROPOSAL Board Bylaw 9124 requires the Superintendent to annually evaluate the performance of the attorneys providing legal services in such areas as efficiency and adequacy of advice; results obtained for the district; reasonableness of fees; and responsiveness to and interactions with the Board, administration, and community. Staff has solicited feedback from District administrators and the results are positive for Lozano Smith, Dannis Woliver Kelley, and Dora Dome. These are commonly used firms in Santa Clara County. Staff also polled seven neighboring districts on the attorneys they use and fees they pay. The rates of our attorneys are reasonable.

In February, the District solicited proposals for legal services for special education matters and selected the legal firm Atkinson, Andelson, Loya, Ruud, and Romo. This firm brings talent, experience and a strong emphasis on training and will support efforts to resolve claims and build capacity.

It is proposed contracts be issued to these firms for the 2016-17 fiscal year in the following allocations: Lozano Smith for $200,000; Atkinson, Andelson, Loya, Ruud, and Romo for $200,000; Dannis Woliver Kelley for $100,000; and Dora Dome for $15,000. District staff will be as conservative as is prudently possible in its use of attorney funds.

Each firm’s rate schedule is available in the Business Services office.

FISCAL IMPACT The Lozano Smith contract will be funded by the General Fund budget and capital budgets, the Atkinson, Andelson, Loya, Ruud, and Romo and the Dora Dome contracts will be funded by the General Fund budget and the Dannis Woliver Kelley contract will be funded by capital budgets, with the amounts charged to the specific fund requiring the services. Bylaws of the Board BB 9124

ATTORNEY

The Board of Education recognizes the complex legal environment in which districts operate and desires reliable, high-quality legal advice at reasonable rates. In order to meet the district's legal needs, the Board may contract with county counsel, attorneys in private practice, or appoint legal counsel as a district employee or independent contractor. The Board also supports pursuing collaborative legal efforts with other agencies and districts as appropriate.

(cf. 3320 - Claims and Actions Against the District) (cf. 3400 - Management of District Assets/Accounts) (cf. 4312.1 - Contracts) (cf. 9000 - Role of the Board) (cf. 9260 - Legal Protection)

Duties of Legal Counsel

The district's legal counsel may: (Education Code 35041.5)

1. Render legal advice to the Board and the Superintendent or designee 2. Serve the Board and the Superintendent or designee in the preparation and conduct of district litigation and administrative proceedings 3. Render advice on school bond and tax increase measures and prepare the necessary forms for the voting of these measures 4. Perform other administrative duties as assigned by the Board and Superintendent or designee

Retaining Legal Counsel

When the district is seeking legal advice or representation, the Superintendent or designee shall initiate a Request for Proposals (RFP) to advertise and solicit proposals for legal services. In evaluating the proposals, the Board and Superintendent shall consider the firm's or attorney's background, experience, and reputation in education law; experience advising or representing school districts in California; fees; and experience of attorneys at the firm who will provide legal services.

The Board and Superintendent shall annually evaluate the performance of the firm and/or attorneys providing legal services in such areas as efficiency and adequacy of advice; results obtained for the district; reasonableness of fees; and responsiveness to and interactions with the Board, administration, and community. Upon a successful evaluation, the Board may renew the agreement with legal counsel without initiating an RFP.

The Board may also contract for temporary, specialized legal services without initiating an RFP when a majority of the Board determines that the unique demands of a particular issue or emergency situation so requires.

(cf. 2121 - Superintendent's Contract) 1 BB 9124

ATTORNEY (continued)

Contacting Legal Counsel

At his/her discretion, the Board president or Superintendent may confer with district legal counsel subject to any limits or parameters established by the Board. In addition, the Superintendent or Board president may contact district legal counsel to provide the Board with legal information or advice when so directed by a majority of the Board.

Individual Board members other than the Board president may not seek advice from district legal counsel on matters of district business unless so authorized by a majority of the Board.

(cf. 9200 - Limits of Board Member Authority) (cf. 9321 - Closed Session Purposes and Agendas)

Legal Reference: EDUCATION CODE 35041 Administrative adviser 35041.5 Legal counsel 35161 Powers and duties of governing board 35200-35214 Liabilities, especially: 35204 Contract with attorney in private practice 35205 Contract for legal services GOVERNMENT CODE 814-895.8 Liability of public entities and public employees 995-996.6 Defense of public employees 26520 Legal services to school districts 53060 Special services and advice

Management Resources: CSBA PUBLICATIONS The Brown Act: School Boards and Open Meeting Laws, rev. 2007 Maximizing School Board Leadership: Boardsmanship, 1996 NATIONAL SCHOOL BOARDS ASSOCIATION PUBLICATIONS Selecting and Working with a School Attorney: A Guide for School Boards, 1997 WEB SITES CSBA: http://www.csba.org California Council of School Attorneys: http://www.csba.org/LegislationAndLegal/Legal/CaliforniaCouncilOfSchoolAttorneys.aspx National School Boards Association: http://www.nsba.org State Bar of California: http://www.calbar.ca.gov

Bylaw PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.12.10 Palo Alto, California

2 BOARD OF EDUCATION Attachment: Discussion 18

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Cathy Mak, Chief Business Officer

SUBJECT: Authorization to Award Contract for Unleaded & Diesel Fuel

BACKGROUND Bids were solicited from fuel distributors to perform this service. The base fuel prices will be based on the “Oil Pricing Information Service” (OPIS) for the San Jose area wholesale pricing. OPIS is the world’s most recognized comprehensive database of the U.S. wholesale petroleum prices and other key markets. All bidders were to bid a guaranteed profit margin that shall not change during the contract period of three years, with two possible one-year extensions.

The District estimates its yearly consumption to be approximately 39,950 gallons of unleaded and 12,510 gallons of diesel.

PROPOSAL Bids were received from three contractors at 3:00 pm, on April 25, 2016. The results are shown below:

Unleaded Diesel Contractor Profit Margin/Gallon Profit Margin/Gallon

Valley Oil Co. $0.035 $0.065 SC Fuel $0.46654 $0.16562 Western States Oil $0.055 $0.055

Valley Oil Co. was determined to the lowest responsible bidder. Valley Oil Co. is the current supplier of fuel to the District, and provides outstanding service. They have been consistent and reliable. Staff recommends that Valley Oil Co. be awarded a contract for the Unleaded and Diesel Fuel.

FISCAL IMPACT Fuel costs are included in the Transportation Department’s annual authorized budget. The estimate for 2015-16 is $200,000.

RECOMMENDATION Pending discussion at this meeting, it will be recommended that at the May 24, 2016 meeting, the Board of Education authorize 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.

BOARD OF EDUCATION Attachment: Action 19

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Bob Golton, Bond Program Manager

SUBJECT: Authorization to Bid Furnishings and Equipment 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

RECOMMENDATION It is recommended the Board of Education authorize staff to seek bids for:

1. Furnishings and equipment for the Palo Alto High School Performing Arts Center project. 2. Renovation of Room 300A at Palo Alto High School.

BACKGROUND On June 3, 2014, the Board of Education awarded a contract to Alten Construction to build the Palo Alto High School Performing Arts Center project. This project is now substantially complete and ready to have limited occupancy. In fact, it is anticipated that there will be preview performances during the month of May. Prior to full occupancy, new furnishings and equipment are needed to make it fully functional for instruction and performances. The theater will be outfitted with draperies, audio systems and production lighting equipment to maximize the theater experience during performances.

Also work is necessary for the renovation of room 300A, the old broadcast studio, to return it to a functioning classroom for choir and lectures for the 2016-17 academic year.

PROPOSAL It is proposed the Board of Education authorize staff to seek these two bids. Our current estimates are $165,000 for the furnishings and equipment and $100,000 for the Room 300A renovation.

FISCAL IMPACT The source of funding for these two projects is the Strong Schools Bond Fund.

BOARD OF EDUCATION Attachment: Action 20

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Glenn “Max” McGee, Superintendent

FROM: Cathy Mak, Chief Business Officer

SUBJECT: Authorization to Award Summer Preventative Maintenance Project

STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure

RECCOMENDATION It is recommended the Board of Education authorize staff to award to the lowest responsive, responsible bidder for the following preventative maintenance roofing repair project.

1) Award a contract to Brazos Urethane, Inc. for roofing repairs at Barron Park Elementary, El Carmelo Elementary, and Jordan Middle School. In the amount of $151,700.00.

2) Authorize the Superintendent or his designee to execute change orders as necessary in the amount not to exceed 10%, or $15,170.

BACKGROUND Staff plans on making roofing repairs that can be completed within the duration of summer break. The Board has previously authorized seeking bids for roofing repairs that had the potential of exceeding $100,000. For this project, staff received bids in excess of $100,000 in cost and therefore Board approval is requested. The bid results are as follows:

Brazos Urethane, Inc. $151,700 Jeffco Roofing Co. $169,098 Waterproofing Associates, Inc. $197,148 Western Roofing Service $213,560 Andy’s Roofing Co. $352,500

The low bidder, Brazos Urethane, Inc. has completed public works roofing repair contracts in K-12, as well as in City and County projects. Staff has contacted references and found Brazos Urethane, Inc. has performed well. Therefore, Brazos Urethane, Inc. is recommended for award.

FISCAL IMPACT Funding for this project will come from the Deferred Maintenance Fund.

BOARD OF EDUCATION Attachment: Discussion 21

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Board of Education

FROM: Glenn W. “Max” McGee, Superintendent

SUBJECT: Proposed Calendar for Board of Education Meetings – 2016-17 School Year

STRATEGIC PLAN INITIATIVE Governance and Communication

RECOMMENDATION It is recommended the Board of Education consider approving the attached schedule of meetings for the 2016-17 school year.

BACKGROUND The Board adopts a schedule of meetings annually for the coming school year. A proposed list of meetings is attached for the Board’s consideration. Board Bylaw 9320 states, in part:

Regular Meetings The Board shall hold approximately two regular meetings each month. Regular meetings shall generally be held at 6:30 p.m. on the second and fourth Tuesdays at 25 Churchill Avenue, Palo Alto, CA. At least 72 hours prior to a regular meeting, the agenda shall be posted at one or more locations freely accessible to members of the public. (Government Code 54954.2)

Special Meetings Special meetings of the Board may be called at any time by the presiding officer or a majority of the Board members. (Government Code 54956)

The proposed meetings generally correspond to this bylaw. Exceptions include:

- There is one meeting scheduled in October 2016 scheduled for October 18. - There are two meetings scheduled in November 2016 scheduled for November 1 to ensure there is no meeting on November 8 due to Election Day and November 15 to accommodate the week of Thanksgiving, November 21-25, 2016. - There is one meeting in December 2016 scheduled for December 6 to accommodate Winter Break and so there is not a huge gap between meetings in November and December. - There is one meeting scheduled for April 2017 scheduled for April 18 to accommodate Spring Break. - Instead of having June meetings on June 13 and June 27 we propose June 6 and 20 so that the last Board meeting doesn’t end so late in the month.

Attachment

Palo Alto Unified School District SCHOOL YEAR CALENDAR FOR 2016-17

JULY 2016 Proposed Board Meeting Dates JANUARY 2017 H19/EM20 days

S M T W T F S 2016 2017 S M T W T F S Middle August 23 January 10 3 1 2 1 H SWD 4 5 6 7

September 13 January 24 3 H 5 6 7 8 9 8 9 10 11 12 13 14 School SPSA September 27 January 24* 10 11 12 13 14 15 16 October 13 February 14 15 H 17 18 19 20 21 17 18 19 20 21 22 23 October 27 February 28 22 23 2 4 25 26 27 28 November 10 March 14

24 25 26 27 28 29 30 29 30 31 s March 28* 31 November 15 December 1-3** March 28 AUGUST 2016 H13/EM12 days December 6* April 18 FEBRUARY 2017 17 days S M T W T F S December 6 May 9 S M T W T F S May 23 1 2 3 4 5 6 June 6 1 2 3 4 7 8 9 WD WD SD 13 June 20 5 6 7 8 9 10 11 15 *SPSA dates 14 K8 WD 16 17 18 19 20 12 13 14 15 SD H 18 **December 1-3 CSBA Annual Conference 21 22 23 24 25 26 27 Board workshop dates to be determined. 19 H 21 22 23 24 25 28 29 30 31 26 27 28 Important Dates SEPTEMBER 2016 21 days MARCH 2017 22 days

High S M T W T F S 8/15/16 ...... First Day for 9 -12 Students S M T W T F S

1 2 3 K-8 Teacher Work Day 1 2 3 4 School SPSA 4 H 6 7 8 9 10 No school for K-8 students 5 6 7 8 9 LH 11 8/16/16 ...... First Day for K-8 Students 11 12 13 14 15 16 17 12 13 14 15 16 17 18 1/3/17 ...... K-8 Students Return to School

18 19 20 21 22 23 24 19 20 21 22 23 24 25 s

High School Teacher Work Day No 25 26 27 28 29 30 School for 9 -12 Students 26 27 2 8 29 30 31 1/4/17 ...... 9-12 Students Return to School OCTOBER 2016 20 days APRIL 2017 15 days 10/6/16 ...... End of 1st Quarter

S M T W T F S 12/16/16 ...... End of Semester (85 days) S M T W T F S 1 3/9/17 ...... End of 3rd Quarter 1

6/1/17 ...... End of Semester (95 days) 2 3 4 5 6 SD 8 6/1/17 ...... Last Day for Students 2 LH LH LH LH LH 8 9 10 11 12 13 14 15 Non-Student Days 9 10 11 12 13 14 15 16 17 18 19 20 21 22 9/5 ...... Labor Day 16 17 18 19 20 21 22 23 24 25 26 27 28 29 10/7 ...... No School—Staff PD Day 23 24 25 26 27 28 29 30 31 11/11 ...... Veterans Day 30 11/23-25 ...... Thanksgiving Break NOVEMBER 2016 18 days 12/19-1/2 ...... Winter Break MAY 2017 22 days S M T W T F S 1/16 ...... ML King Birthday S M T W T F S 1 2 3 4 5 2/16 ...... No School—Staff PD Day 1 2 3 4 5 6 2/17 ...... Lincoln’s Birthday 6 7 8 9 10 H 12 7 8 9 10 11 12 13 2/20 ...... Washington’s Birthday 13 14 15 16 17 18 19 3/10 ...... Local Holiday 14 15 16 17 18 19 20 20 21 22 LH H LH 26 4/3-4/7 ...... Spring Break 21 22 23 24 25 26 27 27 28 29 30 5/29 ...... Memorial Day 28 H 30 31 Legend DECEMBER 2016 12 days JUNE 2017 1 days

s H = Federal/State Holiday S M T W T F S S M T W T F S LH = Local Holiday SPSA 1 2 3 1 WD 3 SD = Staff Development Day 4 5 6 7 8 9 10 4 5 6 7 8 9 10 WD = Teacher Work Day 11 12 13 14 15 16 17 11 12 13 14 15 16 17

Elementary Elementary = District-Wide Minimum Day 18 LH LH LH LH LH 24 18 19 20 21 22 23 24 = Finals Testing Day 25 H LH LH LH LH 31 25 26 27 28 29 30

BOARD OF EDUCATION Attachment: Action 22

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 05.24.16

TO: Board of Education

FROM: Glenn “Max” McGee, Superintendent

SUBJECT: EVOLVE RESOLUTION

STRATEGIC PLAN INITIATIVE Governance and Communication

RECOMMENDATION The Board will approve 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.

BACKGROUND In April, we discussed the pros and cons of approving the Evolve resolution (Attachment A). In the meantime, Board President Emberling received the following note from Michelle Underwood, Director of Governmental and External Relations for School Services of California: The (SF)2 Board has been kept up to date on SCA 5 and the EVOLVE campaign, but has not yet taken a position as an association or to encourage (or discourage) members adopting resolutions on SCA 5. The item will be discussed further for potential position by the board next month.

It seems like EVOLVE would be comfortable with the amendment to their template resolution that I sent …, which was to amend the following clause from:

“BE IT FURTHER RESOLVED, that tax revenues generated by modernizing how commercial property is reassessed benefit local schools and not accrue to the State of California as General Fund savings”

To

“BE IT FURTHER RESOLVED, that tax revenues generated by modernizing how commercial property is reassessed benefit the local school district in which they were generated and not accrue to the state or other local governments”

This is different than the structure in SCA 5, but it seems like Evolve is ok with districts changing the resolution template. SCA 5 would create a statewide fund of property taxes that result from the reassessment to be distributed on a formula to districts across the state, a precedent that concerns us. If community-funded districts received the increased revenues as cities and counties do under SCA 5, we would not have the concerns that we have been conveying by email to Melissa.

Thank you for reaching out! Currently, there is no active legislation (SCA5 died in committee) and Mr. Grieff from Evolve notes that it would be valuable to eliminate barriers of concern for the basic aid districts and has confirmed that the amended language above is perfectly acceptable.

At this point, staff recommends the Board approve the amended resolution (Attachment B). We will urge other basic aid districts to adopt similar language as they consider the resolution in an effort to assure that funds raised in the local communities will stay there and not be distributed on a statewide basis.

ATTACHMENT A: ORIGINAL EVOLVE RESOLUTION

Close the Commercial Property Loophole

WHEREAS, voters in the state of California approved Proposition 13 in 1978; and

WHEREAS, Proposition 13 created limits on the property taxes paid by residential and commercial properties; and

WHEREAS, residential and commercial property values in California are reassessed upon change of ownership; and

WHEREAS, on average California residential property changes hands every 10 years while change of ownership for commercial property is far more complicated and therefore generates reassessments less often; and

WHEREAS, commercial property owners are able to avoid reassessment of their property by limiting the portion of ownership that changes hands to ensure that no single party owns more than 50 percent; and

WHEREAS, property taxes are a stable funding source for public schools; and

WHEREAS, since the passage of Proposition 13, the State of California has assumed a greater role in the funding of public schools; and

WHEREAS, since the State of California has assumed a greater role in the funding of public schools, per- pupil support has declined from the top 10 in the nation to the bottom 10; and

WHEREAS, Proposition 13 is anti-competitive in that new entrepreneurs and businesses must pay fair market value for their property, while commercial property owners who have owned their property for a longer time pay disproportionately lower property tax rates; and

WHEREAS, public schools in California face challenges in providing an equitable and fair education for a student population with vast differences in language, poverty, parental education level, and other social, educational and economic factors; and

WHEREAS, regularly reassessing non-residential property would, according to an analysis of data provided by the California Board of Equalization, generate at least $6 billion in additional revenue for public schools and other public services; therefore

BE IT RESOLVED, that the name of school district governing board supports efforts to modify how the value of commercial properties in California are reassessed to allow for more regular and fair commercial property value reassessment while maintaining Proposition 13 protections for residential properties and small businesses;

BE IT FURTHER RESOLVED, that tax revenues generated by modernizing how commercial property is reassessed benefit local schools and not accrue to the State of California as General Fund savings, and

BE IT FURTHER RESOLVED, that the name of school district supports this effort and will communicate this position to local elected officials including members of the name of county Board of Supervisors, the name of city council, Senator name of state Senator, and Assembly member name of Assemblymember.

ATTACHMENT B: REVISED EVOLVE RESOLUTION

Close the Commercial Property Loophole

WHEREAS, voters in the state of California approved Proposition 13 in 1978; and

WHEREAS, Proposition 13 created limits on the property taxes paid by residential and commercial properties; and

WHEREAS, residential and commercial property values in California are reassessed upon change of ownership; and

WHEREAS, on average California residential property changes hands every 10 years while change of ownership for commercial property is far more complicated and therefore generates reassessments less often; and

WHEREAS, commercial property owners are able to avoid reassessment of their property by limiting the portion of ownership that changes hands to ensure that no single party owns more than 50 percent; and

WHEREAS, property taxes are a stable funding source for public schools; and

WHEREAS, since the passage of Proposition 13, the State of California has assumed a greater role in the funding of public schools; and

WHEREAS, since the State of California has assumed a greater role in the funding of public schools, per- pupil support has declined from the top 10 in the nation to the bottom 10; and

WHEREAS, Proposition 13 is anti-competitive in that new entrepreneurs and businesses must pay fair market value for their property, while commercial property owners who have owned their property for a longer time pay disproportionately lower property tax rates; and

WHEREAS, public schools in California face challenges in providing an equitable and fair education for a student population with vast differences in language, poverty, parental education level, and other social, educational and economic factors; and

WHEREAS, regularly reassessing non-residential property would, according to an analysis of data provided by the California Board of Equalization, generate at least $6 billion in additional revenue for public schools and other public services; therefore

BE IT RESOLVED, that the Palo Alto Unified School District governing board supports efforts to modify how the value of commercial properties in California are reassessed to allow for more regular and fair commercial property value reassessment while maintaining Proposition 13 protections for residential properties and small businesses;

BE IT FURTHER RESOLVED, that tax revenues generated by modernizing how commercial property is reassessed benefit local schools and not accrue to the State of California as General Fund savings, and

“BE IT FURTHER RESOLVED, that tax revenues generated by modernizing how commercial property is reassessed benefit the local school district in which they were generated and not accrue to the state or other local governments”

BE IT FURTHER RESOLVED, that the Palo Alto Unified School District supports this effort and will communicate this position to local elected officials including members of the Santa Clara Board of Supervisors, the Palo Alto City Council, Senator Jerry Hill, and Assembly member Rich Gordon.

Max McGee

From: Doug Begg Sent: Monday, May 9, 2016 5:19 PM To: board Cc: Max McGee; Christopher Grierson; Barbara Harris; Claudia Begg; Monica Sanchez Lopez Subject: Re: Supporting extended kinder for the kids

Adding [email protected] for inclusion in the notes if possible.

Thanks again

Doug

On Mon, May 9, 2016 at 9:43 AM, Doug Begg wrote:

Hello School Board

First of all, thank you again for opening the discussion on how best to support our kinders. That said, I was super-disappointed to hear what has been proposed for approval tomorrow evening.

Perpetuating this mish-mash of approaches does a couple of things from my perspective:

 Continues to stratify the community into have and have-nots: This impacts three, maybe four groups as I see it. o First, the kids. Despite all residents in Palo Alto paying into the system equally - opportunity is different depending where you live. If you live in Crescent Part as we do - then it's half-day. If you live just a mile down the road, you have the benefit of a full-day program, supplemental arts and supplemental play - and an additional 30-40% instructional contact hours. A cumulative 150+ hours in a school year, which can only be advantageous. This chance-driven inequity violates a hot-button principle for me. o Next the teachers. If the City continues to operate multiple models, teachers aren't on a level playing field which seems again, unfair. Depending on the school you are at, there is variance up to 35% in contact hours with the kids. Those teachers with more contact hours are spending time developing more lesson plans, executing more lessons and providing more support to our kinders. Again, more stratification. o Then there are the schools themselves. Kindergarten is the point of market entry for the majority of families. With multiple models operating within the City, parents spend time evaluating their perception of the quality of education at their local school - and, as we did, using this half-day notion as a data point. When surrounding schools have the perceived better product, inferences become that the program at a school like Duveneck is lesser-than. While it may be a little unfair, I guarantee that schools' perceived reputations are being impacted by this especially cautious set of parents who are trying to look for any signal possible to validate their choices. o The Board has triple the overhead to manage with three programs to communicate, administer and manage. The Board will need to take, maintain and defend a position on why this approach makes sense, and why despite the deltas this is the best approach for every kinder in the City, regardless of which school they've been allocated to.  Fails to take a position: Operating three models within a single school district means that kids at schools operating in at least one of the models is sub-optimal. Likely two. As stewards of our kids

1 education, the community entrusts the Board to provide the best possible. It is impossible that the Board believes that half-day programs, full-day programs and a hybrid approach are all optimal - which means will be many kids in programs that the Board doesn't completely believe are optimal. I encourage the Board to take a position with conviction and apply it consistently.  Fails to take advantage of a corrective opportunity: The opportunity to make corrections to programs that have evolved/diverged organically don't happen frequently. This opportunity is a lovely intersection of having the funding available, the research to support a full-day position and the momentum to drive the change. If we don't do it now, I am sure that there won't be a lot of energy to revisit the topic for some time - and many more cohorts will continue with this sub-optimal, divided approach - some with the benefit, others without. Alignment makes sense, operating three models doesn't, so it's certain that punting tomorrow night and approving this three-layered approach just kicks the can down the road. The community relies on you the Board to be educated on best-in-class and advance our kids education - this is complicated and risky when left compromised by popular vote.  Compromise leads to a mediocre outcome: We went from having four options and the potential for a consistent model City-wide, to being back to what is not to far from where we are now. I can't help but feel that given how close the proposal is to where we are now, that we're looking to move forward with the path of least resistance - iterating on the status-quo. It wouldn't have been proposed for change if the Board didn't believe current operating model wasn't in some way/s sub-optimal - and so is distressing that we'll perpetuate the issue by voting it in.

I'll get off my soap box now - but this is an important opportunity to make an important adjustment to small folks who don't have a big voice. Please vote it down. Please send it back for more work, work that will actually make a difference.

If I can be helpful in any way, let me know. Happy to sit on a committee/group/take a phone call (!) - anything to be part of the solution here.

Thanks, please don't perpetuate the current messy approach tomorrow night.

Doug and Claudia Begg Duveneck parents of Olive (second grade) and Milo (incoming kinder)

On Mar 28, 2016 5:07 PM, "Doug Begg" wrote: Hi again everyone

I noticed there is a debate raging on Palo Alto Online related to this topic since sending this note to you. I wish that I'd been in a position to be able to come and see you all last Tuesday to discuss support for the proposal.

I want to be sure that support for the proposal isn't lost in all the back and forth, so just another note to reiterate that support, and thank you again for opening the topic up for discussion.

Doug

On Sat, Mar 19, 2016 at 9:16 PM, Doug Begg wrote:

Hi everyone

2 Thanks again for inviting conversation on the proposals to extend the kinder day in Palo Alto on Tuesday evening. My wife, daughter and I sat intently listening to all that was said.

I did want to send you all a note calling out the support of my wife and I for full-day kinder. We have our daughter in the second grade at Duveneck (she was kinder last year) and our son is an incoming kinder for '16/17. I have to say that the existing schedule made us very nervous. Aside from the fact that it's super inconvenient (not at all a driver for us supporting full-day, by the way), both kids' pre-K/young fives programs ran longer days. It's a backward step - and a missed opportunity to capitalise on the luxury of time to weave additional play, singing, recreation etc into the days. I suspect most kids in the district are similarly positioned.

It's also concerning to me that surrounding districts (Menlo Park etc) are investing in their Ks with standard full days. There seemed to be a sentiment on Tuesday's call from some that kids may struggle with the rigour of a 6.5h day. I'd suggest that there's plenty of evidence that they generally cope, and may even thrive - particularly given so many are 6yo. It's concerning to me that in such a great district as PAUSD, that we may be comparatively short changing our youngest.

We've wrestled with this notion of half-days and short changing the kids once with our eldest, and then again very recently with our youngest. We've confidence that the Board isn't going to allow students to be disadvantaged - but for those who are very ready to start (ours are both in that category), half days are a leap of faith. We've gone back and forth a hundred times on whether we should go private to account for it. We keep coming back to having faith in the system, and in Chris and team - but diligently augmenting with co- curriculars to offset what's missing. It feels, actually I think it is, incomplete.

I love that you outwardly expressed that you won't be looking to jam an additional 30% of content into the schedule - which makes the notion even sweeter. The consistency of routine, the contact hours, the space to reinforce material are all very attractive. I am sure that our teachers will need plenty of support in adapting to the change - please do look after them well. That said, I'm very encouraged and excited to see Palo Alto potentially joining so many others with a day-long commitment to our kinders.

Please consider this as our strong support for a full-day kinder program, starting in '16/17.

Happy to chat and/or participate in any way that you'd suggest is helpful. Thanks again for engaging the community in the conversation. I hope that the Board had the steel to support this bold move! We feel it's the best thing for our littlest learners.

Doug and Claudia Begg Duveneck parents 206 434 0806 (M)

3 Max McGee

From: liz price Sent: Thursday, May 12, 2016 5:52 PM To: board; Max McGee; liz price; Camille Townsend; Kenneth Dauber; Terry Godfrey; Heidi Emberling; [email protected] Attachments: Liz Price Against Longer Kinder Days.docx

Dear PAUSD Board of Education members and Dr. McGee,

Attached please find my letter in opposition to the proposed lengthening of the kindergarten day, including a brief summary of several studies finding little to no long-term benefit of full-day kindergarten.

I urge the Board to vote against any lengthening of the kindergarten day.

Thank you for your attention,

Liz Price

1 May 12, 2016

Dear Dr. McGee and PAUSD Board of Education members,

I write in opposition to the proposed lengthening of the kindergarten day. While the district rightly strives to improve the educational experience of all PAUSD students, lengthening the kindergarten day is not the means to achieve this goal. On my own review, numerous studies demonstrate that, while full-day kindergarten (FDK) may provide initial academic achievement benefit, this benefit fades and typically disappears by the end of third grade. (Votruba-Drzal, 2008; Cooper, 2010; Milligan, 2012; DeCicca, 2007).

In a meta-analysis, Cooper et al. found that, while children who attend FDK performed better on academic achievement tests at the end of the kindergarten year, this advantage disappeared by the end of third grade. The authors also found that FDK students may “not have as positive an attitude toward school as HDK [half-day kindergarten] children and may experience more behavior problems in school.” (Cooper, 2010)

C. Milligan examined the long-term impact of FDK. Overall, there were no significant differences in the second grade California STAR testing and California Achievement Test 6 scores of FDK students compared to non-FDK students. The author concluded that FDK was not a predictor of achievement in second grade. (Milligan, 2012)

In another study, long-term improvement following FDK was limited to improved numeracy in low-income girls. (Brownell, 2015)

Particularly troubling is the finding in one report that learning disabled children may fare worse with FDK. (Gillis, 2013)

This is neither an exhaustive review, nor an expert one- I write to the Board as a concerned parent, not an educator. However, the cited evidence indicates that any benefits of FDK are predominately transient and do not lead to wide-ranging, long-term gains in academic achievement. Moreover, FDK comes at a significant cost- both financial, and in terms of the mental health and well-being of these very young children and their families. The potential negative effects of FDK, including “higher expectations, pushing first-grade material down to kindergarten, increased child fatigue, separation anxiety, less time for informal learning, less planning time for teachers, still unmet childcare needs, diminished parent responsibilities, increased costs… and that it may take resources away from more effective interventions” (Brownell , 2015), far outweigh the possible limited benefits of FDK. I thank the Board for considering my input, and hope that each Board member will vote against any lengthening of the kindergarten day, and instead put precious and finite resources to more effective use in PAUSD.

Liz Price

References

Brownell, M. et al. Long-term benefits of full-day kindergarten: a longitudinal population-based study. Early Child Dev Care. 2015 Feb 1; 185(2): 291–316

Cooper et al. Effects of full-day kindergarten on academic achievement and social development. Review of Educational Research March 2010, Vol. 80, No. 1, pp. 34-70

DeCicca, P. Does full-day kindergarten matter? Evidence from the first two years of schooling. Economics of Education Review 26 (2007) 67–82

Gillis, C. Full-day kindergarten is failing our children. 2013; http://www.macleans.ca/general/why-full-day-kindergarten-is-failing-our-children/ accessed 5/11/16).

Milligan, C. Full-day kindergarten effects on later academic success; 2012; Sage Open Access

Votruba-Drzal E et al; A developmental perspective on full- versus part-day kindergarten and children's academic trajectories through fifth grade; Child Dev. 2008 Jul-Aug; 79(4):957-78

From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to full-day kindergarten Date: Saturday, May 14, 2016 11:58:38 PM

PLEASE INCLUDE IN MAY 24 BOARD PACKET ------Forwarded message ------From: Elizabeth Garr Date: Sat, May 14, 2016 at 8:10 PM Subject: Opposed to full-day kindergarten To: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Hello,

I sent an email on this issue a few weeks ago but am writing again to voice my opposition to the idea of full-day kindergarten in the PAUSD. Our youngest students do not need to be in school six and a half hours a day. Please strongly consider the opinions of many families in this community before making this important decision.

Thank you.

Sincerely, Elizabeth Garr mother to two Duveneck students (grades 1 and 3) From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to Full-Day Kindergarten Date: Sunday, May 15, 2016 12:01:10 AM

PLEASE INCLUDE IN MAY 24 BOARD PACKET ------Forwarded message ------From: Wendy Ho Date: Fri, May 13, 2016 at 10:38 AM Subject: Opposed to Full-Day Kindergarten To: [email protected], [email protected], [email protected], [email protected], [email protected], Max McGee

Dear School Board,

Obviously there are strong arguments for AND against full-day kindergarten. Personally, I feel strongly that full-day is too much for our youngest students, but my biggest concern is that we are trying to apply full-day kinder to all of our elementary schools uniformly - for the appearance of parity instead of what is actually best for our students. What might work best for families at Nixon or Barron Park, would create problems and raise concerns for those at Duveneck and Ohlone - and to act as if our all of our schools have identical needs is not in our students best interests. We cannot pretend in the name of idealism that all the schools are the same - they simply are not and any change towards uniformity for the sake of uniformity, is not what the kind of forward-thinking and clear sighted leadership that PAUSD needs. We need to trust that our families and principals know what is in the best interests for our children, and empower the principals who know our students best to make the decisions for our schools.

I am OPPOSED to full-day kindergarten being applied to all of our elementary schools.

Respectfully, Wendy Ho 1090 Moreno Ave Palo Alto, CA From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to full-day Kindergarten Date: Sunday, May 15, 2016 12:02:38 AM

PLEASE INCLUDE IN MAY 24 BOARD PACKET ------Forwarded message ------From: Sara McNinch Date: Fri, May 13, 2016 at 10:26 AM Subject: Opposed to full-day Kindergarten To: Terry Godfrey , Camille Townsend , Kenneth Dauber , Melissa Caswell , Heidi Emberling , Max McGee

FOR INCLUSION IN MAY 24 BOARD PACKET

I stand on record as supporting the social and emotional wellness of our youngest learners, our kindergarten students, and OPPOSE forcing all schools to conform to the district mandated "one-size-fits- all" full day kindergarten model.

Teachers, your highly accomplished, front line educators, should be trusted to work with their school principal to manage time frames and target minutes for their school site.

Sincerely,

Sara Lamb McNinch

National Board Certified Teacher

Fairmeadow Elementary School

From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to full-day Kindergarten Date: Sunday, May 15, 2016 12:04:56 AM

PLEASE INCLUDE IN MAY 24 BOARD PACKET. Thank you.

------Forwarded message ------From: Aimee Blum Date: Fri, May 13, 2016 at 9:25 AM Subject: Opposed to full-day Kindergarten To: [email protected] Cc: [email protected], [email protected], [email protected], [email protected], [email protected]

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear Heidi,

When our oldest son, Mason, was two years old we met you through your Terrific Twos workshop at Parents Place. We received a lot of guidance from you on emotional and social development, play and learning, and more. As Mason grew and we had a second son, Miles, we continued to see you and seek your guidance through both the informal Drop in Play as well as occasional individual Parent Consultation and Coaching at Parents Place. Both our boys attended Parents Nursery School, a part-time preschool with a play-based curriculum. They thrived in this environment and research shows that a play-based preschool environment is best for that age group.

Mason is now in 2nd grade and Miles is in Kindergarten at Ohlone Elementary School. The transition to Kindergarten from a part-time, play-based preschool environment was challenging. Both my boys were exhausted after the end of the longer school days - cranky, complaining about school, napping again when they had stopped napping years before. On the long days of Kindergarten there was not enough down time, no energy for play dates, but we felt there was enough balance on the early days to offset the two longer days.

Under the current model, they are learning and they are thriving. All the kids in their classes, not just mine. Academically speaking, my son is in the low end of the normal range for his Kindergarten peers and I am not concerned. He is getting the support he needs in school and at home. He will get there when it is developmentally appropriate for him and pushing him with additional school hours would have only increased his stress and dislike of school. I want my children to love school. In the current extended day model at Ohlone, the kindergarteners have time to go to the farm, receive Spectra art instruction, go to the library, have dance and music instruction as well as plenty of time for writing and reading (my son even meets in a small group with the reading specialist on this schedule). They do not need more hours in school. We need to provide out kids with balance. More school hours does not provide that balance. It does not provide active, energetic 5 year olds with enough time outside the classroom.

Heidi, when you ran for the school board, I was so excited to vote for you and to see you elected because I knew you had such an incredible background in Early Childhood Development. I’m truly disappointed to see you push for something that does not seem to align with what is best overall for our youngest students and their social and emotional development.

Finally, regardless of what decision is ultimately made, to try to implement something new for the 2016/17 school year based on a decision made the last week of this school year is simply irresponsible. The teachers do no have the time to develop appropriate curriculum to support our kids during a new schedule. The parents on both sides of this discussion do not understand why there is such a rush to push this through. Please take the time to make an informed decision about what is best for our school district and the time to roll it out properly.

Sincerely,

Aimee Blum From: Barbara Susco To: [email protected]; Max McGee; Terry Godfrey; Melissa Caswell; Camille Townsend; Kenneth Dauber Cc: Monica Sanchez Lopez Subject: FDK Include in Board Packet Date: Sunday, May 15, 2016 11:49:24 AM

May 15, 2016

Dear PAUSD Board and Dr. McGee,

Before making a decision to change PAUSD’s current kindergarten model please consider the following:

There is no clear definition of FDK. Across the 50 states, FDK ranges from 4-7 hours a day. http://ecs.force.com/mbdata/mbquestRT?rep=Kq1406 California’s definition of FDK is “more than 4 hours, but not to exceed the length of the primary school day.” http://ecs.org/clearinghouse/62/41/6241.pdf (pg. 16) With an average of 5 hours a day over a week, our program can already be considered FDK. We are already offering all of the benefits of FDK - more learning opportunities, personalized interventions…….. Our present program with additional Reading Specialist support and EL support, allows for a flexible intervention schedule. Students that need support can get it in a small group format on opposite days from their extended days in the classroom. This means children would not be missing any class time with their peers. The notion of eliminating Reading Specialists will be detrimental to not only our Kinders, but all K-5 students. The soft October start that we currently have allows for the potential of working with a small group of children (2-4) for a short, 30 minute session of letter work daily without the distraction of classmates. The majority of students are coming to kindergarten with strong letter recognition and understanding of letter sounds. Doing a small group intensive is an effective way to move the other children forward. Regardless of whether we change our current Kindergarten model, safeguards need to be in place to prevent academic curriculum (literacy and math) from driving and taking over the daily classroom experience. Consider requiring daily free choice/play time before and after lunch and make sure that all kindergarten classes are equipped with a creative play area (kitchen & dress-ups), a building area with a variety of materials, an art area with paints & variety of materials, a classroom library, puzzles, and games. Barron Park and Palo Verde daily schedules are missing this. Hopefully, within the day their children are getting a chance for choice time and it just doesn’t appear on their schedule. See research on the importance of play. http://www.theatlantic.com/magazine/archive/2016/01/the-new-preschool-is-crushing- kids/419139/

https://www.washingtonpost.com/news/answer-sheet/wp/2015/01/13/report-requiring- kindergartners-to-read-as-common-core-does-may-harm-some/

http://www.stamfordadvocate.com/news/article/Lecker-The-disturbing-transformation-of- 5256686.php

Duveneck students are prepared for 1st grade. Our 1st grade teachers thought the longer kindergarten day ill advised. They noted that the school day is a bit too long for their 1st graders. They didn’t see the logic in making kindergarteners do something that is difficult for 1st graders. They want the children to be excited about coming to school and not burned out. The consensus of Duveneck K-2 teachers is that lengthening the kindergarten school day isn’t a healthy thing to do and that money would be more wisely spent to give additional support to K-5 students with identified needs.

Our kindergarteners are well prepared for 1st grade. This school year all of my students have met the reading benchmark with eight of them meeting the end-of-year 1st grade benchmark. That said, research doesn’t show a future academic advantage for the high readers over the lower. There is a lot of research regarding the Achievement Gap, FDK, and academic interventions. I suggest that Christopher Kolar, hired for Research and Evaluation, be tasked to look at these studies to inform us on their validity and how they are relevant to PAUSD. Look carefully at the recommendation from MATD and note that FDK was only recommended for HUR students – not all students. Offering support for students that need it, we can give intentional, effective intervention. If changes are to be made, please consider them for the 2017-18 school year. This will allow teachers that do not want to be a part of the change an opportunity to seek a grade level change without leaving PAUSD. It is too late for teachers to do so now. The same goes for parents. If the Nixon schedule is driving some of the need for change because of difficulty busing VTP students to their school, consider having these children go to Duveneck, Walter Hays, & Addison. These schools have room and they are significantly closer to the homes of these children. If we are looking for quality for our VTP kids, think about how much time they are spending on a bus. If child-care is driving this change, consider reaching out to PACCC to see if they are interested in expanding. In response to the possibility of the kindergarten program change, they are raising their rates. Also, might PAUSD and City of PA form a partnership to generate additional preschool and daycare facilities? Cubberley has potential for this, as does Duveneck. Funding FDK will be an ongoing expense that prevents us from funding other and more valuable programs such as class size reduction for 6-12 grades ($1.1 million).

Overall, I think that initiating FDK is against the interests of the children, opposed by the majority of teachers and many families. In conclusion I ask the Board to:

Vote against any lengthening of the kindergarten day. Consider making the start of longer days even more flexible, targeting children with the most needs. Mandating free choice time at all schools for a minimum of 45 minutes per day.

Respectfully and in the best interests of our children, Barbara Susco

PAUSD Kindergarten teacher

Palo Alto resident From: Pearl Chow To: Heidi Emberling; Kenneth Dauber; Melissa Caswell; Terry Godfrey; Camille Townsend Cc: Monica Sanchez Lopez; Max McGee Subject: Full-Day Kindergarten (include in board packet) Date: Sunday, May 15, 2016 12:40:43 PM

Dear Valued Board members, Before rushing to approve FDK, I respectfully ask that we table FDK at this point due to several factors including insufficient cost-benefit analysis of FDK, new information that has come to light regarding average class sizes, and limited funding now due to the proposed teacher salary increase. Please consider:

We have not thoroughly evaluated the efficacy of FDK. MATD cited one source re FDK, an advocacy guide from the National Education Association (NEA) that quote, “activists would find helpful”. http://www.nea.org/assets/docs/HE/mf_kadvoguide.pdf MATD did not recommend FDK for all students. They recommended targeted intervention:: “Identify and administer a PK2 diagnostic literacy and mathematics assessment…..Based on the results of the diagnostic assessment for kindergarten students, provide an additional two days a week of extended or full day kindergarten.” https://www.pausd.org/sites/default/files/pdf- faqs/attachments/MATD%20Report%205.26.15.pdf (pg. 27) We need to be looking at quality research. These interventions have been identified as truly being effective based on “gold standard” research practices:

1. One-on-one tutoring by qualified tutors for at-risk readers in grades 1-3 (the average tutored student reads more proficiently than approximately 75% of the untutored students in the control group).

2. Reducing class size in grades K-3 (the average student in small classes scores higher on the Stanford Achievement Test in reading/math than about 60% of students in regular-sized classes).

3. Instruction for early readers in phonemic awareness and phonics (the average student in these interventions reads more proficiently than approximately 70% of students in the control group).

https://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf

A proposed longitudinal study of the 3 different proposed FDKs will not answer the question “Are they better than our current extended day model?”

We now know we have many classes that significantly exceed targeted class sizes. This will require additional funding beyond what has been budgeted.

Assuming this has been well-thought out, we need to fund for two SEL Wellness coordinators, one at each HS, in order for the program to be truly effective. Based on the proposed pay raise, we don’t have enough money to fund the programs we really need. Non--union managers should not get this raise. Their salaries should be merit- based and at their higher salaries, a 5% increase in absolute dollars is too much. In conclusion, I urge the Board to: 1. Hold off on approving FDK for 2016-17 until we more thoroughly research cost-effective interventions for our student population. 2. Withhold pay raises for all non-union employees.

Respectfully, Pearl Chow PAUSD parent and Kinder Instructional Aide Max McGee

From: Jen Tai Sent: Sunday, May 15, 2016 3:08 PM To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Subject: Opposed to full day kindergarten

For Inclusion in May 24 Board Packet

Dear PAUSD Board Members and Dr. McGee,

I am writing this email to ask you NOT to move forward with making changes to the Kindergarten program at this time. Numerous teachers and parents have come to board meetings and sent you emails stating why we don't want to make changes to our kinder program. We have participated in Town Hall meetings, the Think Tank, meetings with our principals, meetings with each other to write letters, research data and articles to send to you that support our stance of not going full day for all students. The majority of Kindergarten teachers, (who were hired by PAUSD as being qualified) are telling you we don't think this is the right thing to do. One of the reasons I was interested in teaching in Palo Alto is the unique kinder schedule of having half the class in the afternoons. This time allows for hands on, direct instruction without all the distractions that occur when you have a full classroom of children. Having half my students allows me the time to check in individually with each child.

The Duveneck Kinder team sent you a letter in the fall and we've been present at board meetings to let you know we are not in favor of changing our current schedule. I know other colleagues have sent emails and articles opposing this change. I hope you will really look at the research and articles that several Kinder teachers have sent to you and take into consideration the professional opinion of the majority of PAUSD's kindergarten teachers before making a decision.

Thank you for your consideration,

Jennifer Harrison Tai Kindergarten Teacher at Duveneck

1 Max McGee

From: Honore Lau Sent: Monday, May 16, 2016 1:17 PM To: Max McGee; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Terry Godfrey; Camille Townsend Subject: FOR INCLUSION IN THE MAY 24 BOARD PACKET

FOR INCLUSION IN MAY 24 BOARD PACKET

I stand on record as supporting both the diversity of our school communities, and the social and emotional wellness of our youngest learners. I oppose requiring all schools to conform to a mandated one-size-fits-all full day August start kindergarten model.

I urge a soft start, such that students have a period of school acclimation as a means of supporting the developmental social and emotional wellness of our students.

I strongly urge a YES vote for the THINK TANK MODEL A as the superior choice. It is the preferred model of the majority of PAUSD kindergarten teachers, and represents a powerful compromise, innovation and educational value for the community. The PAUSD low ratio gold standard is preserved and enhanced.

Here is why you should support THINK TANK MODEL A.

1. All district kindergarten students receive close to 1400+ instructional minutes. 2. HUR / target students receive up to 300+ additional minutes. 3. K students stay until primary dismissal 3 days per week. HUR/target students have primary dismissal 5 days per week. 4. Low ratio minutes are preserved and increased in a way that is meaningful, and not marginalized to the last hour of the school day, as in model C, which is a net reduction of low ratio instructional minutes.

Please weigh carefully the input of PAUSD's highly accomplished, front line kindergarten educators, who should be trusted to collaborate with school principals to design time frames and target minutes for their school sites. Support THINK TANK MODEL A.

Sincerely,

Honore Lau PAUSD Kindergarten Educator. MA Education

1

Fairmeadow Elementary School

2 From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to full-day Kindergarten Date: Monday, May 16, 2016 10:35:16 PM

FOR INCLUSION IN MAY 24 BOARD PACKET, thank you

------Forwarded message ------From: Jenny Dixon Date: Mon, May 16, 2016 at 10:00 PM Subject: Opposed to full-day Kindergarten To: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear PAUSD Board Members,

I'm writing to reiterate my opposition to full day kindergarten in Palo Alto. This Fall I will have a Kindergartner, 2nd grader and 4th grader at Duveneck Elementary. Please consider my concerns:

1) I don't view full day Kindergarten as a solution to the achievement gap in our district. Struggling kids need extra attention, not extra recess. I know because my own son was beneath grade level standards for reading in 1st grade. Working with a reading specialist brought him up to the standard - this is where our dollars should go! How will you measure the impact of full day kindergarten on the achievement gap? Who is accountable in 10 years for reporting back to us?

2) 6 hours of school is not developmentally appropriate for 5 year olds. Even if the extra hours are filled with PE and music, it's still a very structured day for a child that craves free time.

3) School is not childcare. If you wish to appease working parents that seek all-day care for their children, then turn your attention to the after-school care problem in Palo Alto. The Kids Club at Duveneck has a long wait list, and it's an especially competitive sport to get a spot in the Kindergarten program. Why not use funds to reform that program?

4) I don't believe a thoughtful full day Kindergarten curriculum can emerge in the 2 months we have left before school begins. Please consider all the hiring decisions that must be made (aids, PE teachers, music teachers, yard duty, etc). I've also heard rumors that several beloved Kindergarten teachers will quit if this decision goes through. Who will take their places?

Please consider this issue as if you had a child entering Kindergarten. Is a full-day really in the child's best interest, or in the parents'? Challenge the so-called "research" that shows that all kids benefit from a longer Kindergarten day. Is this the best we can do to close the achievement gap? I don't think so.

Thanks for your time, Jenny Dixon Duveneck Elementary parent From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to full-day Kindergarten Date: Monday, May 16, 2016 10:36:06 PM

FOR INCLUSION IN MAY 24 BOARD PACKET, thank you

------Forwarded message ------From: Dixon, James Date: Mon, May 16, 2016 at 10:29 PM Subject: Opposed to full-day Kindergarten To: "[email protected]" , "[email protected]" , "[email protected]" , "[email protected]" , "[email protected]" , "[email protected]"

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear PAUSD Board Members,

I'm writing to reiterate my opposition to full day kindergarten in Palo Alto. This Fall I will have a Kindergartner, 2nd grader and 4th grader at Duveneck Elementary. Please consider my concerns:

1) I don't view full day Kindergarten as a solution to the achievement gap in our district. Struggling kids need extra attention, not extra recess. I know because my own son was beneath grade level standards for reading in 1st grade. Working with a reading specialist brought him up to the standard - this is where our dollars should go! How will you measure the impact of full day kindergarten on the achievement gap? Who is accountable in 10 years for reporting back to us?

2) 6 hours of school is not developmentally appropriate for 5 year olds. Even if the extra hours are filled with PE and music, it's still a very structured day for a child that craves free time.

3) School is not childcare. If you wish to appease working parents that seek all-day care for their children, then turn your attention to the after-school care problem in Palo Alto. The Kids Club at Duveneck has a long wait list, and it's an especially competitive sport to get a spot in the Kindergarten program. Why not use funds to reform that program?

4) I don't believe a thoughtful full day Kindergarten curriculum can emerge in the 2 months we have left before school begins. Please consider all the hiring decisions that must be made (aids, PE teachers, music teachers, yard duty, etc). I've also heard rumors that several beloved Kindergarten teachers will quit if this decision goes through. Who will take their places?

Please consider this issue as if you had a child entering Kindergarten. Is a full-day really in the child's best interest, or in the parents'? Challenge the so-called "research" that shows that all kids benefit from a longer Kindergarten day. Is this the best we can do to close the achievement gap? I don't think so.

Thank you for your time and consideration,

James Dixon

Parent of Duveneck kids: Max (3rd), Lincoln (1st), Genevieve (incoming Kinder)

James P. Dixon Partner Bain & Company, Inc. | Two Palo Alto Square | Palo Alto, CA 94306 | USA tel: (1) 650 845 3612 fax: (1) 650 845 3601 mailto:[email protected] | web: www.bain.com

Assistant: Lakia Armstrong, (1) 650 845 3657, mailto:[email protected]

This e-mail, including any attachments, contains confidential information of Bain & Company, Inc. ("Bain") and/or its clients. It may be read, copied and used only by the intended recipient. Any use by a person other than its intended recipient, or by the recipient but for purposes other than the intended purpose, is strictly prohibited. If you received this e-mail in error, please contact the sender and then destroy this e-mail. Opinions, conclusions and other information in this message that do not relate to the official business of Bain shall be understood to be neither given nor endorsed by Bain. From: julie tomasz To: Monica Sanchez Lopez Subject: please include in May 24 Board packet Date: Monday, May 16, 2016 11:08:22 PM Attachments: Letter to Board_Teri Baldwin.pdf

Attached PDF is for Board packet inclusion, please. Thank you! May 12, 2016

I am a Kindergarten teacher in Palo Alto. I have taught Kindergarten for 21 years and have taught half-day and full-day (back East), then came to Palo Alto and taught the extended day program. I also went on a Fulbright Teaching Exchange in Wales, UK and taught full-day to Year-1 (the equivalent of Kindergarten). The current extended day program we have in Palo Alto, in my experience, is a far better program than both half-day and full-day.

A very large majority of Kindergarten teachers in our district is opposed to changing our program to a full-day program. There are four, maybe five Kindergarten teachers who are in favor out of 47, meaning approximately 90% of the teachers are against changing our current program---a program that gives the students some extra time, yet that extra time is in a small group setting (11 -12 students max).

All the research shown compares full-day programs to half-day programs, not to our extended day program, because there are not a lot, if any, out there to which to compare. We give the students a gift of small group instruction in a quieter, calmer environment. We extend their day, yet don't overload them with a full day.

The academic pressure has already found its way down to Kindergarten and I have had students who just hate school because there is so much pressure to read and write and do algebra (yes, algebra in Kindergarten). They are 5 years old. Can't we give them the gift of time to be a child and not put the pressure of a full day of school on them? I hear people saying: they are in preschool full days, they go to daycare after school until 5 or 6 pm, they can handle a full day. Those programs are not as structured as elementary school.

We have heard that more academics won't be pushed down if we go to full-day program, yet the reason this was brought up was to close the achievement gap. That push is for an academic reason, not for more exploration and play. Looking at the proposed daily schedule, there is not more free choice time than I currently have, so that means more academics. We heard it said that the intentions would be that no more academics will be pushed down, and I believe that is said in good faith, but once they are there longer, it won't be long until we are asked, why aren't all kindergarteners reading independently when they leave Kindergarten? It isn't developmentally appropriate for all students that age to be reading independently. I don't want to lose the developmental and social/emotional appropriateness of Kindergarten, which we have slowly been losing over the years. I am fearful this push to all-day will cut that out completely.

Sincerely,

Teri Baldwin Kindergarten teacher

From: julie tomasz To: Max McGee; Terry Godfrey; Kenneth Dauber; Camille Townsend; Heidi Emberling; Melissa Caswell Cc: Monica Sanchez Lopez Subject: Letter from Duveneck K-2 teachers Date: Monday, May 16, 2016 11:24:45 PM Attachments: Letter to Board from k-2 Duveneck teachers.docx

FOR INCLUSION IN MAY 24 BOARD PACKET (email body and attachment)

Dear Max and members of the Board,

The attached letter was read at the March 22 Board meeting and submitted, by hand to a Board member, with signatures of all K-2 Duveneck teachers. It is now submitted to the May 24 Board packet to go on record and for reference at that meeting.

Thank you for your attention.

Regards, Julie We, the kindergarten, 1st and 2nd grade teachers at Duveneck, recommend the Board approve option A.

At present, we offer a progressive kindergarten program that allows for a lot of flexibility in working with our students. The suggestion to move to full-day kindergarten is presented as a means to close the achievement gap. It is a misguided leap to presume that the achievement gap will be closed or decreased by selecting the other proposed options. In fact, children that need special and individualized attention would be less likely to get it, given that all children will be present all day. Of course, this can be done, but the experience for the children will suffer. Moving to a full-day model would weaken are already strong program.

PAUSD has a limited amount of money and it would be best spent on programs that are in need of support. At Duveneck, we have highly trained support staff hindered in their effectiveness to meet student needs by being shared with other schools and high case loads. Selecting option A would directly target our present need with a full time reading specialist on site. We strongly urge the Board to select option A.

From: drew harwell To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten Date: Monday, May 16, 2016 11:36:11 PM

FOR INCLUSION IN MAY 24 BOARD PACKET Max McGee

From: Kathleen Thibault Sent: Monday, May 16, 2016 11:40 PM To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Subject: Opposition to full day kindergarten

For inclusion in the May 24 Board Packet

May 16, 2016

Dear PAUSD Board of Education and Dr. McGee,

I have been an elementary teacher for 22 years with 18 years in kindergarten, of which 12 years have been in PAUSD at Duveneck Elementary. I am writing to ask that you reconsider before voting to increase the already extended kindergarten day. As our grade level team, numerous kindergarten and other teachers have shared we do not think the proposal is in the best interest of our students. I feel strongly that this proposal is not developmentally appropriate for the mostly 5 year old students we serve in our classrooms. Every year I have several students who struggle with engaging and learning past lunchtime when the longer days begin. Often this struggle continues throughout the year and even into first grade. I do not think the increased stress and anxiety caused by longer days is a reasonable trade off for students.

I believe our current extended day schedule is worthwhile as it is limited to two days a week and provides the very valuable smaller teacher student ratio for a significant block of time. This allows us to address several areas of our curriculum, such as guided reading, science investigations, hands-on math lessons, and some interventions that are more successful in smaller groups. It also allows for the students and myself to develop a more connected relationship within our classroom. That connectedness is an integral part of supporting students and helping them to become more successful as was stressed at the Unconscious Bias training we participated in earlier this year. We currently have the opportunity to provide extra time for the targeted students who need additional help. The loss of small group time would be detrimental to all students, but have an especially negative impact on struggling students whether or not they are HUR students.

Our site has had many conversations about needs that we are experiencing across the grade levels. There is a need for more reading support throughout K-5, not only in first and second grade. The number of students needing additional second language support has increased and their needs are often not being met due to the teacher’s limited time on campus and responsibilities outside of direct instruction that require her time. The implementation of inclusion has dramatically impacted many classrooms, leaving us with a need for further specialist time, interventions and assistance to support all learners. However, it has not been provided in a timely and effective manner. These are current needs we are working to solve. We have been told that finding support staff, such as aides is not always possible. Some of our classrooms do not have them due to lack of availability. These needs should to be addressed to support success in all of our classrooms.

There are other important situations in the district to be addressed. Our middle and high schools have significant needs due to their increased enrollment. The school district has an obligation to provide the staffing and resources needed to maintain our high quality of education. The community has passed numerous bonds, being told that the funds would enable small class sizes. Such funds should be directed towards these stated goals. To do otherwise is not acceptable and disingenuous to those who supported the schools when we asked them to do so. We are a unified school district. All of the students should be our priority.

1 Over the past few years I have been disturbed by how the kindergarten experience has become very academic, less exploratory and age appropriate. There is less time for discovery, social interaction and growth. This is a trend that I do not see changing with the proposed full day schedule. I suspect and fear, that the added time will only result in further increased expectations of an academic nature, losing sight of what a developmental kindergarten should provide.

If you ultimately decide that we must create a longer kindergarten day I urge you to delay implementation until the 2017-18 school year. We are already at the end of the 2015-16 school year. There is not sufficient time to implement such a large change prior to the start of the next school year in August. As has become clear from the conversations in the community and the discussions in our schools, such a change will have lasting and complicated ramifications both fiscally and logistically for the school district and individual schools. The students, families and teachers all deserve that such a change be well thought through, planned, and implemented. It is necessary that the district and schools create a solid infrastructure so that the additional resources are in place before this change is made. If we are going to do it, it should be done well. I appreciate that the board requested that this subject be looked at more thoroughly. It should not be a decision that is rushed, but researched in full, justified for the purposes of learning and made in the best interest of all of our students.

Thank you for your consideration,

Kathy Thibault

Kindergarten Teacher –Duveneck Elementary

2 From: Jessica Galbraith To: Monica Sanchez Lopez Subject: opposed to full day kindergarten Date: Monday, May 16, 2016 11:43:50 PM

To be included in the meeting minutes for May 24th!

I love having time with my children! I purposely chose a parent participation pre-school that was only 7.5 hours a week for my son the year before kindergarten because I believe I’m the best thing for him. I believe that when he is home with me he can relax, re-charge and process. 30 hours of school is too much for him. I want to have the freedom, as a mother, to make decisions in how my son spends his time. School can’t possibly understand my child with 20 children in a classroom the way I can. I want the hours he is in school to be more efficient so he can learn well. I want him to have a learning environment when he can spend more time one on one with his teacher. Please send my child home after the morning kindergarten schedule!

Thanks,

Jessica From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposition to Full Day Kindergarten Date: Monday, May 16, 2016 11:54:17 PM

FOR INCLUSION IN MAY 24 BOARD PACKET. Thank you.

------Forwarded message ------From: Michelle Lepori Date: Mon, May 16, 2016 at 11:48 PM Subject: Opposition to Full Day Kindergarten To: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Dear PAUSD Board Members,

I'm writing to state my opposition to full day kindergarten in Palo Alto. This Fall I will have a Kindergartner, 2nd grader and 4th grader at Walter Hays Elementary.

My main issue with the debate over whether kindergarten should be extended or not, is that the problem has not been defined. The problem was not that there was a large achievement gap in our kindergarten children, it was that some parents were asking for a full day kindergarten. It was from that repeated request, that the committee was formed to conduct "research" and assess the options. A poll of teachers and classroom visits by the board over a several month period should hardly be considered "research". There is a strong body of data that supports unstructured playtime and downtime for 5 year olds.

As a parent of an incoming kindergartener, I have been spoken to on many occasions about this issue by many different parents. I have yet to speak to a single parent who says "my child could really benefit from the extra instruction/music/play)". Parents typically fall into one of two camps... They are either focused on what is developmentally best for kindergarten children OR what is most convenient for their own schedule. As a working Mom, I understand that regardless of whether Kindergarten dismisses at 2:45 or noon, I still need to provide care for my children after school. My focus is on providing care after school that can be unstructured, and modified depending on the needs of my children on a day to day basis. The real issue of convenience should not be "sold" to the parents as an achievement gap fix.

Additionally, on a daily basis in Palo Alto, there are articles, conversations, comments, and committees focused on the mental health of our students and the immense academic pressure in our schools. Adding additional hours and stress at the kindergarten level would create a self fulfilling prophecy.

I hope you will consider an option other than full day Kindergarten.

Thanks for your time,

Michelle Lepori 408.838.5704 Sent from my iPad

From: Peter Soparkar To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full day Kindergarten Date: Tuesday, May 17, 2016 12:03:16 AM

For inclusion in May 24 Board Packet

To the Palo Alto School Board,

I am deeply concerned by the suggested change to increase the length of our Kindergarteners’ day district-wide. In a school system that has managed to achieve national recognition for overworking and overstressing its students, with terrible consequences for some, if not many, of our community’s children, I cannot understand why our school board is now considering increasing workload (time in school for Kinders) and its attendant stress on our children in Kindergarten. And, I do not think that anybody, with a straight face could argue that more time in school for our Kinders is either less workload or less stressful for those children as compared to what our Kinders have today.

Separately, I am puzzled by the totally rushed nature of this discussion – a fast-tracked approach, lack of transparency or sought involvement of parents, seemingly deliberate limiting of parental engagement by process – including late-night (midnight!) postponement of discussion to, suddenly, two weeks later. I am concerned that this process seems almost designed to stifle discussion among the relevant parental population, not encourage it. I cannot understand why the Board considers this an appropriate way to move through what is a significant issue of discussion.

Given the suicides, depression, anger and other self-harming happening in our community among children in Palo Alto schools today, I believe the bar for increasing stress or workload in our schools, at any grade or school, should be extraordinarily high. In the absence of definitive and extraordinary evidence that a changed (in this case longer) school day for our youngest students is demonstrably better for them (not their parents), we should be doing what we can to lower that stress and work level. I do get, and appreciate, that a consistent school day for all kids in grade school would make managing schedules considerably easier for parents with other children in that school. However, that has not been one of the stated reasons for any of these proposed changes. What stands out the most in this discussion, however, is that the evidence advocating for a longer day is incomplete, ambiguous and anecdotal as opposed to what we already know about the stress Palo Alto’s schools are causing in our children. Rather than a rush to decision, we should be taking the time to review the scientific data that is out there, study and understand the impact of this decision and to fully engage with parents and teachers.

I am baffled that our school board seems willing to make these already charged days longer, and I am confused by what should be an open and transparent process. Fundamentally, I am left with the question: Who are we trying to make better off – is this really about our community’s children or about some of their parents?

With Regards, Peter Soparkar

** ATTENTION: CONFIDENTIAL **

This email message is for the sole use of the intended recipient(s) and may contain confidential and/or privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact me by reply email and destroy all copies of the original message. Thank you. From: Adriene Guiriba To: Max McGee; Heidi Emberling; Camille Townsend; Terry Godfrey; Kenneth Dauber; [email protected] Cc: Monica Sanchez Lopez Subject: Oppose Full-Day Kindergarten Date: Tuesday, May 17, 2016 5:32:35 AM

Please include in board packet May 24

Dear Board Members,

I am a kindergarten teacher at Walter Hays and I DO NOT support going full day in kindergarten. Previously I have taught 3rd grade for nine years.

My thoughts: -We have passionate teachers who care about the needs of our students. It is evident in our work with the Think Tank and time we have spent off hours. We want to preserve what we know is best for our students and their learning.

-Convenience at pick-up for parents is not a reason for full day.

-Day care is not a reason for full day.

-Small groups in the afternoon means more QUALITY instruction, more focus, and less distraction. Going full day takes away this flexibility.

-What will happen to after school daycares if they are no longer in need?

-We are a unique district with a program that sets us apart from the rest. This maybe why we are always highly ranked among other schools. We have the means to keep it this way. Why be like every other district?

-DIFFERENTIATION. We have different demographics within Palo Alto. Just like we have different sets of learners in our classroom. We can still be a UNIFIED district with different kinder models in place. Just like our classrooms are still a whole unit even though we provide differentiated instruction.

Please consider the professional input of teachers who are at the front line to get our students where they need to be. Students will be and always have been our top priority. Otherwise we wouldn't be here.

Thank you for your time.

Best, Adriene Guiriba Walter Hays, Kindergarten Max McGee

From: Daniel Shapero Sent: Tuesday, May 17, 2016 7:39 AM To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to Full Day Kindergarten

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear Dr McGee and School Board,

I am a concerned parent of three children (7, 4, and 2) living in Crescent Park/Addison who does not want full day kindergarten. My wife and I moved to Palo Alto in large part because of the amazing public schools, and the impact those schools can have on our children's lives. We are deeply concerned however that a full day kindergarten will exacerbate what seems to be major issue in our community - stress levels among children induced by academic schedules.

When we learned of the potential change of extending kindergarten to full day, we asked our friends in Menlo Park (who have a similar schedule) about how it impacted their kids. We learned of tired, stressed kids who have trouble coping with the school schedule. For me, the goal of kindergarten should be as much about learning to love school as it is about academic performance. Many kids at this age are not physically or mentally ready for a full day... and thus a full day schedule creates unnecessary stress at a very young age which can lead to negative associations with school.

I think it is wonderful that we are taking our goal of bridging the achievement gap very seriously, however given the very acute theme of academic stress in our community, it feels like equal attention should be given to measuring and managing our children's stress. That attention feels doubly important for our youngest students. My ask is that we not make a change to the kindergarten schedule until we fully understand the implications of a change on our kids mental well being, and we put in place tools to measure the mental well being of our kids so that we can manage that goal with equal focus as we do our academic standards.

I am also hesitant to support any model where the teacher does not have half the class during parts of the week given the strong teacher feedback we've heard that this is often considered the "golden time" to engage with students more intimately.

I want to close by highlighting that I am deeply supportive of investing in those children that need more help in pursuit of closing the achievement gap. I would just prefer to identify and help those kids directly with extra support. Is there a reason that method is not preferred?

Respectfully, Dan

Dan Shapero Product Management m: 650.483.8287

1 From: Venkatesh Karnam To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten Date: Tuesday, May 17, 2016 7:49:17 AM

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear Mr. McGee and the School Board,

My son will be starting kindergarten this fall. My older son was in kindergarten 2 years ago. My experience has been that the half day kinder pattern worked out very well for him. That gave him enough time to transition comfortably to the rigors of school. It also gave sufficient time for play.

Thanks, Venkatesh Karnam 2771 Waverley St Palo Alto From: Mary Shapero To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten Date: Tuesday, May 17, 2016 11:01:56 AM

FOR INCLUSION IN MAY 24th BOARD PACKET

Dear Dr. McGee and Board members,

I am writing to oppose full day kindergarten. I am an Addison parent of a first grader and have 2 younger children that will be future Addison students.

I understand the need to close the achievement gap and I appreciate the efforts to do so, however, I am deeply concerned that in helping one group of students we may inadvertently create negative effects on other groups. I urge you to consider some of the following questions - I do not have answers to them and I don’t expect that you do. Instead, I believe we need a clear plan on how to identify and measure any of the inadvertent and negative effects of a full day kindergarten.

What effect will the loss of “Golden Time” with half the group be? Currently, the kindergarten teachers praise the half day model because it allows precious small group time when only half the class is there. How will this loss of time affect the teaching? Will the loss of quality time actually decrease academic learning even though students are in the classroom longer?

How will you ensure a longer day does not translate into more academics in kindergarten? Teachers already say how it’s hard to fit all the material into the day. How can we ensure teachers will not feel pressure to use the extra time for academics? With the current half-class afternoon model, there is more time for small group learning and personalized attention. Realistically, can we take away this small group time and then reasonably expect teachers to continue to cover the same amount of material?

Will there be negative effects to the emotional well being of our children and if so how will we measure them? While many 5 and 6 year olds thrive in group settings and are accustomed to full day programs, many are not. Long days can be stressful as kids “hold in the emotions” and many children need time at home or another non-school setting to decompress at the end of the day. Children that love to go to school are children that learn.

In conclusion, I am against any full day kindergarten model that would result in a loss of the “half-class” afternoon model. In fact, I would support extending those half-days by approximately 30-40 minutes to coincide with the regular pick up time of the schools. If teachers are stressing the importance and effectiveness of this small group time, let’s extend it for all students on their 2 days / week while preserving the half day model the other days of the week.

Respectfully, Mary Shapero From: julie tomasz To: Max McGee; Terry Godfrey; Melissa Caswell; Camille Townsend; Kenneth Dauber; Heidi Emberling Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten Date: Tuesday, May 17, 2016 11:14:40 AM

FOR MAY 24 BOARD PACKET INCLUSION--Thank you.

Dear Members of the Board and Superintendent McGee,

After the midnight-hour decision to postpone the vote, I am now writing again to express my opposition to full-day Kindergarten---especially in this unreasonably rushed and late time-frame, and especially as a district-wide, completely unplanned replacement to Max McGee's compromise "modified Plan C."

There are simply too many unresolved issues and unanswered questions, not to mention too much deep concern in the community and among our very own teachers, to impose FDK (full-day Kindergarten) across the district. The district's precious and finite resources are much better allocated to programs with immediate needs, such as class-size reduction, high school wellness counselors, and more.

Please address the following concerns and questions, on record:

1. What is behind the unexplained and, by anyone's measure, unreasonably rushed pace? This is proposing one of the most significant changes to the school system in some time, yet the expedited pace is not allowing for due process and reasonable research and dialogue. As shown in other May 24 Board packet materials opposing FDK, it is clear that there is not enough compelling information or data to make this change. And there is clearly a wealth of competing data and studies refuting the viability and legitimacy of this change. And you have a large and increasing groundswell of opinion against it by a diverse set of families. We are scrambling to be heard in time.

Also, it is unfair to the families that do not want their children in FDK to impose such a drastic change two weeks before the end of the school year. It leaves them with no viable options, such as finding another school. The argument that Kindergarten is not legally required so children can be taken out at any point of the full day is untenable and misleading. We all know it would be difficult and disruptive for a parent to take a child out of school regularly. She may miss important curriculum planned for later in the day and would be socially differentiated from her peers. This is not a viable alternative for those families who do not want FDK.

From any vantage point, if you push through district-wide FDK for next year, you are telling the families whose children are entrusted to you that it is more important to hurry through an agenda than it is to assure a thoughtful, thoroughly considered, validly researched, clearly beneficial plan.

2. It seems that a major driving force for FDK is convenience around scheduling. I find this very troubling. I choose developmentally appropriate education and enriched, small-group learning over synchronized dismissal times. It would be appalling to take that away from children in the interest of parental convenience. Especially when this is a matter of only one school year.

3. The same goes for after-school childcare. If daycare is an issue, let's put our heads together and come up with a real solution, not a Band-aid that only provides parents relief for a few hours a week and only while their child is in Kindergarten. There are numerous options for on-campus childcare, for as little as the 45 minutes between current late Kinder and primary dismissals, or as much as all the way until after standard workday hours. Why not partner with the PACCC (Palo Alto Community Childcare) to a) significantly expand its capacity and to also b) offer a progressive, more substantially available subsidized/fee-free on-site, after-school care for those who qualify, and c) have our multi-lingual liaisons reach out to families from underserved communities well before the school year begins to facilitate scheduling and signing up? This could even include targeted certified literacy support. Partner with the City of Palo Alto to develop quality childcare at Cubberley. My point is there are many promising solutions to explore if given the time and effort to think them through. The program could also play a part in the enhanced summer enrichment that the MATD calls for, as well as help satisfy the need for community- building with and integration of HUR families.

3. The most important fact that is repeatedly brought up by parents and teachers but has yet to be engaged in by the Board in a meaningful way is the standing belief that the longer day is developmentally inappropriate for 5- and 6-year olds, and that it is thrusting them into unnecessary and unhealthy pressure.

In a district that has managed to achieve national recognition for overworking and over-stressing its students, with terrible consequences for many of our community's children, the bar for increasing stress or workload in schools, especially on the youngest students, should be extraordinarily high.

I do not think anybody, with a straight face, could argue that more time in school for our Kinders is either less workload or less stressful for those children as compared to what they have today, especially at full class size. Full- day preschool or daycare is not the same as FDK. I would like to hear the Board and Superintendent McGee address this on record, beyond the same few anecdotes we've heard so far. It is undeniable that we need more and direct engagement on this subject before imposing a plan.

4. Some letters in support of full-day Kindergarten misleadingly refer to a "small group" of parents and teachers being opposed to the longer day models. Let the facts be known that a) The vast majority (approx. 90%) of all PAUSD Kindergarten teachers are opposed to the full day (see Teri Baldwin letter in packet); b) All K-2 teachers at Duveneck (and likely elsewhere) are opposed (see K-2 Teachers' Statement in packet); and c) 111 families (and growing) on the petition plus close to 50 others who have written to the PA Weekly opposing FDK (see "Comments in response to Palo Alto Weekly articles" in packet) plus countless others who have sent letters outside of packet inclusion and spoken at meetings, as well as those who have not weighed in but are opposed to FDK.

5. Correcting a misrepresentation: Resistance to change, and "change is hard," has been brought up as driving opposition to FDK. Those of us opposed to FDK are not opposed to change. It's not as if our Kinder curriculum, what and how is being taught, has remained stagnant. The quality of what happens in the classroom is the most important factor in a child's' learning experience. Let's focus on that rather than trying to reach an artificially mandated 1400 minutes per week.

6. Research and data presented to support this massive change is incomplete, ambiguous and anecdotal. Looking at the MATD report more deeply, it is clear that while the report is the result of much work and dedication, the results relating to early education raise far too many crucial questions to act on the FDK recommendations. The comparisons of models it raises are invalid in this context. PAUSD does not have half-day Kindergarten; it has an extended-day Kindergarten model which actually qualifies as a FDK model based on California's definition ("more than 4 hours but not to exceed the length of the primary day;" we're at an average of 5 hours per day over a week). Additionally, our model allows for invaluable small- groups teaching. Also, the report did not cite any peer-reviewed materials for its support of full-day Kindergarten, just a union advocacy guide. We need to do deeper, more relevant, accurate, and responsible research. Longitudinal studies require years of examination, consistent models, and a randomized control group. We did not have that when assessing full-day at Palo Verde and Barron Park, nor will we have that if all schools adopt one of the proposed FDK models. And in the meantime, for addressing the achievement gap, let the focus and spending go to the MATD's many other more validly reached recommendations.

7. It appears another driver of district-wide FDK is trying to "keep up with the Joneses," as in wanting to assimilate into the neighboring school districts' Kindergarten schedules. This is incomprehensible: PAUSD would be LOWERING its standards by doing so. The district currently STANDS OUT above other school systems for not abandoning its progressive, successful, child-centered Kindergarten extended-day/small-groups program in order to join the Silicon Valley norm of loading the kids with more earlier. The extended-day/small-group schedule allows for a thoughtful, developmentally appropriate transition into the exciting world of school. The twice-weekly small-group time spent with the teacher, together with peers, allows all the children to think and move more freely in a calmer, more low-key environment; build confidence through increased dedicated teacher interaction; and delve deeper into peer relationships. Please do not take this away from our kids. It's one of the last child-centered elements of this school system that makes PAUSD shine above (as opposed to "deviate from") other systems. Quality, not quantity.

8. Finally, over the next year or two, I ask that the parents and teachers and community members be given genuine opportunities---more than one, more than a few minutes---for meaningful dialogue, for a back and forth with the Board and the administration, to allow for a valid exchange of ideas. Presenting at the Board meetings for 3 minutes with no chance for dialogue is not enough. The process has not allowed for this thus far and it should be a requirement for such impactful proposals.

Thank you for your attention.

Sincerely,

Julie Tomasz, mother of a second grader and incoming Kindergartener From: Model A To: Monica Sanchez Lopez Subject: Fwd: Opposed to full-day Kindergarten - FOR INCLUSION IN MAY 24 BOARD PACKET Date: Tuesday, May 17, 2016 11:20:13 AM

PLEASE INCLUDE IN MAY 24 BOARD PACKET. Thank you. ------Forwarded message ------From: Date: Tue, May 17, 2016 at 11:16 AM Subject: Opposed to full-day Kindergarten - FOR INCLUSION IN MAY 24 BOARD PACKET To: "[email protected]" , "[email protected]" , "[email protected]" , "[email protected]" , "[email protected]" , "[email protected]"

Dear PAUSD School Board members,

I will be brief, but I wanted to reiterate my family's opposition to full-day kindergarten. I spoke at the last Board Meeting, and said that I have parented kindergartners on both schedules (one at Barron Park, and one at Duveneck).

I would love to see the Board acknowledge that they are among the very few who see this proposal as being about helping the HUR and addressing the achievement gap. To parents in favor of full-day, it is about childcare (which is legitimate, but there are better solutions to this than extending the burden on all 5 and 6 year olds). To those opposed, it is about time with our children, unstructured time, and their stress load. Please take a moment to think about it from a parent's or even a 5 year old's point of view.

Our kindergarten teachers at Duveneck are opposed to full-day as are most kindergarten teachers in the district. We do not want to lose our dear teachers to this. They have already had to adjust to the increased academic standards, and they want to see children succeed and be happy. Please listen to them.

Even in rich Palo Alto, you as a Board still have to think a lot about where to spend the money. I am asking you to please spend the money elsewhere. Reduce class sizes, add more funding to hire aides, etc. Do not consider this an achievement in fighting an achievement gap if you pass the longer school day! Please, most people don't think of the PAUSD and think of poor academic achievement. They think of pressure and stress. Please address this by keeping the day a reasonable length for our youngest students.

Thank you for your consideration, Kim D'Ewart From: Model A To: Max McGee; Terry Godfrey; Melissa Caswell; Camille Townsend; Kenneth Dauber; Heidi Emberling Cc: Monica Sanchez Lopez Subject: More voices opposed to full-day Kindergarten Date: Tuesday, May 17, 2016 11:19:24 AM Attachments: Comments in response to Palo Alto Weekly articles.docx

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear Superintendent McGee and members of the Board,

Please find attached a document listing 48 more voices speaking out against full-day Kindergarten.

Thank you. To the members of the Board and Superintendent McGee: In this document, please note 47 more voices speaking in opposition to full-day Kindergarten for the record.

Thank you.

Online comments in response to Palo Alto Weekly articles about changing the Kindergarten model:

These responses are taken verbatim from the comments sections following the articles.

Article 1: Palo Alto teachers speak out against full-day kindergarten proposal updated 3/23/16; http://www.paloaltoonline.com/news/2016/03/23/palo-alto- teachers-speak-out-against-full-day-kindergarten-proposal, accessed 5/14/16:

1. I think the Board ought to give serious consideration to the voices of these teachers. If they don't think full-day kindergarten is worth it from a professional educator perspective, then let's re-examine our assumptions.

2. My three children hugely benefitted from coming home early three days a week from Addison to spend time at home playing, resting, reading with me etc. They loved school but were tired and ready to be home after four hours. Some people love the thought of all day kindergarten because it is easier on their own schedule not because it is good for their kids. The abbreviated kindergarten schedule is a wonderful stepping stone between nursery school and the longer school day of first grade. This may not be the case of kids who are used to long days in daycare. Parents will have many different opinions on this; trust the teachers

3. Knowing that most of this city has housepoor residents, this is likely the reason people want all-day kindergarten, which is to work so they can pay the mortgage. There is no reason children need full-day kindergarten. People need to prioritize their children’s needs instead of having everyone else take care of their children. The early years is when parents need to spend time with their children. They are much more respectful as teenagers if their parents respect them and spend time with them.

4. The group cited as support research that shows full-day kindergarten produces stronger long-term academic achievement and social- emotional growth, particularly for historically underrepresented students but also for all young children.

What specific research did they provide? There is a huge amount of research on Pre-K and K instruction. Did they pull multiple peer-reviewed articles or did they just grab one article that served their needs. Proper research requires arguing and understanding both sides of the argument, and should preferably be peer-reviewed and published. I have yet to know a single Kindergarten teacher that reads and understands complex research. Serious Research is not something that most teacher training programs include. The Board needs to look more deeply before making decisions.

5. @Researcher - I went looking too for that research. Here's the MATD final report. Web Link [https://www.pausd.org/minority-achievement-and-talent- development-advisory-committee-%E2%80%93-final- report] The major support for full-time Kindergarten comes from (and only from) "Full Day Kindergarten: An Advocacy Guide", published in 2006 by the National Education Association (yes, the national teachers union). Web Link [http://www.nea.org/assets/docs/HE/mf_kadvoguide.pdf]

This document is freely quoted. Needless to say, when you look at it, as the title states this is simply an advocacy guide, not a review of serious research. I like teachers and value their views, but this is not the source the MATD should have relied on.

Unfortunately, this exposes what insiders already know - that the MATD, for all the self-congratulations, did a sloppy job and will end up spending money for likely very little in the way of real results. Sorry, minority students. Sorry, community.

6. When all-day K was enacted in SF a number of years ago, K teachers at our school simply increased the amount of free time. This wasn't a bad thing (and the free childcare was helpful for our family) but it didn't have any additional academic benefits.

7. Two steps forward, two steps backward.... Lets make up our minds. Have we not been advocating against rushing our children into academic life beyond their natural pace? What is the hurry? To tire them soon, to make more apathic tired youth? Have we not learnt that rest, free time and play are essential to a healthy mind during those critical early years of emotional-social-intellectual developmet? But at the natural pace? What is the hurry? Listen to the studies, the professionals, the parents, and the children

8. In the report, the MATD points out that the district's data is hard to use in terms of tracking individual student trajectories. I am guessing that applies to the kids at BPES, which has a more transient population anyway (lots of overflows); you only want to look at the impact on kids who actually had the full-day Kinder experience, not those who transferred in later.

That said, for something important like this, you'd think you could piece it together by hand for one school, and at least see how it compared to prior results at that school.

The MATD is disbanded, so they can't do it. The district won't be bothered unless the board insists.

9. If they move to all-day kinder, they should just have no academics in the last couple of hours so those stay-at-home moms who don't prefer all-day kinder can pick up their children. Win-win (except the kids who see the others leaving early and have to stay).

10. Everyone assumes McGee is not telling the truth when he says more music, more play time? Why not hold them to that? It is nice to think that they are all going home to quality time with mom and some of you are better than others of us, but the reality for me was we rushed home to eat, they settled in and then were cranky when we had to rush back to school to pick up the older sibling. It is only more relaxing for the oldest kid, or only kid IMHO, when once you're home you're home. I do agree that they don't need to add more academics, I helped in that late day Kinder for reading and writing and the kids were DONE, tired. If they are having more age appropriate play based learning activities they would be fine. Kids in high quality day cares that are a long day but include art, playing and story time are not tired and cranky after a long day (at least mine wasn't, she loved it there)

11. In an ideal world kindergarten would be as it traditionally has been. The kids have certain numbers of hours in school then picked up by Mom, taken home for a nap and then able to play with Mom at home all afternoon. Unfortunately, that rarely happens even with a stay at home Mom. That stay at home Mom is getting more rare and even if there is a grandparent or nanny, the kids are rushed from one activity to another, if not for themselves then for siblings or others being nannied. If they have after school care elsewhere then they are still likely to be "enriched" rather than allowed to chill. The busy kindergarten kid now gets language classes, or extra math enrichment, or swim, art, music or dance classes followed by music practice at home and then homework.

For those who don't have a preschool experience, they have not been prepared for scheduling gone crazy. They don't yet know that they can't wander around when the teacher is teaching or look out the window when they are supposed to be doing their table activity.

We have already changed the cut off date by 3 months for kindergarten, perhaps these teachers would like to cut off another 3 months so that they will be mature enough for a longer day. Perhaps we are just expecting too much of some of the kids. Perhaps we should just let our 5 year olds be kids for that first year of PAUSD.

12. There are some nuggets of wisdom in there, unforunately buried by some wrong facts that stink of biased judgmental gossip against parents.

Start with the idea that stay at home moms ever spent inordinate amounts of time with their kids. In that book (sorry, can't remember exact title, I'm sure Google wiil help) All Fun and No Joy, the author points out that parents are spending far more time with their kids than their parents generation and that stay at home moms used to spend more time on housework and other activities with adults outside the home. Parents actually spend more time with their kids now than ever, even when both work.

Since the choice here is putting kids in school longer, I personally feel what you call "enrichment" activities, or that my kids might call "fun" are better than sitting in school longer at that age. You talk about those things like they aren't opportunities that might be chosen by the kids themselves and be as much or more educational than school. Sports, music, and art are good for the soul, whereas homework at that age is just not. Talk about what you know of, which is homework - and why would anyone assign young kids any homework at all? When the school day ends, it should be the kids' and the family's time.

Yes, we should let our kids be kids - don't give them homework, and respect rather than lambast what they themselves choose to do with their own time and energy. (It never ceases to amaze me how dismissive teachers can be of programs after school that are so much more fun for the kids than the same ones offered in school...)

13. The current Kindergarten hours worked well to transition my children into the new school environment, and yes, I worked full time and could not pick them up after school. Please listen to the excellent and experienced kindergarten teachers of the district and chose a different solution like more reading specialists or smaller class sizes. I don't think anyone would have a problem with that!

14. Let the teachers (experts in this area) craft a solution. One size does not fit all. Six years ago when my twins were in K, they came home everyday and took a nap. Then we went to the park or played at home. Play time and unstructured time should be sacrosanct and protected. The Kind. curriculum requirements were so academic that the K teachers I spoke to at the time were very much against turning K into 1st grade. For my kids, there was a lot of pressure to be reading/decoding in Kind. If they weren't reading, 1st grade just became more stressful and they felt very much behind most of the other kids. When did early reading signify intelligence and future academic success for children? Before the District goes to full-day, they should take into account all the emotionally stressed out kids in the District. Many of these children were exposed to competition as early as Kind. and 1st grade.....then burnt out in middle school. Nurturing education and the environment are so critical to a good early education. If minority children need more help, don't make it mandatory for those of us that value unstructured/family time. Every school has a different population. Also the results from BP should be studied carefully. How many of full day K students progressed to a higher level exiting 5th grade. BP has many extra after school programs, lunch programs, tutoring opportunities that other schools don't have. Can't the data be objectively studied???Dr. McGee seems to be advocating one school wide K schedule. For Palo Alto, the autonomy of the elementary schools (especially magnets) has been tremendously successful. Why not look at the Ohlone model, mixed K and 1st grade students for 2 years. I wish we had that opportunity...... kids seem much better off and less stressed out about grades.

15. What about a free Palo Alto pre-school (Head Start is an incredible longstanding program!) for low-wage earners with 3 and 4 year- olds at home? Don't the studies reveal that the pre-k / pre-school enrichment schedule show the best results for academic and social success for later public school years for children? Not sure that a longer kinder day would have the same result.

16. The devil is in the details of these Kindergarten proposals and I have serious concerns that the district can implement a fully-baked idea by August. I feel like my child will be part of another experiment, and I'm not convinced that full-day Kindergarten is the answer to any of the problems we're trying to solve

17. @beyond pissed, school is not daycare, and it's not about keeping your child busy while you work. Education is about creating an environment that best serves student learning. How much time is spend at school when they are 5 should be about whets developmentally appropriate, not parent convenience.

18. The argument that kindergarten should be extended because there are mothers who work isn't about what's best for the child, it's about free daycare and convenience.

I think kindergarten as it is now is an appropriate length for kids--a lot of kids need downtime--mine did and do. Being with 20 kids all day is stressful for a lot of children who are learning social skills along with the 3 Rs.

Yes, we have an issue with the achievement gap, but we don't have the sort of overall issue with achievement that would make full-day kindergarten for all suitable in this district.

19. Completely agree with "What's right for the kids". School is not daycare. Plus, those who need daycare can have their children go to the after school daycare on their campus.

I value all my time with my children - they grow up way too fast. To me, it wouldn't be worthwhile to live in Palo Alto if I could not afford to stay at home with them in their elementary school years. The idiom, "You reap what you sow" is completely true.

"Beyond pissed", insulting the teachers is disrespectful and entitled. "Someone, take my kids so I can work" is not beneficial for your children.

20. Thank you mom of three. We need to put children first, not parents' schedules. Imho children need lots of unstructured free time in the transition from pre school to Kindergarten, and K to 1st grade.The precious developmental period of 4 to 6 years of age is an incredibly short time, but critically important in the development of character, self esteem, curiousity, imagination, and a base for what type of human beings we want our society to produce. Experiencing the simple pleasures like taking a walk with parent, looking at a flower,taking their time,examining a rock, singing a song shouldn't have to be crammed into more class time with 20 other Kindergarten children, all wanting the teacher's attention. The academic race here in Palo Alto starts in pre school. Kindergarten and early primary grades are way too academic already. My kids had more homework in K, 1and 2 , than in 3 rd and 4th grade. Having our precious children exposed to the toxic Palo Alto education competition system in Kindergarten (parents, unreal academic expectations, Principal patronizing attitude) should be dealt with before endangering our children to more "time in Kindergarten class". Our children don't need any more class time, this time will just get usurped into more reading and math...... seriously, have you looked at state Kindergarten curriculum standards. They are a joke! Kindergarten teachers are handcuffed already with an academic curriculum that they can barely cover.Why would we want to go to full day Kindergarten, one size fits all approach when we know the partial day Kindergarten program has evolved over time to best serve the students, families and teachers at the different school sites. From my experience, many families wanted full day Kindergarten mostly as daycare, so they wouldn't have to deal with scheduling problems or changing their work schedule, not making this decision based on the NEEDS of their children. PUT CHILDREN FIRST.

21. To those making the argument that this will help working parents, I ask how exactly? The regular school day starts around 8:15/8:30 and ends at 2:30/2:45/3:00 depending on what school you go to. I don't know about anyone else, but last I checked, that's doesn't equal a full-time workday.

22. I have raised two daughters.

Children should spend more time with their parents, cousins, aunts, uncles, grand parents and whoever loves them.

Half day kindergarten is right. No Change required.

Also, all schools need to start at 9:30am. No need to have children sleep deprived to rush kids to school to meet you company/business money making ventures. Many countries start school around this time. respectfully

23. Parents - we need to unite on this issue. Please listen to the recording of Tuesday's school board meeting. Board member Heidi Emberling expresses her belief that we should extend the Kindergarten day to protect play because parents are falling short of this and over scheduling their kids. This should be a huge red flag to all of us. It's not the school's job to dictate our kids' unstructured playtime. Whether we choose to pick them up and take them to karate, plant them in front of Dora the Explorer, send them to aftercare at school, hire a nanny to take them to the park -- it's up to US, not some school administrator. You are the parent -- fight for your right to make choices for your child at just 5 years old. If we turn this into another battle in the Mommy War, we all lose.

24. Former k teacher posted exactly what I tried to say. It is not about how long a child is in kindergarten or child care or enrichment classes which may or may not be classed as fun. It is more to do with how many hours a child has that are unstructured, being inquisitive, finding their own amusement and being a child. Too many today are unable to just chill with their own toys at home or on their backyards. There is no time to stop and smell the roses because we haven't time before the next activity. Do we want our kids to remember a childhood of being rushed from one place to another or do we want them to remember the times they discovered worms or butterflies in the backyard or made a fort with blankets under tables and chairs in the living room. Give them the time to do both please. Don't over schedule them.

25. Dear community, The topic of quality child care is much too complex for Town Square. The US has a long way to go. Perhaps the District could trial several options including, for example, extended day for all at the lowest and highest performing schools (excluding lottery programs), optional longer day for pay with scholarships available for those who don't have it and expanded on site traditional after school care. We must all get creative and respect each other.

26. I think PAUSD should go in the opposite direction and do the Finnish model, where the kids aren't pushed to be academic at all in the early grades, but given lots of opportunities to learn - and be with their families. It's hard to understand the teacher above whose attitude is practically dripping of parent hating while also saying kids should have more time with them.

Families who do not want their kids to be too academic early on can also band together and file private school affadavit's - basically, homeschooling. If enough families band together, they could form coops, hire teachers to focus on the important developmental stuff and leave the rest for later. No more rat race for k-3 or more. They could provide the experience they want for their kids.

No? Too afraid of getting behind in the school rat race if you do? Remember there is strength in numbers. What do kids learn in rat-race school in those years that is worth crushing their curiosity and enthusiasm for learning? Just ask the Finns.

27. WhenI was in kindergarten in the 80s, we had homework five days a week, right off the bat. By first grade, we had it on weekends and all holidays, too. It absolutely ruined Christmas.

We also had morning kindergarten and a separate afternoon kindergarten, so the teachers did work a full day.

Back to the early homework issue: it puts a damper on after-school activities. The kids are too tired to go out and play or take any kind of lessons by the time they have finished an hour of homework every afternoon. That amount is inappropriate for kids under ten years old-- and yet that is what kindergarten and first grade is given.

Atrocious!

28. World languages and teachers who have better skills would be better money spent.

I would not want my kid stuck with one person for a whole day during this very crucial year. If parents have the luxury of being able to spend time with their own kids, they should be able to.

All they will get out of Kindergarten in this district is, counting to 20, Dolce sight words. easy readers and some cute art projects. They will for sure get lots of viruses and probably lice. If I had it to do over again, I would let them nap, read books, do an hour of spellig and math and then just visit musuems and some play groups to visit zoos and camp with. Start piano lessons.... join a choir. No one really needs to start a full day of academics or have to be stuck in one room with one teacher and the same kids. It seems so depressing to me to see this. In Santa Clara, there is Millicken school and all the kids sit at desks for 45 min. intervals. The all do really well on common core testing and then disappear and have lost all creative instincts. They all look really sad and really tired. This is a good set up for raising robots or military kids. Come on Palo Alto, embrace your hippie past and just let the kids do art, sing, play create. We did no preschool, no workbooks, no kindergarten and they tested out way, way above the ones stuck in the room. Kindergarten should only be focusing on a child's self control,.speaking and self esteem and some motor skills - memorizing songs and poems and dance steps are painless and higher order thinking than new rubrics some stepford teacher creates and no kinder needs rubrics that place him or her in competition with others at this age.

29. You make very good points : all kids are rushed these days. The problem is that you conclude there is nothing to be done but go along, even if it means kids potential is lost?

The late Steve Jobs is famous for having said, "When you grow up you tend to get told that the world is the way it is . ... Life can be much broader once you discover one simple fact: Everything around you that you call life was made up by people that were no smarter than you. And you can change it, you can influence it... Once you learn that, you'll never be the same again."

Given what has happened in our district in recent years, why would we double down on more of the same and hope for a different outcome? To much is at stake.

@Working parent above expressed the belief that the only alternatives are nanny or daycare. But that's not true anymore. There are a limitless number of possibilities if people decide they want change. There's Reikes, Wild Child, Helios New School, Quantum Camp, Rockit Science, Outschool, Academic Antics, etc etc etc A really long list of very different programs and opportunities depending on what you want. Some are expensive, some less than daycare. If Marie Curie could homeschool her daughter who had trouble focusing in school and couldn't handle changing subjects constantly (she studied no more than two subjects a day and after lunch was enrichment around Paris - this is the daughter who also won the Nobel Prize ) then surely we could find positive change with such rich resources. One of the posters above seems to be from Santa Cruz where they are very open to mixing those opportunities with school (note to teachers union: it did not destroy school there but made it possible to meet a much wider range of needs and wants). There is nothing in the rules preventing people from doing the same here. There is no need for a charter school, in fact, it is possible to even school through county charters already, @Working Mom, and they will give you some money to pay for some of those programs.

If you think a more free and enrichment-filled kinder and early grade experience is better for your child, the opportunities already exist. Being happy and not chained to a desk can actually be good for kids, including their academic performance

30. We should separate the issue of socialized day-care from full day kindergarten. Whether being forced to turn your baby over to the care of strangers after only six weeks of unpaid maternity leave to school schedules that don't line up with standard work hours, our system is poorly structured to support two income families. Why we let this happen I don't know.

What's worse, the structure and curriculum for little boys is increasingly becoming hostile. Even though their young bodies are screaming to develop motor skills, we force them to sit still and be quiet for hours on end. They are relentlessly subjected to gender or sexuality rubrics propaganda and threatened with zero tolerance policies for drawing a gun or making a bow and arrow from sticks. Their self worth is constantly challenged by accusations that masculinity (particularly American) is bad and responsible for all the evils in the world past and present.

If they resist, they are liberally prescribed Ritalin or Adderall to medicate their free will out of existence. Make a visit to a classroom and you will see them look up at you with perplexed expressions on their cute little faces wondering why anybody that cares about them would intentionally punish them this way and silently wishing they could be anywhere else in the world but in school.

The data is indisputable. This approach causes long term problems. Unless counteracted, they develop a disdain for learning, an inherent cynicism for authority and a subconscious desire to subvert the system. The result of our education policies has been the creation of a reverse gender gap and a learning environment that is failing our boys.

By all means, change our system to better support families, a healthy society and a productive economy. However, please provide more time for physical play and team building. Otherwise, it is just another attack on our boys and a reinforcement of misguided policies that hurt their well being and academic progress.

31. I think the bigger problem is that they are trying to fill their made up rubrics and admin. wants every teacher to exactly the same thing every day so all the kids will have exactly the same skills so they can market their programs instead of.. hiring professional teachers that are able to have flexibility to go ahead or behind of their robot partners. many medium kids do very well. The bottom stays the same. The top suffers. Go to the open house at Nixon and you will see that every kids desk at each grade level looks exactly the same. It is eery. They even have projects placed on desks the same way so parents will not think one teacher works harder than the other.Parents are all so happy to say they are in Palo alto...

By top, I mean the gifted kids that need to go behind in one subject and ahead in another. Every kid is rarely just medium in all subjects. Also, kids develop language and math perception skills at different times and do have different levels of retention and understanding of skills. The model for most classes in high school is written text. 4o min. lecture, work time with friends , then testing. You will need to make sure you kids are able to memorize( the lowest level of thinking but the one that will get them an A)

Poems/dances/songs-lots of them will train this part of their brain early. Reading books and telling stories, crafts are all not slacker activities. algebra skills can be taught easily with tons of games and puzzles. Filling out stupid worksheets so an admin can check off his common core box for Kinders is useless for the kids and will actually drive the gifted kids nuts, keep the middle kids happy and the low kids low

32. A great way to give a child school burn out! I studied to be a teacher, have been a mom of three and I am now a grandmother. My mom loved kids and taught them as well. We both agreed years ago that small children need to be at home with mom or dad in the early years where we could teach our kids the values we were taught as children ourselves. There will be enough school later on.... why rush the little ones. Besides isn't learning a LIFE LONG thing? I am still learning new stuff and there is no rush. Let the little ones enjoy being small while they can... being a grown up is full of enough troubles. Grown ups need to learn to play.. so lighten up. Life is short enough as it is.

Article 2: The kinder conundrum in Palo Alto, http://www.paloaltoonline.com/news/2016/04/15/the-kinder-conundrum-in- palo-alto, accessed 5/14/16 33. This will not close the minority achievement gap. Let's be clear. If SOME kids need catching up, how does giving ALL kids extra school time close the gap? The MATD did NOT recommend full-day Kindergartner for all - it just didn't. It recommended more time just for kids who need it.

This is another example of Max wanting what he wants, who cares what the data or the committee said? Enrollment declining - we need a new school! Minority achievement gap - full day Kindergartner for all! It is hard not to appreciate his enthusiasm, but this ready, fire, aim approach, left unchecked, will waste some serious time and money.

34. Kindergarten is meant to be an introduction to the school system not a means for parents to use it as a baby sitting opportunity. Children need to be with their parents at least until they are 5 or 6. Then they are more bonded with their parents and confident about leaving them to take on a school day.

35. Heidi Emberling is for full day K? Does she known that the Juana Briones teachers are not? Neither is PAEA and they are calling the shots. Even Palo Verde had to get a waiver from the Almighty PAEA.

36. I think there is more to this than meets the eye. Some parents obviously want a longer day because it is cheaper than paying for child care or for extra art or similar. Some parents think that their children will get an edge over others if they are spending longer hours in school. Then there are other parents who think that a longer day will help the achievement gap.

I am of the opinion that while all these topics are relevant to the parents and perhaps to the teachers, I don't happen to think they are in the best interest of the child.

A child needs the stimulation of school and other educational arenas. But a child needs to thrive in their own environment. For most children, there own environment is their home. It isn't because they have more time with parents at home (although they probably do), but it is because they are in the place that they feel most secure and familiar. In their own home they don't have the same rules and timetable as at school. They don't always have to stop doing whatever they are doing because the clock says it is time to change activity. They can play and leave something until later knowing full well that it will still be in the same place when they come back. If they are doing a puzzle before a meal time, they can go back to the puzzle after the meal and it will still be there. If they build a den with blankets under the table and want to come back when it is dark with a flashlight, then the den will still be there. If they build a wonderful lego contraption and want to play with it after school, it will still be there. If they build a brio train track all over the bedroom floor, it will still be there until they get bored and want to change it. All these things within reason are because they are at home, creating things that they are in charge of and for most kids the rules are not that after 30 minutes all the toys have to be put away.

A long time ago I heard a child development guy give a talk. One of the things that I remember most was that he talked about potty training. He said that as parents we wait anxiously for the child to perform in the potty and when the child produces the desired material and shows us with great pride, what do the parents do? The parents put the very thing they have been waiting for down the toilet and flush it away. Now obviously that is what has to be done with it, but how does the child feel about his wonderful achievement just being thrown down the toilet? Now this is an obvious thing to do with potties, but at the same time should we as parents be rewarding all our child's achievements just the same as the contents of the potty. If a child spends a long time doing a puzzle and wants to keep it there for a few days, shouldn't we let him? If a child has built a train track, a lego building, or a den under the table and wants to keep it there for a few days, shouldn't we let him? The answer is that as parents we can do that at home. At school that is not something that can be done. At school all toys have to be put away at the end of play session. At school if a puzzle is left half done, it will be finished by another child or expected to put away. How can a child really feel validated by their accomplishments in play if they are forever putting it away in storage before they are ready to let it go.

I feel very strongly that every child should be able to play at home without strict timetables. True that a piece of artwork can be put on the refrigerator when it is brought home, but a completed puzzle cannot. It belongs to the classroom and has to be left there for someone else to do tomorrow.

When we institutionalize our young children they do not see their achievements being validated the same way they are at home.

It isn't just about whether they are reading and writing and doing 'rithmetic, the three Rs, it is whether they are able to create and achieve what they themselves are passionate about. If they can't even complete a project they have started because it is time to put the components away, then their feelings of why should they start again from the beginning the next time are the obvious reaction.

Please let children have time at home at least most afternoons each week. The classroom is not their home. The classroom has rules and it is where they have to share everything. When they are at home they can follow their heart's desire in a way they can't at school or in any other similar after school environment.

Kids need to spend time at home, on their own, with their own stuff, with their own passions. Please don't over schedule them to the extent that they are never able to find out who they are and what they really like.

37. Please don't assume that kids who aren't in school are in front of a TV - that is just plain wrong! My daughter and I do art classes at JMZ, she attends a MyGym class (better supervision and activity than school PE) go to the park or (brace yourself!) she plays peacefully in her room doing creative play, "pretending" to read or even napping which many 5 year olds still need! We should NOT be designing our system to accommodate the minority who can't or won't participate in those types of activities! Subsidize an after school program if needed. Other than the mixed bag hours, The current extended day program gives teachers extra time with small groups. Just fix the pick up time to match the rest of school.

38. The push by Superintendent McGee should not come as a surprise. This has been the goal of Superintendent Torlaksen, Stanford Faculty Linda Hammond-Darling and other policy makers as seen in the blueprint of great schools: Web Link - Web Link Web Link. Unfortunately there is a huge disconnect between the intended promises and the realized results. California experiences a crisis in stress. This administration refuses to acknowledge the issues and Instead demands more funding for new trials, new government funded programs and legal defense. We have a huge shortage of qualified teachers because 1) many left (because they do not agree with ideology and politics behind Common Core and prefer the flexibility and better paid jobs in tutoring) , 2) misuse of funding and lack of training for over 8 years 3) manipulation of accreditation and credentialing 4) silencing and cover up of abusive and illegal conduct.

Lynn Spalding Case reached 3 million settlement from UC Regents and San Francisco City confirming lack of training and negligence by medical staff and law enforcement. Cruz v. State of California California Concerned Parents Association v. California Department of Education (CDE) Friedrich v. California Teacher Association (CTA Caroll v. California Teacher Credentialing (CTC) Vergara v. State of California SFCity College v. Accrediting Commission of Community and Junior Colleges (ACCJC )

California has a huge debt (www.usdebtclock.org/state- debt-clocks/state-of-california-debt-clock.html )This is the second year California failed to repay its federal loans and employers pay the penalties (Web Link and tax payers face the threat of increased parcel taxes without expiration date like the one proposed in Menlo Park: Web Link

Article: Palo Alto school board postpones full-day kindergarten decision 5/11/16; http://www.paloaltoonline.com/news/2016/05/11/palo-alto-school- board-postpones-full-day-kindergarten-decision accessed 5/14/16

39. Though not a resident of Palo Alto I have followed with interest and compassion the recent concerns and studies of student stresses, some leading to suicide - of your high schools. Palo Alto parents are known far and wide for their academic aspirations for their kids with the resultant pressures and expectations leading to the current situation.

Why then would a blanket change to All Day Kindergaten - the "K" of your "K through 12" school district - make sense? Would starting the pressure at 5 years, not lead to more expectations moving through to 17 years? The teachers have supported the extended day for those able to adjust to it. Please do listen to those who have studied child development and actually worked with the age group. Thank you for letting me express my opinion. I care about children, and especailly the most vulnerable young ones no matter where they live.

40. "Kindergarten teacher Barbara Suzco, a member of a kindergarten 'think tank' that McGee convened to research the topic, said his recommendation did not honor the group's majority opinion." And this is what I've heard from the K teachers I know. How can Supt. McGee say it's supported if it is contrary to his own select committee's recommendation? Also, the principal at Fairmeadow is not in favor of this change, nor are the teachers. Another "misstatement" by McGee. What other "misstatements" are being promulgated?

One of the parents quoted in your article refers to kindergarten being used for learning what is appropriate to kindergarten, so that it doesn't eat into first grade time. Kindergarten is already not being used for this in Palo Alto; it is an early first grade, where children are expected to behave in older ways, and learn developmentally- inappropriate skills, so that in first grade they can be pushed again. That is why so much material has to be gone over again, when the students are developmentally ready for it. And there is no way this time will not quickly become academic seat time. The district will not employ adequate staff to do this properly. We teachers keep telling you people this, but no one will listen...

41. "Without full day kindergarten, first grade is a time of (sic) rapid and stressful 'catch up' where significant parent involvement and a great deal of investment by first grade teachers has to be devoted to learning what could/should have been learned during kindergarten," wrote Nixon parent Diana Farid. "It is a shame that such a well resourced district has deprived these learners of time to more fully develop capacity for future learning."

I was so very unhappy reading this. I invite all to deconstruct this one paragraph as an example of what is going wrong in our community. I am not saying this parent isn't entitled to her opinion, and am not commenting on her as a person. I am saying that the mentality that has unhealthy expectations of child development, and pushes children too much and too quickly is right here, for all to see, in her words and warnings of potential kinder and first grader deprivation.

42. Many parents in favor of FDK assume the added hours will be spent in play, free choice or self-directed exploration and not more academics. The reality is it depends a lot on the teacher and the class make-up.

Please take a look at the FDK schedules at Barron Park and Palo Verde below. BP's schedule shows kinders starting at 8:15 and going till 2pm and then finally, at the end of the day, they get 30 min of free choice. Palo Verde's schedule doesn't list free choice. Hopefully, they do have some!

Bottom line, there's no guarantee that Kinder classes will have more play and free choice after going to FDK.

As Deborah Stipek, dean of Stanford Grad School of Education said: "What matters most in any kindergarten classroom, regardless of its length, is the teacher's ability to manage the class time. There are full-day kindergarten teachers who really fritter away the potential benefits of the additional time...... If you care about your kids' experience, then you need to care about the training and support that teachers receive because that's going to matter more than anything else."

Barron Park: 8:15-8:30 Morning Meeting 8:30-9:45 Math Lesson and Stations 9:45-10 Shared/Interactive Writing 10-10:30 Snack, Recess 10:30-10:45 Read Aloud (1 day/wk Library till 11am) 10:45-11:15 Reader's Workshop 11:15-12:25 Writer's Workshop (1 day/wk Music 30min) 12:25-1:15 Lunch 1:15-1:25 Read Aloud, Shared/Interactive Reading (1 day/wk PE 30min) 1:25-2:30 Literacy Stations, Choice Time

Palo Verde Schedule 8:15-9:45: *Opening routines, incl Math & Literacy activities & lessons, *Writing Workshop, *Interactive writing 9:45-10:15: Snack & Recess 10:15-11:15:Â *Reading Workshop, *Word work, Shared & Interactive reading 11:15-12:00: *Math (EDM), *Science 12:00 - 12:45: Lunch 12:45 - 2:00: Centers - *Rotating work stations featuring math & science investigations, largely from the K Foss Science, and Everyday Math programs, as well as literacy centers, such as word sorting.

43. @PAUSD staff, thank you for posting the kinder schedules for Barron park and Palo Verde! That is a tiring schedule for a 5 year old! I was expecting a lot more free time for the students after lunch allowing the teacher one on one time with the students. When my kids were kinders at Duveneck, the half of the class that stayed later had exactly that - free play time playing store, blocks, art, puppets, etc. while the teacher spent time with each student. Parent volunteers helped with the free play, freeing up the teacher. It was great for the students who loved getting 100% of the teacher's attention and they had fun too.

44. Nixon Mom - If you are aware of any research that compares FDK to the Palo Alto extended day program, that would be great to see. I'm not aware of any. Comparing FDK to half-day Kinder is not really a relevant comparison for this decision.

The MATD Task Force did NOT recommend FDK for all kids - only for HUR minorities who showed a need. Nor in fact did they look at much FDK research - the only item listed in their bibliography or quoted in their report is the NEA (union) FDK advocacy pamphlet. See for yourself: Web Link

I don't know what the right answer is here, but two of the main arguments given by supporters - the research "proves" it, and the MATD recommended it - are simply incorrect. We should all stop saying that.

It seems likely, as some have said, that instructional practices and use of time are more important than number of Kindergarten instructional minutes. Quality, not quantity - esp for 5 and 6 year olds. It would be useful to have that discussion.

45. Full day kindergarten smacks of free daycare or free afterschool care and institutionalization. It speaks of nothing that gives 5 year olds more time to be a kid. Yes they do need to learn that there are times in the day when they have to be structured and follow a schedule, but they also need unstructured time to follow their hearts desire and not be ruled by the clock. If a child doesn't have time to spend on their own timetable, time to dream, time to come back to something they left a while ago, then they are being institutionalized much too early.

46. Isn't it ironic that private schools have less pressure than PAUSD, and yet have had full day kindergarten for at least a decade?

Isn't it strange that full day kindergarteners in private schools get a one hour nap every day, but public schools with full day kindergarten DO NOT?

Isn't it weird that kindergarteners are reading, doing addition and subtraction, even in low income public districts? Even though pediatric ophthalmologists all agree that a child"s eyesight is not developed enough to be reading before age 6, or even 7???

What about the fact that nearly every country in the world has a longer school day, albeit with more recesses than the US? That every country other than the US has a longer school year, with only one month for summer break? That those countries score far higher in every category than the US--even though their kindergartens are like our preschools, and just for building social skills, even though their schools postpone reading until age 7, in most cases?

Obviously the US system, based on the Prussian system (long ago debunked in Europe), which was based on the ancient (rather cruel) Spartan system, is a failure.

47. I have worked with pre-schoolers for 40 years in this area. There was a time when Kindergarden teachers aligned their practices more with us than the upper grades. Going to all day Kindergarden will not only put more pressure on these young children but also impact Nursery School practices. Parents can be very uneducated as far as what is appropriate for the under 5's. Let these children enjoy exploring, making friends, learning to get along with others, using their imaginations freely, with no pressure of reaching goals or competing. The children of the 60's and 70's parents are the ones who's imaginations soared to encompass the digital age...the children of today may not have the "open road" to be so imaginative.

From: Merav Calderon Arditi To: Terry Godfrey; Camille Townsend; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten FOR INCLUSION IN MAY 24 BOARD PACKET Date: Tuesday, May 17, 2016 11:24:54 AM

FOR INCLUSION IN MAY 24 BOARD PACKET

Opposed to full day kindergarten

Thank you Merav From: liz price To: Kenneth Dauber Cc: Monica Sanchez Lopez; liz price Subject: review of data; please include attachments in packet for May 24 2016 Board meeting Date: Tuesday, May 17, 2016 11:21:32 AM Attachments: Letter to Mr. Dauber 5.17.16.docx Attachment D Kinder Data.pdf

Dear Mr. Dauber,

Attached please find my comments in answer to your written position statement in support of full day kindergarten.

Ms. Sanchez Lopez, if you could please include the attachments to this email in the packet for the 5/24/16 Board meeting.

Thank you for your attention,

Liz Price 5/17/16

Dear Mr. Dauber,

I came across this link, in which you had laid out your support for full day kindergarten in Palo Alto: http://www.kendauber.com/full_day_kindergarten

I have reviewed the data you referenced here: http://www.pausd.org/sites/default/files/pdm- meeting/files/160223_item_D.pdf , and have attached a copy to this email.

I have many questions about these data.

With regard to the first data set, the analysis of the extended kinder intervention at Escondido: The intervention is described as “extended day two days a week to work with a trained instructional assistant.” No information is given on the demographic makeup of the cohorts, or how students were chosen for the intervention. The numbers are extremely low.

Bearing these caveats in mind, nonetheless, the most striking finding is not how well the intervention succeeded, but rather, the very large drop off in meeting benchmark DRA between the spring kindergarten assessment and the fall first grade assessment. In cohort A, 77% of students met the kindergarten spring DRA benchmark, whereas only 38% of students met the first grade fall DRA benchmark. Cohort B is similar, in that 75% of the students met the kindergarten spring DRA benchmark, but only 45% of students met the first grade fall DRA benchmark.

With such small numbers, and the lack of a control group, it is impossible to draw any definitive conclusions; however, the data certainly suggest that any possible benefit of extended day learning had evaporated by the start of first grade.

It is also quite striking that the kindergarten end of year DRA benchmark has clearly been accelerated in the intervening years, such that the majority of students from both cohorts who met the existing kinder spring DRA benchmark would no longer meet the current kinder spring DRA benchmark. How can this be an appropriate reading goal, if most of the students do not achieve it, even with intensive intervention?

With regard to the dataset starting on page 6, I have numerous questions, including: the details of the group (is this what you called “data from the Barron Park and Palo Verde pilots”?); how the reports were put together and by whom; what the graph on page 6 represents; and whether any statistical significance was found.

In addition, on pg. 6, we are told only scores identified at independent or advanced levels were included in the analysis; instructional level scores were removed from the data set. Instructional scores being lower than independent and advanced might suggest that those students would need more support going forward, i.e. might be less successful meeting benchmark. Why were their scores removed?

1

With regard to the Crosstabs, starting on page 7, it is not clear what either the Nominal or Extended K groups represent: does the Nominal group consist of children in our current extended day model? Are the Extended K children those who participated in full day kindergarten?

Assuming this to be the case, the page 7 Crosstab reveals that in the Nominal (presumably non-HUR) group, slightly more Extended K students reached Benchmark at the end of first grade than non-extended K students (98.7% vs 95.3%). However, in the HUR group, the opposite was seen: 81.1% of presumably non-Extended K students met Benchmark, as compared to 75% of those in the Extended K group.

The page 8 Crosstab, looking at benchmark at the end of second grade, reveals that now Extended K students in both groups (HUR and presumably non-HUR) have lower percentages reaching Benchmark compared to the presumably non-extended K children; and in the HUR group, this difference has widened, such that only 56.5% of the Extended K group met Benchmark, compared to 86.9% in the presumably non-Extended K group.

A similar pattern is seen when the results are broken down by EL status.

Although the numbers are so small as to preclude making any definitive conclusions, and no measures of statistical significance are provided, these data certainly suggest that HUR students, the very group the Board is purportedly trying to help, rather than benefitting, do worse if they have been subjected to longer kindergarten days.

If I am reading the data correctly, I simply do not understand how you can say that these data show that “students realize benefits [from FDK] that persist well beyond kindergarten.”

If I am misreading this, I am happy to be corrected; or if this does not represent the complete data set, I would be very eager to see the whole data set. I had requested this information from Dr. McGee on May 11, but have not heard back from him.

And finally, I disagree with your statement that the 2015 Minority Achievement and Talent Development task force “identified full-day kindergarten as a critical intervention to prepare all students for success in elementary school and beyond”. On my review of the MATD report (https://www.pausd.org/sites/default/files/pdf-faqs/attachments/MATD%20Report%205.26.15.pdf accessed 5/16/16), I found the recommendation to be only for “full day or extended day” kindergarten for “HUR students and others which diagnostic observations and assessments reveal need additional supports, with an emphasis on academic enrichment activities and curriculum during the extended time,” (p 18), thus, not full day kindergarten for every student. Additionally, I was surprised to see their estimated cost for this intervention was $0 (p. 29, Appendix A), which surely cannot be the case.

Thank you for your attention.

Regards,

Liz Price, mother of two elementary school children and an incoming kinder

2

ATTACHMENT D: KINDER DATA

I. Analysis of Extended Kinder Intervention at Escondido

The graphs and data tables illustrate the DRA results for two cohorts of kinder students who had an extended day two days a week to work with a trained instructional assistant. As illustrated, most of the students in both cohorts were able to reach DRA 2, which at that time met the benchmark, but which currently does not, hence the Y/N designation in the data tables.

None of the data can be used to draw hard and fast conclusions since there are not control groups at the schools. In other words, there was not cohorts at Escondido who needed additional support but did not get it. That said, the data from Cohort A show that the most students in kindergarten who received the intervention reached the benchmark, but that it was a challenge to sustain over time. The information for Cohort B is particularly telling as it illustrates that “summer learning loss” as described in a body of research is a powerful deterrent to reading success. While the majority of Cohort B students leaving kindergarten met benchmark, the majority were not meeting benchmark at the end of the first trimester of first grade.

Cohort A: Students who received extended kinder intervention time during the 2013- 2014 school year at Escondido Elementary

In Spring 2013-2014 (end of kinder year), there were 26 students who received extended learning time. Out of that number, 20 students or 77% met Spring kinder DRA benchmark and 33% did not meet benchmark (Chart 1). Additionally, two of the students who did not meet the benchmark were retained and remained in kinder for the following school year. Spring 2013-2014

Met benchmark Did not meet benchmark

Chart 1

In Spring 2014-2015 (end of year first grade), 21 students from the original 26 remained in the district took the Spring DRA assessment. Eight students or 38% met the DRA benchmark and 13 students or 62% did not meet benchmark (Chart 2). Spring 2014-2015

Met benchmark Did not meet benchmark

Chart 2

In Fall 2015-2016 (trimester 1 in second grade), 21 students from the original cohort remained. Fourteen of those students or 67% of students met DRA benchmark and 7 students or 33% did not meet the benchmark (Chart 3).

Fall 2015-2016

Met benchmark Did not meet benchmark

Chart 3

2 Data Table for Cohort A

Spring Spring Student DRA 2013- DRA 2014- Fall DRA 2014 Benchmark 2015 Benchmark 2015-2016 Benchmark Notes A 1 IND N 14 IND N 18 IND Y B 2 IND Y/N 10 IND N 8 IND N C NA N 3 ADV N 3 IND N RETAINED D 1 IND N 12 IND N 12 IND N IEP E 3 IND Y 8 IND N NA NA F 3 IND Y NA NA NA NA MOVED G 1 IND N 12 IND N 12 EMER N H 2 IND Y/N 16 IND Y 20 IND Y I 2 IND Y/N 16 IND Y 18 IND Y J 2 IND Y/N 16 IND Y 18 IND Y RETAINED/ K 0.5 IND N 6 IND N 3 IND Y IEP L 2 IND Y/N 12 IND N 16 EMER N M 2 IND Y/N 14 IND N 16 IND Y N 2 IND Y/N 14 IND N 14 INSTR N O 2 IND Y/N 12 IND N 12 EMER N P 3 IND Y 18 IND Y 16 IND Y Q 2 IND Y/N 16 IND Y 16 IND Y R 2 IND Y/N 6 IND N 6 IND N S 2 IND Y/N NA NA NA NA MOVED T 2 IND Y/N 14 IND N 16 IND Y U 0.5 IND N NA NA NA NA MOVED V 2 IND Y/N 16 IND Y 18 IND Y W 2 IND Y/N MOVED NA NA NA X 4 IND Y 20 IND Y 24 IND Y Y 3 IND Y NA NA NA NA MOVED Z 2 IND Y/N 16 IND Y 20 IND Y

3 Cohort B: Students who received extended kinder intervention time during the 2014- 2015 school year at Escondido Elementary.

In 2014-2015, there were 13 kinder students who participated in kinder extended learning. Out of the 13 students, one student moved away before the Spring DRA assessment period leaving 12 students from the original cohort. Out of the twelve students, 9 students or 75% met the Spring kinder DRA benchmark and 3 students or 25% did not meet the benchmark (Chart 4).

Spring 2014-2015

Met benchmark Did not meet benchmark

Chart 4

In the Fall of 2015-2016, of the remaining 12 students in Cohort B, one moved away from the district leaving 11 students. Out of that number, 5 students or 45% met the Fall first grade DRA benchmark and 6 students or 55% did not meet the Fall DRA benchmark (Chart 5).

Fall 2015-2016

Met benchmark Did not meet benchmark

Chart 5

4 Data Table for Cohort B.

Spring DRA Fall DRA 2014- 2015- Student 2015 Benchmark 2016 Benchmark Notes AA 3 IND Y 3 IND Y BB 2 IND Y/N 6 IND Y CC 2 IND Y/N 6 IND Y DD 2 IND Y/N 2 IND Y EE 1 IND N 1 IND N FF 2 IND Y/N 1 IND N GG 2 IND Y/N 2 INSTR N HH 1 IND N 2 INSTR N II 0 N 0 N IEP JJ 2 IND Y/N 1 IND N KK NA NA NA NA Moved LL 2 IND Y/N NA NA Moved MM 2 IND Y/N 6 IND Y

5 The information below is a report on the Kindergarten classes of 11-12 and 12-13 as they passed through first and second grades. We differentiate students by using their kinder program (Extended Day or normal), HUR status, and EL status. For the charts below we filtered out SPED students. Just over 900 students were included in the dataset. Note that scores reported below are only those identified at independent or advanced levels – the removal of scores at the instructional level is what is largely responsible for the totals reported below being different (lower) than actual enrollment. The table below shows the DRA End of Year scores for kindergarten, first, and second grade. The lines are separated by students who had Extended Kinder at BP or PV. You can see that students in Extended K achieved and maintained higher DRA scores through the second grade. In second grade the effect size is .16, meaning that 16% of the differences in the scores are attributable to the kinder program difference. Note that further analysis looking to control for other factors is indicated at this point.

6 The table below shows the breakdown of students meeting benchmark (1) or placing below benchmark (0) at the end of year for first grade. It is broken down by HUR status and kinder programming.

Crosstab Benchmark.1 HUR 0 1 Total Nominal Kinder Nominal Count 33 675 708 % within Kinder 4.7% 95.3% 100.0% Extended K Count 1 74 75 % within Kinder 1.3% 98.7% 100.0% Total Count 34 749 783 % within Kinder 4.3% 95.7% 100.0% HUR Kinder Nominal Count 23 99 122 % within Kinder 18.9% 81.1% 100.0% Extended K Count 3 9 12 % within Kinder 25.0% 75.0% 100.0% Total Count 26 108 134 % within Kinder 19.4% 80.6% 100.0% Total Kinder Nominal Count 56 774 830 % within Kinder 6.7% 93.3% 100.0% Extended K Count 4 83 87 % within Kinder 4.6% 95.4% 100.0% Total Count 60 857 917 % within Kinder 6.5% 93.5% 100.0%

7 The table below shows the breakdown of students meeting benchmark (1) or placing below benchmark (0) at the end of year for second grade. It is broken down by HUR status and kinder programming.

Crosstab Benchmark.2 HUR 0 1 Total Nominal Kinder Nominal Count 21 659 680 % within Kinder 3.1% 96.9% 100.0% Extended K Count 5 85 90 % within Kinder 5.6% 94.4% 100.0% Total Count 26 744 770 % within Kinder 3.4% 96.6% 100.0% HUR Kinder Nominal Count 14 93 107 % within Kinder 13.1% 86.9% 100.0% Extended K Count 10 13 23 % within Kinder 43.5% 56.5% 100.0% Total Count 24 106 130 % within Kinder 18.5% 81.5% 100.0% Total Kinder Nominal Count 35 752 787 % within Kinder 4.4% 95.6% 100.0% Extended K Count 15 98 113 % within Kinder 13.3% 86.7% 100.0% Total Count 50 850 900 % within Kinder 5.6% 94.4% 100.0%

8 The two tables below report the same student performance information, but are broken down by student EL status.

Crosstab Benchmark.1 EL Status 0 1 Total Nominal Kinder Nominal Count 26 557 583 % within Kinder 4.5% 95.5% 100.0% Extended K Count 1 61 62 % within Kinder 1.6% 98.4% 100.0% Total Count 27 618 645 % within Kinder 4.2% 95.8% 100.0% EL Kinder Nominal Count 23 131 154 % within Kinder 14.9% 85.1% 100.0% Extended K Count 3 9 12 % within Kinder 25.0% 75.0% 100.0% Total Count 26 140 166 % within Kinder 15.7% 84.3% 100.0% Total Kinder Nominal Count 49 688 737 % within Kinder 6.6% 93.4% 100.0% Extended K Count 4 70 74 % within Kinder 5.4% 94.6% 100.0% Total Count 53 758 811 % within Kinder 6.5% 93.5% 100.0%

9 Crosstab Benchmark.2 EL Status 0 1 Total Nominal Kinder Nominal Count 14 569 583 % within Kinder 2.4% 97.6% 100.0% Extended K Count 3 59 62 % within Kinder 4.8% 95.2% 100.0% Total Count 17 628 645 % within Kinder 2.6% 97.4% 100.0% EL Kinder Nominal Count 16 116 132 % within Kinder 12.1% 87.9% 100.0% Extended K Count 11 13 24 % within Kinder 45.8% 54.2% 100.0% Total Count 27 129 156 % within Kinder 17.3% 82.7% 100.0% Total Kinder Nominal Count 30 685 715 % within Kinder 4.2% 95.8% 100.0% Extended K Count 14 72 86 % within Kinder 16.3% 83.7% 100.0% Total Count 44 757 801 % within Kinder 5.5% 94.5% 100.0%

10 From: Sameer Gupta To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten Date: Tuesday, May 17, 2016 11:31:49 AM

FOR INCLUSION IN MAY 24 BOARD PACKET

Dear PAUSD Board Members and Dr. McGee,

As parents of two older children (currently in Jordan MS) and an incoming kindergartner, I would like to voice my opposition to the proposed full-day all-days kindergarten in PAUSD schools. As a transitional grade, kindergarten serves the needs of the students best by introducing them to school and structure in small doses and allowing them to grow into elementary school. In my opinion, a full-day program would be a huge transition for many students and would burden these little learners with more than they may be able to handle.

I appreciate the board taking the time to consider my views on this subject.

Best regards,

Sameer Gupta From: Theresa Hentzel To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: opposed to full day kindergarten Date: Tuesday, May 17, 2016 11:36:56 AM

For inclusion in May 24th board packet...

My name is Theresa Hentzel. I am a parent of a 4th grader and a product of our Palo Alto public schools. I've also worked with preschool children for the last seven years, recently obtaining my master teacher's permit from the state of California.

I wanted to add my name to those already voicing opposition to extending the kindergarten day. I came to the board meeting to listen on April 19th. I heard teachers say how much more they could get done with additional hours (as my son would say: "duh, you get more done with more time.") I heard a parent say how much more convenient it would be to have full time care for her child, and to not have to remember what day it is when picking him up. That vexed me. It is not the job of the child to make a parent's life more convenient, or to take a burden off the parent. And please make no mistake-this will be adding a burden to our 5 and 6 year old children. I remember when my son was in kindergarten he used to come home exhausted and emotionally spent. He would frequently fall asleep despite not having taken naps for over two years. I mentioned this in passing to a longtime kindergarten teacher and her response was that most do. She told me it is hard transitioning to being a kindergartner and having to "hold it together" for those hours.

I spend every work day with the children this is about to impact. I love them to pieces. Please don't, for the convenience of adults and a (misguided) attempt to close an achievement gap, force them to do something that is developmentally appropriate. Thank you, Theresa Hentzel

From: Theresa Hentzel To: Theresa Hentzel; Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Re: opposed to full day kindergarten Date: Tuesday, May 17, 2016 11:43:45 AM

In my hurry to get my opposition in before the deadline I did not proofread well. The last line should read:

Please don't, for the convenience of adults and a (misguided) attempt to close an achievement gap, force them to do something that is developmentally inappropriate.

Impassioned parent/Bad proofreader, Theresa Hentzel

From: Theresa Hentzel To: "[email protected]" ; "[email protected]" ; "[email protected]" ; "[email protected]" ; "[email protected]" ; "[email protected]" Cc: "[email protected]" Sent: Tuesday, May 17, 2016 11:36 AM Subject: opposed to full day kindergarten

For inclusion in May 24th board packet...

My name is Theresa Hentzel. I am a parent of a 4th grader and a product of our Palo Alto public schools. I've also worked with preschool children for the last seven years, recently obtaining my master teacher's permit from the state of California.

I wanted to add my name to those already voicing opposition to extending the kindergarten day. I came to the board meeting to listen on April 19th. I heard teachers say how much more they could get done with additional hours (as my son would say: "duh, you get more done with more time.") I heard a parent say how much more convenient it would be to have full time care for her child, and to not have to remember what day it is when picking him up. That vexed me. It is not the job of the child to make a parent's life more convenient, or to take a burden off the parent. And please make no mistake-this will be adding a burden to our 5 and 6 year old children. I remember when my son was in kindergarten he used to come home exhausted and emotionally spent. He would frequently fall asleep despite not having taken naps for over two years. I mentioned this in passing to a longtime kindergarten teacher and her response was that most do. She told me it is hard transitioning to being a kindergartner and having to "hold it together" for those hours.

I spend every work day with the children this is about to impact. I love them to pieces. Please don't, for the convenience of adults and a (misguided) attempt to close an achievement gap, force them to do something that is developmentally appropriate. Thank you, Theresa Hentzel

From: julie tomasz To: Max McGee; Terry Godfrey; Kenneth Dauber; Melissa Caswell; Camille Townsend; Heidi Emberling Cc: Monica Sanchez Lopez Subject: Petition opposing full-day Kindergarten Date: Tuesday, May 17, 2016 11:38:31 AM Attachments: Petition opposing FDK_text.rtf Petition opposing FDK_signatures.pdf Petition opposing FDK_comments.pdf

FOR INCLUSION IN MAY 24 BOARD PACKET--please include attachments as well as this cover email, thank you

Dear Superintendent McGee and respected members of the Board,

Attached please find three documents: the signatures pages and comments pages of our petition opposing full-day Kindergarten, and the expanded text of the petition.

Please note that we currently have 111 signatures, but this number will be increasing daily. We send you this snapshot in the interest of getting these materials into the Board packet and on record.

With continued thanks for your attention, sincerely,

PAUSD Families opposing FDK PETITION TEXT:

After learning about the proposed changes to our Kindergarten classes, we are signing this petition to express our support of Model A and strong opposition to Model B and Model C.

By providing dedicated time with a certified instructor, Model A most directly addresses helping those of our learners who would benefit from additional, targeted support get what they need,without depriving them and all other Kindergarteners of the priceless, progressive small-groups experience currently enjoyed by children at all but two of our elementary schools. Model A addresses the issue without demanding even more of our students academically and emotionally. And Model A addresses the issue without pushing our tender, eager, young learners into too much, too soon: a 6 1/2-hour school day is developmentally inappropriate/too long for 5- and 6-year-olds. PAUSD Families

Recipient: Max McGee, Barbara Harris, Heidi Emberling, Terry Godfrey, Melissa Baten Caswell, Camille Townsend, and Ken Dauber

Letter: Greetings,

Support PAUSD Kindergarten Model A; oppose longer day Signatures

Name Location Date J. T. , United States 2016-04-04 Prerana Jayakumar Palo Alto, CA, United States 2016-04-05 Theresa Hentzel Palo Alto, CA, United States 2016-04-05 Kristine Fox Palo Alto, CA, United States 2016-04-05 Annette Isaacson Palo Alto, CA, United States 2016-04-05 Diana Fong Palo Alto, CA, United States 2016-04-05 Kimberly D'Ewart Palo Alto, CA, United States 2016-04-06 Barbara Susco Palo Alto, CA, United States 2016-04-06 Christine Gray Palo Alto, CA, United States 2016-04-06 Charla Jones Palo Alto, CA, United States 2016-04-06 angela Taylor Yorba Linda, CA, United States 2016-04-06 Kyle Rice Potola Valley, CA, United States 2016-04-06 Aleksandra Dudukovic Palo Alto, CA, United States 2016-04-06 Krista Velasquez San Jose, CA, United States 2016-04-06 Erika Papakipos Portola Valley, CA, United States 2016-04-06 Jennifer Tai Sunnyvale, CA, United States 2016-04-06 Benjamin D'Ewart Palo Alto, CA, United States 2016-04-06 Venkat Dokiparthi Palo Alto, CA, United States 2016-04-07 Abby Domine Palo Alto, CA, United States 2016-04-07 Pearl Chow Palo Alto, CA, United States 2016-04-07 Angie Murkins Palo Alto, CA, United States 2016-04-09 Jenny Dixon Palo Alto, CA, United States 2016-04-10 Aimee Blum Palo Alto, CA, United States 2016-04-11 Inga Thurston Palo Alto, CA, United States 2016-04-11 Peter Soparkar Palo Alto, CA, United States 2016-04-12 Peter Blum Palo Alto, CA, United States 2016-04-12 Orit Vidas-Horovitz Palo Alto, CA, United States 2016-04-13 Evan Doll Palo Alto, CA, United States 2016-04-13 Claudia Schweikert Palo Alto, CA, United States 2016-04-15 Jeff Tangney Palo Alto, CA, United States 2016-04-15 Name Location Date Sandra Robles Palo Alto, CA, United States 2016-04-15 diana lee Palo Alto, CA, United States 2016-04-15 Lanelle Neumann Palo Alto, CA, United States 2016-04-15 Joanie Haney Palo Alto, CA, United States 2016-04-15 Linda Van Gelder Palo Alto, CA, United States 2016-04-15 Jessica Galbraith Palo Alto, CA, United States 2016-04-15 Tasmia Shariff Palo Alto, CA, United States 2016-04-15 Dorcia Ko Palo Alto, CA, United States 2016-04-15 Price Elizabeth Palo Alto, CA, United States 2016-04-15 Marion Beach Palo Alto, CA, United States 2016-04-15 Michelle Baldonado Palo Alto, CA, United States 2016-04-15 S Jun Palo Alto, CA, United States 2016-04-15 Venkatesh Karnam Palo Alto, CA, United States 2016-04-15 Angie Leung Palo Alto, CA, United States 2016-04-15 Mary Shapero Palo Alto, CA, United States 2016-04-17 Areej Alabdullah Palo Alto, CA, United States 2016-04-17 Erica Andersen Palo Alto, CA, United States 2016-04-17 merav arditi palo alto, CA, United States 2016-04-17 Natalie Hobbs Palo Alto, CA, United States 2016-04-18 Kyle Hobbs Palo Alto, CA, United States 2016-04-18 Isma Khan Palo Alto, CA, United States 2016-04-18 Jacqueline Wong Palo Alto, CA, United States 2016-04-18 Viji Subramanian Palo Alto, CA, United States 2016-04-19 James Janky Palo Alto, CA, United States 2016-04-19 Dan Shapero Palo Alto, CA, United States 2016-04-19 Stephanie Weitzel Orinda, CA, United States 2016-04-19 birch wilson Palo Alto, CA, United States 2016-04-20 Carol Leonard Palo Alto, CA, United States 2016-04-20 Kristina Toland Palo Alto, CA, United States 2016-04-20 Tanya Mots Palo Alto, CA, United States 2016-04-20 Mary Ann Gee Palo Alto, CA, United States 2016-04-20 Rachel Thomas Palo Alto, CA, United States 2016-04-20 Name Location Date Emilie Hung Palo Alto, CA, United States 2016-04-20 Erika Conley Palo Alto, CA, United States 2016-04-20 Ryan Elliott Palo Alto, CA, United States 2016-04-20 Teri Baldwin Mountain View, CA, United States 2016-04-20 Laura Wright Palo Alto, CA, United States 2016-04-20 Rebecca King Palo Alto, CA, United States 2016-04-20 Sonya Hanna Palo Alto, CA, United States 2016-04-20 Heather Dischler Palo Alto, CA, United States 2016-04-21 Wendy Ho Palo Alto, CA, United States 2016-04-21 Sameer Gupta Palo Alto, CA, United States 2016-04-22 Debbie Scalero Campbell, CA, United States 2016-04-25 Honoré Lau Palo Alto, CA, United States 2016-04-25 Ingrid Totic Palo Alto, CA, United States 2016-04-25 Adriene Guiriba Palo Alto, CA, United States 2016-04-25 Leonika Nanda Palo Alto, CA, United States 2016-04-25 Katie Christman Palo Alto, CA, United States 2016-04-25 T Anderson Palo Alto, CA, United States 2016-04-25 Sri satish Ambati Palo Alto, CA, United States 2016-04-25 Serena Chandley Palo Alto, CA, United States 2016-04-26 D W Sunnyvale, CA, United States 2016-04-26 Kiwon Sung Palo Alto, CA, United States 2016-04-27

Soo Jin Kim 팰로앨토, CA, United States 2016-04-27 Sandra Voorhees Palo Alto, CA, United States 2016-04-28 Sofia Braamer Palo Alto, CA, United States 2016-04-28 Sara McNinch Redwood City, CA, United States 2016-04-28 Torben Pedersen Palo Alto, CA, United States 2016-04-29 Christina Augustine Palo Alto, CA, United States 2016-05-02 Gabriel Fossati-Bellani Palo Alto, CA, United States 2016-05-03 Sarah Browne Palo Alto, CA, United States 2016-05-03 Merav Dolev Palo Alto, CA, United States 2016-05-03 Nancy Baer Palo Alto, CA, United States 2016-05-03 Rachel Feinberg Palo Alto, CA, United States 2016-05-03 Name Location Date Marianne Yacobian Palo Alto, CA, United States 2016-05-03 Scott Baer Palo Alto, CA, United States 2016-05-03 Abraham Yacobian Palo Alto, CA, United States 2016-05-03 Mary Baukol Palo Alto, CA, United States 2016-05-04 Holli Cho Palo Alto, CA, United States 2016-05-04 Rachel Wheeler Stanford, CA, United States 2016-05-04 Celia Boyle Palo Alto, CA, United States 2016-05-05 Sheila Morrissey Palo Alto, CA, United States 2016-05-09 Cindy DiTiberio Palo Alto, CA, United States 2016-05-09 Shaheen Jamil Palo Alto, CA, United States 2016-05-09 Drew Harwell Palo Alto, CA, United States 2016-05-10 erin doll PALO ALTO, CA, United States 2016-05-10 Kathy Howe Palo Alto, CA, United States 2016-05-10 Margaret Rickling Palo Alto, CA, United States 2016-05-12 Darlyn Smith Palo Alto, CA, United States 2016-05-13 Christine Meyer Palo Alto, CA, United States 2016-05-17 Linda Henigin Palo Alto, CA, United States 2016-05-17 PAUSD Families

Recipient: Max McGee, Barbara Harris, Heidi Emberling, Terry Godfrey, Melissa Baten Caswell, Camille Townsend, and Ken Dauber

Letter: Greetings,

Support PAUSD Kindergarten Model A; oppose longer day Comments

Name Location Date Comment

Kristine Fox Palo Alto, CA 2016-04-05 I'm signing because a growing amount of international research suggests that small, focused groups is the best public environment for children to learn, grow confidence in themselves and their knowledge, and build successful relationships with classmates and teachers. Palo Alto should be leading the way in following the research and guiding students, teachers, and parents in research-responsive learning. There are plenty of years left in my child's lives to be in school for 7-8 hours, I do NOT want that to start in kindergarten, regardless of the inconvenience to me as a parent. If convenience for parents is the goal here, which it seems to be, then our community should be searching and funding more affordable, inclusive childcare, not forcing teachers and students to accomodate the overly demanding schedules Silicon Valley. Please reconsider backing Models B & C, and support Model A.

Annette Isaacson Palo Alto, CA 2016-04-05 Five year olds need to be playing. That is where their learning takes place. A 6 1/2 hour school day is inappropriate for them.

Kimberly D'Ewart Palo Alto, CA 2016-04-06 I am signing this petition enthusiastically because, in this high pressure school district, part-day kindergarten was one of few warm touches. I have had sons in both the full-day kindergarten pilot at Barron Park and the part-day model at Duveneck so I can confidently declare my and my children's strong preference for a shorter day, more family/unstructured time, and smaller group instruction. I will be very sad to lose precious hours and opportunities with my third son should full-day kindergarten take effect.

Christine Gray Palo Alto, CA 2016-04-06 I'm signing this because when my son enters kindergarten in 2017, I know how stressful the transition from a play based preschool program to the structured day of kindergarten will be for him. A 6 1/2 hour long day would be 3 1/2 hours longer than his preschool program or any other learning environment he has been a part of. For both of my children, I want kindergarten to be an age appropriate learning experience. Jumping from a 3 hour pre-K to 6.5 hour day is too much too soon. They should be playing, solving problems, exploring, creating, failing, and learning outside of the school day with friends and family where the pressure is off, and they can be free to make mistakes. Please do not that this decision lightly. The convenience of a longer kindergarten day to families is attractive, but not at this cost.

Charla Jones Palo Alto, CA 2016-04-06 My daughter is entering kindergarten next fall. I want her to attend a kindergarten where she can thrive. The detriment of a 6 1/2 hour day far out weighs the speculative benefit to our young learners. I support more time with family, more down time, and more time for unstructured play not more time in the classroom!

Erika Papakipos Palo Alto, CA 2016-04-06 As a PAUSD kindergarten teacher (and parent of 3 children who went to PAUSD schools) I have seen firsthand the difference that small-group instruction makes. It would be tragic if future Palo Alto students didn't get that valuable individualized instruction time in the afternoon to work on reading and math skills and experience the intensive hands-on science learning projects that are facilitated by our current schedule. Name Location Date Comment

Aimee Blum Palo Alto, CA 2016-04-11 As the parent of a current kindergartener, I can attest that the long school days are simply too long for our youngest students. He, and his friends, are exhausted on their long days at school. They need the down time they get on the shorter days; don't take that away from them. Kindergarten is a tough transition for our kids already - it isn't the kindergarten we had growing up - and is already too long and too academic for our kids and a shock coming from a play based preschool program. Let them enjoy their childhood and stop pushing for more and more from our kids.

Evan Doll Palo Alto, CA 2016-04-13 As a parent of an incoming PAUSD kindergartener, I strongly oppose the lengthening of the kindergarten day. I hold the school board responsible for making a decision that's best for the developmental needs of kindergarteners, not what's most convenient for some parents.

Claudia Schweikert Palo Alto, CA 2016-04-15 My son, a current first-grader, had a hard time adjusting to the long kindergarten day. I can't imagine what the transition would be like for his sister, an incoming kindergartner, if she has an even longer day. Children this age need time to play outside and for free play. Long days in the classroom are not developmentally appropriate, nor do many students need the additional time in order to complete the kindergarten curriculum.

Providing additional support for students who need extra support is important. However, there must be a better way to provide this support than forcing all students to stay for a longer day.

Linda van Gelder Palo Alto, CA 2016-04-15 With a background in developmental psychology, I am convinced that all-day kindergarten is not developmentally appropriate.

Jessica Galbraith Palo Alto, CA 2016-04-15 I have three children who will be attending Duveneck Kindergarten and would love to have more time with them in these formative years. elizabeth perez palo alto, CA 2016-04-15 I believe the adoption of longer days for incoming kindergartners for the 2016- 17 academic year is not in the best interests of the majority of students. Throwing brand new kinders into a full day will be overwhelming and harmful for many children. In particular, they will be mentally and physically exhausted and will not have adequate recuperative time after school. If the goal is to eliminate the “achievement gap”, efforts would be better spent identifying students who need help, accurately diagnosing their weaknesses and the underlying causes, and tackling these using established, rigorous methodologies (i.e. Orton Gillingham based programs for specific learning disabilities, etc). If the goal is for enrichment programs being offered to students who would not otherwise have access to such programs, those students can be offered enrollment in the enrichment programs which are already available. The argument that parents want children to have more time in school so less childcare is needed is understandable, but weak; the need for childcare should not supersede the emotional, mental and physical health of the children. In addition, prior to taking such a huge step, strong data should show success of such an endeavor; the program should be piloted; potential difficulties should be fully explored; and current kindergarten teachers should have full input into the design of the program.

Marion Beach Palo Alto, CA 2016-04-15 The current schedule of easing Kindergarteners into two longer days a week after a couple of months has been successful for many years. Many students would suffer without a transition period. I believe my future Kindergartener should not be forced into a long day if he is not ready. It should be optional. Name Location Date Comment

Michelle Baldonado Palo Alto, CA 2016-04-15 The small-groups experience of Model A was a wonderful, enriching, and valuable part of the kindergarten experience for our three children. We wholeheartedly support Model A as the most developmentally appropriate choice for kindergarten.

Erica Andersen Palo Alto, CA 2016-04-17 I'm signing because I have one child that has gone through the current modle and 2 that will in the next few years. 6 1/2 hours would be over whelming and exhausting for my children at 5 years old. The time they get with a teacher in a smaller group every 2 days is much better learning environment then the whole class all day every day, and they would loose that time in all day kinder.

Mary Ann Gee Palo Alto, CA 2016-04-20 I remember all too well how my daughter needed her downtime during her Kinder year. I completely oppose a longer school day for our youngest students.

Theresa Baldwin Mountain View, CA 2016-04-20 I am a kindergarten teacher in Palo Alto. I have taught kindergarten for 21 years and I have taught half-day and full-day (back east) and came to Palo Alto and taught the extended day program. I also went on a Fulbright Teaching Exchange in Wales and taught full-day to Year-1 (the equivalent of kindergarten). The extended day, in my experience, is a far better program than both half-day and full-day. It gives the students some extra time, yet that extra time is in a small group setting (11 -12 students max). All the research shown compares full-day programs to half-day programs, not to our extended day program because there are not a lot, if any, out there to compare to. We give the students a gift of small group instruction in a quieter, calmer environment. We extend their day, yet don't overload them with a full day. The academic pressure has already found its way down to kindergarten and I have had students who just hate school because there is so much pressure to read and write and do algebra (yes, algebra in kindergarten). They are 5 years old, can't we give them the gift of time to be a child and not put the pressure of a full day of school on them? I hear people saying, they are in preschool full days, they go to daycare after school until 5 or 6 pm, they can handle a full day. Those programs are not as structured as elementary school. We have heard that more academics won't be pushed down if we go to full-day, yet the reason this was brought up was to close the achievement gap. That push is for an academic reason, not for more exploration and play. We understand that the intentions are that no more academics will be pushed down, and I believe that is said in good faith, but once they are there longer, it won't be long until we are asked, why aren't all kindergarteners reading independently when they leave kindergarten. It isn't developmentally appropriate for all students that age to be reading independently. I don't want to lose the developmental and social/emotional appropriateness of Kindergarten, which we have slowly been losing over the years. I am fearful this push to all-day will cut that out completely.

Wendy Ho Palo Alto, CA 2016-04-21 My son benefited greatly when transitioning from preschool to kindergarten with the shorter school day. As my daughter starts this fall, it would be such a loss for her to not be able to have the benefit of this shorter day. A longer school day does not benefit children this young and I worry about the likely harms.

Debbie Scalero Campbell, CA 2016-04-25 I am a kindergarten teacher and I support what is best for kids!!

Ingrid Totic Palo Alto, CA 2016-04-25 My kinder at PV has a really hard time with 6 hours of seat work per day. It's a lot to ask of 5-year olds.

Adriene Guiriba Palo Alto, CA 2016-04-25 I support what is developmentally appropriate for students. Name Location Date Comment

Katie Christman Palo Alto, CA 2016-04-25 Please continue to provide the shorter day option for Kinders! Perhaps some children might benefit from a longer day, but to force all the children into the same mold would be a grave mistake. When the age level was raised, fears of an enforced longer day were dismissed. Please provide at least the option of shorter days at least half of the time, especially as the current system permits for smaller classes in the afternoon.

Melanie Norall Palo Alto, CA 2016-04-25 I'm a student teacher in kindergarten and I think the current schedule works very well.

Sara McNinch Redwood City, CA 2016-04-28 Palo Alto's extended day is a fabulous model. It has blended the gold- standard, NAEYC recommendation of 1:12 teacher:student ration for 5 and 6 year olds in the afternoon with a full class of 22 in the morning. PAUSD students do not need to be warehoused in a classroom for more instructional minutes. They need free time outside of the classroom, playing with friends, riding bikes and enjoying some down time. their childhood will be over soon enough. Please sign this petition and urge your school board to continue our afternoon small group instruction model.

Sarah Browne Palo Alto, CA 2016-05-03 Very opposed to extending the kindergarten day!

Merav Dolev Palo Alto, CA 2016-05-03 I strongly believe that a 6 1/2 hour school day will have a negative affect on my daughter (who is now 3 years old) when she is in Kindergarden. As a parent to two older children (who now attend Terman middle school) I know that 5-6 year-olds will not benefit from a longer school day: not in the short term, and nor in the long term.

Nancy Baer Palo Alto, CA 2016-05-03 As an Early Educator I do not feel a longer day is age appropriate for our Kindergarteners. Children this age need to be outside moving, exploring and enjoying their childhood.

Rachel Feinberg Palo Alto, CA 2016-05-03 I am signing because our kids need more free play time at this age more than math

Mary Baukol Palo Alto, CA 2016-05-04 I'm a preschool teacher and early childhood needs to be age appointment. We are not in your hurry. Let us play and learn though doing hand on messy.

Celia Boyle Palo Alto, CA 2016-05-05 A 6 1/2-hour school day is developmentally inappropriate/too long for 5- and 6- year-olds.

Shaheen Jamil Palo Alto, CA 2016-05-09 It is sad to see PAUSD trying to take yet another step towards pushing our children to do too much too soon, particularly when there are so many studies (many of them out of Stanford University) showing that we should be doing the opposite. The current schedule is not the easiest for those of us with more than one child, but it is far better for our children than the proposed longer day schedule. We should be hearing proposals for an earliest start time of 9 AM and bringing back play-based kindergarten, and not ones which would only benefit some parents who want more help with childcare. It is no surprise to me that we are now on the map as one of the few "suicide cluster" cities. We are already putting far too much stress on our children; our children’s health & well- being should be given far higher priority than they currently are.

Kathy Howe Palo Alto, CA 2016-05-10 Lengthening the school day will not, in and of itself, result in the improved learning for our struggling students. Struggling students should have access to additional support during their school day as it is now, NOT be required to attend additional minutes of school. Additional minutes does NOT necessarily equal higher quality learning. Our district has the resources and we should use them to provide the individualized support that students need within the current,developmentally appropriate time that kinders spend in school. Name Location Date Comment

Kathy Howe Palo Alto, CA 2016-05-10 More instructional minutes does not necessarily equate to better instruction and improved learning for our students. We need to use our resources to provide for our struggling students without making a "one size fits all" decision that all kindergarten students stay for longer days. Students who are struggling need more time with a qualified instructor 1-1 or in a very small group. This can be done with the current model/time spent at school. We just need the will to allocate resources to pay more aides and specialists to support our struggling students (and all students) in the current time allotted. Dr. McGee and PAUSD board members, make this, not lengthening the school day, the priority.

Darlyn Smith Palo Alto, CA 2016-05-13 As a former pre-school teacher, I'm convinced that 5 yr. olds are not ready for a full day at school. Give hem more time to learn through play!

Debbie Scalero Campbell, CA 2016-05-14 As a PAUSD second grade teacher, it is my belief that we need to be sure that young children are not over-scheduled and are provided time at home to explore, play, socialize with playmates, create, and learn to entertain themselves. There is tremendous value later in life in being able to generate your own thoughts and actions. Creativity does not happen without practice and without personal awareness about how your own thoughts interact with the world. We need to stop micromanaging every minute of a child's life into our own vision of how they "should be" and let them discover in a mindful way, how their connection with the world "is." I strongly disapprove of a full day academic schedule for kinders. Anita Laughlin

Christine Meyer Palo Alto, CA 2016-05-17 I support the teachers at our school who do not feel that this is the right move for students (counting 10+ just in lower grades). I also think that this is a decision that needs more research before implementation.

Linda Henigin Palo Alto, CA 2016-05-17 I will have a kindergartner at Duveneck in 2018, and I want him to have the same excellent small-group instructional time his older brother had at Duveneck almost 4 years ago. You can close the achievement gap more effectively with targeted instruction for those who need it rather than extending the day for ALL students. From: Areej To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten Date: Tuesday, May 17, 2016 11:41:03 AM

Hello,

My son will enter Kindergarten in 2017. And I strongly believe that he and most other kids should have less structured time in classrooms, more play time, and more time spent with family. And that is mainly why I oppose the full day Kindergarten.

Thank you! Areej Alabdullah

PS. For inclusion in May 24 board packet. Max McGee

From: Kathy Howe Sent: Tuesday, May 17, 2016 1:16 PM To: Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Re: Opposed to full-day Kindergarten

Ps. Please include this in the May 24th board packet. Thanks!

> On May 17, 2016, at 1:14 PM, Kathy Howe wrote: > > My husband John Lilly and I are opposed to full day kindergarten. We have a 4th grader and a 4 year old (both sons) and I saw the benefits of the shorter days for our older son: he was able to play more, be out in nature and enjoy being 5. He would have been exhausted after 5 full days, as the 2 full days he had were already pushing the limits for him (and he did TK prior to kinder so he was an "older" kinder when he started ‐‐ I can only imagine if had started kinder younger and on top of that had full days ‐‐ it would have been awful!) > > I do think struggling students need to get the help they deserve but that does NOT mean they need longer says. I think the district can help struggling students by using a "push in" model instead of a "pull‐out" model which stigmatizes children. Use the money to pay for more content specialists to help struggling students IN THEIR CLASSROOMS and DURING THE CURRENT HOURS they have. That way they get the 1‐1 or 1‐small group help, from a credentialed specialist in the area of need, to address their specific struggle AND they don't have to spend extra hours in school to get it. > > I also wonder who are we serving : what is developmentally appropriate for kids (fewer hours in class but with more resources available to them during those hours) or their parents who are demanding full time kinder to suit their busy work schedules? > > Best regards, > > Kathy Howe >

1 Max McGee

From: Nancy Baer Sent: Tuesday, May 17, 2016 3:14 PM To: Max McGee; Terry Godfrey; Camille Townsend; Melissa Caswell; Kenneth Dauber; Heidi Emberling; Max McGee Cc: Monica Sanchez Lopez Subject: Opposed to full-day Kindergarten

Hello All.

As an Early Childhood Educator I am very opposed to the full-day kindergarten model. There is no need to deprive our youngest learners of their childhood. Play is how young children learn best and when they are deprived of that time the effects are detrimental. Stanford University hosted Stuart Brown, M.D. a couple of years ago where he discussed how play “shapes the brain, opens the imagination & invigorates the soul.” Please check out his national bestseller titled Play. This is just one bit of research that talks to the importance of play. More academics does not encourage creative and out of the box thinkers or future citizens.

Bev Bos once said, “ EARLIEST ISN’T BEST. FASTEST ISN’T BEST. IF WHAT WE WANT FOR OUR CHILDREN IS A LIFETIME OF EXCELLENCE - IN EXPERIENCE, IN ABILITY, IN KNOWLEDGE - WE MUST BE RESPONSIBLE ENOUGH TO WAIT AND THOROUGH ENOUGH OT LOOK AT ALL SIDES OF THEIR DEVELOPMENT.”

PLEASE KEEP THIS IN MIND WHEN MAKING YOUR DECISION!

FOR INCLUSION IN MAY 24 PACKET.

THANK YOU, Nancy Baer

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