date: tuesday, january 14, 2014 time: 5:00 p.m....

01.14.14

PLACE: BOARD ROOM – ADMINISTRATION BUILDING 25 CHURCHILL AVENUE, PALO ALTO, CALIFORNIA

DATE: TUESDAY, JANUARY 14, 2014 TIME: 5:00 P.M. – CLOSED SESSION (CONF. ROOM A) 6:30 P.M. – OPEN SESSION (BOARD ROOM)

PALO ALTO UNIFIED SCHOOL DISTRICT

BOARD OF EDUCATION

AGENDA

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) 5:00 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 pursuant to Government Code §54957 [√] 3. Conference with Legal Counsel – Anticipated Litigation: Significant exposure to litigation

pursuant to paragraph (2) of subdivision (d) of Government Code Section 54956.9: Two cases. Facts and circumstances of the two potential cases are not subject to disclosure pursuant to paragraph (1) of subdivision (e) of Government Code Section 54956.9.

[ ] 4. Liability Claims pursuant to Government Code § 54957.1 [ ] 5. Conference with Labor Negotiator, Dr. Scott Bowers, regarding PAEA, CSEA, and

Non-represented groups pursuant to Government Code §54957.6 [ ] 6. Conference with Real Property Negotiator pursuant to Government Code §54956 [√] 7. Employee Discipline/Dismissal/Release pursuant to Government Code §54957 [√] 8. Student Discipline – Suspended Expulsion, Case #01-1314

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II. OPEN SESSION / REPORTS

A. Approval of Agenda Order Action

B. Student Board Representative Reports Information

C. Superintendent’s Report 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 1

It is recommended the Board approve the certificated personnel actions as presented.

B. Classified Personnel Actions Consent 2

It is recommended the Board approve the classified personnel actions as presented.

C. Approval of Minutes Consent 3

It is recommended the Board approve the minutes for their November 19 Special, November 19 Regular, December 9 Special, and December 10, 2013, Regular meetings as presented.

D. Authorization to Bid District Managed Printing Contract Consent 4

It is recommended the Board authorize solicitation of bids for the Managed Printing services for the District. This item was discussed at the December 20, 2013, regular meeting

E. Addendum No. 2 to Contract with Gilbane Building Company Consent 5

It is recommended the Board approve addendum no. 2 to the Gilbane Building Company contract to provide additional services in an amount not to exceed $288,080. This item was discussed at the December 10, 2013, regular meeting.

F. Uniform Complaint (Williams Settlement and Valenzuela/CAHSEE Lawsuit Settlement) Quarterly Report

Consent 6

This item is presented quarterly. This report includes the July 1-September 30 and October 1-December 31, 2013, reports. There were no complaints for either report.

G. Extended Field Trip – International Consent 7

It is recommended the Board approve the proposed extended international field trip to Costa Rica for Gunn High School students.

H. Board Resolution No. 2013-14.07: Child Development Contract 2013-2014 Consent 8

It is recommended the Board approve the Child Development Contract and Resolution 2013-14.07 increasing funds from $146,016 to $148,614.

IV. OPEN FORUM

7:00 p 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 the 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 to questions posed by the public about items not appearing on the agenda.

V. ACTION / DISCUSSION / INFORMATION ITEMS

7:15 p A. Mid-Year Annual Focused Goals Update Information 9

Staff will present a general overview of progress to date and receive Board input and feedback.

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7:45 p B. 2013-14 Assessment Program in Light of Cancellation of STAR Testing Program

Information 10

Staff will present information regarding the District’s overall assessment program and ways the District might be able to fill the void created by the loss of the CST during the 2013-14 school year. This item was tabled at the December 10, 2013, regular meeting.

8:30 p C. Elementary Facilities Planning Discussion 11

The Board will discuss the range of options to consider regarding the thirteenth elementary school location and program.

9:30 p D. Authorization to Solicit Bids and Approve a Construction Management Services Agreement with fs3|Hodges for the Performing Arts Center Project at Palo Alto High School

Discussion 12

The Board will discuss authorizing staff to solicit bids for the Performing Arts Center project at Palo Alto High School and approving a construction management services agreement to fs3|Hodges in the amount of $1,283,918.

9:40 p E. Design Update for the Indoor Physical Education and Athletic Facility Project at Palo Alto High School

Discussion 13

Staff will update the Board regarding this project.

9:50 p F. Authorization to Award a Contract for School Lunch at Terman Middle School

Discussion 14

The Board will discuss continuing the pilot school lunch program at Terman and approving a contract to The Lunch Master to provide school lunches at Terman from February 1 to June 30, 2014.

10:00 p G. 2014 Board of Education Committee Assignments Action 15

The Board will take action to approve the assignments for the current year.

10:05 p H. Suspended Expulsion Action 16

It is recommended the Board take action as requested in the confidential materials regarding suspended expulsion case 01-1314.

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

C. Operations

Possible Future Board Agenda Items Board members may suggest items for placement on future agendas.

D. Acknowledgements and Recognition

E. Board Calendar

The next special meeting is scheduled for January 28, 2014, for high school WASC/site plans. The next regular meeting is scheduled for January 28, 2014. Agenda items may include:

Budget Development New Secondary Courses

VII. ADJOURN Consensus

BOARD OF EDUCATION Attachment: Consent 1

PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14

Certificated Personnel Items for the Meeting of: January 14, 2014

ACTION ITEMS: I. APPOINTMENTS

NAME EFF. DATE ASSIGNMENT

Substitutes Sullivan, Sean 12/11/13 Substitute Teacher

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 Eggert, Christopher 1/6/14 Teacher—Palo Alto 20% 4 BA 45 R

Probationary 0 None

Probationary I None

Probationary II None

NAME EFF. DATE ASSIGNMENT TIME EXP. DEGREE STATUS

Administrative None

Other None

II. LEAVES

NAME POSITION DURATION TYPE REASON

None

III. RESIGNATIONS ACCEPTED

NAME EFF. DATE ASSIGNMENT REASON YRS. OF SERVICE

Berry, Allison 12/20/13 Teacher/Special Education—Gunn Leaving Area 1 Yr., 5 Mos. O’Malley-Riley, Marsi 12/20/13 Library Media Teacher—Ohlone Personal 1 Yr., 5 Mos. Stein, Elizabeth 12/20/13 Teacher—Physical Education Travel Team Retirement 25 Yrs., 5 Mos.

IV. REDUCTION IN CONTRACT

NAME PRESENT STATUS NEW STATUS EFFECTIVE

None

V. RELEASE OF TEMPORARY EMPLOYEES

NAME EFF. DATE ASSIGNMENT TIME REASON

None

(1/14/14) – 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

Evans, Caitlin Probationary 2 Teacher/Palo Alto—40% 2nd

Semester Temporary Teacher/Palo Alto—20% 2nd Semester

Probationary 2 Teacher/Palo Alto—60% 2nd Semester Temporary 2 Teacher/Palo Alto—20% 2nd Semester

1/6/14

Miguel, Brian * Teacher/Gunn—60% 1st Semester 40% 2nd Semester

Teacher/Gunn—60% 1st Semester 80% 2nd Semester

1/6/14

* Revision of 8/27/13 Personnel Action.

RECOMMENDATIONS:

The Administration recommends approval of Certificated Personnel Action Items as presented.

(1/14/14) 1

BOARD OF EDUCATION Attachment: Consent 2 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 Classified Personnel Items for the Meeting of: January 14, 2014 ACTION ITEMS:

I. APPOINTMENTS NAME EFF. DATE ASSIGNMENT TIME STATUS

Regular Gandhi, Khurshid 11/18/13 Instructional Assistant—Hoover 2.6 Hrs./Day N Hernandez-Ortega, Estrella 1/6/14 Food Services Assistant I—Terman 3.5 Hrs./Day N Herrera, Elena 1/6/14 Food Services Assistant I—Palo Alto 5 Hrs./Day N Lopez, Daisy 1/6/14 Food Services Assistant I—Terman 3.5 Hrs./Day N Lopez, Rocio 1/6/14 Food Services Assistant I—Gunn 4 Hrs./Day N Mendoza, Mayra 1/6/14 Food Services Assistant I—Gunn 4 Hrs./Day N Nieh, Jen-Ling 12/16/13 Human Resources Technician I—Human Resources 6 Hrs./Day N Pitman, Rebecca 12/3/13 Student Attendant/Special Education—Nixon 5.6 Hrs./Day N Ramirez Gonzalez, Elizabeth 1/6/14 Food Services Assistant I—Gunn 2 Hrs./Day N Zarrabi, Afshin 1/6/14 Server & Storage Administrator—Educational &

Information Technology 8 Hrs./Day N

NAME EFF. DATES ASSIGNMENT

Short-Term Assignments Meraz, Maritza 1/6/14 – 6/2/14 School-based Mental Health Therapist I/Gunn—8 Hrs./Day

NAME EFF. DATE ASSIGNMENT Hourly

None

II. LEAVES NAME POSITION DURATION REASON

Mattson, Erin School-based Mental Health Therapist I—Gunn 2/18/14 – 5/19/14 Family/Medical

III. TERMINATIONS NAME EFF. DATE ASSIGNMENT REASON YRS. OF SERVICE

Miranda, Kathryn 12/20/13 Health Technician—Gunn Another Position 2 Yrs., 6 Mos.Peck, Julia 12/20/13 Student Attendant/Special Education—J. L. Stanford Personal 4 Mos.Walters, Brandi 12/20/13 Instructional Aide GE—Addison Personal 1 Yr., 5 Mos. RECOMMENDATIONS:

The Administration recommends approval of Classified Personnel Action Items as presented. INFORMATION ITEMS:

I. CHANGE OF STATUS NAME EFF. DATE STATUS ASSIGNMENT

Currimbhoy, Raisa 1/6/14 From: To:

Instructional Aide/Special Education/Hoover—6 Hrs./Day Instructional Aide/Special Education/Hoover—5.6 Hrs./Day

Ersted, Karen 11/25/13 From: To:

Payroll Technician/Human Resources—4 Hrs./Day Credentials & Hiring Analyst/Human Resources—8 Hrs./Day

Approved: Special Meeting November 19, 2013 Page 1

BOARD OF EDUCATION Attachment Consent 3 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14

Complete video recordings of most Board Meetings are available at 25 Churchill Avenue. Meetings are also available on demand at http://www.communitymediacenter.net/watch/pausd_webcast/PAUSDondemand.html

MINUTES FOR SPECIAL MEETING OF NOVEMBER 19, 2013 Call to Order The Board of Education of the Palo Alto Unified School District held a Special Meeting in the Board Room at 25 Churchill

Avenue, Palo Alto, California. Mitchell, Vice President, called the meeting to order at 8:40 a.m.

Members present: Mr. Dana Tom, President (absent) Ms. Barb Mitchell, Vice President Ms. Melissa Baten Caswell Ms. Heidi Emberling Ms. Camille Townsend

Staff present: Dr. Kevin Skelly, Superintendent Dr. Charles Young, Associate Superintendent Kathleen Meagher, Director Dr. Diana Wilmot, Director Jocelyn Garcia-Thorne, Addison Principal Magdalena Fittoria, Barron Park Principal Lisa Hickey, Briones Principal Chris Grierson, Duveneck Principal Chuck Merritt, El Carmelo Principal Danae Reynolds, Escondido Principal Gary Prehn, Fairmeadow Principal Mary Bussmann, Walter Hays Principal Kathryn Bimpson, Hoover Principal Mary Pat O’Connell, Nixon Principal Bill Overton, Ohlone Principal Anne Brown, Palo Verde Principal Sharon Keplinger, Young 5s, PreSchool Family, Transitional Kindergarten Principal

Discussion Elementary Single Plans for Student Achievements (SPSAs)

Mitchell thanked staff for their leadership and the love provided to students. She announced Tom was away. Mitchell noted it was the anniversary of the Gettysburg Address, a speech that is best remembered despite it’s brevity of 250 words. She then outlined the plan for the meeting. Meagher spoke of the site plans and how they are tethered to the Strategic Plan, focused on academic achievement and social emotional development. Working toward consistent progress. She noted SPSAs cover only a part of what was being done in the schools. She noted the number of assessments and surveys that underlie the data. Staff works closely with their Site Councils to keep the community closely engaged. Parents are very committed to this partnership and have input into the plans. Each school looked at their own data, despite many similarities across all the elementary schools. There was a united effort to differentiate instruction and to build competence and capacity. TOSAs support teachers directly. There were three themes for the discussion: differentiation, CCSS implementation, and safe and welcoming schools. Three groups of principals would present. Principals Merritt, Bussmann, Bimpson, Grierson, Reynolds, and Fittoria presented on differentiation. They addressed commitment to academic excellence and learning; thinking about children and who they are as learners; and delivering the most appropriate instruction so each child learns as deeply as possible. Teachers are looking for learning and social strengths as well as challenges for each student. Ongoing assessment yields a picture of what each student understands. Data shapes the lessons and small group instruction. Relevant lessons are built on student proficiency. Teachers spend time conferencing with students. All done in a respectful environment. An audio tape was played of a reading assessment, a tool used three times a year. It provided a guide of where to go next with the student. In this case assigning reading to increase fluency in reading aloud while stretching the student’s comprehension. Instructional strategies in differentiation do not come in a canned approach; teachers need time, capacity, and good data analysis skills; sites are using professional development in a variety of ways to support teacher learning in differentiation. Teachers work with students who are able to work in large and small groups as well as individually.


MINUTES FOR SPECIAL MEETING OF NOVEMBER 19, 2013 Response to Intervention ensures all students’ instructional needs are being met. The process begins with each student through formative assessments and observation. For struggling students, data is discussed at the grade level meetings as a means of consultation. Groups can make suggestions for intervention. Should the student continue to struggle, an IST can suggest Tier 2 interventions. Inclusion students with disabilities receive support in the least restrictive environment, providing access, assessment, and engagement through an IEP. Individuality is respected. The model has changed from pull out to push in where resource specialists come into the classroom including co-teaching. Changed from fixed support vs fluid consultancy, using knowledge to benefit all students. Relentless in unlocking opportunities. TOSAs facilitate collaborative conversations. Working with liaisons to grade level teams. Expanding the notion of shared responsibility and increased breadth of reach to support students. Work with specialists to increase teacher capacity. Parents and students have noted greater inclusion and friendships with peers. Local assessments are supplemented by computer based data, like MAPs (Measures of Academic Progress). Aids in differentiating instruction. This particular tool is used three times a year and will work well with Smarter Balance Assessment. Test taken on laptops, with questions individualized and adapted to student. Results are returned within 24 hours, allowing teachers to adjust instruction quickly to meet student needs. Flex grouping can then occur across classrooms. Teachers monitor growth of all students. Principals O’Connell, Hickey, and Brown spoke about shifts to CCSS Implementation. One shift is students are reading more non-fiction. The shift in mathematics is to learn more about fewer topics; students must be able to explain how they are solving problems and understand each other’s strategies. Another example of a shift is buddy work, where a fifth grade class might work with first graders on a topic such as informational writing. Professional development is three pronged: site based, district based, and ongoing future. Site based professional development looked last year at what was ahead with the new standards. District based work included teachers’ college over the summer and staff development days this year. District grade level release days provided to redesign assessments related to common core. For the future, TOSAs are developing training for the spring, including technology workshops. There also was an all day teachers’ college for those who missed the opportunity this past summer. Will also have teachers college again this summer. Working on technology tools to help teachers collaborate. Assessing progress looking for accurate measures of work. DRA has been helpful in predicting success on the STAR test. MARS fill a gap in the CSTs. ERB looks at writing and will be transitioned away from in favor of Smarter Balance, which has writing built in. Writing rubrics are aligned with the Common Core, which helps students move toward grade level benchmark and beyond. Also measuring teachers on their own progress. Feedback is gathered at all professional development events. Always looking at next steps along the continuum. Also looking at report cards to determine what evidence of progress should be reported to parents. Need to remain patient and comfortable with shifting goals in order to make decisions in differentiating instruction for students. Principals Prehn, Overton, Garcia Thorne, and Keplinger addressed Safe and Welcoming Schools. Safe and nurturing schools are at the forefront nationwide, not just locally, which is shifting the country culturally. District staff is helping to lead consistency at all the sites. Surveys are used to help the district move forward in supporting students. Many parents are learning through their children and from parent events at the schools. Goal is to have happy, well-adjusted students. Addressing the social emotional needs of students takes awareness, commitment and dedication, time, professional development, systems, vigilance, and vision. Sites are celebrating diversity and helping students to grow. Amazingly talented and diverse community and students. Parents are considered full partners. Developmental assets. forming other adult relationships, parent involvement, positive cultural identities. Many programs in place at the sites to create community and build connection, learning about culture and a common language, and providing choices to students through activities. Working with the youngest of the district’s student to instill a love of being in school, play based model, practice expressing feelings. Meagher wrapped up the presentation noting the work extends beyond what there was time to present today. Mitchell thanked the principals, noting she appreciated the blend of aspirations and philosophy and the work it takes to create the reports. Given the time, board members can ask questions and make comments and principals may respond through Meagher’s weekly memo. Baten Caswell noted this meeting addressed the work of the district, and she appreciated it was being shared with the community. She appreciated the approach of consistency, reflection, collaboration, planning, and assessment. She asked what could be done as a board to support work at the sites and how principals could help the board have insight into what is being done for students. She noted she liked teachers’ college and the work in professional development. Interested what has changed in the classroom and the awareness level of were parents. Asked about the use of additional funding the sites


MINUTES FOR SPECIAL MEETING OF NOVEMBER 19, 2013 have requested. She asked what technology tools were working well and whether there were additional tools principals would like to have. How are student issues being addressed when it comes to the noise levels? What are students using to get the information they need to inform their own learning? How are they learning to make the right decisions about the information they find? Grappling with difficult issues makes one stronger and the group will be stronger for it. Thanked principals for all they do for students. Emberling expressed her amazement at the level of work being done and appreciated the collaboration. Hearing the big shifts made the changes more concrete to visualize. Appreciated the explanation of students accessing the learning. Delineated the list of formative and summative assessments. Interested in how the picture will be different with Smarter Balance testing. Thrilled with the progress with professional development. Would like to hear how that is assessed. Would like to know what the expectations are of students for safe and welcoming schools. Would like to know about EL work being done. Townsend spoke of the richness unique to each school, particularly several events at the sites to create community awareness and participation. Noted content mastery is still important. Pleased that professional development is providing content mastery for teachers. Noted the value of CSTs as an instructional tool for the sites. As a policy maker, her preference is for one summative snapshot. How will we continue to have that snapshot while we wait for Smarter Balance? Have a responsibility to know how students are doing. Agreed challenges can make us stronger. How do we get data on subgroups? Appreciate the work it takes to support inclusion. Principals set the tone, but teachers are the stars. It is an honor to work with them. Mitchell ceded her time for wrap up. Brown clarified that teachers have moved from being disseminators to facilitators. Giving teachers many tools to choose what works best. Prehn explained how testing tools are used for addressing the needs of individual students. Skelly asked that appreciation be taken back to those at the sites. Thanked district staff for their work. Would like principals to put on video some of the information presented today. Grateful for the talented group of administrators.

Adjournment The meeting adjourned at 11:06 a.m. ________________________________ Secretary to the Board

Approved: Regular Meeting November 19, 2013 Page 1



MINUTES FOR REGULAR MEETING OF NOVEMBER 19, 2013 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. Mitchell, Vice President, called the meeting to order at 5:30 p.m.

Members present: Mr. Dana Tom, President (absent) Ms. Barb Mitchell, Vice President Ms. Melissa Baten Caswell Ms. Heidi Emberling Ms. Camille Townsend Addie McNamara, Student Board Representative—Paly Jarrod Mock, Student Board Representative—Gunn

Staff present: Dr. Kevin Skelly, Superintendent Dr. Charles Young, Associate Superintendent Dr. Scott Bowers, Assistant Superintendent Mrs. Cathy Mak, Chief Business Official Dr. Robert Golton, Bond Program Manager (absent)

Closed Session The Board adjourned to closed session pursuant to Government Code 54957 for Conference with Labor Negotiators, Dr. Scott Bowers, regarding PAEA, CSEA, and Non-represented groups; and pursuant to Government Code 54957 for Employee Discipline/Dismissal/Release.

Approval of Agenda Order The Board reconvened in open session at 6:38 p.m. Mitchell announced the Board took no reportable action in closed session. She acknowledged the elementary principals who presented their school plans to the Board earlier in the day. She noted that Tom was away and McNamara was at a senior event. MOTION: It was moved by Baten Caswell; seconded by Townsend; and motion carried 4-0 to approve the agenda

order, with one change to move items 21 and 22 , Ninyo & Moore and Mirand Ave. Drop Off, after item 9, First Interim Financial Report.

Student Board Representative Reports

Mock noted the annual turkey event was occurring that week; the Gunn theater was putting on its fall show; the winter concert was upcoming; and many sports teams are moving up to advanced competitions. McNamara was absent. Mock read McNamara’s report noting 750 students attended the annual homecoming; a winter dance was being planned; announced results of sporting events; noted some water pipes had recently burst during construction; and noted Paly had moved up in best high school rankings.

Superintendent Report

Skelly reviewed photos of recent events throughout the district. Skelly attended a celebration of the life of Mike Caston, who was key in his hiring at PAUSD. He attended the Silicon Valley Education Foundation annual dinner where the district was recognized for work on A-G graduation requirements. Skelly noted the Board would meet again in December regarding enrollment and a thirteenth elementary school. Skelly then spoke to the questions and criticism being raised regarding the unadopted bullying policies. Skelly called attention to the report on student and staff successes included in the Board packet.

Consent Calendar MOTION: It was moved by Baten Caswell, seconded by Emberling, and motion carried 4-0 to approve the consent calendar including the certificated and classified personnel actions; warrants of October 2013; change orders; and minutes of the special and regular meetings of October 22, 2013, and minutes of the special and regular meetings of November 5, 2013.

Open Forum

No one asked to address the Board.

Public Hearings

Ratification of Tentative Collective Bargaining Agreement with the Palo Alto Educators Association Mitchell opened the public hearing. No one requested to speak. Mitchell closed the public hearing.


MINUTES FOR REGULAR MEETING OF NOVEMBER 19, 2013 Ratification of Tentative Collective Bargaining Agreement with the California School Employees Association Mitchell opened the public hearing. No one requested to speak. Mitchell closed the public hearing. Compensation Changes for Adult Education Teachers Mitchell opened the public hearing. No one requested to speak. Mitchell closed the public hearing. Compensation Changes for Non-Represented Management Employees Mitchell opened the public hearing. No one requested to speak. Mitchell closed the public hearing. Compensation Changes for Non-Represented Confidential/Supervisory Employee Group Mitchell opened the public hearing. No one requested to speak. Mitchell closed the public hearing. Compensation Change for the Superintendent Mitchell opened the public hearing. No one requested to speak. Mitchell closed the public hearing.

Information 2012-13 Parcel Tax Fiscal Report

Skelly recognized Jeff Traum and Megan Swezey Fogarty who represented the community on the oversight committee. Mak thanked the committee for their work, dedication, and commitment. Traum commented on the committee’s duty to represent taxpayers. Traum explained the parcel tax was passed in May 2010; funds were collected and spent as designed; an independent CPA firm conducts the audit; 70% of the funds are spent to maintain small class sizes; and the parcel tax also supplements reduced funds coming from the state. The committee indicated the funds were spent as required. Board member comments included thanking the committee; clarified the partial audit was not required, but felt to be important by staff; noted the parcel tax and bond funds were a gratifying amount of support from the community; appreciated the diligence of the committee; clarified the committee does meet face to face; appreciated the rigorous work; appreciated the suggestion for finding a way to communicate to the community the positive impact of the parcel tax; noted this was one of the only stable sources of revenue to the district; noted every student was impacted by these funds; and noted this was a continued parcel tax which originally began in 2001.

Discussion School Calendars for 2014-15, 2015-16, and 2016-17

Bowers reviewed the prior discussion with the Board and representatives of the Calendar Advisory Committee and then explained the work of the separate Calendar Committee. Some areas worked into the calendar were the optimum start date, when to end the school year, finals in December, semester ends in December, spring break in April; full local holiday prior to Thanksgiving, and a staff development day in October. Bowers reviewed several options for Board consideration. He noted the Calendar Committee would meet again prior to the next Board meeting to discuss Board comments from this discussion. Mitchell noted Board members should indicate preferences for a start date in the second or third week in August and preferences for finals before or after Memorial Day. Board member comments included clarifying that the previously presented Calendar F did not move forward after surveying teachers; noted the desire for a work free winter break, with all work completed prior to the break; clarified that an eight day difference in semesters was preferred over a ten day instructional difference; clarified the lengths of the summer break were at least ten weeks; expressed concern about local holidays in the second semester; suggested holidays be grouped; clarified yearlong classroom teachers have flexibility for when they break the semester; clarified strongest support was for ending the semester and finals prior to the winter break; clarified support for spring break to allow seniors to visit potential colleges once they receive an acceptance letter; the student board representative noted not all students receive their letters in March; warned to be cautious in trying to solve what is only a perceived problem; expressed interest for a break time in March; regular breaks throughout the school year are important for students and staff; clarified there is at least ten weeks of summer; preferred a late August start; preferred a June end and many breaks; commented on an article in The Oracle focused on pressure points for seniors doing early decision; looking for ways to alleviate stress; appreciated allowing elementary start a day later; clarified there was no survey question about the crunch around Thanksgiving; appreciated the full day off on Wednesday before Thanksgiving; expressed concern about the longer second semester for seniors; clarified seniors do not have instruction the last four days of school; requested Baccalaureate event be checked for conflicts for being held at Stanford; clarified June close to the school year causes local holidays throughout second semester; asked for consideration of non-traditional approaches to relieving stress, such as a certain grade point means no finals; the student board rep indicated an earlier start helped with meeting demands of AP courses; preferred extra breaks in the second semester; and noted a longer break allows for study time. Public Comment Ann Kacher expressed frustration about the options after all the work of the committee. Disappointed Calendar F had been dropped as an option. Rebecca Fox noted concern her child had for starting on a Monday. Noted orientation occurs prior to school start, so summer was not longer. Mitchell read Tom’s input which supported a late start in August and a June finish, but not if it made summer 9 weeks;


MINUTES FOR REGULAR MEETING OF NOVEMBER 19, 2013 interested in moving one local holiday into March. Board members clarified the student board representative supported a break in March. Mitchell summarized the consensus was for a third week of August start date (option #1); a second semester finals after Memorial Day break (specifically, #1B for 2015-16 and #1A for 2016-17); and interest in adding a long weekend in March, separate from spring break (like 2015-16 option for 2014-15 and 2016-17). Board member comments included noting a strong voice for starting later in August, with a preference for a safe and welcoming schools consideration of students and teachers for that first week of five and four days; noted the importance of a 5-0 vote and finding consensus that addresses the needs of the community as a whole; appreciated the work the committee did; there was still work that can be done; attempt was to blend a variety of needs; and appreciated the different voices on the committee.

Discussion 2013-14 First Interim Financial Report

Skelly recognized the arrival of McNamara. Mak reviewed the timeline for the 2013-14 and 2014-15 budget reporting; the agenda; update on the district financial situation; 2013-14 first interim budget update; first interim budget changes—revenue; first interim budget changes—expenditures; change in property tax revenue, amount and percentage; change in enrollment – number of students and percentage; change in property tax revenue per student, amount and percentage; assumptions in 2014-15 to 2018-19 multi-year projections; and uncertainties. Mak noted this was Yancy Hawkins’ last meeting with the district. She thanked him for his support. Board members expressed their gratitude. Mitchell noted this was a routine item. Board member comments included appreciation for the notation of uncertainties; noted Prop 30 money was only for six years; expressed a need for prudence; appreciated staff’s conservative approach; clarified the difference between bond funds and Prop 30 funds in the area of technology; expressed interest in knowing how technology would be funded after Prop 30; would like a long-term plan for technology; clarified how money was being tracked; staff explained the tech refresh plan which was already in place; using six years of Prop 30 and then the already committed three years from the Bond, taking the support from three years to nine years; any future bond may address technology into another future date; asked for the tech refresh plan in a weekly; clarified there was no timeline for using the bond money; clarified the restrictions in Prop 30; clarified the Basic Aid Reserve policy was being reviewed; a student board rep clarified that new technology was considered; clarified the Board had input to the expenditures; and clarified when recommendations would come to the Board for other restricted funds (Common Core, Prop 39, and the other half of the Prop 30 funds).

Discussion Authorization to Issue Addendum No. 2 to Ninyo & Moore Specialty Consultants for Additional Testing and Inspection Services at Fairmeadow Elementary School

This item was moved from Item 21 to Item 10. Golton indicated this was likely the last item for Fairmeadow. He noted the state was very careful regarding school construction. Board member comments included clarifying the kinds of inspections and state oversight; clarified there would likely be $400,000 left over from this construction project; and expressed appreciation for highlighting how seriously safety was taken in this type of construction. This item will return on consent.

Action Authorization to Award a Contract for the Miranda Ave. Drop Off Project at Gunn High School

This item was moved from Item 22 to Item 11. Golton reviewed the Board’s authorization to bid. Bidders fell into two categories, contractors and paving companies. He noted this bidder does a lot of school work and was based in San Ramon. Board member comments included acknowledging there were eight bids; noted all the design and approval work needed; clarified the bike path of travel; and clarified the egress onto Miranda. MOTION: It was moved by Townsend, seconded by Emberling, and motion carried 4-0 to award a contract to

GradeTech, Inc. for the Miranda Drop-off project at Gunn High School in the amount of $1,213,800 and to authorize execution of change orders in the amount of 10% of the total contract amount or $121,380.

Action 2013-14 Additional Resource Allocations

Skelly reviewed the responses to questions from the previous discussion. MOTION: It was moved by Townsend to approve items 1-5; the motion died for the lack of a second. Board discussion began with the student board representative who noted there were a lot of issues with class size at Paly; noted the class of 2016 has more rigorous graduation requirements; clarified the difference in the various IT positions; clarified who was supervising hierarchy of the IT staff; and clarified who was on school campuses versus the district office. Board member comments included noted web sites were not a one time update design item; looking at making site more searchable; noted no one person was in charge of content; each department should handle their own part; would like to see a template for all the sites and departments; would like to invest in the infrastructure to support what was needed; appreciated the context provided by staff; noted the frustration when the technology fails and there isn’t sufficient support to keep it working; felt the expenditures support what was needed; indicated the remaining 50% of Prop 30 funds be considered for technology; a student board representative asked about the support at Paly; would support more training for teachers. Board member comments supported having the people necessary to have the technology work; supported the recommendations; and noted there was a benchmarking group looking at how districts are using technology and funding for


MINUTES FOR REGULAR MEETING OF NOVEMBER 19, 2013 it. MOTION: It was moved by Emberling, seconded by Baten Caswell, and motion carried 4-0 to approve the additional

resource allocations for the current and next fiscal year. Skelly spoke of Hawkins’ work in the district and how pleased everyone was for his success in being named CBO in Larkspur. Hawkins thanked everyone for a great four years, and particularly for the opportunity to work with Mak and Golton.

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

Bowers addressed the series of six items on compensation and benefits. He noted PAEA had ratified the agreement. Teri Baldwin, PAEA president, confirmed the vote. Bowers noted the negotiations ran smoothly and wrapped up in October. Board member comments included appreciation for the wonderful working relationship with teachers; and an appreciation for interest based negotiations

Discussion Ratification of Tentative Collective Bargaining Agreement with the California School Employees Association

Bowers indicated these also were good negotiations. It was noted CSEA’s vote was ongoing. Board member comments included reiteration of support for interest based negotiations; and appreciated the language on professional development.

Discussion Compensation Changes for Adult Education Teachers

Bowers noted the adult education teachers belong to PAEA, but were separate for compensation and benefits.

Discussion Compensation Changes for Non-Represented Management Employees

Bowers noted this covered all administrators.

Discussion Compensation Changes for Non-Represented Confidential/Supervisory Employee Group

Bowers noted this covered other non-represented employees. Board member comments included noting the consistency in how employees are compensated.

Discussion Compensation Change for Superintendent

Mitchell noted the superintendent’s contract was in the purview solely of the Board. The recommendation is for a three percent one time compensation for the 2013-14 school year.

Action Elementary Facilities Planning

MOTION: It was moved by Baten Caswell, seconded by Townsend, and motion carried 4-0 to extend the meeting to 10:30 p.m.

Skelly noted there would be a study session on December 9. Board member comments included appreciation for the updated information; expressed concern about the use of the word “forced”; concerned about what the survey would ask and why; noted this was about more than a thirteenth elementary school, it also was about program and the future; and expressed interest for this to be a thoughtful process and for options to be available. MOTION: It was moved by Baten Caswell; seconded by Townsend; and motion carried 4-0 to adopt the planning

timeline for the 2013-14 school year with the intent of reaching a decision as to the location and programing of a thirteenth elementary school by June 2014.

Action Proposed Vision and Mission Statements

Young introduced the modified vision and mission statements based on previous feedback from the Board. Board member comments included noting the necessary alignment with the strategic plan and what the district is doing; made suggestions for small changes; MOTION: It was moved by Townsend; seconded by Baten Caswell; and motion carried 4-0 to approve the proposed

vision and mission statements, with minor changes, as follows:

Vision: 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.


MINUTES FOR REGULAR MEETING OF NOVEMBER 19, 2013

Mission: We are a public, pre-K-12 school district that unites our students, teachers, staff, and parents to deliver on our collective vision by offering a rich and challenging academic experience to all students within a supportive community, dedicated to preparing our youth for the challenges of living in a fast-changing world.

Action County Committee Election – Districts 1 and 5

Mitchell explained the need to vote in both districts 1 and 5. Townsend addressed her experience with candidate Kathleen Sullivan. MOTION: It was moved by Baten Caswell, seconded by Townsend, and motion carried 4-0 to waive the two meeting

rule in order to meet the deadline of November 26. MOTION: It was moved by Townsend, seconded by Baten Caswell, and motion carried 4-0 to vote for

Kathleen Sullivan in District 1 and Josephine Lucey in District 5.

Discussion Call for Nominations for California School Boards Association (CSBA) Delegate Assembly

Mitchell explained the item. She asked that Board members let her know if they wished to nominate. If so, this item would return on the next meeting agenda.

Board Members’ Reports

Reports Townsend attended a meeting the prior Thursday at Ohlone which included Stanford for discussion of Mandarin Immersion. She noted Ohlone students were scoring higher than high school students. She announced she would attend the County School Boards Association where discussion would be about math She also wished everyone a Happy Thanksgiving. Baten Caswell noted there would be a City Liaison meeting later in the week. She attended the Regional Housing Mandate Committee meeting last week with Mitchell where the discussion was about what concessions should be given to developers if they put in BMR housing. Mitchell noted the board would be attending the CSBA meeting the following week. She wished everyone a Happy Thanksgiving. Townsend noted there had been a PiE meeting and everyone was awaiting word on the double-down effort in fundraising.

Adjournment The meeting was adjourned to closed session at 10:30 p.m. The Board reconvened in open session at 11:24 p.m. Mitchell announced no action was taken in closed session. The meeting adjourned at 11:25 p.m.

________________________________ Secretary to the Board

Approved: Special Meeting December 9, 2013 Page 1



MINUTES FOR SPECIAL MEETING OF DECEMBER 9, 2013 Call to Order The Board of Education of the Palo Alto Unified School District held a Special Meeting in the Board Room at 25 Churchill

Avenue, Palo Alto, California. Tom, President, called the meeting to order at 8:31 a.m.

Members present: Mr. Dana Tom, President Ms. Barb Mitchell, Vice President Ms. Melissa Baten Caswell Ms. Heidi Emberling Ms. Camille Townsend

Staff present: Dr. Kevin Skelly, Superintendent Dr. Charles Young, Associate Superintendent Kathleen Meagher, Director

MOTION: It was moved by Mitchell, seconded by Baten Caswell, and motion carried 5-0 to approve the agenda order.

Discussion Elementary Facilities Planning

Tom read the three objectives of the meeting: a recommendation to adopt the demographer’s projections when forecasting the distribution of expected growth between the clusters for the short term, and he asked that staff define short term; no student will be moved from present school by shifts in boundaries or locations or programs; and a proposed different next step in the process to have the Board review potential options in a study session, held in public, and then make additional presentations to the public. Tom indicated he would like to reach Board consensus on each of those three objectives. Townsend clarified the demographer’s data would not be the sole information source used for decision making for modifying or selecting boundaries. Skelly asked the Board to discuss the planning agreements. Board member comments included clarifying the information actually was defining grandfathering; expressed interest in minimizing disruption; clarified these definers were only for the next elementary school; would like to consider adding these to the values; noted new information would always be considered; clarified that younger siblings would be allowed the option of staying at the elementary school of an attendant older sibling; noted words like grandfathering, though traditional, are often confusing to families not originally from the United States; clarified language should include “to minimize disruption to existing students and families,” clarified that families asking to move to the new school will be allowed to do so; asked to change the fifth bullet to, “To minimize disruption to existing students and families, no student will be required to move from present school by shifts in boundaries or locations of programs.” Skelly asked the Board to discuss predicting growth, defining the short term as five to ten years. He recommended the Board be well informed by demographer’s data and other analysis. Board member comments included clarifying the recommendation to read, “Staff recommends the Board adopt the demographer’s projections and other information when forecasting the distribution of expected growth between the clusters for the short term.” Skelly reviewed the five charts provided in the packet. Board member comments included noting actual numbers for this year came in below the conservative estimate; noted the data from the new demographer was from the first year the District was using them; asked that Chart 5 be updated to include data for 2013; asked that data be provided for five years ago and ten years ago; clarified further data for Chart 4 was on Page 10 as Table 6; clarified that enrollment is shifting because of transitional kindergarten, not necessarily due to reduced enrollment; asked for consistent information that included T-K; expressed a concern regarding whether the demographer understood the City’s incentive for developers to build in the transportation corridors, which would impact the clusters differently; asked that charts be described clearly so the data presented is properly understood; noted the demographer’s report was predicting a decline without a rationale, and their prediction differs from the City’s plans for growth; noted there is a current problem to resolve with over 600 students being overflowed which is not family-friendly and not reflective of the expected growth; felt it was difficult to consider trends based on only two years of information; felt there was more compelling data than the dramatic algorithms; suggested using the straight line enrollment projections for long-term planning and to use the demographer’s data for short-term decisions and annual placements; noted that enrollment is 37% in the South, 33% in the West, and 30% in the North and there may be a better way to look at long-term growth, using those percentages; noted the transportation corridor growth would come in the North and West clusters; asked whether City projections should be used by the District and noted Stanford has been clear about predicting where its growth would occur; noted straight line projections by cluster are not helpful in the short-term; felt the demographer’s projections are not consistent enough with the City to use in deciding the location of a thirteenth elementary


MINUTES FOR SPECIAL MEETING OF DECEMBER 9, 2013 school; would like to see a combination of the straight line projection and the City’s projections; clarified that the City projections use projects not already in the pipeline while the demographer only uses data on what is approved; expressed concern about the volatility of using City projections; felt many sources of information were required and that the decision did need to be made in the near term; wanted to be sure the site chosen is not underutilized as was the case with Barron Park; noted the differing approaches to data amongst Board members and that no single approach would trump all the others; agreed the consensus was that no Board member wanted the demographer’s report alone; clarified the current enrollment crunch was occurring in the South cluster; expressed a strong preference for near term data that would benefit students in the next five to six years, not ten or more; a counter point opinion expressed was to be able to invest now for students into the future; asked for a clarification of why the South cluster was impacted—was it overflow from other clusters; would like to create choices by providing flexibility for future families and future Board members, noting a lot of what is driving growth in the South cluster is that 80% of the choice programs are in the South; felt underlying issues were not being addressed, and while a continued bandaid approach can work, the concern was for new families who are continually being overflowed; would prefer to be a little more farsighted and would like to be able to provide choices and look at number of students and schools; noted staff had done good work with families given the circumstances; asked for an update of Chart 4 by cluster; also asked that District staff talk to City staff; recalled that the challenge in the South has been ongoing, so would like data five and ten years back; expressed concern for minimal adjustments piling up and would eventually put boundaries completely out of whack rather than doing a complete reset; and asked for a motion to clarify: MOTION: It was moved by Mitchell for the Board to direct staff to incorporate the following objectives in planning the

thirteenth elementary school Affirming the Board’s planning values, guided by enrollment facilities master plan Policy 7110 Assuming straight line enrollment projections and City policy for long term planning for the District Using the demographer’s data to assist with short term decisions (annual placements, etc.) Affirming Elementary students will not cross Oregon Expressway/Page Mill to reach their neighborhood

elementary school. Minimizing disruption to existing students and families, no student will be required to move from present

school by shifts in boundaries or locations of programs Assuming 3,000 more housing units by 2030 Assuming comparable school and class size averages in all clusters Reducing student overflows in family friendly ways

Bated Caswell asked for changes to include striking the 3,000 housing units and to add “and current City policy and plans” to the second bullet and define short term. Further discussion included explaining a need for more specific language to narrow what is being asked of staff; there was some discomfort with the changes expressed and other suggestions were made. Baten Caswell made a motion to instead change the staff recommendation to: Staff recommends the Board use the demographer’s projections and other information such as: straight line projection, City policies and long term plans, Stanford policies and long term plans, and rationale behind the demographics for cluster estimates when forecasting the distribution of expected growth between the clusters for the next five years. Board members comments included noting staff would be cognizant of the entire discussion the Board was having and consider that as a guide for their work; noted there was no rationale for the demographer’s cluster estimate; would like an update but would not wish to use it as a compass; requested an update with a basis for the assumptions; and noted there is much more that will go into the final decision. Mitchell seconded Baten Caswell’s motion. Board members clarified there are students in choice programs who are in their neighborhood cluster. Motion carried 5-0. Public Comment Diane Reklis suggested counting pre-schoolers as a separate group to make the model work better; projected dwelling occupancy indicates a drop to zero, but an average should be used; and suggested looking at January to June students in kindergarten for the past few years, with students being held back confusing data further. Skelly indicated they would look at the kindergarten projections as he did not believe they were showing a decline. Tom asked the Board to address the last item, proposal of a different next step for the next study session in January. Skelly indicated this input would help with time and analysis. Tom clarified the proposal is for staff to bring a first draft proposal with pluses and minuses for each, but without full analysis at that point, which would be presented at a subsequent meeting. Board member comments included noting the benefits to the community of the Board considering ideas before moving forward. The Board reached consensus on this approach.

Discussion Addressing Middle School Enrollment Growth – Update on Discussion with Bowman International School regarding

Skelly explained the discussions that led to considering the Bowman site. He noted discussions have included Stanford in finding a viable solution. Access of the Bowman site could alleviate the concerns about housing middle school students. Staff believes acquisition of the Bowman site is the next best step for addressing middle school enrollment growth. Tom clarified staff was looking for Board direction to continue discussions with Stanford. Skelly noted Stanford understands the concerns about enrollment growth caused by the addition of housing there.


MINUTES FOR SPECIAL MEETING OF DECEMBER 9, 2013 Potential Acquisition of Land and Facilities Located at 4000 Terman Avenue

Board member comments included support for the recommended proposal; expressed concern for increasing enrollment at Terman without the addition of land; preferred a thorough look at other options; supported continuing discussions with Bowman; would like to explore finding a fourth middle school site option; noted Stanford has always been a true partner in addressing the needs of the community; expressed interest in the possibility of putting a middle school on the Stanford campus; concerned about addressing long- to mid-term needs; expressed appreciation for staff work; clarified the timeline for additional capacity would be over the next three years for middle school with a need for a fourth middle school and capacity at the high school level; noted there was only space for 200 more students at the middle schools after recent construction, making moving toward Bowman an important decision; clarified that portables would be the only option in the short-term without Bowman; commented Garland was a possibility for a middle school choice program; interested in Cubberley and whether it could be a K-8 campus; agreed with the discomfort of growing Terman without additional land; having Bowman would provide breathing room for the near term allowing time for discussions of a fourth middle school; noted the T-K program might be expanded by the Governor into universal pre-school for all four year olds; appreciated the historical cooperation with Stanford; would like data from five and ten years ago regarding students generated by Stanford; clarified enrollment from Stanford generally at the same rate as the rest of the District; noted Stanford’s growth seemed to be more predictable; and expressed hope that Stanford would continue to work with the District to address needs Mitchell proposed a motion which was modified with discussion to the following: MOTION: It was moved by Mitchell to direct staff to continue the pursuit of mutually beneficial options with Bowman

School to acquire the 4000 Terman site and to focus discussions with Stanford on mutually beneficial options to address middle school enrollment with a sense of urgency while also exploring other creative options to address pressing middle school capacity needs

Emberling seconded. Townsend indicated should would vote against the motion noting staff already heard the Board’s direction, making a motion on the dais unnecessary. Emberling asked what the timeline was for completing discussions with Bowman or moving on to other options. Tom noted there was capacity using the portables currently on the middle school campuses, agreeing this was a short-term solution. Baten Caswell noted the District had Cubberley land as another option. Skelly commented that Bowman was vastly superior to any other option; indicated without Bowman the next option would be to work with Stanford; noted moving Bowman to the Stanford research park was a better fit for Bowman than the District because Bowman’s students would be closer to their parents who work in the park whereas the District does not have students in that area; would prefer to have staff make the case with Stanford, acknowledging it would be a unique approach for Stanford; and clarified an update could be provided in March, assuming their would be progress to report. Motion carried 4-1, with Townsend abstaining.

Adjournment The meeting adjourned at 10:35 a.m. ________________________________ Secretary to the Board

Approved: Regular Meeting December 10, 2013 Page 1



MINUTES FOR REGULAR MEETING OF DECEMBER 10, 2013 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. Tom, President, called the meeting to order at 5:30 p.m.

Members present: Mr. Dana Tom, President Ms. Barb Mitchell, Vice President Ms. Melissa Baten Caswell Ms. Heidi Emberling Ms. Camille Townsend Addie McNamara, Student Board Representative—Paly Jarrod Mock, Student Board Representative—Gunn

Staff present: Dr. Kevin Skelly, Superintendent Dr. Charles Young, Associate Superintendent Dr. Scott Bowers, Assistant Superintendent Mrs. Cathy Mak, Chief Business Official Dr. Robert Golton, Bond Program Manager (absent)

Closed Session The Board adjourned to closed session pursuant to Government Code 54957 for Employee Evaluation – Superintendent; pursuant to Government Code 54957 for Employee Appointment – two positions: Manager, Business Services and Manager of Maintenance, Operations, and Transportation; pursuant to Government Code 54956.9(d)(2) for Conference with Legal Counsel Regarding Anticipated Litigation: Significant exposure to litigation – one case; pursuant to Government Code 54957 for Conference with Labor Negotiators, Dr. Scott Bowers, regarding PAEA, CSEA, and Non-represented groups; and pursuant to Government Code 54957 for Employee Discipline/Dismissal/Release. Items 4, 5, and 7 regarding Anticipated Litigation in two cases, Liability Claims, and Real Property Negotiator were not discussed and no action was taken.

Approval of Agenda Order The Board reconvened in open session at 6:38 p.m. Tom noted only items 1 (Employee Evaluation), 2 (Employee Appointment), 3 (Conference with Legal Counsel in one case), and 8 (Employee Discipline/Dismissal/Release) of the closed session items were discussed and that no reportable action was taken.

Annual Organizational Meeting Action Election of Officers

Skelly took the gavel and asked for nominations for President. MOTION: It was moved by Townsend to nominate Barb Mitchell as President for 2014. Motion was seconded by

Baten Caswell and motion carried 5-0. MOTION: It was moved by Emberling to nominate Melissa Baten Caswell as Vice President/Clerk for 2014. Motion

was seconded by Townsend and motion carried 5-0. MOTION: It was moved by Tom to nominate Kevin Skelly as Secretary for 2014. Motion was seconded by

Emberling and motion carried 5-0. Board members moved to their appropriate positions at the dais. Mitchell thanked Tom for his leadership over the past year.

Discussion 2014 Board of Education Committee Assignments

Mitchell asked Board members to let her know if they had a particular interest area. It was also recommended that Townsend and Caswell remain on the Board Policy Review Committee to maintain consistency with the policies currently under review. Emberling indicated Regional Occupational Program Policy Council no longer had organized meetings and suggested Mitchell check if a Board member representative was required.

Discussion Naming the Board Representative for the County Committee

MOTION: It was moved by Townsend, seconded by Baten Caswell, and motion carried 5-0 to waive the two meeting rule.

MOTION: It was moved by Townsend, seconded by Emberling, and motion carried 5-0 to name Mitchell to the

County Committee on School District Organization.


MINUTES FOR REGULAR MEETING OF DECEMBER 10, 2013 MOTION: It was moved by Tom; seconded by Emberling; and motion carried 5-0 to approve the agenda order.

Student Board Representative Reports

McNamara noted students were gearing up for finals including extended hours at the library, pajama day, and hot chocolate and cookies. She also noted Earl Hansen, coach, was retiring. Paly fall sports were winding down. Paly students provided a presentation on their sports seasons. Skelly invited Hansen to speak. Hansen thanked all his students and for his time at Paly. A short video of the various sports seasons was also played. Mock noted YCS held an open mic event, Gunn also had extended library hours, was hosting a study session for freshman, snacks and snowflakes, and a donut feed. The Gunn orchestra was going to Chicago to play at an international event, a rare honor. Gunn’s athletic director, Jill Naylor, made a presentation about the season’s sports. Gunn also presented a short video.

Superintendent Report

Skelly announced two registration events in the district for the Affordable Care Act; addressed the events from the California School Boards Association; commented on the previous day’s study session on elementary and middle school enrollment growth and how to address the space needs.

Consent Calendar MOTION: It was moved by Tom, seconded by Emberling, and motion carried 5-0 to approve the consent calendar including the certificated and classified personnel actions; warrants of November 2013; change orders; Elementary School Single Plans for Student Achievement (SPSAs); and Authorization to Issue Addendum No. 2 to Ninyo & Moore Specialty Consultants for Additional Testing and Inspection Services at Fairmeadow Elementary School.

Open Forum

Deborah Cain, elementary PE teacher, addressed reducing class size from a class and a half to just one class for student safety and learning. Lisa Lawrence, elementary music instructor, asked for additional staffing to create smaller class sizes. BJ Floersheim, elementary music instructor, expressed her concerns about dealing with a class and a half for her instruction. Rusty Tooley, teacher/librarian, expressed his concerns about the class and a half approach for attendance at libraries. Janice Mulholland, elementary library teacher, noted all programs suffer with the class and a half approach for attendance at libraries. Beth Stein asked for additional staff to address Ed Code and needs of students in physical education. Mitchell acknowledged concerns. Skelly noted there was an ongoing conversation about addressing these issues for next school year. Skelly also noted that Ms. Stein would be retiring this year.

Action School Calendars for 2014-15, 2015-16, and 2016-17

Bowers noted the changes since the discussion on November 19. Teachers were surveyed about the two options and noted a preference for Option 2. One change was noted for Option 1 for 2016-17 would move the October staff development day to October 7 from October 14. Public Comment Tekla Nee noted the majority of parents wanted a later start in August. Her preference was for Option 1. Rebecca Fox, who spoke on behalf of the PTSA executive board, indicated their support for Option 2, though it wasn’t perfect. Emma Chiu, Paly Voice, echoed the previous speaker. Preferred schedule to stay as it currently was. Board member comments included expressing appreciation for the compromises that were given; appreciated that both options provided finals before break; noted one calendar cannot possibly satisfy all; noted parents supported Option 1; would like a local holiday in October; clarified Option 1 was the only calendar that provided a student break in every month; clarified Option 2 lost a day off in March. Student board representatives preferred a day off in March and the earlier end date; a week in spring makes up for March and would prefer breaks in first semester; preferred a student day off in October, finals before winter break, late start in August, and Option 1. Board member comments included that with a unified district there had to be a compromise; important to listen to community; prefers breaks in October; clarified why a day off could not be moved from second semester into first semester; supported Option 1, but liked the later end date; clarified the Board could adopt a calendar and give direction to consider a local holiday in October and a one day later start in August; expressed concern about the testing crunch; preferred Option 1; appreciated student board rep comments in helping to address concerns; preferred Option 1; willing to give direction to the calendar committee, third week start in August, first semester ends before winter break; would prefer for the direction to be narrow. Skelly suggested there was consensus on Option 1.


MINUTES FOR REGULAR MEETING OF DECEMBER 10, 2013 MOTION: It was moved by Townsend; seconded by Emberling; and motion carried 5-0 to adopt Calendar Option 1

for 2014-15, 2015-16, and 2016-17. MOTION It was moved by Tom, seconded by Mitchell and motion carried 4-0-1, with Baten Caswell abstaining, to

suggest: The Calendar Committee consider alternative dates for staff development days; If there is support among teachers and administrators that they make the change and

notify the Board of their decision; and That the change would not affect the non-school days that students experience.

Student Board representatives appreciate the concessions and for being allowed to express their opinions; there was one preference for the Thursday start, noting there were activities at the high school level that would occur the week before the Monday start anyway.

Action Ratification of Tentative Collective Bargaining Agreement with the Palo Alto Educators Association (PAEA)

Bowers noted PAEA had ratified the tentative agreement. Board member comments included noting one of the Board’s priorities was to get the best teachers possible, provided professional development and competitive pay; spoke of the creative nature of the profession; noted teachers spend more hours with children than anyone other than parents; grateful for the thoughtfulness and caring extended to children, families, and each other. MOTION: It was moved by Townsend; seconded by Emberling; and motion carried 5-0 to approve the tentative

Collective Bargaining Agreement with the Palo Alto Educators Association. Skelly thanked both Teri Baldwin, PAEA President, and Bowers for their work on positive labor relationships. He also thanked the rest of the negotiating team and the Board.

Action Ratification of Tentative Collective Bargaining Agreement with the California School Employees Association (CSEA)

MOTION: It was moved by Townsend; seconded by Tom; and motion carried 5-0 to approve the tentative Collective Bargaining Agreement with California School Employees Association (CSEA).

Board member comments included noting all the areas covered by this employee group.

Action Compensation Changes for Adult Education Teachers

Bowers noted the increase was also retroactive to July 1. MOTION: It was moved by Tom; seconded by Emberling; and motion carried 5-0 to approve the compensation

changes for Adult Education Teachers, including the retroactive pay to July 1. Board member comments included noting the value of adult education teachers.

Action Compensation Changes for Non-Represented Management Employees

MOTION: It was moved by Baten Caswell; seconded by Tom; and motion carried 5-0 to approve the compensation changes for the non-represented management employees.

Action Compensation Changes for Non-Represented Confidential/Supervisory Employee Group

MOTION: It was moved by Townsend; seconded by Emberling; and motion carried 5-0 to approve the compensation changes for the non-represented confidential/supervisory employee group.

Action Compensation Change for Superintendent

Mitchell noted the benefits of working with Skelly was receiving compensation on a one time basis of 3 % for the current school year. MOTION: It was moved by Tom; seconded by Baten Caswell; and motion carried 5-0 to approve the compensation

change for the Superintendent.

Information Update on the Secondary Schools Counseling Program

Skelly noted this was discussed in May. Board members had asked for an additional update. Brenda Carrillo, Student Services Coordinator, introduced others present: Charles Taylor, Linda Howard, Jeff Gielow, Bill Christensen, and Tom Jacoubowsky, who made a presentation covering: presentation outcomes, what was set out to do, what informed the work, logic model explanation and benefits, process and timeline, vision for school counseling program, mission for school counseling program, the logic model for school counseling program, the logic model rationale, outcomes, activities, academic outcomes, college/career outcomes, personal/social outcomes, initial comparability of high school activities, and next steps.


MINUTES FOR REGULAR MEETING OF DECEMBER 10, 2013 Board member comments included noting there would be another presentation in March. Public Comments Ken Dauber spoke about the differences between the two high school counseling programs, reviewing statistics from previous years. He expressed concerns regarding the perceived gaps in the adult connections on Gunn campus. He commented on the report’s lack in addressing those long-term concerns. Kathy Sharp spoke about addressing comparability between Paly and Gunn high schools, noting that after four years and fourteen committee meetings, the Board had still not asked staff at Gunn to enact the committee’s recommendations. She felt it was important for teachers to reach out and be advisors to Gunn students. Board member comments included appreciation for the secondary counselors’ participation; noted it was important to discuss how comparability would be reached; clarified how changes were occurring at the various sites; clarified how social emotional connections were evolving; clarified if previous Board concerns would be addressed in the March 2014 report; noted the importance of having counselors present; clarified how the effort has changed the program at the sites; clarified how the student experience was changing; clarified there was no exact list yet of how the schools are the same; clarified the discussions of what was different was ongoing; noted report reflects strong collaboration of counseling programs; noted none of the schools was standing still; noted each school was adding more activities; appreciated the focus on comparability; noted progress on committee recommendations; appreciated the two day work together; looking forward to the measure; appreciated having the data; clarified some specific questions would be surveyed again this year; appreciated keeping parents in the loop; commented on recent information and how that kind of data was worked back into the system—checking with local community colleges; appreciated had the group of presenters; would like to have the measures; want to know how students and parents are reflecting; commented on a session at the recent annual CSBA meeting regarding 12th grade math; clarified meetings with ACS and psychologists and specific student concerns; appreciated the detail of the report; appreciated the work being done to strengthening the system; times and needs are complex; noted how much was being asked of staff in supporting 6,000 students; commented on the benefits of the integrated work; grateful Board was able to add resources; Skelly commented on the support and professional learning; would like the Board to consider the progress in A-G completion; counselors are thinking about how to capitalize on opportunities; and noted sharing feedback from students through counselors to teachers was important. MOTION: It was moved by Baten Caswell, seconded by Tom, and motion carried 5-0 to extend the meeting to

11:30 p.m.

Information Update on Safe and Welcoming Schools (SAWS) Initiative

Carrillo made a presentation covering outcomes, the evolution of safe and welcoming school efforts, SAWS action plan objectives, areas of focus, task force, curricula and programs recommendations, district climate committee recommendations, parents and student involvement recommendations, Unity Day highlights, student services fair, staff development, and next steps. Board member comments included acknowledging the CAC team members who worked with staff; thanked Carrillo for the presentation; clarified how many sites had evidenced based anti-bullying programs in place; clarified that every school has an anti-bullying program; clarified staff was moving away from one-shot activities in favor of more strategic efforts; helpful to have the right messages in place; noted the right people were working on this effort; very pleased with the results and progress; appreciated the retention of developmental assets; looking forward to the new web page; clarified how the information would remain fresh and available; appreciated the work around Unity Day; appreciated the definition of what success would look like; clarified the task force was finished and the district climate committee has started its work; clarified high school level representative; appreciated the slide on objectives and would like to see them as separate slides in a future report; would like to hear more about the work being done for diversity and anti-bullying, particularly with special needs students; also would like to hear about the nature of the delivery system; appreciated the expressed interest in common language; clarified different learning communities were possible; and would like to see similar clarity provided in the counseling report.

Information Academic Achievement – High School Measures

Skelly noted this was an annual report. Dr. Diana Wilmot, director of Assessment and Evaluation, made a presentation covering, the class of 2013, highlights, agenda, Strategic Plan Goal 4, A-G course requirements, increase A-G completion for all graduates, graduates in Class of 2013 meeting A-G, comparison data—percent meeting A-G, what is known about students missing the A-G requirements, graduates missing A-G coursework by course, graduates missing 1-2 A-G coursework by course, chance of meeting A-G if student scores below proficient in elementary school, post-hoc analysis for ELA in elementary—CST proficiency and percent meeting A-G, post-hoc analysis for math in elementary—CST proficiency and percentage meeting A-G, Strategic Plan Goal 5, increase A-G completion for underrepresented minorities, comparison data—percentage meeting A-G, national college-going rates—63%, 94% of the Class of 2013 self-reported going to college in fall 2013, self-reported college enrollment by parent education level (Class of 2013), 83% of Class of 2013 who didn’t meet A-G self-report going on to college, next steps, and accessing the data. Board member comments included pleased with direction of A-G completion; appreciated disaggregated groups with their


MINUTES FOR REGULAR MEETING OF DECEMBER 10, 2013 A-G rates, noting the relatively small numbers in the district’s groups; Skelly noted 90.8% of students are meeting A-G; noted growth in all areas but one in underrepresented students; appreciated seeing next steps; clarified that program effectiveness would be part of the analysis; appreciated the look at alternative graduation requirements; noted A-G was the right expectation; clarified how credit recovery occurs in courses like English, which is eight semesters; expressed interest in the conversations occurring about students with Ds and Fs; appreciated the data that attempted to determine the success of a second grader in making A-G requirements and in attending college; clarified that data was available for looking for successful graduation from college; clarified that Paly has a similar number of underrepresented groups as Gunn; noted scores in science and history did not see the same growth; clarified that grades in some courses are looked at by semester grade, not yearly; expressed interest in the D and F work; noted inputs regarding counseling report are valuable as are these outputs; appreciate the work of teachers; clarified staff has a connection to community colleges regarding tracking seniors regarding math; and clarified test is taken by high majority of juniors.

Information 2013-14 Assessment Program in Light of Cancellation of STAR Testing Program

This item was tabled until January 14, 2014.

Action 2013-14 First Interim Financial Report

Skelly noted this item was discussed at the last meeting. Mak reviewed the changes to the estimated tax roll. MOTION: It was moved by Baten Caswell, seconded by Townsend, and motion carried 5-0 to extend the meeting to

11:50 p.m. MOTION: It was moved by Townsend; seconded by Emberling; and motion carried 5-0 to:

1. Give a positive certification to the County Superintendent that the District can meet its financial obligations through the end of the fiscal year and for the subsequent two years.

2. Approve the budget revisions listed in the project year totals.

Discussion Authorization to Bid District Managed Printing Contract

Skelly noted this was a request to go to bid. Mak indicated the budget shortfall was due primarily to more schools joining the program. Board members comments included clarification the bid would extend the contract; clarified there would be a small savings to the schools that participate. This item will return on consent.

Discussion Addendum No. 2 to Contract with Gilbane Building Company

Golton explained the addendum for work at Paly. This item will return on consent.

Board Members’ Reports

Reports Tom will report to the Board about CSBA conference. Emberling City School Liaison update on safe routes to school, traffic, bike parking, available grants, car pools to school, updates to safe routes to schools maps, looking to get links to maps on district web site, juvenile traffic diversion program, Baten Caswell noted the next City Liaison meeting was the following week. Skelly is working with the police chief on helmet distribution. Regional Housing Mandate committee meeting is upcoming. PTAC meeting last week; they hope to participate in the Safe and Welcoming schools program. Larry Horton’s retirement party was upcoming. Mitchell attended PiE board meeting and celebration. Operations Staff will look at having a study session January 14.

Adjournment The meeting was adjourned to closed session at 11:52 p.m.

________________________________ Secretary to the Board

BOARD OF EDUCATION Attachment: Consent 4 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Dr. Kevin Skelly, Superintendent FROM: Cathy Mak, Chief Business Officer SUBJECT: Authorization to Bid District Managed Printing Contract STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure RECOMMENDATION It is recommended the Board of Education authorize staff to solicit bids for Managed Printing services for the District. This item was discussed at the December 10, 2013, regular meeting. BACKGROUND In September 2010, the District awarded a contract for Managed Printing Services to Hewlett Packard Company. The program has been very successful and has expanded to provide complete coverage at several schools. In addition, there are printers under management at almost every site in the District. Sites that have fully utilized the program have experienced significant cost savings, and schools with managed printers have experienced more predictable costs, as all repairs are covered by the program, and it provides more convenient just-in-time toner and ink replacement. Due to the success of the program, the District will soon exceed the Board authorization of $288,980. Therefore, it is proposed the board authorize staff to solicit bids for a new managed printing contract. PROPOSAL It is being proposed the Board of Education authorize staff to solicit bids for a new managed printing contract. FISCAL IMPACT Funding for this contract will come from the discretionary budget of each school site and the district office.

BOARD OF EDUCATION Attachment: Consent 5 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Dr. Kevin Skelly, Superintendent FROM: Bob Golton, Bond Program Manager SUBJECT: Addendum No. 2 to Contract with Gilbane Building Company STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure RECOMMENDATION It is recommended the Board of Education approve addendum no. 2 to the Gilbane Building Company (GBC) contract to provide additional services in an amount not to exceed $288,080. This item was discussed at the December 10, 2013, regular meeting. BACKGROUND In June 2013, the Board of Education approved addendum no. 1 to the GBC contract, in an amount not to exceed $431,120, for the Paly Classroom and Media Arts construction project through January 17, 2014. This project is continuing; the latest contractor schedule projects a January 30, 2014, finish date. Authorization is requested past that date to allow for delays and close-out activities. This is a not to exceed contract, and staff will be retained no longer than needed. The attachment provides information on staffing and hourly rates. The total cost for this addendum no. 2 is a not to exceed amount of $288,080. PROPOSAL It is proposed the Board of Education authorize addendum no. 2 to the GBC contract in the total amount not to exceed $288,080. FISCAL IMPACT The Strong Schools Bond Paly Classroom and Media Arts Project will fund this amount.

Calendar

January 10 working days

February 20 working days

March 21 working days

April 14 working days

TOTAL 65 working days

Note: 65 working days @ 8 hours per day = 520 hours

Hours Rate Amount

Sr. construction manager 520 $175 $91,000

Sr. construction manager 520 $175 $91,000

Project Engineer 520 $135 $70,200

CSA Estimator @ 50% 260 $138 $35,880

$288,080

Gilbane Building Company

Paly Classroom Building and Media Arts Project

Staff‐ 1/20/14 through 4/18/14

BOARD OF EDUCATION Attachment: Consent 6 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 To: Kevin Skelly, Superintendent From: Charles Young, Associate Superintendent - Educational Services Subject: Uniform Complaint (Williams Settlement and Valenzuela/CAHSEE Lawsuit Settlement) Quarterly Report As a result of the Williams Settlement Legislation Requirements and the Valenzuela/CAHSEE Lawsuit Settlement, local Boards must submit a quarterly report to the county superintendent on the nature and resolution of complaints in the following areas: There should be sufficient textbooks and instructional materials. For there to be “sufficient

textbooks and instructional materials” each pupil, including English learners, must have a textbook or instructional materials to use in class and to take home.

There should be a teacher assigned to each class and not a series of substitutes or other

temporary teachers. The teacher should have the proper credential and subject matter training to teach the class.

School facilities must be clean, safe, and maintained in good repair. Good repair means that

the facility is maintained in a manner that assures that it is clean, safe, and functional. Pupils who have not passed the high school exit examination by the end of grade 12 are

entitled to receive intensive instruction and services for up to two consecutive academic years after completion of grade 12 or until the pupil has passed both parts of the high school exit examination, whichever comes first.

Complaint forms can be obtained at the principal's office, district office, or can be downloaded from the school district's or California Department of Education's website. There were no Williams complaints (regarding textbooks and instructional materials, teacher vacancies or misassignments, or facilities conditions) or Valenzuela complaints (regarding CAHSEE instruction and services) at any school filed from July 1– September 30, 2013, or October 1 – December 31, 2013. Recommendation This item is for information only and no action is required. Attachment

© 2008 California County Superintendents Educational Services Association

Valenzuela/CAHSEE Lawsuit Settlement Quarterly Report on Williams Uniform Complaints

[Education Code § 35186(d)] District:_Palo Alto Unified Person completing this form: Charles Young Title: Associate Superintendent Quarterly Report Submission Date: April 2013 (check one) July 2013

√ October 2013 January 2014

Date for information to be reported publicly at governing board meeting: January 14, 2014.

Please check the box that applies:

No complaints were filed with any school in the district during the quarter indicated above.

Complaints were filed with schools in the district during the quarter indicated

above. The following chart summarizes the nature and resolution of these complaints.

General Subject Area Total # of

Complaints # Resolved # Unresolved

Textbooks and Instructional

Materials

Teacher Vacancy or Misassignment

Facilities Conditions

CAHSEE Intensive Instruction and

Services

TOTALS

Kevin Skelly Print Name of District Superintendent ________________________________________________ ________________________ Signature of District Superintendent Date

© 2008 California County Superintendents Educational Services Association

Valenzuela/CAHSEE Lawsuit Settlement Quarterly Report on Williams Uniform Complaints

[Education Code § 35186(d)] District:_Palo Alto Unified Person completing this form: Charles Young Title: Associate Superintendent Quarterly Report Submission Date: April 2013 (check one) July 2013

October 2013 √ January 2014

Date for information to be reported publicly at governing board meeting: January 14, 2014.

Please check the box that applies:

No complaints were filed with any school in the district during the quarter indicated above.

Complaints were filed with schools in the district during the quarter indicated

above. The following chart summarizes the nature and resolution of these complaints.

General Subject Area Total # of

Complaints # Resolved # Unresolved

Textbooks and Instructional

Materials

Teacher Vacancy or Misassignment

Facilities Conditions

CAHSEE Intensive Instruction and

Services

TOTALS

Kevin Skelly Print Name of District Superintendent ________________________________________________ ________________________ Signature of District Superintendent Date

1

BOARD OF EDUCATION Attachment: Consent 7 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Kevin Skelly, Superintendent FROM: Charles Young, Associate Superintendent - Educational Services SUBJECT: Extended Field Trip - International STRATEGIC PLAN INITIATIVE Academic Excellence and Learning BACKGROUND This report is a request for Board approval for an extended international service learning field trip to Costa Rica with students from Gunn High School. (See Attachments A - C.) Students will have an opportunity to expand their educational foundation through this international volunteer experience. Below, in part, is the PAUSD Board policy with respect to field trips. It is the intention of staff to ask the Board for approval of all international field trips.

PAUSD BOARD POLICY 6153 - SCHOOL-SPONSORED FIELD STUDY TRIPS The Board of Education recognizes that school-sponsored trips are an important component of a student's development and supplement and enrich the classroom learning experience. School-sponsored trips may be conducted in connection with the district's course of study or school-related social, educational, cultural, athletic, school band activities, or other extracurricular or cocurricular activities. A field trip to a foreign country may be permitted to familiarize students with the language, history, geography, natural science, and other studies relative to the district's course of study. Requests for school-sponsored trips involving out-of-state, out-of-country, or overnight travel shall be submitted to the Superintendent or designee. The Superintendent or designee shall review the request and make a finding to whether the request should be approved by the Board. No field trip shall be authorized if any student would be excluded from participation because of a lack of sufficient funds. The Superintendent or designee shall coordinate with community groups to supply funds for students in need. (Education Code 35330)

RECOMMENDATION It is recommended the Board of Education approve the proposed extended international field trip to Costa Rica for Gunn High School students. Attachments

A"achment C 1/14/14

1

Costa Rica Spring Break 2014 Fri March 28th – Sat April 5th

Dave Deggeller

!   Math Teacher @ Gunn for 18 years

!   Traveled extensively outside of US

!   12th international trip with Gunn Students

A"achment C 1/14/14

2

Daisy Renazco

!   Math Teacher

!   Led the service trip to Nicaragua last year

Costa Rica

A"achment C 1/14/14

3

Orosi

Orosi

A"achment C 1/14/14

4

Orosi Valley

!   Hour from San Jose

!   Center of coffee country

!   Near Tapanti National Park

!   Hot Springs

!   Nature Preserve

Aspire by API

!   http://www.aspirebyapi.com

!   Formally Cultural Embrace

!   On Site Director

!   Transportation

!   Service Project

A"achment C 1/14/14

5

Accommodations

!   Dorm style accommodations

!   4-8 students per room

!   All meals provided

Adventure Activities

!   Rafting

!   Waterfall Hike

!   Canopy Tour

!   Volcano Irazu

!   Hot Springs

A"achment C 1/14/14

6

Community Activities

!   Community Soccer game

!   Dance Lessons

!   Dinner/Celebration with the community

Service projects !   Project duties will be determined later, but may

include:

!   building/renovations

!   painting, gardening, eco projects,

!   tutoring children

!   At least 25 hours

A"achment C 1/14/14

7

Safety

!   Always chaperoned

!   Bilingual Guide

!   24 hour emergency service

!   All school field trip rules apply

Cost: !   Approximately $1950 depending on airfare

!   Ground Fees: $1220 (includes meals, ground transportation, housing, fees, activities, support)

!   Flight: $700

!   District Insurance $30

!   No students have been excluded from participation because of lack of funds

A"achment C 1/14/14

8

Group & Individual Fundraising

!   Stanford Volleyball

!   Stanford Parking

!   Open Mic

!   Oregon Football Game

!   Cal Football

!   Individual Fundraising / Letter Writing

!   Grocery Store booths

BOARD OF EDUCATION Attachment: Consent 8 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Kevin Skelly, Superintendent of Schools FROM: Charles Young, Assistant Superintendent – Educational Services PREPARED BY: Sharon Keplinger, Program Coordinator SUBJECT: Board Resolution No. 2013-14.07: Child Development Contract 2013-2014 STRATEGIC PLAN INITIATIVE Academic Excellence and Learning Budget and Infrastructure RECOMMENDATION It is recommended the Board of Education approve the Child Development Contract and Resolution No. 2013-14.07 for the 2013-2014 school year. BACKGROUND We have received an amended 2013-2014 contract (CSPP-3548) from the State Department of Education for an increase in funding for the General Child Care and Child Development program, which is subcontracted to and managed by Palo Alto Community Child Care (PACCC). The District serves as the fiscal agent for this program in order to receive/maintain the partial funding from the State. The California Department of Education requires local Boards of Education to authorize all Child Development Contracts. The Resolution for fiscal year 2013-2014 authorizing implementation of this contract is attached. The amount the Palo Alto Unified School District is entitled to receive has been increased from $146,016 to $148,614. Attachment

RESOLUTION

This resolution must be adopted in order to certify the approval of the Governing Board to enter this transaction with the California Department of Education for the purpose of providing child care and development services and to authorize the designated personnel to sign contract documents for Fiscal Year 2013/14. ________________________________________________________________________

RESOLUTION BE IT RESOLVED that the Governing Board of Palo Alto Unified School District Authorizes entering into local agreement number 2013-2014.07 and that the persons who are listed below, are authorized to sign the transaction for the Governing Board. Name: Title: Signature Sharon Keplinger Program Coordinator __________________ Kevin Skelly Superintendent __________________ PASSED AND ADOPTED THIS 14th day of January 2014 by the Governing Board of the Palo Alto Unified School District of Santa Clara County, California.

I, Kevin Skelly, Ph.D., Secretary of the Governing Board of the Palo Alto Unified School District of Santa Clara County, California, certify the foregoing is a full, true, and correct copy of a resolution adoption by the said Board at a regular meeting thereof held at a regular public place of meeting and the resolution is on file in the office of said Board.

__________________________________ ____________________ Kevin Skelly, Ph.D. (Clerk's signature) (Date)

BOARD OF EDUCATION Attachment: Information 9 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Board of Education FROM: Kevin Skelly, Ph.D., Superintendent SUBJECT: Mid-Year Annual Focused Goals Update RECOMMENDATION This item is for information only. BACKGROUND The district’s Strategic Plan was revised and adopted by the Board of Education on May 28, 2013. Annually, the Board and staff work together to set annual focused goals that address areas of the Strategic Plan. This school year, the Focused Goals were approved in September, and staff has been working to accomplish these goals. The purpose of this item is to provide the Board with a general overview of progress to date and for staff to receive Board input and feedback. A presentation will be made at the meeting. A draft copy of the PowerPoint to be used for this presentation is attached. The 2013-2014 Annual Focused Goals are also included with this item. Attachments

2013-2014 Annual Focused Goals Draft PowerPoint presentation Updated Staff Work Plan 2013 Fall Board reports and 2014 Tentative Timeline for Board reports

A

B

C

D

E

PAUSD 2013-2014 ANNUAL FOCUSED GOALS / ACTIONS

TO SUPPORT THE STRATEGIC PLAN Approved 09.10.13

ACADEMIC EXCELLENCE AND LEARNING Preparing every student with knowledge and skills for postsecondary success

1. Increase small group instruction and/or other differentiation strategies effectively to appropriately challenge all students to ensure core content mastery. (Strategic Plan Action A1.1)

2. Integrate Common Core State Standards with an emphasis on content mastery, critical thinking, creativity, communication, collaboration, and technological literacy. (Strategic Plan Action A2.1)

3. Increase and improve job-embedded professional development and co-teaching to ensure access to the general education curriculum for struggling students. (Strategic Plan Action A3.4)

PERSONAL DEVELOPMENT AND SUPPORT Fostering joy in learning through personal development across multiple dimensions

4. Ensure safe and positive school environments for students through partnerships, student engagement, and improved procedures. Ensure school environments are safe and welcoming for all students through: student education; mentoring relationships; research-based programs; training for staff, volunteers, and substitutes; and avenues for students to access support. (Strategic Plan Action B2.1)

STAFF DEVELOPMENT AND RECRUITMENT Sustaining a culture of growth and innovation

5. Expand delivery of professional development programs to include peer collaboration, best-practice sharing, mentoring, and online learning; and extend to all staff where appropriate. (Strategic Plan Action C1.2)

6. Identify teacher development needs using student data and teacher performance feedback, and align professional development with those needs and with strategic initiatives. (Strategic Plan Action C2.1)

BUDGET AND INFRASTRUCTURE Investing responsibly for excellence and growth

7. Ensure consistent and adequate distribution of non-facilities resources relative to teacher and student support needs, i.e. class size, counseling resources, special needs. (Strategic Plan Action D1.4)

8. Enhance long-term planning processes (e.g. building alignment on demographic projections). (Strategic Plan Action D2.3)

9. Deliver communications and training required to promote consistent adoption of key technology platforms by staff, students, and parents. (Strategic Plan Action D3.3)

GOVERNANCE AND COMMUNICATIONS Create a focused, transparent governance process that is a model of informed communication and decision making.

10. Communicate information, actions, challenges, and success stories to the community on a frequent basis and in a transparent manner. (Strategic Plan Action E1.1)

11. Improve PAUSD website for ease of accessing, organizing, and disseminating information. (Strategic Plan Action E1.3)

12. Improve vertical and horizontal alignment on academic rigor, grading, and curricular elements. (Strategic Plan Action E2.2)

1/9/2014

1

2013‐2014 Annual Focused Goal Initiatives and Actions

Mid‐year Update Kevin Skelly, Ph.D.

Charles F. Young, Ed.D.

January 14, 2014

Palo Alto Unified School District

1/9/2014

2

The Big Picture

• Common Core State Standards (CCSS) Implementation

• Safe and Welcoming Schools

• Professional Learning

• Communication

• Resource Management

January 14, 2014 Palo Alto Unified School District

1/9/2014

3

Annual Focused Goal #1

Initiative A1: Effectively engage, challenge, and ensure [core content] mastery for every student

Action A1.1: Small group instruction and differentiation



Implementation Steps Metrics

Offer professional development modules

Participation in PD modules

Meetings to share promising practices

Anecdotal data from site leaders

Strategic Plan spring survey results

Board reports updating student proficiency

1/9/2014

4

Annual Focused Goal #1January 2014 Update

• Three assessment reports and Professional Development Report to Board

• Multiple exciting PD activities (see work plan)



Initiative A2: Ensure post‐secondary preparation by Common Core, feedback for students, and consistency in curriculum, grading, and homework

Action A2.1: Integrate CCSS with content mastery, critical thinking, creativity, communication,

collaboration, and technological literacy.


1/9/2014

5



Follow CCSS Implementation Plan for K‐12


Progress updates to Board andSuperintendent



• Board update on Common Core on October 22, 2013

• Numerous communication efforts to parents, community, and staff

1/9/2014

6


Initiative A3: Raise achievement of underserved students by equity of preparation, access, and support

Action A3.4: Increase and improve job‐embedded professional development and co‐teaching


Annual Focused Goal #3Implementation Steps Metrics

Provide on‐going professionaldevelopment

Participation in PD modules

Provide instructional coaching Anecdotal data from site leaders

Provide feedback to classroom teachers to promote culturally competent instructional practices

Increase participation for students of color in A‐G readiness, college admission rates

Share promising practices thatsupport equity

Board reports updating student proficiency


Continue to decrease differing participation rates in special education

1/9/2014

7

Annual Focus Goal #3January 2014 Update


• Ongoing activities to address these issues

• Board reports and information to follow in spring

• Expanded TOSA Team

Annual Focus Goal #4

Initiative B2: Ensure safe and positive school environments

Action B2.1: Student education; mentoring relationships; research‐based programs;training for staff, volunteers, and substitutes; avenues for students to access support


1/9/2014

8

Annual Focus Goal #4


Safe and Welcoming Schools Initiative

CHKS and PARC survey results

Adoption and implementation of related Board policy


On‐going staff and student training

Increased consistency in addressing incidents of bullying

Annual Focus Goal #4January 2014 Update


• Board report on December 9, 2013

• Board policies to Board on January 28, 2014

• Nearly all district staff trained regarding disability‐based harassment and creation of safer schools

• Safe and Welcoming Schools initiative implemented

1/9/2014

9


Initiative C1: Foster a culture of relevant and effective professional growth among all staff

Action C1.2 Peer collaboration, best‐practice sharing, mentoring, online learning


Annual Focused Goal #5Implementation Steps Metrics

Develop PreK –12 structures to support professionaldevelopment (management software)

Evaluation and selection of PDmanagement software

Create new PD opportunities tied to Strategic Plan goals

Menu of PD options

Expand PD opportunities to classified staff

Staff participation in PD offerings

Research online learning tools Evaluation of online learning opportunities

1/9/2014

10



• Evaluation and selection of PD management software – nearing completion

• Menu of PD options – ongoing

• More classified training and additional days in contract

• New training models initiated


Initiative C2: Teachers to innovate, improve, and adapt teaching methods

Action C2.1: Identify teacher development needs and align professional development with those needs and with strategic initiatives.

August 27, 2013 Palo Alto Unified School District

1/9/2014

11



Analyze Strategic Plan survey results to guide offerings

Staff development offerings that reflect identified needsand appropriate delivery methods

Gather other pertinent information to identify staff needs

Improved results on Strategic Plan spring survey around professional development opportunities



• Work is ongoing (see work plan and previous goal updates)

1/9/2014

12


Initiative D1: Use of resources for maximum impact on student learning

Action D1.4: Consistent and adequate distribution of non‐facilities resources, i.e. class size, counseling resources, special needs




Maintain communication throughout organization and community about District’s budget situation

Financial reports filed and provided on time

Provide program enhancements that improvestudent experience and address any consistency and adequacy issues


1/9/2014

13



• Financial updates have been presented as scheduled

• $1.9 million in program enhancements


Initiative D2: Plan capacity for facilities and make design choices with effective approaches, flexible, and sustainable

Action D2.3: Enhance long‐term planning processes


1/9/2014

14



Evaluate need for 13th

elementary schoolBoard decision by May 2014

Select site and programming if needed

January 2014 Update


• Proceeding well


Initiative D3: Invest strategically in IT, promote efficiency and effectiveness of staff, ensure a robust infrastructure

Action D3.3: Communications and training for adoption of key technology platforms


1/9/2014

15



Secondary‐wide alignment on expectations for Schoology use

Schoology expectations defined and communicated before start of 2013‐14

Continue to deliver broad range of technology PD



• Expectations communicated and Schoologyusage has increased dramatically


1/9/2014

16


Initiative E1: Engender trust with the community through communication

Action E1.3: Improve PAUSD website for ease of accessing, organizing, and disseminating information.


January 2014 Update


Develop and implement communication plan


Update and organize existing content on PAUSD.org

All content current by 10/31/13



• Website refresh project preparing for launch

1/9/2014

17


Initiative E2: Provide a district approach to align sites on key areas while continuing to support site innovation

Action E2.2: Improve alignment on academic rigor, grading, and curricular elements




Improve alignment on academic rigor, grading, and curricular elements

Formation of elementary Report Card committee

Development of new report card

Grade level and department level meeting minutes

Review and discussion of assessments and course objectives

Spring Strategic Plan Survey results

1/9/2014

18



• Report Card Committee working

• Release days at sites and other PD to increase alignment

Other Activities• Calendar ‐ Completed

• Cubberley – To be completed

• Counseling – Report on December 2013 and in April 2014

• 2016 Graduation Requirements –Ongoing

• Negotiations – Completed

• In addition, construction projects are proceeding well


1/9/2014

19

Other Information

• Attached updated work plan

• January – June 2014 Timeline of Board meetings attached

• Annual Strategic Plan Survey will take place in Spring


1

2013-2014 ANNUAL FOCUSED GOALS: Work Plan

Approved 09.10.13

A. ACADEMIC EXCELLENT AND LEARNING Create an exceptional learning environment that equitably supports and appropriately challenges all students to reach their potential Initiative A1: Differentiate the educational experience to effectively engage, appropriately challenge, and ensure mastery for every student

Action A1.1: Increase small group instruction and other differentiation strategies effectively to appropriately challenge all students to ensure core content mastery

Implementation Steps Metrics Progress Update Accountability 1) Offer Professional Development

opportunities designed to support teacher knowledge and skill in using small group instruction and broadly accessible design

2) Use principal, IS, and steering

committee meetings to share promising practices

Participation rate in professional development opportunities Anecdotal data from school site leaders Fall Board reports updating student proficiency as related to Strategic Plan assessment goals Improved annual spring Strategic Plan survey results

Stanford online course - focus on differentiation strategies Winter/spring PD calendar - emphasis on accessible design for learning, K-12 (i.e. making use of aides for differentiation; co-teaching; English Learners in the Common Core) Elementary workshops - Lucy Calkins Writers Workshop Summer Writing Institute - Teachers College Workshop for principals by Teachers College staff developer Peter Johnston – building positive classroom learning environments - SDD in August

Charles Young Kathleen Meagher Katherine Baker Holly Wade Diana Wilmot Kelly Bikle Principals

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Elementary October SDD - mini university model - dozens of sessions offered on variety of topics, CCSS and tech implementation focus January Release days for all K-5 teachers Ongoing TOSA coaching support IS meetings include embedded PD component, sharing promising practices, collaboration around common core state standards. Steering Committees share monthly (e.g., English shared JLS writing handbook) Secondary Principals share best/promising practices monthly (one hour) K-12 meetings include leadership development PD strand Special Education Aide trainings,, focus on small group instruction Three Fall Board reports were presented related to the Strategic Plan assessment goals

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Initiative A2: Ensure post-secondary preparation by implementing the Common Core State Standards, improving feedback for students, and increasing consistency in curriculum, grading, and homework across sites, grades, and courses

Action A2.1: Integrate Common Core State Standards with an emphasis on content mastery, critical thinking, creativity, communication, collaboration, and technological literacy

Implementation Steps Metrics Progress Update Accountability 1) Follow CCSS Implementation

Plan for K-12

Improved annual spring Strategic Plan survey results Progress updates to Superintendent and Board

October SDD for elementary and secondary departments On-going PD planning for all departments for 13-14 and beyond-focus on CCSS and NGSS (Next Generation Science Standards) Ongoing workshops provided-focus on CCSS; classroom language (Accountable Talk); Close Reading; analytical writing in History/SS (and other disciplines) and supporting ELs Updated CCSS plan to reflect 2014-15 implementation steps Provided two CCSS information evenings for parents Schools continue to offer parent education nights on CCSS CCSS Roll Out Plan presented to IS’s and secondary administrators, expectations for 2013-14

Charles Young Kathleen Meagher Katherine Baker Holly Wade Diana Wilmot Principals IS's

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Steering Committees planning curriculum to align with CCSS Math IS’s have adjusted course content to address CCSS Assessment Department supporting teacher and administrator familiarity with Smarter Balanced Assessments, including building parent awareness of Smarter Balanced by co-presenting Smarter Balanced information at several School Site Council meetings and parent information nights Surveyed teachers across the district regarding CCSS implementation Fall 2012, Fall 2013 and plans for Spring 2014 monitor implementation efforts

Initiative A3: Significantly raise the achievement of struggling students by ensuring equity of preparation, access, and support from Pre-K to 12th grade

Action A3.4: Increase and improve job-embedded professional development and co-teaching to ensure access to the general education curriculum for struggling students

Implementation Steps Metrics Progress Update Accountability 1) Provide ongoing, comprehensive

professional development and instructional coaching

Participation rate in professional development opportunities Anecdotal data from school site

Professional Learning calendar for winter/spring focuses on a variety of pertinent topics (ELs; using data to drive instruction; technology; reading;

Charles Young Kathleen Meagher Katherine Baker Holly Wade

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2) IS’s, BTSA coaches, elementary TOSAs, and EL Specialists will provide regular feedback to classroom teachers to promote culturally competent instructional practices

3) Regularly schedule time during K-

12 Principals/AP/IS meetings to share promising practices that support equity

leaders Fall Board reports updating student proficiency as related to Strategic Plan assessment goals Increased participation for students of color in A-G readiness and college admission rates Continue to decrease differing participation rates in special education Improved annual spring Strategic Plan survey results

listening/speaking; co-teaching and differentiation). On-going work with TOSAs, expanded team and capacity PD opportunities to plan/collaborate to align with CCSS: release days at sites and across district, online courses, summer and after school PD opportunities at PAUSD and outside organizations (e.g., SCCOE) Teacher observations include feedback on culturally competent instructional practices Inclusion TOSAs offer support to sites to coordinate instruction and service provisions for students identified with specialized learning needs at the elementary level RTI efforts increased at all levels Three Fall Board reports were presented related to the Strategic Plan assessment goals

Diana Wilmot Judy Argumedo Brenda Carrillo Principals IS's

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B. PERSONAL DEVELOPMENT AND SUPPORT Support the social-emotional needs of students and celebrate personal growth across multiple dimensions, while ensuring a positive, safe, and healthy environment

Initiative B2: Ensure safe and positive school environments for students through partnerships, student engagement, and improved procedures

Action B2.1: Ensure school environments are safe and welcoming for all students, through: student education; mentoring relationships; research-based programs; training for staff, volunteers, and substitutes; and avenues for students to access support

Implementation Steps Metrics Progress Update Accountability

1) Implement Safe and Welcoming Schools Initiative 2) Adoption and implementation of

related Board policy 3) On-going staff and student

training

Safe and Welcoming Schools Initiative metrics Survey results from CHKS and PARC. Increased consistency in addressing incidents of bullying Improved annual spring Strategic Plan survey results

Project Cornerstone workshops supporting classified staff in building positive relationships with students and gaining skills as campus supervisors Safe and Welcoming Schools Committee formed, meets regularly Project Outlet workshop to build awareness, understanding and skills for supporting Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQQ) youth Partnering with Nancy Markowitz and SJSU team to design PD to focus on the intersection of SEL and academics (particularly CCSS in PK and K) Reporting forms drafted and being revised

Charles Young Eric Goddard Kelly Bikle Brenda Carrillo Principals Counselors Psychologists Safe and Welcoming Schools Committee

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All staff trained in bullying prevention. Policies, forms and training were/are being developed to increase consistency in addressing incidents of bullying. The SAWS Initiative has been implemented. The PARC’s survey was administered in October 2012 and results are being reviewed and analyzed. The CHKS survey was administered in Nov. 2013 and we are awaiting results from West Ed.

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C. INNOVATIVE STAFF DEVELOPMENT AND RECRUITMENT Create an exceptional, positive teaching environment by developing, recruiting and retaining the most talented staff and supporting a culture of professional growth and innovation

Initiative C1: Foster a culture of relevant and effective professional growth among all staff to develop a community of learners

Action C1.2: Expand delivery of professional development programs to include peer collaboration, best-practice sharing, mentoring, and online learning; and extend to all staff where appropriate

Implementation Steps Metrics Progress Update Accountability 1) Develop PreK-12 structures to

support professional development (management software)

2) Create new professional

development opportunities tied to Strategic Plan goals

3) Expand professional development

available to classified staff 4) Research online learning tools

Selection and implementation of professional development management software Teachers’ and classified staff participation in professional development offerings Menu of professional development options Evaluation of online learning opportunities

Process for identifying and purchasing software coming to a close. Purchase estimated mid to late January Reviewed strategic plan survey/designed and marketed opportunities available for winter/spring. Calendar will be updated regularly with new opportunities available here: http://goo.gl/22xUap PD opportunities open to all staff on October 18 SDD (SEL focus) Many workshops on PD calendar for winter/spring are open to classified staff and many open to classified staff who attend with their classroom teacher Some workshops designed especially for classified staff (i.e. Project Cornerstone focused on campus

Charles Young Scott Bowers Eric Goddard Kelly Bikle TOSAs Principals Research and Evaluation Department

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supervision; tech workshops offered by Nancy Pang) This fall used a module from Broker’s of Expertise to offer a hybrid PD focused on CCSS Marketed Stanford MOOC about classroom language and CCSS Identified upcoming MOOCs available, free of charge, to teachers for inclusion in PD calendar Working to offer virtual bookstudy for PAUSD teachers focused on Close Reading See A

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Initiative C2: Encourage and support teachers to innovate, improve, and adapt teaching methods

Action C2.1: Identify teacher development needs using student data and teacher performance feedback, and align professional development with those needs and with strategic initiatives

Implementation Steps Metrics Progress Update Accountability 1) Establish sustainable support

systems to ensure the growth and development of the administrative team

2) Provide opportunities for new

administrators to learn about the District and develop their skills through structured coaching or mentoring opportunities

Visit sites to understand and support the needs of principals and their teams Assign two previously employed PAUSD administrators as coaches/mentors to administrators new to the District or their assignment

Supported CCSS PD efforts at sites. For example, co-designed a series of staff meetings for one elementary school and a joint PDC workshop for three elementary sites PD Committee formed and has met twice, clarifies expectations for PD Attended Learning Forward conference with Paly and JLS team, which afforded an opportunity to build relationships and brainstorm future plans January release days are focused on creating authentic assessment to measure student progress towards attainment of one (or more) CCSS Teachers College day long workshop in August for principals

Charles Young Scott Bowers Eric Goddard Kelly Bikle TOSAs Principals Professional Development Committee

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D. OPTIMIZED BUDGET AND INFRASTRUCTURE Optimize use of resources to support student development, and ensure robust long-term plans for physical and financial capacity through prudent stewardship

of resources, enhanced public and private support, and strong community partnerships

Initiative D1: Optimize the use of resources for maximum impact on student learning

Action D1.4: Ensure consistent and adequate distribution of non-facilities resources relative to teacher and student support needs, i.e. class size, counseling resources, special needs

Implementation Steps Metrics Progress Update Accountability 1) Maintain communication

throughout the organization and the community to keep our stakeholders informed of the District's budget situation

2) Provide program enhancements that improve student experience and address any consistency and adequacy issues

Financial reports/information are filed/provided on time Improved annual spring Strategic Plan survey results

An annual update of the Strategic Plan survey will be administered in the Spring 2014 Financial reports were filed on time Financial updates were provided in September and December Provided additional resource allocations of $1.9 million for program enhancements with input from stake-holder groups

Cathy Mak

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Initiative D2: Plan capacity for facilities and make design choices that are consistent with effective approaches to teaching and learning, as well as flexible and sustainable

Action D2.3: Enhance long-term planning processes (e.g. building alignment on demographic projections)

Implementation Steps Metrics Progress Update Accountability 1) Evaluate the need for a 13th

elementary school

2) Select site and programming for the school

Board decision by May 2014

Committee selected Created matrix of possibilities that entail moving existing schools/programs The Board is continuing the planning process for the 13th elementary school The board has adopted the staff recommended plan for the 2013-14 school year to analyze options and reach a decision in the spring of 2014. A study session and a report at a regular board meeting have been completed, focusing on the decision process, planning assumptions and values and background data that will be required reach a decision. A staff committee has been formed to consider programming options. Additional board reports are planned for January, March and April.

Ann Dunkin

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Initiative D3: Invest strategically in IT to support teaching and learning, promote efficiency and effectiveness of all staff, and ensure a robust infrastructure

Action D3.3: Deliver communications and training required to promote consistent adoption of key technology platforms by staff, students, and parents

Implementation Steps Metrics Progress Update Accountability 1) Secondary-wide alignment on expectations for Schoology use 2) Continue to deliver a broad range of technology PD focused on integration of technology into curriculum to challenge and engage all students

Schoology expectations at the secondary level defined and communicated before the start of the 2013-14 school year Improved annual spring Strategic Plan survey results

Expectations regarding Schoology and online materials have been established. The District has seen a strong uptick in use of Schoology at the secondary schools during the 2013-14 school year. The Ed Tech team, ably assisted by teacher trainers continues to deliver a broad array of technology training. A large number of repeated and new classes were delivered in the fall, with an equally impressive group of classes scheduled for winter. Success of this effort will be evaluated in the spring survey, but anecdotal evidence has been positive to date.

Ann Dunkin

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E. TRANSPARENT GOVERNANCE AND COMMUNICATION Create a focused, transparent governance process that is a model of informed communication, evidence-based decision-making, and clarity of responsibility between Board, District, and Sites

Initiative E1: Engender trust with the community through frequent, clear, transparent, and varied communication

Action E1.1: Communicate information, actions, challenges, and success stories to the community on a frequent basis and in a transparent manner

Implementation Steps Metrics Progress Update Accountability 1) Develop and implement

communication plan

Improved annual spring Strategic Plan survey results

An annual update of the Strategic Plan survey will be administered in the Spring 2014 A communication plan has been created and revised by various stakeholders. The plan includes four areas: internal communications, relations with media, building the network of the Communications Coordinator, and investigating social media. Work is progressing in every area.

Kevin Skelly Tabitha Kappeler-Hurley

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Initiative E1: Engender trust with the community through frequent, clear, transparent, and varied communication

Action E1.3: Improve PAUSD website for ease of accessing, organizing, and disseminating information

Implementation Steps Metrics Progress Update Accountability 1) Update and organize existing

content 2) Identify content that is missing

and add to PAUSD.org

All content on PAUSD.org current No identified missing content by 10/31/13

Over the spring and summer staff completed a major overhaul of the content on PAUSD.org. This has resulted in a substantial improvement to the quality and accuracy of the content on PAUSD.org. The content update project for PAUSD.org wrapped up in mid-November. At that point, 54 of 77 content areas were complete, 3 were substantially complete and 19 needed significant additional content to be added. These remaining areas, along with a long term plan for keeping content up to date will be addressed as part of the website refresh project being launched this winter.

Ann Dunkin

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Initiative E2: Provide a clear district approach to align sites on key areas (e.g., curriculum, course consistency, safety protocols, measuring impact, special needs support) while continuing to support site innovation

Action E2.2: Improve vertical and horizontal alignment on academic rigor, grading, and curricular elements

Implementation Steps Metrics Progress Update Accountability

1) Grade level teams and secondary departments will engage in collaborative conversations to identify common learning objectives and sample formative and summative assessments

2) Formation of elementary school report card task force to modify current report card

Review and discussion of assessments and course objectives by grade level and department Grade level and department meeting minutes Development of new report card

January release days Report Card committee continues its work Release days at school sites for school departments and grade levels to develop common formative and summative assessments. Steering Committees use meeting times to collaborate

Charles Young Kathleen Meagher Katherine Baker Principals

2013 Board Reports and2014 Tentative Timeline

TOPIC AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUNSUPERINTENDENT

1 Board Policies Updates10.0810.22 12.10

1.141.28 2.11 4.22 5.06

2Board Meeting / Communication Improvements 09.24 10.22 11.05 12.10

3 Annual Focused Goals 8.27 9.10 1.14 6.17

4Cubberley - TBD 11.05

11.19

EDUCATIONAL SERVICES / HR

5 Guidance Counseling 11.19 12.10 2.25 4.22

6 New Graduation Requirements 11.19 12.10 1.28 2.11 3.25

7 School Site Plans / WASC

8 Middle School 10.22*

9 Elementary 11.19*

10 High School 1.28*

11 Assessment (Strategic Plan Goals) 9.2411.0511.19 12.10 1.14

12 Safe and Welcoming Schools 11.19 12.10 2.11 3.25

13 Calendar 10.2211.0511.19 12.10

14 Personnel Issues 11.19 12.105.065.20

6.036.17

15Common Core/Content Mastery - Staff Development 9.10

10.0810.22 3.11 4.22

16 Academic Alignment 1.28 2.11 3.11 5.06

BUSINESS SERVICES

17 Enrollment/Facilities Planning 8.27 9.24 10.0811.05*11.19

1.141.28 3.25 4.22

18 Budget Development 9.109.24

11.0511.19 12.10 1.28 3.25

06.0306.17

19 Technology - TBD

2013 2014Board Meeting Dates

1/9/2014 1 10:03 AM

BOARD OF EDUCATION Attachment: Information 10 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Board of Education FROM: Kevin Skelly, Superintendent SUBJECT: 2013-2014 Assessment Program in Light of Cancellation of STAR Testing Program STRATEGIC PLAN INITIATIVE Academic Excellence and Learning RECOMMENDATION This is an information item. It was tabled at the meeting of December 10, 2013, and is being presented again at this meeting. BACKGROUND Earlier this fall, the Governor signed legislation eliminating much of the California Standards Tests (CSTs). This leaves the District and other school districts without a robust statewide assessment program this year. This spring, District students, teachers, and administrators will be part of beta testing of the new Smarter Balanced Assessment Program. Beginning with the 2014-2015 school year, these new assessments will replace the CST tests. The purpose of this agenda item will be to discuss the District’s overall assessment program and ways the District might be able to partially fill the void created by the loss of the CST during this school year. A draft copy of presentation materials is attached.

1/9/2014

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2013-2014 Assessment ProgramKevin Skelly, Ph.D.Diana Wilmot, Ph.D.Janine Penney, M.A.January 14, 2014

PAUSD BOARD PASSED NEW GRADUATION REQUIREMENTS (A-G for College Eligibility)

Adapted from: Webinar by Deb Sigman, Deputy Superintendent of Public Instruction, District, School & Innovation Branchhttp://www.schoolsmovingup.net/cs/smu/view/e/5318

1/9/2014

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Assembly Bill 484

Fundamentally changes the way California will assess its students and hold our schools accountable

Essential step in the state's transition to the Common Core State Standards

Replaces STAR with the California Assessment of Student Performance and Progress (CAASPP)

3Adapted from: Webinar by Deb Sigman, Deputy Superintendent of Public Instruction, District, School & Innovation Branchhttp://www.schoolsmovingup.net/cs/smu/view/e/5318

No CST in ELA and Math ETS will not provide printed test booklets, pre-

ID answer documents, machine scoring, or the STAR data disk

Therefore we cannot produce: Data to merge with previous years’ CST data Class level, school level, district level summary

reports about CST performance Established cut points to produce proficiency

levels (Advanced, Proficient, Basic, Below Basic, Far Below Basic) on the CST

Valid student reports about CST

1/9/2014

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No CST this year But….we will have:

Longitudinal student reports Prior test scores available for all students

Local Assessment System (3 times a year) that is highly predictive of proficiency on the CST Developmental Reading Assessment (DRA) – (K-

5) PAUSD Math assessments aligns with Everyday

Math (K-5) These measures are what teachers use as

formative assessment, and School Site Councils have often used to evaluate progress on school-wide goals

District Assessment Database DRA – trimester reading assessments PAUSD Trimester math assessments CELDT scores CAHSEE ERB CST EAP SAT/ACT/AP Plan/Explore Student Report Cards

1/9/2014

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Our Present Strengths Robust system for evaluating student learning

Supporting students RTI Formative, interim and summative assessments

Teachers who know expectations and capabilities of students

Increased collaboration to improve vertical and horizontal alignment

A Balanced Assessment System

All students leave

high school college

and career ready

All students leave

high school college

and career ready

Common Core State Standards

specify K-12

expectations for college and career readiness

Common Core State Standards

specify K-12

expectations for college and career readiness

Teachers and schools have

information and tools they need

to improve teaching and

learningTeacher resources for formative

assessment practices

to improve instruction (Gr. K-12)

Interim assessments Flexible, open, used

for actionable feedback (Gr. K-12)

Summative assessments

Benchmarked to college and career

readiness (Gr. 3-8, 11)

ROLL OUT SPRING 2014 ROLL OUT FALL 2014

PILOT SPRING 2013 & FIELD TEST SPRING 2014

BASELINE DATA SPRING 2015

Adapted from: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Smarter-Balanced-Overview-Presentation.pdf

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Challenges DRA not aligned to CCSS ERB not aligned to the CCSS MARS recently realigned to the CCSS Analysis of local assessments needs to

reflect the redesign of these assessments

Challenges The unknown

Future of SBAC Will they be meet quality expectations? What will the reports look like? What will our baseline data look like? How will we be compared? How will we measure growth for students?

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Next Steps Build technical infrastructure for online

assessments Continue training with all stakeholders Continue to monitor our progress of CCSS

implementation Take steps to ensure students below grade

level are supported and their progress is closely monitored

Continue implementation of middle school assessments in math/Algebra and ELA/Writing

Appendix

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Adapted from: Webinar by Deb Sigman, Deputy Superintendent of Public Instruction, District, School & Innovation Branchhttp://www.schoolsmovingup.net/cs/smu/view/e/5318

Teachers’ Perspectives –Fall 2013 Survey (n=343) Already implementing CCSS classroom

practice, curriculum and policies (49.7%) CCSS will have a positive impact on

student learning (82%) Time is biggest challenge (73%), but

Smarter Balanced Assessment Format (57%) and technological capacity to assess students (47%) is seen as an increasing challenge.

Elementary Facility Planning 1

BOARD OF EDUCATION Attachment: Discussion 11 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.13 TO: Kevin Skelly, Superintendent of Schools FROM: Ann Dunkin, Chief Technology Officer Charles Young, Associate Superintendent SUBJECT: Elementary Facilities Planning STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure RECOMMENDATION The purpose of this agenda item is to determine if there is board consensus on the range of options to consider regarding the thirteenth elementary school location and program. Given the number of possibilities and the strong community views on the topic, if there are options the Board already agrees are not viable, removing these from consideration would be appropriate. BACKGROUND Over the past twenty years, elementary school enrollment has increased about two percent per year, on average. While recent state legislation moved the age to start kindergarten back has slowed elementary school growth and reduced kindergarten enrollment, there is nothing yet that indicates elementary enrollment will begin to decline. The Board expressed its interest in deciding on the location of a thirteenth elementary school, and deciding on the location of this school is one of the district’s focused goals for the year. So far this year, the Board has had two study sessions and an agenda item at a regular board meeting devoted to this topic. At the last Board meeting, there was a request that staff provide a variety of scenarios for their discussion before bringing ideas to a staff committee or to the larger community. While there are two viable potential sites for the thirteenth elementary school, there are choice programs and choice schools whose location could be changed in conjunction with the opening of a thirteenth school. Staff describes four possible choice program or choice school relocations below. Please note staff was asked to bring these ideas to the Board for consideration, and staff is not making any recommendation. Further, staff recognizes that all of these programs provide strong academic opportunities for students and play an important role in providing a wide range of educational options for our community. Move Ohlone Ohlone is in an area with many students and could become a neighborhood school. If it became a neighborhood school, it would provide us with a number of options for providing good boundaries in the South cluster. Some of the challenges in moving Ohlone’s program include the existence of the farm on the Ohlone campus, the tradition of the school in this location, and its present combination with the Mandarin Immersion program at this location.


Move Mandarin Immersion (MI) Over the past six years, the Mandarin Immersion program has grown to a complete strand at Ohlone Elementary and become an integral part of the campus. In its present location, however, it cannot grow beyond one strand. (Note: During several of the past few years, there has not been sufficient interest in the MI to have more than one strand, even if there were capacity for it.) Moving MI to another location would enable the program to expand as district enrollment grows and would allow the non-MI Ohlone enrollment to expand by an additional strand. (Note: Interest in Ohlone greatly exceeds available spaces for the program.) Some of the challenges associated with this move include the integration of MI into the Ohlone culture and moving the program so early in its history. Move Hoover Before Hoover Elementary was in its present location, the school resided at Barron Park Elementary. Hoover could be relocated. Some of the challenges with moving Hoover include the fact that interest in the school is roughly equal to its three strand size, so placing it at a four strand school site would be problematic, and enrollment at Hoover comes from the neighborhoods surrounding the school. Move Spanish Immersion (SI) The district’s Spanish Immersion program was moved from the Fairmeadow Elementary more than a decade ago as the Fairmeadow neighborhood enrollment grew, and Escondido Elementary had ample space to handle the school. Now, with the planned development by Stanford that will boost enrollment in the Nixon/Escondido area, moving Spanish Immersion could free up space for the expected enrollment growth. Challenges associated with this move include the program’s history at Escondido and the history of Escondido as an international school given the many Stanford graduate students who send their students to the school. Choice Programs or Neighborhood School? Another important issue is whether or not the Board has a preference regarding whether the thirteenth elementary school should be a choice school, a neighborhood school, or some combination of the two. On the 14th day of school this year, students attending elementary choice programs represented 22.7% of students enrolled and occupied 19.7% of the total elementary seats available in the District. These percentages have risen slightly over the past seven years as the Mandarin Immersion program has grown to a full strand at Ohlone. Board Actions to Date Previous Planning Agreements

The Board affirmed their planning values Elementary Planning Values 1. Neighborhoods Matter: Provide convenient access to neighborhood schools. 2. School Size Matters: Keep schools at or below 4.5 strands. 3. Commutes Matter: Use boundaries to minimize neighborhood student travel across busy streets

such as El Camino Real and the Oregon Expressway. 4. Class Size Matters: Typically 22:1 for grades K-1, 23:1 for grades 2-3 and 24:1 for grades 4-5. 5. Peer Streaming Matters: Group neighborhood classmates together for middle and high school. 6. Special Education Matters: Whenever possible, build K-5 strands to enable students and families

to be part of a school community within their cluster. 7. Money Matters: Get a good return on bond investments.


8. Flexibility Matters: Plan a permanent “extra” classroom (flex room) at all sites after site modernization.

9. Parity Matters: Plan comparable facilities, support staff space, play areas, and ventilation/classroom comfort.

10. Learning Matters: Minimize disruption to school and classroom operations. 11. Contingencies Matter: Keep overflowed students within cluster when possible. 12. Diversity Matters: Consider the benefits of heterogeneous school communities. 13. Continuity Matters: To the extent possible, do not require students to change schools. 14. Opportunities Matter: Consider lease/purchase of strategic properties. 15. Extra Classrooms Matter: Always have classrooms available for unexpected situations. Elementary Planning Assumptions 1. Forty more classrooms will satisfy growth needs for the next five to eight years. 2. Kindergarten enrollment is the most reliable predictor of future K-12 enrollment. 3. We have $55.4M in bond funds and $3.4M in capital facilities funds to meet facility needs. 4. Growth trends and location flexibility of District programs will guide planning. 5. More capacity is needed where the ratio of student residents to existing neighborhood school

classrooms is highest. 6. 95% of current students live in housing built before 2000. 7. Extra classrooms provide important flexibility. 8. Empty seats are necessary to minimize overflows.

The Board agreed to use the S/L enrollment projection for long term planning for the District as a whole

The Board agreed to use the demographer’s data to modify and select boundaries Elementary students will not cross Oregon Expressway/Page Mill to reach their neighborhood

elementary school No student will be moved from a present school by shifts in boundaries or locations of programs

Additionally, the Board passed the following motion at the December 9, 2013, meeting:

Staff recommends the Board use the demographer’s projections and other information such as: straight line projection, City policies and long term plans, Stanford policies and long term plans, and rationale behind the demographics for cluster estimates when forecasting the distribution of expected growth between the clusters for the next five years.

Next Steps Convene Committee to Consider Elementary School Location and Program Options The possibility of opening of a thirteenth elementary school necessitates a conversation around program offerings. The district successfully provides four choice programs at the elementary level, as noted earlier in this report. Taking into account parent interests gleaned from the strategic planning survey in Spring 2013, and reflecting on recent trends in educational research regarding effective school choice programs, a committee has been formed to discuss successful alternative educational programs and which, if any, would be advantageous to include at the thirteenth elementary school site. The committee will share its recommendations during a regularly scheduled Board meeting in May 2014. The committee will be meeting over the next three months and members include:

Charles Young (Associate Superintendent – Educational Services) Kathleen Meagher (Director – Elementary Education) Mary Bussmann (Principal – Walter Hays Elementary School)


Lisa Hickey (Principal – Juana Briones Elementary School) Chuck Merritt (Principal – El Carmelo Elementary School) Gary Prehn (Principal – Fairmeadow Elementary School) Sharon Keplinger (Principal – Young Fives Program) Greg Barnes (Principal – Jordan Middle School) Matt Lindner (TOSA – Literacy) Ellen Kraska (TOSA – Instructional Coach) Victoria Blockus (Terman – Social Studies) Sophie Raza (Duveneck – Grade 5) Laila Agrama (Palo Verde – Kindergarten)

Planning Timeline The Board of Education has stated their desire to initiate a planning process for a potential thirteenth elementary school and a fourth middle school during the 2013-14 school year. Given these objectives, staff has identified the following study sessions and activities over the course of the 2013-14 school year. Meeting Actions

November 2013 (Study Session & Regular Meeting)

1. Approve process for selection of site and programming for a thirteenth elementary school.

2. Data analysis regarding cohort survival rates and drivers of elementary enrollment growth, along with data requested by the Board of Education, are included as an appendix.

December 9, 2013 (Study Session)

1. Review previous planning agreements 2. Analysis of Straight Line Growth vs. Demographer’s data at Cluster

Level: Which is better for planning cluster growth? 3. Review overflows by cluster for last four years. 4. Review demographer’s report, including planned housing and

projected enrollment growth by cluster. 5. Discuss how to address middle school growth. (See item 2)

January 2014 (Regular Meeting)

1. Review and gain board insights into elementary school location and program combinations developed by staff.

2. Review data requested by board. March 2014 (Regular Meeting)

1. Midpoint review and status update

May 2014 (2 regular meetings)

1. Review options proposed by staff and community input and select location for thirteenth elementary school.

Attachment 1: Data Requested by Board at Previous Study Sessions Attachment 2: City of Palo Alto Housing Projections January 12, 2012 Attachment 3: Board Policy 7110 – Facilities Master Plan


Attachment 1: Data Requested by Board at Previous Study Sessions Projected Students Residing in Each Cluster At the last study session, Board members asked to see the demographer’s current (Fall 2013) projections for the number of students residing in each cluster. Note there is a small difference between the district 14th day enrollment for 2013-14 and the demographer’s actual for 2013-14. This is because the demographer does not include SAI students in their count. This chart reflects that the demographers expect declining enrollment from existing housing and enrollment increases to be driven by new housing, which is predominantly expected in the West Cluster. Chart 1: Residence Growth by Cluster

Recommendation: Staff recommends the Board adopt the demographer’s projections when forecasting the distribution of expected growth between the clusters for the short term.

1300

1400

1500

1600

1700

1800

1900

2000

2100

2003‐04

2004‐05

2005‐06

2006‐07

2007‐08

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13

2013‐14

2014‐15

2015‐16

2016‐17

2017‐18

StudentsResidinginEachCluster

TotalSouthCluster

DemConsSouth2013

DemModSouth2013

TotalWestCluster

DemConsWest2013

DemModWest2013

TotalNorthCluster

DemConsNorth2013

DemModNorth2013


Overflows by Cluster The Board requested additional years of data be added to the chart showing overflows by cluster. Because there are missing years, the data includes a line and then individual data points representing years where data is provided. Chart 2: Total Overflows (Within and Outside Cluster)

Note the last data points on the right are for the 2013-14 school year and represents data only through January 6, 2014. Overflows grow during the year as classes fill up, so we should expect the final overflow numbers at the end of the school year to be substantially higher.

0

20

40

60

80

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120

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

TotalOverflowsbyCluster

North‐TotalOverflow South‐TotalOverflow West‐TotalOverflow


Chart 3: Total Overflows Outside Cluster

Note the last data points on the right are for the 2013-14 school year and represents data only through January 6, 2014. Overflows grow during the year as classes fill up, so we should expect the final overflow numbers at the end of the school year to be substantially higher.

0

10

20

30

40

50

60

70

80

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2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

OverflowsOutsideCluster

North‐OutofCluster South‐OutofCluster West‐OutofCluster


Stanford Enrollment Trends At the December 9, 2013, study session, Board members expressed an interest in understanding the expected growth of students residing on the Stanford campus and Stanford housing. The charts below show the demographer’s conservative and moderate projections for student generation from Stanford. The area considered as Stanford housing is defined by the following map. The boundary used is outlined in blue, with the boundary of the Census Defined Place (CDP) of Stanford, CA, shown in red. The Stanford CDP boundary is generally only visible where the two boundaries diverge: Figure 1: Stanford Housing Boundaries

Based on the boundaries above, student generation rates from Stanford for the last five years and projections for the next ten years are provided below. Table 1: Students Generated by Stanford Housing 2009 - 2013

Year # Students

2013‐14 6812012‐13 6792011‐12 7242010‐11 6732009‐10 603


Table 2: Conservative Enrollment Growth – Stanford Grade 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

K 57 56 61 61 61 59 58 57 56 55 54 1 56 58 56 61 61 61 60 59 58 57 55 2 57 55 57 55 60 61 61 59 58 57 56 3 55 58 56 58 56 61 62 62 60 59 58 4 56 54 57 54 56 55 60 60 60 59 58 5 55 57 54 57 55 56 56 60 61 61 59 6 45 48 50 48 50 48 50 49 53 54 54 7 48 45 48 50 47 50 48 50 49 53 54 8 46 45 43 46 48 46 49 47 49 48 52 9 50 51 50 47 51 52 51 54 52 54 53

10 54 47 48 47 44 49 51 50 52 50 52 11 46 53 47 48 47 44 48 51 49 52 50 12 57 46 53 46 47 47 44 48 51 49 52

Totals: 683 673 680 678 684 691 698 706 708 708 707

Table 3: Moderate Enrollment Growth – Stanford Grade 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 K 57 58 64 65 65 64 63 63 62 62 61

1 56 58 58 65 66 66 65 65 64 63 62 2 57 55 57 57 64 66 66 65 64 64 63 3 55 59 57 60 60 65 67 67 66 66 65 4 56 54 58 56 58 59 65 66 66 66 65 5 55 57 55 59 57 59 60 65 67 67 66 6 45 51 53 51 54 53 55 55 60 62 62 7 48 46 52 54 52 55 53 55 56 61 62 8 46 46 43 50 52 51 54 52 54 55 60 9 50 52 51 49 56 58 57 60 58 61 61

10 54 48 49 49 47 54 56 55 59 57 59 11 46 54 47 50 49 47 54 56 55 59 56 12 57 46 54 47 50 49 47 54 56 55 59

Totals: 683 683 700 712 729 745 761 779 788 794 800

Optimal Geographic Placement of Fourth Middle School Board members asked staff to determine the location of a fourth middle school that would minimize the travel distance for all students. Based on that request, an analysis was completed that considers the minimum travel distance for every current middle school student in the district. In this case, each student would attend the school with the least travel distance from their home, and the total travel distance of all students to school would be minimized. The distances were calculated as direct travel, not according to available travel routes, although this analysis could be performed as an extension of this work. The results of the study placed the fourth middle school in downtown Palo Alto.


Figure 2: Optimal Location of Fourth Middle School

While many out-of-district students travel relatively short distances to school, some travel a long way, potentially skewing the data. In addition, there is a large concentration of out-of-district students in East Palo Alto, skewing travel data to the NE. Therefore, an additional analysis was completed excluding travel for students who do not reside within the district’s boundaries. Excluding students from outside district boundaries shifts the optimal location of the school about 0.7 miles to the southwest. Figure 3: Optimal Location of Fourth Middle School without Travel Distances for Out-of-District Students

While neither of the locations identified by this study is readily available to build a middle school, it is instructive to understand the location that would best serve all of the district’s students if a fourth middle school were opened. Furthermore, analysis showed the travel penalty for moving the school further to the south and west is relatively small due to the balance between the large number of students to the northeast and the smaller number with long travel distances to the southwest.

Terman

JLS

Jordan

NewSchool


City of Palo Alto Housing Projections The City of Palo Alto housing growth projection report dated January 12, 1012, is attached to this report. The low growth projection is based on the average number of new households over the past forty years (based on census reports). The report divides the 40-year growth into four 10 years spans and then averages that growth to be 149 households per year. The average is heavily influenced by the high growth in the 1970s, when there was significantly more undeveloped land available in Palo Alto than there is now. Chart 4: 40 Year Palo Alto Housing Growth

The high growth projection is based on the least aggressive land use scenario developed by Association of Bay Area Governments (ABAG). While the least aggressive of the ABAG scenarios, it still projects growth above historic averages for the last 40 years.

1970‐1980 1980‐1990 1990‐2000 2000‐2010

%Change 12.44% 6.92% 2.09% 5.06%

40YearAverage 6.63% 6.63% 6.63% 6.63%

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

PercentageGrowth

PaloAltoHousingGrowth1970‐2010


Chart 5: Household Growth History and Projections

0 50 100 150 200 250 300

1970‐1980

1980‐1990

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ABAGScenario

1970‐1980 1980‐1990 1990‐2000 2000‐201040YearAvgGrowth

ABAGScenario

AverageAnnualHHGrowth 256 160 52 128 149 204

AverageAnnualHHGrowth

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Facilities BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING The Board of Education recognizes the importance of long-range planning for school facilities in order to address changes in student enrollment and in the district's educational program needs. The Superintendent or designee shall develop, for Board approval, a master plan for district facilities that describes the district's anticipated short- and long-term facilities needs and priorities. (cf. 7000 - Concepts and Roles) (cf. 7160 - Charter School Facilities) (cf. 7210 - Facilities Financing) Planning Components The facilities master plan shall include: 1. A statement of purpose, including district goals, philosophy, community values, and related policies 2. A description of the planning process, timeline, and strategy for community input 3. A projection of future enrollment, including short- and long-term assumptions based on the district’s historical and recent enrollment and grade migration trends, local economic and home sale trends, and additional housing anticipated by jurisdictions within the district boundaries. 4. A description of the educational program, such as grade-level organization, class size, school size, staffing patterns, technology plans, special programs, support services and other educational specifications, in order to align facilities planning with the district’s vision for the instructional program 5. An assessment of the condition and adequacy of existing facilities, including an analysis of the safety, adequacy, and equity of existing facilities and potential for expansion, including the adequacy of classrooms, school cafeterias and food preparation areas, physical activity areas, playgrounds, parking areas, and other school grounds (cf. 3514 - Environmental Safety) (cf. 3517 - Facilities Inspection) (cf. 3550 - Food Service/Child Nutrition Program) (cf. 5030 - Student Wellness) (cf. 5141.7 - Sun Safety)

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BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING (Continued) (cf. 5142 - Safety) (cf. 6142.7 - Physical Education and Activity) (cf. 7111 - Evaluating Existing Buildings) 6. Site selection criteria and process 7. Development of a capital planning budget and potential funding sources 8. A process for reviewing and updating the plan Community Values The district's facilities master plan shall reflect the following community values: 1. Learning: Provide indoor and outdoor spaces that are aligned with the district’s educational goals and are highly conducive to teaching and learning in all curricular areas. School construction will be managed to minimize disruption to students and staff.

2. Safety: Facilitate safe pedestrian and bicycle commutes for students, using attendance area boundaries to minimize neighborhood student travel across busy streets such as Alma, El Camino and Oregon.

3. Flexibility: Build a strategic surplus of empty seats and classrooms at each school level and in each neighborhood cluster to prepare for projected enrollment, and plan a permanent flexible-program classroom at all elementary schools. 4. Progressive Parity: Provide adequate and comparable school facilities, learning environments, educational experiences, opportunities, and staffing ratios throughout the district, including shared resources (such as libraries, subject specific classrooms, elective spaces, support staff areas, and athletic/play/outdoor areas). While recognizing that major facility renovations are incremental and sequential by nature ("progressive"), all facility improvements will be deliberately planned and phased to honor and work towards districtwide parity. 5. Neighborhoods: Provide sufficient capacity so new student residents and siblings have predictable and routine access to neighborhood schools. Place overflowed students within their cluster when possible. 6. Peer Streaming: Plan and provide feeder school structures that group neighborhood classmates together for middle and high school.

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BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING (Continued) 7. Preserve Programs: Cultivate the district's pre-kindergarten options and long-standing culture of "choice" programs that appeal to families and meet the diverse needs of children. 8. Class Size: Plan and preserve educationally effective student-to-teacher staffing ratios to support the district’s instructional practices and ensure district-wide comparability, recognizing that our community values small class size and that the number of students in a class may affect the extent to which teachers can identify and respond to individual student needs. The Superintendent will regularly evaluate the alignment of our class sizes with our District’s methods of instruction and resource availability. 9. School Size: Plan and preserve educationally effective school sizes throughout the district that promote positive student connections and community, strengthen adult-student relationships, and build a sense of individual belonging in the schools. School size should be determined by multiple criteria, including the educational and recreational capacity of the site, traffic and student commute safety (pedestrian and bicycle), and natural neighborhood divisions. The Board is committed to balancing school enrollments when feasible. 10. Special Education: Special Day Classes shall continue to be placed at sites based on the needs of the students and the overall Special Education Program. When possible, build K-5 strands that promote student sense of belonging to a school community.

11. Fiscal Stewardship: Achieve a good return to the community on all capital investments and carefully analyze the operating cost impacts of facility decisions. 12. Opportunity: Consider securing strategically located facilities/properties as appropriate to complement district sites and support education/enrollment trends. 13. Diversity: Consider the benefits of heterogeneous school communities. Neighborhood & Alternative Program Options To foster strong neighborhood connections, and facilitate pedestrian and bicycle commutes, the Board places a high priority on providing new students with an option to attend their neighborhood school. The Superintendent or designee shall maintain school attendance areas so that, to the extent possible, neighborhood classroom supply meets neighborhood student demand. The Superintendent or designee shall ensure that students who reside in the attendance area of a school (including current students with approved inter/intra-district transfers),

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BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING (Continued) have placement priority over students transferring from other attendance areas. (Education Code 58505) When classroom space at the neighborhood elementary school is not available, new students shall be assigned to schools located within their cluster or geographic area if possible, and efforts in general shall be made to offer family-friendly solutions (e.g., placing siblings at the same school). The Board of Education also seeks to preserve and support the district’s legacy of robust and successful alternative (“choice”) programs that positively serve the diverse educational goals of children and families. The Superintendent or designee shall incorporate district-level strategies to provide access and stability to proven alternative programs. The Board may establish and maintain alternative programs within a school, within an attendance area, on a districtwide basis, or any combination thereof. The Superintendent or designee shall ensure that enrollment in alternative programs is on a space-available basis and guided by a random, unbiased process. (Education Code 35160.5b) Planning Standards Planning shall ensure that school facilities meet the following minimum standards: (5 CCR 14001) 1. Are aligned with the district's educational goals and objectives (cf. 0000 - Vision) 2. Provide optimal layout of school facilities 3. Are located on a site that meets California Department of Education standards as specified in 5 CCR 14010 when feasible (cf. 7150 - Site Selection and Development) 4. Are designed for the environmental comfort and work efficiency of the occupants 5. Are designed to require a practical minimum of maintenance 6. Are designed to meet federal, state, and local statutory requirements for structure, fire, and public safety

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BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING (Continued) 7. Are designed and engineered with flexibility to accommodate future needs Plans for the design and construction of new school facilities also shall meet the standards described in 5 CCR 14030, green building standards pursuant to 24 CCR 101 et seq., the Americans with Disabilities Act pursuant to 42 USC 12101-12213, and any other requirements applicable to the funding source and type of project. (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 3510 - Green School Operations) Community Input The Superintendent or designee shall solicit broad input into the planning process, and may establish a facilities advisory committee consisting of staff, parents/guardians, and business, local government, and other community representatives. He/she also shall ensure that the public is informed of the need for construction and modernization of facilities and of the district's plans for facilities. (cf. 1220 - Citizen Advisory Committees) Agency Coordination/Communication The Superintendent or designee shall work with jurisdictions within the district boundaries to address common planning, safe routes to school, crossings and parking. At least 45 days prior to completion of any facilities plan that relates to the potential expansion of existing school sites or the necessity to acquire additional school sites, the Superintendent or designee shall notify and provide copies of the plan or any relevant and available information to the planning commission or agency of the city or county with land use jurisdiction within the district. (Government Code 65352.2) If the city or county commission or agency requests a meeting, the Superintendent or designee shall meet with them within 15 days following the notification. Items that the parties may discuss at the meeting include, but are not limited to, methods of coordinating planning with proposed revitalization efforts and recreation and park programs, options for new school sites, methods of maximizing the safety of persons traveling to and from the site, and opportunities for financial assistance. (Government Code 65352.2) To facilitate the efficient use of public resources when planning for new construction or modernization of school facilities, the district may consider designs that facilitate joint

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BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING (Continued) use of the facility with a local governmental agency, public postsecondary institution, or nonprofit organization. (cf. 1330.1 - Joint Use Agreements) Annual Review The Superintendent or designee shall review the facilities master plan on a regular basis, and provide an annual Board update to reflect changes in the educational program, existing facilities, finances, demographic data, enrollment planning assumptions and recommendations. Legal Reference:

EDUCATION CODE 16011 Long-range comprehensive master plan 16322 California Department of Education services 17017.5 Approval of applications for projects 17070.10-17079.30 Leroy F. Greene School Facilities Act 17251 Powers and duties of California Department of Education 17260-17268 Plans and specifications for school facilities 17280-17317 Field Act 17365-17374 Fitness for occupancy 17405 Relocatable structures; lease requirements 35275 New school planning; cooperation with recreation and park authorities GOVERNMENT CODE 53090-53097.5 Regulation of local agencies by counties and cities 65352.2 Communicating and coordinating of school sites 65995.6 School facilities needs analysis CODE OF REGULATIONS, TITLE 2 1859-1859.199 Leroy F. Greene School Facilities Act CODE OF REGULATIONS, TITLE 5 14001 Minimum standards 14010 Site selection standards 14030-14036 Standards, planning, and approval of school facilities CODE OF REGULATIONS, TITLE 24 101 et seq. Green building standards code UNITED STATES CODE, TITLE 42 12101-12213 Americans with Disabilities Act CODE OF FEDERAL REGULATIONS, TITLE 28 35.101-35.190 Americans with Disabilities Act

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BP 7110 ENROLLMENT AND FACILITIES MASTER PLANNING (Continued)

Management Resources:

CSBA PUBLICATIONS Maximizing Opportunities for Physical Activity Through Joint Use of Facilities, September 2009 Facilities Master Planning, Fact Sheet, November 2007 CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS Schools of the Future Report, September 2011 Educational Specifications: Linking Design of School Facilities to Educational Program, 1997 Guide for the Development of a Long-Range Facilities Plan, 1986 OFFICE OF PUBLIC SCHOOL CONSTRUCTION PUBLICATIONS An Overview of the State School Facility Programs, rev. October 2011 School Facility Program Handbook, 2008 STATE ALLOCATION BOARD PUBLICATIONS Public School Construction Cost Reduction Guidelines, 2000

Policy PALO ALTO UNIFIED SCHOOL DISTRICT adopted: 01.12.10, 10.09.12, 01.29.13 Palo Alto, California

BOARD OF EDUCATION Attachment: Discussion 12 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Dr. Kevin Skelly, Superintendent FROM: Bob Golton, Bond Program Manager SUBJECT: Authorization to Solicit Bids and Approve a Construction Management

Services Agreement with fs3|Hodges for the Performing Arts Center Project at Palo Alto High School

STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure RECOMMENDATION After discussion at this meeting, it will be recommended at the next meeting that the Board of Education:

1. Authorize staff to solicit bids for the Performing Arts Center project at Palo Alto High School, and

2. Approve a construction management services agreement to fs3|Hodges in the amount of $1,283,918.

BACKGROUND On March 31, 2009, the Board of Education approved an addendum for Deems Lewis McKinley Architecture (DLM) to provide design services for group 1 projects at Palo Alto High School, which included design services for a new Performing Arts Center (PAC). Subsequently, the Board of Education approved the schematic design for this project on January 17, 2012. The project was submitted to DSA for approval on March 28, 2013, and is due to be signed off by DSA in the coming weeks. This project will construct a new performing arts facility with a new 583 seat theater, complete with support facilities such as a lobby, a drama classroom, restrooms, dressing rooms, a green room, and set storage. The theater itself will also feature a mechanical orchestra pit, a full-fly stage area, and a state of the art sound system. Site work for the project will reconfigure the drop off and parking area in front of the school, and provide a new plaza connecting the new Theater and the Haymarket Theater entry areas to create a more formal “front door” to the campus. Pre-qualification of contractors will begin upon authorization to solicit bids for the project. Once a list of pre-qualified bidders has been established, advertisements for bidding the project will be issued immediately afterward. It is anticipated the award of a contract will take place soon in April 2014, with staff working toward an occupancy date and opening of the facility by August 2016.

The estimated construction cost for this project was $17,479,604, which is within 1% of the construction budget of $17,350,000. This estimate was based on a bid date in June 2013. However, since the bidding for this project has been postponed due to the late completion of the Media Arts Center/Classroom Building project, we anticipate bids will be approximately 5% higher, or $18,353,584, due to escalation in costs of construction since that time. Should the bids exceed the current construction budget for this project, additional funds will be transferred from the Paly reserve. In addition, fs3|Hodges has been selected to provide construction management services for this project. The proposal attached is in the amount of $1,283,918. This agreement will be approximately 7% of the construction budget, consistent with our construction management fees paid to date. PROPOSAL It is proposed the Board of Education authorize staff to bid the Performing Arts Center project at Palo Alto High School and to approve a construction management services agreement with fs3|Hodges in the amount of $1,283,918. FISCAL IMPACT This project is funded with Strong Schools Bond funds, as part of the Performing Arts Center project budget. If an adjustment to the project budget is necessary to award the construction contract due to escalation, it will be requested at the time of award of a construction contract. The agreement for construction management services is within the amount budgeted for this work.

PALO ALTO UNIFIED SCHOOL DISTRICT

fs3|HodgesPalo Alto High School - Performing Arts Center project

2014 Projection

Work Days 23 20 21 22 22 21 23 21 22 23 20 23 2611/1/2014 2/1/2014 3/1/2014 4/1/2014 5/1/2014 6/1/2014 7/1/2014 8/1/2014 9/1/2014 10/1/2014 11/1/2014 12/1/2014 2014 Total

Strong Schools Bond0 80 168 176 176 168 184 168 176 184 160 184 1,824

Project Manager $125 $0 $10,000 $21,000 $22,000 $22,000 $21,000 $23,000 $21,000 $22,000 $23,000 $20,000 $23,000 $228,0000 0 0 0 88 168 184 168 176 184 160 184 1,312

Project Engineer $90 $0 $0 $0 $0 $7,920 $15,120 $16,560 $15,120 $15,840 $16,560 $14,400 $16,560 $118,080 0 0 0 0 44 42 12 11 11 10 10 10 149

Scheduling/Claims Support $160 $0 $0 $0 $0 $7,040 $6,720 $1,840 $1,680 $1,760 $1,600 $1,600 $1,600 $23,840 0 0 0 0 0 0 0 21 22 23 20 23 109Estimating/Plan Review $140 $0 $0 $0 $0 $0 $0 $0 $2,940 $3,080 $3,220 $2,800 $3,220 $15,260

Subtotal $0 $10,000 $21,000 $22,000 $36,960 $42,840 $41,400 $40,740 $42,680 $44,380 $38,800 $44,380 $385,180

Reimbursables (ALLOW) $0 $0 $0 $0 $0 $200 $200 $300 $300 $500 $500 $500 $2,500

Total $0 $10,000 $21,000 $22,000 $36,960 $43,040 $41,600 $41,040 $42,980 $44,880 $39,300 $44,880 $387,680

2015 Projection

Work Days 22 20 22 22 21 22 23 21 22 22 21 23 2611/1/2015 2/1/2015 3/1/2015 4/1/2015 5/1/2015 6/1/2015 7/1/2015 8/1/2015 9/1/2015 10/1/2015 11/1/2015 12/1/2015 2015 Total


Project Manager $130 $22,880 $20,800 $22,880 $22,880 $21,840 $22,880 $23,920 $21,840 $22,880 $22,880 $21,840 $23,920 $271,440176 160 176 176 168 176 184 168 176 176 168 184 2,088

Project Engineer $90 $15,840 $14,400 $15,840 $15,840 $15,120 $15,840 $16,560 $15,120 $15,840 $15,840 $15,120 $16,560 $187,920 11 10 11 11 11 11 12 11 11 11 11 11 132

Scheduling/Claims Support $165 $1,815 $1,650 $1,815 $1,815 $1,815 $1,815 $1,980 $1,815 $1,815 $1,815 $1,815 $1,815 $21,780 22 20 22 22 21 22 23 21 22 22 21 23 261Estimating/Plan Review $145 $3,190 $2,900 $3,190 $3,190 $3,045 $3,190 $3,335 $3,045 $3,190 $3,190 $3,045 $3,335 $37,845

Subtotal $43,725 $39,750 $43,725 $43,725 $41,820 $43,725 $45,795 $41,820 $43,725 $43,725 $41,820 $45,630 $518,985


2014 Rates

2015 Rates

Total $44,225 $40,250 $44,225 $44,225 $42,320 $44,225 $46,295 $42,320 $44,225 $44,225 $42,320 $46,130 $524,985

2016 Projection

Work Days 21 21 23 21 22 22 21 21 23 21 22 22 2601/1/2016 2/1/2016 3/1/2016 4/1/2016 5/1/2016 6/1/2016 7/1/2016 8/1/2016 9/1/2016 10/1/2016 11/1/2016 12/1/2016 2016 Total


Project Manager $130 $21,840 $21,840 $23,920 $21,840 $22,880 $22,880 $21,840 $21,840 $11,960 $0 $0 $0 $190,840168 168 184 168 176 176 168 168 92 83 0 0 1,551

Project Engineer $90 $15,120 $15,120 $16,560 $15,120 $15,840 $15,840 $15,120 $15,120 $8,280 $7,470 $0 $0 $139,590 11 11 12 11 11 11 2 0 0 0 0 0 67

Scheduling/Claims Support $165 $1,733 $1,733 $1,898 $1,733 $1,815 $1,815 $323 $0 $0 $0 $0 $0 $11,048 21 21 23 21 22 22 21 21 23 0 0 0 195Estimating/Plan Review $145 $3,045 $3,045 $3,335 $3,045 $3,190 $3,190 $3,045 $3,045 $3,335 $0 $0 $0 $28,275

Subtotal $41,738 $41,738 $45,713 $41,738 $43,725 $43,725 $40,328 $40,005 $23,575 $7,470 $0 $0 $369,753


Total $42,038 $42,038 $46,013 $42,038 $44,025 $43,725 $40,328 $40,005 $23,575 $7,470 $0 $0 $371,253

2014 $387,6802015 $524,9852016 $371,253Total Project $1,283,918

18,353,584 7.00%

2016 Rates

BOARD OF EDUCATION Attachment: Discussion 13 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Dr. Kevin Skelly, Superintendent FROM: Bob Golton, Bond Program Manager SUBJECT: Design Update for the Indoor Physical Education and Athletic Facility Project

at Palo Alto High School STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure RECOMMENDATION This is discussion item at this time. BACKGROUND On March 19, 2013, the Board approved the conceptual design for the replacement of both gymnasium facilities at Palo Alto High School funded by a donor, and augmented with $5.47M in funds earmarked for a new Weight & Fitness facility from the Palo Alto High School Reserve Fund. On October 8, 2013, the Board approved the schematic design for the facility and approved the project budget, and authorized expenditures up to $250,000 to move the project forward. Jeremiah Tolbert Designs is completing the construction documents, and is ready to submit these plans to DSA for their review and approval. This report will update the Board on new developments since October. Design meetings were held each week from October through December with site staff and the design team to further work out details for each program space. Construction documents are nearly complete, and Tolbert Design Architects will resubmit drawings for structural, access compliance, and fire and life safety systems to DSA by January 15. An initial submittal was made in December, but additional information was required by DSA for the submittal to be deemed complete. The project’s exterior design has essentially remained the same as presented in October. There have been some revisions with staff to the floor plans, most of which are minor in nature. However, the one significant change to the plans from those shown in October are the switching of locations to the Strength and Conditioning rooms and the PE locker room areas on the basement level. This modification was made shortly after the schematic design presentation, to provide better access and supervision of these spaces, and to accommodate the space requirements on this level with those on the level above. Revised site plan and floor plans will be presented at the meeting.

Typically, staff schedules nine months for DSA review and approval for significant projects like this one. Staff is hopeful DSA will allow hazmat and demolition work to begin when classes end in early June and so this would compress DSA review time. Staff has had preliminary discussions with DSA on this project to emphasize the unique funding and schedule requirements of the project and that an accelerated review and approval time would greatly benefit the district and ensure the donor funding would remain intact. Staff will be meeting again with DSA after this meeting to get a more definitive schedule of their review, once a complete submittal has been made. Construction is still anticipated to take fourteen months. If DSA is unable to accommodate our review time requirements, the project’s construction period likely will extend beyond the initial August 2015 completion date. Until the constructed facilities are ready for occupancy, temporary facilities will be needed for physical education and athletics. Given the timing of the completion of the Media Arts/Classroom building project, staff now plans to relocate many athletic facilities into the vacated 700 building for this period. Temporary locker rooms, the weight room, team rooms, and PE classrooms will all be moved to the 700 buildings, eliminating the need for portable facilities to meet these needs. Dance will be accommodated in 300A, and wrestling room will remain in the 900 wing. Indoor gymnasium space and pool space will be needed during this time also. The school’s athletic staff is currently making arrangements with Gunn, Jordan, and other sites to provide enough gym and pool time to accommodate athletics practice and game time for the upcoming year. The details are not yet final, but will be confirmed shortly.

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BOARD OF EDUCATION Attachment: Discussion 14 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Kevin Skelly, Superintendent FROM: Cathy Mak, Chief Business Officers SUBJECT: Authorization to Award a Contract for School Lunch at Terman Middle School STRATEGIC PLAN INITIATIVE Budget Trends and Infrastructure RECOMMENDATION Pending discussion at this meeting, it is recommended the Board of Education:

1. Continue the pilot school lunch program at Terman Middle School. 2. Approve a contract to The Lunch Master to provide school lunches at Terman Middle

School from February 1 to June 30, 2014. BACKGROUND On August 9, 2013, the Board approved changes to the school lunch program for 2013-14. One of the changes was to start a pilot program at Terman. At that time, the Terman kitchen was not available due to construction. The Terman PTA requested the District to try a pilot program with an outside food vendor and with more entrée choices. In August, staff contracted with Choicelunch to provide lunches at Terman. The plan was to evaluate this program in the fall and provide a recommendation to the Board whether or not to continue it. Year to date participation at Terman is up by 12% or about 15 meals per day compared to last year. In November, staff conducted a brief survey to gather input from parents regarding the pilot program. The survey was sent to all Terman parents. We received 108 responses. 78% of the parents responded favorably to continuing the pilot program. 35% of the responding parents have students that eat every day. 90% of parents felt the food options are healthy, but only 67% felt the food was tasty. PROPOSAL Based on the parent feedback and consensus from school administration and the parent committee, staff recommends continuing the program at Terman. To comply with bidding requirements, staff solicited proposals from qualified food vendors. We received three proposals. The bids are as follows: Revolution Foods Standard Meal $3.21 / Free and Reduced Meal $3.21 The Lunch Master Standard Meal $4.75 / Free and Reduced Meal $2.95 Choicelunch Standard Meal $3.95-$5.95, pricing based on entrée choice, and

Free & Reduced Meal $3.00

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The proposals were evaluated by a selection committee composed of district staff, two parents, and a Terman administrator. Staff also conducted a blind taste tasting with student council and the parent committee. The selection committee’s recommendation is to award the contract to The Lunch Master based on their proposals, result of taste tasting, and reference checks. In particular, the committee felt moving to a single lunch price that The Lunch Master proposed would help with speed of service in the lunch lines. The Lunch Master was selected by the student council during the blind taste test as their choice of vendor based on the taste and appearance of the food offerings. The committee did not recommend the lowest bidder, Revolution Foods, because of the limited sample menu provided in their bid. FISCAL IMPACT Total estimated cost for this contract is about $50,000 based on an estimate of 11,250 meals. The expense is included in the 2013-14 Student Nutrition Services budget.

BOARD OF EDUCATION Attachment: Action 15 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Board of Education FROM: Kevin Skelly, Superintendent SUBJECT: 2014 Board of Education Committee Assignments

Committee 2011 2012 2013 2014 School / City Liaison Dana Tom

Barbara Klausner Melissa Baten Caswell Barbara Klausner

Melissa Baten Caswell Heidi Emberling

Heidi Emberling Dana Tom

California Association of Large Suburban School Districts (CALSSD)

Camille Townsend Melissa Baten Caswell

Barbara Klausner Camille Townsend

Heidi Emberling Barb Mitchell

Dana Tom Melissa Baten Caswell

Property Subcommittee Barb Mitchell Barbara Klausner

Barb Mitchell Dana Tom

Dana Tom Camille Townsend

Camille Townsend Heidi Emberling Stanford / School Liaison Barb Mitchell

Melissa Baten Caswell Melissa Baten Caswell Dana Tom

Dana Tom Heidi Emberling

Melissa Baten Caswell Barb Mitchell

Santa Clara County School Boards Association (SCCSBA) Executive Board

Dana Tom Camille Townsend

Camille Townsend Camille Townsend Camille Townsend

Regional Occupational Program Policy Council

Melissa Baten Caswell Barbara Klausner Heidi Emberling Barb Mitchell

Board Policy Review Committee

Dana Tom Barb Mitchell


Camille Townsend Melissa Baten Caswell

Camille Townsend Melissa Baten Caswell Heidi Emberling*

Santa Clara County Committee on District Organization

Board President Board President Board President Board President

Los Altos Hills Town Council (LAHTC) / PAUSD Liaison Committee

Barbara Klausner Dana Tom Barb Mitchell Melissa Baten Caswell

Regional Housing Mandate Committee Liaison

NA Barbara Klausner Melissa Baten Caswell


Barb Mitchell Dana Tom

Cubberley Policy Advisory Committee

NA Barb Mitchell Camille Townsend

Barb Mitchell Camille Townsend

NA

* Heidi Emberling will begin her two-year rotation, replacing Melissa, who is completing her two-year rotation, once the 2013 policy updates are completed.

Board of Education Committee Assignments

Board members participate in various committees and organizations on a rotational basis, as part of their regular duties, without compromising the policy-making authority of the Board majority. Some of these assignments are subject to The Brown Act open meeting laws (Government Code 54950). Individual Board members report on their committee activities during regular school board meetings. California Association of Large Suburban School District (CALSSD): CALSSD is a statewide organization of school districts that focuses on the needs of suburban school districts and that works to implement strategic legislative reforms to meet the needs of a diverse student population. The Board has two representatives that participate in conferences several times a year. This organization is not subject to Brown Act requirements. Property Committee: This committee includes two Board member representatives and district staff and meets on an as needed basis to review and recommend matters related to district property or property interests to the full Board. This committee posts agendas and produce minutes in accordance with Brown Act requirements.

Regional Occupational Program Policy Council: This council meets quarterly to discuss policy and to vote on the distribution of funding of ROP funds that support designated high school courses for the North County ROP Consortium, including Mountain View-Los Altos High School District, Fremont Union High School District, and PAUSD. This council posts agendas and produces minutes in accordance with Brown Act requirements.

Santa Clara County Committee on District Organization: The Board member representative (traditionally the Board president) only has one role, to complete the election ballot for County Committee candidates on behalf of PAUSD’s Board. The election is conducted each November in an open session of a regular school Board meeting and the outcome is determined by the Board majority. The Board’s representative does not participate as a member of this committee.

Santa Clara County School Boards Association (SCCSBA) Executive Board: This association offers board development services, communication, and other activities to promote public education for the school districts in Santa Clara County and is composed of Board member representatives throughout the County, including one Board member representative from PAUSD. Many association events are open to all Board members and superintendents. Meetings occur regularly during the school year, agendas are posted, and minutes produced. This organization is not subject to Brown Act requirements. School / City Liaison Committee: This committee has two Board member representatives and two City Council representatives who meet with various staff members to discuss and collaborate on issues of mutual interest. This committee meets on a monthly basis, posts agendas, and produces minutes (rotated annually between the District and the City) in accordance with Brown Act requirements.

Stanford University / PAUSD Liaison Committee: This committee includes two Board member representatives and various staff members from both organizations who meet to discuss and collaborate on issues of mutual interest. This committee meets on an as needed basis, posts agendas, and produces minutes in accordance with Brown Act requirements.

Los Altos Hills Town Council (LAHTC) / PAUSD Liaison Committee: This committee includes one Board member representative and one Town Council representative, who may meet with various staff members to discuss and collaborate on issues of mutual interest. This committee meets on an as needed basis, posts agendas, and produces minutes in accordance with Brown Act requirements. Board Policy Review Committee (BPRC): This committee includes two Board member representatives and district staff who review policy development and maintenance advisories from the California School Board Association's (CSBA), and recommend district policy updates to the full Board. This committee meets on an as needed basis, posts agendas, and produces minutes in accordance Brown Act requirements. Regional Housing Mandate Committee (RHMC) Liaisons: This City Council committee includes four City Council members (voting), and two Board member liaisons (non-voting), who meet on a monthly basis to discuss City planning and policy matters related to state department of housing mandates. This committee posts agendas and produces minutes, prepared by City staff, in accordance with Brown Act requirements.

BOARD OF EDUCATION Attachment: Action 16 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 01.14.14 TO: Kevin Skelly, Superintendent FROM: Katherine Baker, Director, Secondary Education SUBJECT: Suspended Expulsion RECOMMENDATION It is recommended the Board of Education take action as requested in the confidential materials regarding Suspended Expulsion Case 01-1314. BACKGROUND The Board of Education has been provided confidential materials regarding Suspended Expulsion Case 01-1314.

date: tuesday, january 14, 2014 time: 5:00 p.m....

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