Company Profile - Santa Cruz City Schools

SANTA CRUZ CITY SCHOOLS DISTRICT DATE: REGULAR MEETING OF THE BOARD OF EDUCATION TIME: FOR THE ELEMENTARY AND SECONDARY DISTRICTS LOCATION: WEDNESDAY, DECEMBER 14, 2016 EMPLOYEE: OPEN SESSION BEGINS AT 6:30 P.M. SANTA CRUZ COUNTY OFFICE OF EDUCATION BOARD ROOM 404 ENCINAL, SANTA CRUZ, CA.

AGENDA

Santa Cruz City Schools District Regular Meeting 14th Dec 2016 - of 6

Item Purpose / Support

Agenda

1. Convene Closed Session 5:30 p.m.

1.1. Roll Call

1.2. Public Comments prior to Closed Session Public Comments will be received for items that are listed on the Closed Session Agenda

2. Closed Session Items

2.1. Expulsion(s) 08-16-17 and 09-16-17 Information for vote in Open Session

2.2 Real Property Negotiations Property Address: 255 Swift Street, Santa Cruz, CA Agency Negotiator: Patrick Gaffney Negotiating Parties: Bridges to Kinder, Head Start, Campus Kids Connection, Gateway School Under Negotiation: Terms of Agreements

2.3. Certificated/Classified/Management Leaves, Retirements, Resignations & Appointments

Approval

2.4. Negotiations - Collective Bargaining Session (Govt. Code Section 3459.1(d)) GSCFT

Executive session between the public school employer and its designated representative, Molly Parks, for the purpose of giving direction and update regarding negotiations with the GSCFT

2.5. Negotiations - Collective Bargaining Session (Govt. Code Section 3459.1(d)) SCCCE

Executive session between the public school employer and its designated representative, Molly Parks, for the purpose of giving direction and update regarding negotiations with the SCCCE

2.6 Meet and Confer: Association of Managers and Administrators (AMA)

Trustees will hear update and provide direction to Supt. Munro and Ms. Parks for the AMA Unit.

2.7 Meet and Confer: Confidential Unit Trustees will hear update and provide direction to Supt. Munro and Ms. Parks for the Confidential Unit

2.8. Public Employee Discipline/Dismissal/Release/Complaint (Govt. Code Section 54957)

Information

3. Convene Open Session 6:30 p.m.

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AGENDA



3.1. Welcome and Pledge of Allegiance

3.2 Oath of Office All Returning Board Members will recite the oath for the new term of office.

3.3. Agenda changes, additions or deletions

3.4. Superintendent's Remarks prior to Public Comments

4. Public Comments For presentations of matters not on the Agenda. 3 minutes for individuals; 15 minutes per subject.

Note to Members of the Public: Thank you for taking the time to attend this meeting. Santa Cruz City School Board Members appreciate your presence and your comments regarding items not on the agenda are valued. Due to the legal constraints of the Brown Act, your Trustees are not allowed to comment on Public Comments during this time.

5. Superintendent's and Student Representatives' Reports

5.1. Superintendent's Report

5.2. Student Representatives' Reports

6. Board Members' Reports

6.1. Board Members' Reports

6.2. Board President's Report

7. Approval of Minutes

7.1. Minutes of the Meeting on November 9, 2016

Approval

7.2. Minutes of the Meeting on November 16, 2016

Approval

7.3. Minutes of the Meeting on December 7, 2016

Approval

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AGENDA



8. General Public Business

8.1. Consent Agenda: These matters may be passed by one roll call motion.

8.1.1. Personnel Actions - Certificated

8.1.2. Personnel Actions - Classified

8.1.3. Purchase Orders, Quotes and Bids

8.1.4. Warrant Register

8.1.5. Budget Transfers

8.1.6. Job Description - Student Data Technician - Special Ed.

Approve for 1st or Final Reading

8.1.7. PTOC Bylaws

8.1.8. Contracts and Agreement

8.1.8.1. Contracts and Agreements: Business Services

8.1.8.1.1. Agreement - School Services of CA

8.1.8.1.2. Contract Revisions: Architects

8.1.8.1.2.1. Revision: MADI

8.1.8.1.2.2. Revision: BCA

8.1.8.1.2.3. Revision: Belli

8.8.8.1.2.4. Revision: Bartos

8.1.8.2. Agreement: Human Resources

8.1.8.2.1. CSA Revised for Ernest Tavello

8.1.8.3. Agreement/Contract: Educational Services/Special Education

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AGENDA



8.1.8.3.1. Agreement: May Institute, Inc. Services mandated by student IEP

8.1.8.3.2. Contract: TELOS, RTC Services mandated by student IEP

8.1.9. Disposition of Surplus Property

8.1.10. Approve Single Plans for Student Achievement: Elementary Schools & Santa Cruz High School

Presentation on this information at the January 18 meeting

8.2. Report of Closed Session Actions

8.2.1. Report of Actions Taken in Closed Session

8.2.2. Public Vote on Expulsion(s)

8.2.2.1. Vote on Expulsion 08-16-17

8.2.2.2. Vote on Expulsion 09-16-17

8.3. Items to Be Transacted and/or Discussed

8.3.1. New Business: Resolution 14-16-17 in Support of Immigrant Students

Approve Resolution 14-16-17 Immigration Status, which resolves that Santa Cruz City Schools will advocate on behalf of the rights of all students and their families.

8.3.2. New Business: Receipt/Approval of Audit Recommendation: Accept the 2015-16 Audit.

8.3.3. New Business: College Readiness Block Grant (CRBG)

Recommendation: Approve the spending plan for funds received through the CRBG.

8.3.4. New Business: 1st Interim Report Recommendation: Accept the 1st Interim Report with a Positive Certification.

8.3.5. New Business: Resolution 15-16-17 Certification of Election Results Measure A

Approve Resolution No. 15-16-17 – Certification of Election Results – Measure A.

8.3.6. New Business: Resolution 16-16-17 Certification of Election Results Measure B

Approve Resolution No. 16-16-17 – Certification of Election Results – Measure B.

8.3.7. New Business: Annual Board Organization Annual Organization: Nominations will be accepted and voted on for Board President, Board Vice-President and Clerk of the Board.

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AGENDA



9. Adjournment

10. Return to Closed Session (if necessary)

11. Closed Session Action Report (if necessary)

12. Adjournment

The board book for this meeting, including this agenda and back-up materials, may be viewed or downloaded online: http://www.sccs.santacruz.k12.ca.us/board-of-education/agendas-&-minutes.html or may be viewed at the District Office, Superintendent’s Office, Room 303, 405 Old San Jose Road, Soquel, CA. Public Participation: All persons are encouraged to attend and, when appropriate, to participate in meetings of the Santa Cruz City Schools Board of Education. If you wish to speak to an item on the agenda, please be present at the beginning of the meeting as any item, upon motion, may be moved to the beginning of the agenda. Consideration of all matters is conducted in open session except those relating to litigation, personnel and employee negotiations, which, by law, may be considered in closed session. Translation Requests: Spanish language translation is available on an as-needed basis. Please make advance arrangements with Nancy Lentz by telephone at (831) 429-3410 extension 220. Las Solicitudes de Traducción: Traducciones del inglés al español y del español al inglés están disponibles en las sesiones de la mesa directiva. Por favor haga arreglos por anticipado con Nancy Lentz por teléfono al numero (831) 429-3410 x220.

Board Meeting Information 1. The Regular Meeting on January 18, 2017, 6:30 p.m., will be held in the County Office of Education Board

Room, 400 Encinal Street, Santa Cruz, CA. 2. The Regular Meeting/Board Study Session on January 25, 2017, 6:30 p.m., will be held in Room 312 of the

District Office, 405 Old San Jose Road, Soquel, CA. 3. The Regular Meeting on February 1, 2017, 6:30 p.m., will be held in the County Office of Education Board

Room, 400 Encinal Street, Santa Cruz, CA. 4. The Regular Meeting on February 15, 2017, 6:30 p.m., will be held in the County Office of Education Board

Room, 400 Encinal Street, Santa Cruz, CA. 5. The Regular Meeting on March 8, 2017, 6:30 p.m., will be held in the County Office of Education Board

Room, 400 Encinal Street, Santa Cruz, CA. 6. The Regular Meeting on March 29, 2017, 6:30 p.m., will be held in the County Office of Education Board

Room, 400 Encinal Street, Santa Cruz, CA. 7. The Regular Meeting on April 19, 2017, 6:30 p.m., will be held in the County Office of Education Board Room,

400 Encinal Street, Santa Cruz, CA.

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AGENDA


8. The Regular Meeting/Board Study Session on April 26, 2017, 6:30 p.m., will be held in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA.

9. The Regular Meeting on May 10, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.

10. The Regular Meeting/Governance Session on May 31, 2017, 6:30 p.m., will be held in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA.

11. The Regular Meeting on June 14, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.


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MINUTES OF THE REGULAR MEETING OF THE SANTA CRUZ CITY SCHOOLS BOARD OF EDUCATION

FOR THE ELEMENTARY AND SECONDARY DISTRICTS November 9, 2016

Convene Closed Session Board President Thompson called this Regular Meeting Closed Session to order at 5:30 p.m. in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA. Public Comments for Closed Session Agenda Items None Convene Open Session Board President Thompson called this Regular Meeting Open Session to order at 6:37 p.m. in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA. Attendance at Meeting Sheila Coonerty Deedee Perez-Granados Jeremy Shonick Alisun Thompson Patty Threet Deb Tracy-Proulx Claudia Vestal Student Representative Steve Munoz: Soquel High School Student Representative: Aayliah Wilson, Costanoa High School Kris Munro, Superintendent Patrick K. Gaffney, Assistant Superintendent, Business Services Molly Parks, Assistant Superintendent, Human resources Frank Wells, Assistant Superintendent, Educational Services Members of the Audience Welcome and Format Board President Thompson welcomed those in attendance and explained the format used for this Regular Meeting of the Board of Education. Agenda Changes None Superintendent’s Remarks Prior to Public Comments None

PUBLIC COMMENTS Community Supporter Dr. Jim Logsdon acknowledged his attendance at the two previous district LGBQT meetings and is pleased to see this support for students. Dr. Logsdon read an article about LGBQT students who do not receive support from their school/community. Ms. Luhrman spoke on behalf of the Santa Cruz Sister Cities program, and, specifically, the program in Italy. Ms. Luhrman asked for the support of the Trustees and Superintendent Munro to publicize this contest. Mr. Brennan provided brochures in English and Spanish for the event. Measures A & B Co-Chair Mary Anne Robb thanked the Trustees and the GSCFT and SCCCE union members for their support during the campaign process. GSCFT Vice President Carlson reported

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that this was the hardest teaching day of her career. Students were being bullied on social media about being deported, whether WWIII would begin, etc. Teachers will continue to support students.

SUPERINTENDENT’S and STUDENT REPRESENTATIVES’ REPORTS

Superintendent’s Report Superintendent Munro introduced the new SCCS Finance Director Cheryl Robbins, who is a welcome addition to the District Office Finance team. Superintendent Munro reported that the Natural Bridges Site Committee will convene on November 14 at 6:30 p.m. at the Natural Bridges site. The committee will be comprised of community leaders and school staff members to review public input, committee recommendations and current plans for the site. Ms. Parks, Mr. Gaffney, GSCFT Member Carlson and SCCCE Member Poynter attended the LCFF Workshop last Friday which provided information on the new rubrics for the Local Control Accountability Plan. The Superintendent will meet with representatives from the Monterey Bay Economic Partnership, Santa Cruz Community Foundation and the UCSC Credentialing Program to discuss Santa Cruz County School Districts’ concerns about the plans for the reduction of the UCSC credentialing program for a three year period and the impact this action will have on our community schools. Superintendent Munro reported that the Santa Cruz High School Integrated Course I Math class has successfully reduced D’s and F’s by almost 50% over last year’s 1st Quarter results. Teachers are implementing new curriculum and working with Response to Intervention (RtI) Coordinators. The Superintendent acknowledged the success of Measures A & B for the SCCS High School and Elementary Districts and expressed gratitude to everyone who helped on this important project – especially Campaign Co-Chairs Mary Anne Robb and Dave Schuman. Acknowledgments were also given to Campaign Treasurer Brad Brerton, Steering Committee Members Bill Phillips, Tim Madsen, Alisun Thompson and Trevor Miller, bargaining units GSCFT and SCCCE, the Administrative/Leadership Team for SCCS, and all of our Trustees for volunteering – Board Member Threet for staffing the phone banks and Board Member Tracy-Proulx for helping to coordinate walking routes. Student Representatives’ Report Student Representative Munoz reported that November 2 was College Day at Soquel High School. Teachers and college representatives provided lots of information. The Theater Department began the new production of “Peter and Wendy”. SAT tests were held on Saturday, November 5. Student Representative Wilson shared a bit of information about herself. She is a grade 12 student at Costanoa High School and a teen farmer Peer Mentor for the Food What Program. Student Wilson is also employed outside of school. Costanoa High School students recently took a camping trip to the Santa Cruz Mountains Big Basin area. Many of the teens who attend these trips feel a real impact on their personal life and their educational career. Student Wilson is enrolled in the ROP Class Student Food Justice, and these students work with the Monarch students and nurture native plants in the garden and the greenhouse. The Fall Harvest will take place later in November and the harvested food will be sold for future class projects. Ms. Wilson would like to pursue a Theater Arts program at the Small Schools campus.

BOARD MEMBERS’ REPORTS Board Members’ Reports Board Member Vestal welcomed Student Wilson to the Board of Education and thanked both Student Representatives for their service. It is important for the Trustees to hear a student perspective on school matters. Ms. Vestal thanked everyone who worked for Measures A & B, and acknowledged the school community for their continued support of public education. Trustee Vestal thanked Teacher Carlson for sharing her experiences today with the students.

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Board Member Threet welcomed Student Wilson to the Board of Education. Ms. Threet thanked Santa Cruz High School Principal Klein for his facilitation of her classroom visits. Trustee Threet is pleased to see the student engagement in classes. A shout out to the Harbor High School Girls Volleyball team for a successful year. Ms. Threet is excited for the Soquel High School Girls Volleyball team as they play in a CCS tournament this weekend. Trustee Threet noted that the Soquel High School Boys and Girls Water Polo teams had very successful seasons as well. Board Member Threet thanked the community for the overwhelming support of Measures A & B. Board Member Shonick was at Branciforte Middle School today during the morning announcements and reported that Principal Pfotenhauer made an eloquent and powerful statement to the students regarding last night’s election results. Principal Pfotenhauer confirmed the staff’s commitment to continue all current supports for students. It was a touching moment, and Mr. Shonick thanked Principal Pfotenhauer for reaching out to the children. Board Member Perez-Granados visited Harbor High School to visit a “Shadow English 1” class and a “Newcomer” Class. It was great to see how our newest student community members are supported at the high school level and Dr. Perez-Granados is grateful for these supports. Dr. Perez-Granados thanked the community for the tremendous support of Measures A & B, and the teachers for their continued work on behalf of students. Board Member Tracy-Proulx joined Board President Thompson and Board Member Perez-Granados at Harbor High School for classroom visits and was pleased to see the well-rounded array of services available for students. Ms. Tracy-Proulx also extended her thanks to the Santa Cruz High School Marching Band for their participation in the Gault Elementary Halloween Parade – their presence provided a legitimate “parade” atmosphere for the event. Board Member Coonerty thanked the community and all the school district team members for their tremendous support of Measures A & B. Many folks in our school community will experience a significant increase in their tax bills, and it is inspiring that they are willing to show this unconditional support for students. Thanks to Teacher Carlson for sharing her teaching experience today. Welcome to Student Representative Wilson. Board President’s Report Board President Thompson welcomed Student Representative Wilson to the Board of Education. Dr. Thompson was pleased to hear about Student Wilson’s ideas for collaboration between Monarch Elementary and Costanoa High School students. Dr. Thompson acknowledged the community for the outstanding support of Measures A & B.

APPROVAL OF MINUTES 1. MSP (Threet/Coonerty) 6-0-1, the Board of Education approved the Minutes of the Regular Meeting of

10-19-16 as submitted. Board President Thompson abstained from this vote. Students Munoz and Wilson abstained from making a recommendation on this matter.

2. Board Recording Secretary Lentz submitted a correction to the Minutes of the Regular Meeting on 10-26-16. MSP (Vestal/Perez-Granados) 7-0, the Board of Education approved the Minutes of the Regular Meeting of 10-26-16, including the correction from Recording Secretary Lentz, as submitted. Student Munoz recommended a yes vote on this matter and Student Wilson abstained from making a recommendation on this matter.

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Consent Agenda Board Member Threet asked to pull Item 8.1.7. Board Policy Update for a separate discussion and vote. Dr. Perez-Granados moved approval of the Consent Agenda, consisting of: Item 8.1.1. Personnel Actions – Certificated; Item 8.1.2. Personnel Actions – Classified; Item 8.1.3. Purchase Orders, Quotes & Bids; Item 8.1.4. Warrant Register; Item 8.1.5. Budget Transfers; Item 8.1.6. Gifts; Item 8.1.8. 1st Quarter Investment Report; Item 8.1.9. Resolution 13-16-17 Add Signature: Cheryl Robbins; Item 8.1.10. Disposition of Surplus Property; Item 8.1.11.1.1. Contract/Business: RDV Consulting; Item 8.1.11.1.2. Contract/Business: Madi Architecture.; Item 8.1.10.2.2. Consultant Service Agreement/Educational Services-Great Minds Math Training; Item 8.1.11.1.3. Contract/Business Ifland Survey; Item 8.1.11.2.1. Consultant Service Agreement/Ed Services: Kara Willett; Item 8.1.12. COE Annual Williams Compliance Report; Item 8.1.13. Out of State Travel: Educational Services/Special Education. Ms. Vestal seconded the motion. This motion was approved by roll call vote, as follows: Roll Call Vote: Coonerty – Yes Perez Granados – Yes Shonick – Yes Thompson - Yes Threet – Yes Tracy-Proulx – Yes Vestal – Yes Students Munoz and Wilson recommended a yes vote on this matter. Item 8.1.7. Board Policy Update Board Member Threet asked some clarifying questions about the proposed policy and was satisfied that the policy included the language she advocated. Board Member Three had a question about the approval process. Following these clarifications, Ms. Tracy-Proulx moved approval of the item and Ms. Vestal seconded the motion. This motion was approved by roll call vote, as follows: Roll Call Vote: Coonerty – Yes Perez Granados – Yes Shonick – Yes Thompson - Yes Threet – Yes Tracy-Proulx – Yes Vestal – Yes Students Munoz and Wilson recommended a yes vote on this matter. 8.2 Closed Session Actions 8.2.1. Reporting Out on Closed Session Items

1. The Board of Education conferred with Legal Counsel regarding the property at 255 Swift Street, Santa Cruz, CA.

2. The Board Members heard information regarding Expulsion 05-16-17 and 06-16-17 in order to vote on these matters in Open Session later this evening.

The Board of Education will return to Closed Session at the conclusion of Open Session this evening to continue discussion of the Closed Session items. 8.2.2. Public Vote on Expulsion(s) 8.2.2.1. MSP (Coonerty/Perez-Granados) 6-0-1, the Board of Education approved Expulsion 05-16-17 as

submitted by Mr. Wells. Ms. Tracy-Proulx abstained from the vote. 8.2.2.2. MSP (Coonerty/Threet) 6-0-1, the Board of Education approved Expulsion 06-16-17 as

submitted by Mr. Wells. Ms. Tracy-Proulx abstained from the vote.

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ITEMS of BUSINESS to be TRANSACTED and/or DISCUSSED 8.3.1. Staff Report: Next Generation Science Standards (NGSS)

Santa Cruz City Schools Teacher on Special Assignment (TOSA) Murphy brought a variety of folks to report on this matter for the Board of Education. Presenters and supporters included Teachers Scolaro, Lynch, Bedell, Shimaski, Novelli, and Daniels, District Staff Members Linsley, Mekis, and Wildman, Santa Cruz High School Assistant Principal Poirer, City of Santa Cruz Employee Missaghian and retired educator Seales. Information included: an overview of Next Generation Science Standards and California Next Generation Science Standards; Three-dimensional learning; NGSS Implementation Pathway Model Stages; Next Steps for SCCS Leaders. Board comments and questions followed the presentation. Discussion among the Trustees, District Staff and Members of the Audience was facilitated. This report was informational in nature, and no actions were taken by the Board of Education regarding this matter. **Note: Student Munoz left this meeting at 8:25 p.m.

8.3.2. New Business: Secondary Single Plans for Student Achievement (SPSA) Mr. Wells reported that School Site Councils (SCC) are required to develop the SPSA. The SSCs’ responsibilities include approving the plan, recommending it to the local governing board for approval, monitoring its implementation, and evaluating the effectiveness of the planned activities at least annually. Today’s presentations are informational. The SPSA is a blueprint to improve the academic performance of all students. The purpose of the SPSA is to coordinate all educational services at the school. The SPSA addresses how funds provided to the school will be used to improve the academic performance of all pupils. The SPSA must integrate the purposes and requirements of all state and federal categorical programs in which the school participates. The SPSA serves as the organizer for an individual school’s improvement process. The SPSA ensures that students are better equipped to meet the Common Core State Standards in English and math. The reports presented to the board are intended to show the progress they have made toward meeting those goals. MSP (Perez-Granados/Coonerty) 7-0, the Board of Education approved the Secondary Single Plans for Student Achievement. Student Wilson recommended a yes vote on this matter.

** Note: Student Wilson left this meeting at 8:51 p.m. 8.3.2. New Business: Bond Oversight Committee Bylaws Measure A – 1st and/or Final Reading

Mr. Gaffney recommended approval of the Bond Oversight Committee Bylaws Measure A. Mr. Gaffney reported that pursuant to Education Code and AB 1908, the District must establish a Citizens Bond Oversight Committee and appoint its initial members within sixty (60) days after the date that the Governing Board of the District enters the results of the bond election in its minutes. The Bylaws that are presented to the Board for approval have been reviewed by counsel. There is no fiscal impact associated with adoption of the Measure A Citizens Bond Oversight Committee Bylaws. Mr. Gaffney also included the application for committee membership for review. MSP (Threet/Coonerty) 7-0, the Board of Education approved the Bond Oversight Committee Bylaws Measure A for final reading.

8.3.3. New Business: Bond Oversight Committee Bylaws Measure B – 1st and/or Final Reading

Mr. Gaffney recommended approval of the Bond Oversight Committee Bylaws Measure B. Mr. Gaffney reported that pursuant to Education Code and AB 1908, the District must establish a Citizens Bond Oversight Committee and appoint its initial members within sixty (60) days after the date that the Governing Board of the District enters the results of the bond election in its minutes. The Bylaws that

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are presented to the Board for approval have been reviewed by counsel. There is no fiscal impact associated with adoption of the Measure B Citizens Bond Oversight Committee Bylaws. Mr. Gaffney also included the application for committee membership for review. MSP (Tracy-Proulx/Perez-Granados) 7-0, the Board of Education approved the Bond Oversight Committee Bylaws Measure B for final reading.

9. Adjournment of Open Session

There being no further Open Session business to come before the Trustees, Board President Thompson adjourned this Open Session of the Regular Meeting at 9:03 p.m.

10. Return to Closed Session The Board of Education returned to Closed Session at 9:04 p.m. 11. Reporting out on Closed Session Actions

3. The Board of Education took action on Certificated and Classified Management Leaves, Retirements, Resignations and Appointments.

4. The Board of Education heard an update from and provided direction to Ms. Parks regarding GSCFT negotiations.

5. The Board of Education heard an update from and provided direction to Ms. Parks regarding SCCCE negotiations.

6. The Board of Education did not hear an update on a Public Employee Discipline/Dismissal/Release/Complaint. This item will be brought back on the next Closed Session Agenda.

12. Adjournment of Meeting

There being no further Open or Closed Session business to be discussed this evening, Board President Thompson adjourned this Regular Meeting at 9:57 p.m.

Board Meeting Schedule Information 1. The Regular Meeting/Board Study Session on November 16, 2016, 6:30 p.m., will be held in Room 312

of the District Office, 405 Old San Jose Road, Soquel, CA. 2. The Regular Meeting/Board Study Session on December 7, 2016, 6:30 p.m., will be held in Room 312 of

the District Office, 405 Old San Jose Road, Soquel, CA. 3. The Regular Meeting on December 14, 2016, 6:30 p.m., will be held in The County Office of Education

Board Room, 400 Encinal Street, Santa Cruz, CA. 4. The Regular Meeting on January 18, 2017, 6:30 p.m., will be held in the County Office of Education

Board Room, 400 Encinal Street, Santa Cruz, CA. 5. The Regular Meeting/Board Study Session on January 25, 2017, 6:30 p.m., will be held in Room 312 of

the District Office, 405 Old San Jose Road, Soquel, CA. 6. The Regular Meeting on February 1, 2017, 6:30 p.m., will be held in the County Office of Education

Board Room, 400 Encinal Street, Santa Cruz, CA. 7. The Regular Meeting on February 15, 2017, 6:30 p.m., will be held in the County Office of Education

Board Room, 400 Encinal Street, Santa Cruz, CA. 8. The Regular Meeting on March 8, 2017, 6:30 p.m., will be held in the County Office of Education Board

Room, 400 Encinal Street, Santa Cruz, CA. 9. The Regular Meeting on March 29, 2017, 6:30 p.m., will be held in the County Office of Education

Board Room, 400 Encinal Street, Santa Cruz, CA.

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10. The Regular Meeting on April 19, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.






* For more details about this meeting, please visit our district website and listen to the meeting recording:

http://www.sccs.santacruz.k12.ca.us/about-us/board-of-education/agendas-a-minutes.html Respectfully submitted, Kris Munro, Superintendent Alisun Thompson, President Santa Cruz City Schools Board of Education

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MINUTES OF THE REGULAR MEETING OF THE SANTA CRUZ CITY SCHOOLS BOARD OF EDUCATION

FOR THE ELEMENTARY AND SECONDARY DISTRICTS November 16, 2016

Convene Closed Session Board President Thompson called this Regular Meeting Closed Session to order at 5:45 p.m. in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA. Public Comments for Closed Session Agenda Items None Convene Open Session Board President Thompson called this Regular Meeting Open Session to order at 6:34 p.m. in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA. Attendance at Meeting Sheila Coonerty Deedee Perez-Granados Jeremy Shonick Alisun Thompson Patty Threet Deb Tracy-Proulx Claudia Vestal Kris Munro, Superintendent Patrick K. Gaffney, Assistant Superintendent, Business Services Molly Parks, Assistant Superintendent, Human resources Frank Wells, Assistant Superintendent, Educational Services Members of the Audience Welcome and Format Board President Thompson welcomed those in attendance and explained the format used for this Regular Meeting of the Board of Education. Agenda Changes None Superintendent’s Remarks Prior to Public Comments None

PUBLIC COMMENTS Mission Hill Middle School Parent Rocco Cappella reported that a group of Mission Hill parents who are interested in Computer Science curriculum for students attended a meeting of the Silicon Valley Education Foundation to hear a presentation entitled “A Vision for K-12 Computer Science”. Ms. Cappella provided a handout for the Board Members and District Administrators and informed them about a meeting in early December to provide additional information. Mr. Cappella indicated that Mission Hill Parents were not just interested in having the district provide a robust Computer Science curriculum – they are willing to commit to working alongside district team members to provide students with educational opportunities.

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GENERAL PUBLIC BUSINESS 5.2 Closed Session Actions 5.2.1. Reporting Out on Closed Session Items

1. The Board of Education conferred with Legal Counsel regarding the property at 255 Swift Street, Santa Cruz, CA.

2. There were no Certificated/Classified/Management Leaves, Retirements, Resignations or Appointments submitted to the Trustees this evening.



6. The Board of Education heard an update on a Public Employee Discipline/Dismissal/Release/Complaint.

ITEMS of BUSINESS to be TRANSACTED and/or DISCUSSED

6.1. Study Session: Special Education Special Education Director O’Farrell provided a short presentation on the history of Santa Cruz City Schools Special Education students, current enrollments in Special Education, and the mission of the District Special Education Team Members. The Trustees and Cabinet Members were divided into work groups, and these groups rotated around four work stations to learn more about the following subjects with respect to Special Education: Law; Budget; Mental Health Supports and Needs; Facilitating Student Independence. Following the completion of these work station rotations, group members returned to their original seats to discuss their learning experiences, ask questions, provide comments and reflect on the information they would like to see in future Special Education presentations.


There being no further Open Session business to come before the Trustees, Board President Thompson adjourned this Open Session/Study Session of the Regular Meeting at 8:28 p.m.

Board Meeting Schedule Information

1. The Regular Meeting/Board Study Session on December 7, 2016, 6:30 p.m., will be held in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA.

2. The Regular Meeting on December 14, 2016, 6:30 p.m., will be held in The County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.

3. The Regular Meeting on January 18, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.

4. The Regular Meeting/Board Study Session on January 25, 2017, 6:30 p.m., will be held in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA.

5. The Regular Meeting on February 1, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.


7. The Regular Meeting on March 8, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.


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MINUTES OF THE REGULAR MEETING/STUDY SESSION OF THE SANTA CRUZ CITY SCHOOLS BOARD OF EDUCATION

FOR THE ELEMENTARY AND SECONDARY DISTRICTS December 7, 2016

Convene Closed Session Board Vice-President Vestal called this Regular Meeting Closed Session to order at 5:35 p.m. in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA. Board Members Vestal, Shonick, Threet and Coonerty were present to provide a quorum of the Board. *Note: Board Members Perez-Granados, Thompson and Tracy-Proulx arrived to the meeting during Closed Session. Public Comments for Closed Session Agenda Items None Convene Open Session Board President Thompson called this Regular Meeting/Study Session Open Session to order at 6:36 p.m. in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA. Attendance at Meeting Sheila Coonerty Deedee Perez-Granados Jeremy Shonick Alisun Thompson Patty Threet Deb Tracy-Proulx Claudia Vestal Kris Munro, Superintendent Patrick K. Gaffney, Assistant Superintendent, Business Services Frank Wells, Assistant Superintendent, Educational Services Members of the Audience Welcome and Format Board President Thompson welcomed those in attendance and explained the format used for this Regular Meeting of the Board of Education. Agenda Changes None Superintendent’s Remarks Prior to Public Comments None

PUBLIC COMMENTS None

GENERAL PUBLIC BUSINESS

5.2 Closed Session Actions 5.2.1. Reporting Out on Closed Session Items

1. The Board of Education conferred with Property Negotiator Gaffney regarding the property at 255 Swift Street, Santa Cruz, CA.

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2. The Board of Education took action on Certificated/Classified/Management Leaves, Retirements, Resignations or Appointments.



5. The Board of Education heard an update on a Public Employee Discipline/Dismissal/Release/Complaint.

ITEMS of BUSINESS to be TRANSACTED and/or DISCUSSED

6.1. Study Session: Budget Mr. Gaffney reported to the Board of Education that the outcome of this meeting it to develop a shared understanding of Santa Cruz City Schools revenue sources and projected alignment of these resources to expenditures that match the District goals. Information included: District Goals and Metrics; Local Control Funding Formula – 2013 to today; Purpose and Requirements of the LCAP; First Interim Highlights; Multi-Year Projection; LCFF Base Budget; LCFF Supplemental Budget; Other Revenue Sources; Federal Programs; State and Federal Grants; Items to Continually Consider; Questions. Following Mr. Gaffney’s presentation, Board Members asked questions, made comments and had discussion. As the Study Session reports are informational in nature, no action was taken by the Board of Education regarding this matter.


There being no further Open Session business to come before the Trustees, Board President Thompson adjourned this Open Session/Study Session of the Regular Meeting at 7:25 p.m.

Board Meeting Schedule Information

1. The Regular Meeting on December 14, 2016, 6:30 p.m., will be held in The County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.

2. The Regular Meeting on January 18, 2017, 6:30 p.m., will be held in the County Office of Education Board Room, 400 Encinal Street, Santa Cruz, CA.

3. The Regular Meeting/Board Study Session on January 25, 2017, 6:30 p.m., will be held in Room 312 of the District Office, 405 Old San Jose Road, Soquel, CA.








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AGENDA ITEM: 8.1.1

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Certificated Personnel Actions DATE: December 14, 2016 FROM: Molly Parks, Assistant Superintendent, Human Resources THROUGH: Kris Munro, Superintendent RECOMMENDATION: We recommend the Board of Trustees approve the certificated personnel actions as submitted. BACKGROUND: The attached administrative and certificated personnel actions are submitted in accordance with District policy and the negotiated contract.

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AGENDA ITEM: 8.1.1

2016-2017 APPOINTMENTS: Enrichment Program Provider: Camilo Ortiz Rodriguez, after school Music enrichment for students at Gault Elementary, not to exceed 115 hours, 10/17/16 to 12/22/16 Professional Expert: Margaret Barker, direct assistive technology and rehabilitative services for Special Education students, not to exceed 50 hours, 10/14/16 to 6/30/17

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AGENDA ITEM 8.1.2

SANTA CRUZ CITY SCHOOLS DISTRICT

AGENDA ITEM: Classified Personnel Actions

MEETING DATE: December 14, 2016

FROM: Molly Parks, Asst. Superintendent, Human Resources

THROUGH: Kris Munro, Superintendent

RECOMMENDATION:

To approve the classified personnel actions as submitted.

BACKGROUND:

The attached lists of classified personnel actions are submitted in accordance with the District,

SCCCE Agreement and the Merit Rules.

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AGENDA ITEM 8.1.2

CLASSIFIED EMPLOYEE ACTIONS

Reviewed by Classified Personnel Director: Keneé Houser 12/6/2016

•Employment Actions Concerning Regular Assignments•

Probationary (New Hires or Temporary Employees Made Regular):

Alfaro, Cassandra, Instructional Technician/ASES - BV, 3.95hrs/9mo, effective 10/31/16

Dewitt, Dawn, Clerical Assistant -DL, 3hrs/9mo, effective 11/7/16

Grothe, Jeanette, Campus Supervisor - 8hrs/9mo, effective 11/16/16

Sedano, Dessire, Instructional Technician/ASES - BV, 3.95hrs/9mo, effective 11/4/16

Valencia-Maldonado, Martha, Primary Intervention Student Assistant - BV, 3hrs/9mo, effective

12/1/16

Promotion:

None

Voluntary Demotion:

None

Increase/Reduction in FTE - Months/Hours of Service:

Naranjo Huerta, Estephany, Instructional Technician/ASES - MH, from 1hr/9mo to 2hrs/9mo,

effective 11/7/16

Additional FTE/Position:

None

39-Mo Reinstatement:

None

Reclassification:

None

63-Mo Reinstatement:

None

Transfer:

None

Transfer:

None

Provisional Assignments (not to exceed 90 working days):

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AGENDA ITEM 8.1.2

None

Leave of Absence:

None

Separation from Service:

None

Retirement:

Keck, Patricia, Program Assistant, SE, 8hrs/12mo, effective 12/30/16

Marcotte, Damien, School Bus Driver - TR, 8hrs/9mo, effective 10/31/16

Reeser, Bill, Senior Custodian - MH, 8hrs/12mo, effective 12/30/16

Swain, Carol, Principal’s Secretary - SMSC, 8hrs/12mo, effective 12/30/16

•Limited Term Project (not to exceed 126 days)/Substitutes: •

New EWA/Hourly Employees:

Valencia, Julio, Sub-Custodian, Hours and Site/Dept. will vary, effective, 11/11/16

Existing EWA/Hourly Employees:

Barrientos, Vickie, School Community Coordinator - GA, not to exceed 5hrs, 10/24/16 to

10/28/16

Barrientos, Vickie, School Community Coordinator - GA, not to exceed 30hrs, 10/24/16 to

11/30/16

Bien, Lorraine, Instructional Technician - SPED, not to exceed 48hrs, 10/26/16 to 6/8/17

Blyston, Jason, Grounds I - MO, not to exceed 120hrs, 10/17/16

Casey, Patrick, School Bus Driver Sub - TR, not to exceed 24hrs, 11/11/16 to 11/25/16

Centeno Recinos, Marvin, Instructional Technician - HH, not to exceed 564hrs, 11/16/16 to

6/8/17

Cleveland, Ann, Instructional Technician/ASES - GA, not to exceed 20hrs, 10/31/16 to 11/18/16

Gaona, Jesus Barreto, Custodian - MO, not to exceed 16hrs, 11/6/16

Jorgensen, Kimberly, Food Service Worker - FS, not to exceed 3.5hrs, 10/20/16

Kianpour, Jacqueline, Benefits Coordinator - BS, not to exceed 150hrs, 10/17/16 to 12/15/16

Kianpour, Jacqueline, Instructional Tech ASES - GA, not to exceed 15hrs, 10/17/16 to 12/22/16

Marquez, Belinda, Instructional Technician/ASES - BV, not to exceed 125hrs, 10/26/16 to

6/9/17

Martinez Garzia, Perla, Instructional Technician/PBS - GA, not to exceed 28hrs, 10/26/16 to

12/21/16

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AGENDA ITEM 8.1.2

May, Angela, Library/Media Services Assistant - CAI, not to exceed 4hrs, 10/1/16 to 10/31/16

Medlen, Kristi, Instructional Technician/ASES - CAI, not to exceed 252hrs, 10/31/16 to 6/9/17

Miller, Lisa, Instructional Technician-Elementary Intervention - WL, not to exceed 26.25hrs,

9/19/16 to 11/4/16

Moreno, Eduardo, Instructional Technician/ASES - GA, not to exceed 15hrs, 10/17/16 to

12/22/16

Nganga-Edelson, Davin, Substitute - Custodian - HR, not to exceed 350hrs, 11/1/16 to 12/15/16

Perez, Ricardo, Head Custodian - SC, not to exceed 6hrs, 10/29/16 to 11/5/16

Quevedo, Vivian, Instructional Technician/ASES - BV, not to exceed 120hrs, 10/17/16 to 6/8/17

Randazzo, Timothy, Substitute - Custodian - HR, note to exceed 350hrs, 11/1/16 to 12/15/16

Santacruz, Analilia, Instructional Technician/ASES - MH, not to exceed 200hrs, 8/24/16 to

12/23/16

Santacruz, Analilia, Instructional Technician/ASES - MH, not to exceed 300hrs, 9/1/16 to 3/1/17

Santacruz, Analilia, Instructional Technician -MH, not to exceed 300hrs, 9/1/16 to 2/28/17

Saarni, Richard, School Bus Driver - TR, not to exceed 20hrs, 8/24/16 to 6/30/17

Segura-Munoz, Andrew, Senior Custodian - MO, not to exceed 80hrs, 8/24/16 to 6/30/17

Silva-Robles, Fe, School Community Coordinator - BM, not to exceed 30hrs, 8/1/16 to 6/15/17

Stocker, Christina, Instructional Technician/ASES - BV, not to exceed 100hrs, 10/26/16 to 6/9/17

Stocker, Christina, Instructional Technician/ASES - BV, not to exceed 48.25hrs, 9/5/16 to

11/15/16

Taylor, Kiefer, Accompanist - HH, not to exceed 9hrs, 10/20/16 to 12/22/16

Wolcott, Lauren, Inst. Tech./ASES - MH, not to exceed 150hrs, 8/24/16 to 12/23/16 - Core

Wolcott, Lauren, Inst. Tech./ASES - MH, not to exceed 150hrs, 8/24/16 to 12/23/16 - Donations

Zamora III, Manuel, Substitute - Maintenance Specialist - HR, not to exceed 350hrs, 10/17/16 to

12/15/16

Limited Term Retiree (not to exceed 960 hours per Government Code 21153):

None

Out of Class:

Perez, Ricardo, Head Custodian - MO, not to exceed 664hrs, 11/1/16 to 12/23/16

•Employment Actions Concerning Exempt Assignments from the Classified Service•

Stipend:

None

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AGENDA ITEM 8.1.2

Playground Recess Coach, Yard Duty, Child Care:

Carranza Rodriguez, Leslie, Yard Duty - DL, not to exceed 23.97hrs, 10/17/16 to 10/28/16

Diaz, Blanca, Playground Recess Coach - GA, not to exceed 420hrs, 11/1/16 to 6/8/17

Gil-Billoups, Sergio, Yard Duty - DL, not to exceed 325hrs, 8/24/16 to 6/8/17

Gilbert, Geoffrey, Yard Duty - GA, not to exceed 245hrs, 11/15/16 to 6/8/17

•Eligibility Lists Established•

School Bus Driver

Lead Account Technician

Personnel Assistant

Senior Custodian

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Purchase Oders Over $2500 cover6

AGENDA ITEM: 8.1.3

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Purchase Orders, Quotes and Bids MEETING DATE: December 14, 2016 FROM: Patrick Gaffney, Asst. Supt., Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: It is recommended that the Board of Education approve the purchase orders, quotes and bids as submitted. BACKGROUND: A detailed report is attached, listing purchase orders, quotes and bids that require Board approval prior to release to vendors. The following definitions are provided to clarify the differences between purchase orders, quotes and bids:

Purchase Orders: For purchases routine in nature and over $2,500 but under the amount required for a quote.

Quotes: When purchases will be $6,500 to $15,000 for contracted work or

$12,000 to $87,800 for materials/supplies, several vendors are contacted for written quotations. This process, though not as rigorous as a bid, insures that the District has involved more than one vendor and will secure a competitive price.

Bids: A formal process including advertising to notify prospective bidders,

distribution of written specification regarding the work or materials, and compliance with legal guidelines for bidding, must be followed for contracted work projected to cost $15,000 and over, or for materials and supplies in the sum of $87,800 or over. Bids are solicited from a wide pool of prospective vendors, thus assuring that when the award is made to the lowest responsible bidder, the District receives the best price available.

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PURCHASE ORDERS OVER $2500

C:\USERS\BSSEC\DESKTOP\BOARDPAD 121416\PURCHASE ORDERS OVER $2500 - LIST.DOC

Approved by: Approval Date:

PO/REQ

NO. SITE DOLLAR

AMOUNT VENDOR MATERIALS, SERVICES, ETC.

17-00234 Various $45,000.00 Cintas Change Order for custodial supplies/service. Unrestricted, Facility Use Fees.

17-00239 Transportation $6,050.00 Yellow Cab Change Order to cover additional transportation services. Transportation - Special Ed.

17-00363 Various $7,000.00 Geo. H. Wilson Change Order to cover additional repair services. Ongoing Maint.

17-00992 Various $2,500.00 Albert’s Plumbing Change Order for additional services. Ongoing Maint.

17-00999 Various $5,000.00 Albert’s Plumbing Change Order to cover additional repairs. Ongoing Maint.

17-02115 Harbor High $13,811.36 Gray Musical Instruments

Various musical instruments. Measure O.

17-02129 Harbor High $3,919.76 Woodwind Various musical instruments. Measure O.

17-02145 Soquel High $8,945.50 Teter LLP Confirming for payment for Dust Collector Project 15-9906 – Schematic Design and Construction documents. Insurance.

17-02173 Santa Cruz High $5,000.00 Continental Athletic Open Order to recondition football uniforms. Unrestricted.

17-02192 Soquel High $1,297.50 Cabrillo College Confirming for payment for pool use. Facility Use Fees.

17-02229 B40 SS $9,500.00 Kara Willett CSA Support in ELD with Focus on Writing. Title I, LCFF.

17-02230 Bay View $12,401.61 California Premier Restoration

Restoration services. Ongoing Maint.

17-02237 Santa Cruz High $3,318.57 Wenger Tourmaster risers. Facility Use Fees.

17-02242 Curriculum $16,700.00 Greenfield PD sessions and 500 seats, Lexia Reading Core5. Medi-Cal Billing Option.

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BOARD OF EDUCATION

December 14, 2016




PO/REQ NO. SITE

DOLLAR AMOUNT VENDOR MATERIALS, SERVICES, ETC.

17-02243 Finance $23,000.00 Crowe Horwath Confirming for payment – Auditing services. Unrestricted.

17-02266

Harbor High $7,262.26 Follett School Solutions Textbooks. Unrestricted.

17-02406 Facilities $110,876.00 Madi Group Professional services for the DROPS program. Restricted.

17-02278 Santa Cruz High $3,250.00 Learning Ally Institution seat package renewal downloadable textbooks. Lottery.

17-02304 Facilities $7,160.00 Climatec Onsite project support for gym lighting proposal. CA Clean Energy.

17-02305 IT Dept. $71,510.89 Infinite Campus Student Information system. Unrestricted.

17-02350 Finance $23,018.00 SCI Consulting Parcel Tax consultation. Core Budget.

17-02355 DeLaveaga $4,262.65 DGS Confirming for payment – Shade Structure. Ongoing Maint.

17-02356 Santa Cruz High $9,278.98 Napa Smart weight touch wheel balancer. Perkins.

17-02374 Santa Cruz High $3,000.00 Rio Grande Open Order for jewelry supplies. Measure O.

17-02382 Harbor High $5,551.17 CDWG Chromebooks. LCFF. 17-02383 B40 Middle $10,006.95 CDWG Chromebooks. Facility Use Fees. 17-02405 Santa Cruz High $11,337.57 CDWG Chromebooks. Donations. 17-02447 Santa Cruz High $23,915.05 DeMoulin Bros. Band uniforms. Measure O,

Donations. 17-02448 B40 Middle $5,165.73 Thomas Musical

Instruments Instruments. Measure O.

17-02459 DeLaveaga $6,500.00 Greenfield Learning Lexia reading licenses. LCFF.

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BOARD OF EDUCATION

December 14, 2016




PO/REQ NO. SITE


TBA Special Ed. $43,443.00 The May Institute, Inc. Agree.for Prof.Services to provide intensive individual and behavior intervention services to an elementary student during the 2016-2017 school year. General Ed.

TBA Special Ed. $108,283.00 TELOS, RTC Out-of-State NPS for basic education, therapeutic/mental health counseling and residential placement services for a secondary student during the 2016-17 school year. Special Ed.

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ADDENDUM

C:\USERS\BSSEC\DESKTOP\BOARDPAD 121416\POS OVER $2500 ADDENDUM.DOC


PO/REQ NO. SITE


17-00239 Transportation $2,955.00 Yellow Cab Change order for additional services. Transportation – Special Ed.

17-00366 Food Services $4,000.00 Hobart Sales Change order to cover additional repair services as needed. Cafeteria Fund.

17-02508 Finance $2,940.00 School Services of CA Confirming for payment – Professional services provided. Core Budget.

17-02512 Santa Cruz High $3,000.00 Phoenix Ceramics Open order for class supplies. Measure O.

17-02520 Santa Cruz High $3,769.23 Otto Frei-Jules Borel Durston Double D4 rolling mill. Measure O.

17-02555 Santa Cruz High $11,541.99 Napa Auto Supplies for Auto Shop. Perkins. 17-02556 Harbor High $5,006.09 B & H Photo Cameras and equipment.

Perkins. 17-02560 Food Services $2,851.75 Isite Software License fees and computer.

Cafeteria Fund. 17-02564 Santa Cruz High $2,624.00 B & H Photo Printers, projectors. Perkins. 17-02566 CIA $2,612.28 CDWG Computer, printer and

accessories. Title I. 17-02570 Santa Cruz High $2,986.84 Goodheart Wilcox Books. Perkins. 17-02572 B40 SS $2,874.83 Apple Computer Computers and accessories.

LCFF. 17-02588 Santa Cruz High $4,175.00 San Lorenzo Valley USD Confirming for payment for

Transportation services for Band. Donations.

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AGENDA ITEM: 8.1.4 Vendor Warrants cover

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Warrant Register MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Approve the warrants on the Board Payment Report. The report covers vendor warrants issued from 11/1/16 –12/1/16. Hard copies of the report are available for public review at the Board Meeting.

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AGENDA ITEM: 8.1.5 C:\Users\bssec\Desktop\Boardpad 121416\Budget Transfers cover.docx

SANTA CRUZ CITY SCHOOL DISTRICT

AGENDA ITEM: Approval of Budget Transfers MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: It is recommended that the Board of Education approve 2016-2017 budget transfers dated from 11/1/16 through 11/30/16, BE#88012 – 91955. The report follows. Hard copy of the report is available for public review at the Board Meeting. BACKGROUND: Ed Code 42600 requires that the Board approve budget transfers that are made between major expense object codes, or from reserves. FISCAL IMPACT: None.

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Agenda Item 8.1.6

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Job Descriptions – Student Data Technician – Special

Education DATE: December 14, 2016 FROM: Molly Parks, Assistant Superintendent, Human Resources THROUGH: Kris Munro, Superintendent RECOMMENDATION: To approve the job description for the position of Student Data Technician – Special Education for first and/or final reading. BACKGROUND: The incumbent for the Program Assistant position is retiring this month. This was an opportunity for Special Ed to re-write the job description to better meet their reporting and data needs. The position was re-classified from a Program Assistant, Range 24 to a Student Data Technician-Special Education, Range 30.

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SANTA CRUZ CITY SCHOOLS

JOB DESCRIPTION

Student Data Technician - Special Education

Job Title: Student Data Technician – Special Education

Job Summary

Under the direction of the Director of Special Education, perform a variety of technical duties in the

management of the student information database for the district program; create and maintain the

district database for information and analysis; assure accuracy of data input and management; oversee

and maintain files and student records (physically and electronically).

Examples of Duties

Perform a variety of technical duties in the management of the student information database and

student records for the district program; manage the accuracy of the database to compile and develop

statistical reports as requested; maintain confidentiality of student information.

Create and maintain databases related to IEPs, suspension, compliance, referrals and other

administrative data; manage the database by collecting and organizing new and existing student data;

maintain student records by filing, organizing, and processing confidential special education files with

adherence to applicable student record law.

Provide reports and other documents as needed for school personnel, including program entry and

exit reports; prepare reports for outside agencies including educational institutions as requested,

including the California Special Education Management Information System (CASEMIS) report;

input coded information according to site and outside academic agency standards; assure accuracy of

data and efficiency of report preparation.

Assist in the preparation and maintenance of projected and final class lists for Special Education

students; assist in the preparation of transportation lists and schedules as assigned by the position.

Run reports as requested to assist in planning and program implementation.

Provide technical assistance to staff regarding database usage, student record requirements, and

completeness of IEP documents.

Communicate with staff and parents in person or on the telephone to exchange information, resolve

issues or concerns and coordinate activities; assist staff and others in the proper operation of the

system.

Operate a variety of technology devices including but not limited to a computer and assigned

software.

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Employment Standards

Training and Experience: Any combination equivalent to: graduation from high school and three

years’ experience operating a comprehensive database system.

Knowledge:

Student information system, spreadsheet and data processing systems

Operation of a variety of technology devices including but not limited to a computer and

assigned software

Operation of a variety of standard office equipment

Interpersonal skills including tact, patience and courtesy

Oral and written communication skills

Correct English usage, punctuation, spelling and grammar

Statistical record-keeping and report-writing techniques

Abilities:

Perform a variety of technical duties in the management of the student information database

for the Special Education Department

Create and maintain the Special Education database for information and analysis

Assure accuracy of data input and management

Comply with project time lines throughout the school year

Operate a variety of technology devices including but not limited to a computer and

assigned software

Manage the accuracy of the database to compile statistical reports. Maintain confidentiality

of student information

Establish and maintain cooperative and effective working relationships with others. Prepare

comprehensive statistical reports

Prioritize and schedule work

Meet schedules and time lines

Verify accuracy of data input and output

Physical Effort/Work Environment: Office environment

Constant interruptions

Hearing and speaking to exchange information

Seeing to read a variety of materials

Sitting for extended periods of time

Bending at the waist, kneeling or crouching to file materials

Approved by Personnel Commission: 11/01/2016

Approved by Governing Board_____

Salary Range: 30

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AGENDA ITEM: 8.1.7 C:\PROGRAMDATA\ACTIVEPDF\DC_ENT\TMP\650AE3\45C0CD57-FA0B-4F6F-86CC-03DF9207ED1A$APQ$20161210015236164984.DOC


AGENDA ITEM: Revised Parcel Tax Oversight Committee Bylaws – First and/or Final

Reading MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Approve revised Parcel Tax Oversight Committee Bylaws as recommended by staff. BACKGROUND: In conjunction with the District’s parcel tax ballot language, Parcel Tax Oversight Committee (PTOC) Bylaws were drafted to create clear, operational procedures for PTOC. The Bylaws were approved presented for second and final reading at the Board meeting of May 20, 2015. In the mail-in election of June 7, 2016, Santa Cruz voters approved Parcel Tax O, which funds middle and high school student career technical education, STEM (science, technology, engineering and math) programs, visual and performing arts and job-training instructional programs; and after-school athletic and enrichment programs in middle and high schools to protect student safety, health and well-being. The PTOC Bylaws have been revised to include a description of Measure O in Section 2.2 “Purpose”. Information on Measure O revenue and expenditures will be included for review at the regular PTOC meetings. There have been no other revisions. FISCAL IMPACT: There is no fiscal impact to adding Measure O to the PTOC Bylaws.

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1 271A1542-0D28-431B-ADFF-ECE87FD9F708$APQ$20161210015307164984PTOC Bylaws SCCS -

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Santa Cruz City School District Parcel Tax Oversight Committee

Bylaws

Revised 12/14/16

1.0 Preamble

In accordance with the ballot language of the Santa Cruz City School District (“District”) parcel tax measures passed by the voters, the Board of Education (“Board”) has established a Parcel Tax Oversight Committee (“Committee”) which shall have the duties and rights set forth in these Bylaws.

2.0 Name, Purpose, and Duties

2.1 Name

The name of this organization shall be the "Parcel Tax Oversight Committee” hereinafter referred to as the "Committee."

2.2 Purpose

The Board established the Committee to inform the public concerning the expenditure and uses of revenues from parcel tax measures passed by the voters for the purpose of supporting District programs and services. The Committee’s charge is to review and report on the expenditure of parcel tax revenues and to ensure said revenue is expended in accordance with the stated purposes of each parcel tax measure, including but not limited to:

Measure I: Supports Grades 9-12 Library & Counseling services

Measure J: Supports Grades K-8 Art & Music programs, Library programs & Counseling services

Measure O: Fundss: mMiddle and Hhigh school student career technical education, STEM (science, technology, engineering and math) programs, visual and performing arts and job-training instructional programs; and after-school athletic and enrichment programs in middle and high schools to protect student safety, health and well-being.i

nstructional and after-school programs in Career Technical Education, Science, Technology, Engineering and Performing Arts.

Measure P: Supports Grades K-3 Class Size Reduction, lowered Class Sizes in Grades 4-6, Library services, Art supplies, Life Lab, and other K-6 programs.

At the discretion of the Board, the Committee’s obligations as set forth in these Bylaws may also be extended to future voter-approved parcel taxes supporting District programs and services. 2.3 Duties

Committee members shall be expected to attend its regularly scheduled meetings, review all pertinent information provided to the Committee, and abide by the provisions of the Ralph M. Brown Act (the “Brown Act”) (Gov. Code § 54950 et seq.) and all rules of conduct established in these Bylaws. In furtherance of its purpose the Committee will engage in the following activities:

A. Receive and review expenditure reports produced by the District to ensure that parcel tax revenue was expended in accordance with the purposes set forth in the ballot language of each parcel tax measure as approved by the voters.

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B. Receive and renew annual training regarding the requirements of the Brown Act.

C. Prepare and present to the Board, in open session, an annual written report (“Annual Report”) which will include:

A statement indicating whether the District’s parcel tax revenue expenditures for the preceding year were made in accordance with the stated purposes of each parcel tax measure.

A summary of the Committee’s proceedings for the preceding year.

3.0 Committee Composition

A. The Committee shall consist of up to twenty-four members, including representatives from each of the following stakeholder groups:

7 representatives, one appointed by each Trustee (“Board-appointed seats”)

9 representatives, one from each District elementary school, middle school, high school,

1 representative from the four “Small Schools” (AFE, Ark, Costanoa, and Monarch)

1 representative from the District English Learner Advisory Committee (“ELAC”)

1 representative from the Classified Bargaining Unit

1 representative from the Certificated Bargaining Unit

1 representative from the Library Media Teachers

1 representative from the SCCS Certificated Counselors

1 representative from the Visual and Performing Arts Task Force

1 representative from Life Lab/Elementary Science

B. Except for Board-appointed seats, the names of candidates for Committee membership selected by each of the above stakeholder groups shall be forwarded to the Board for its consideration. The Board shall have sole discretion to select and appoint Committee members and to determine its final size. C. The Board shall solicit applications from the public at large to fill Board-appointed seats. Vacancies and information concerning the application process shall be announced on the District website and in local media. D. A single individual may be appointed as a representative of more than one of the above categories, if applicable, but will only have one vote.

3.1 Eligibility

The Committee shall be comprised of individuals who are at least 18 years of age and who either live or work within the boundaries of the District.

3.2 Term of Service

A. Committee members serve without compensation and for no more than two consecutive terms.

B. Appointed Committee members shall be seated for a 4 year term in July of each year, except those appointed to replace vacancies.

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3.3 Replacing a Committee Member

A. If a Committee position becomes vacant, the Committee Chair shall request that the Board appoint a replacement in accordance with the process set forth in these Bylaws at Section 3.

B. Unless failure to act results in the inability to meet a Committee quorum, if six months or less remain of the unexpired four-year term, the Board may choose to leave that position vacant for the remainder of the term.

C. A replacement Committee member may be appointed by the Board if one or more of the following events occur:

1. The Committee member submits a written resignation to the Board, with a copy to the Committee Chair;

2. The Committee approves a motion to remove a member for cause, including non-attendance at meetings (ref: Section 5.8 below), violating these Bylaws, and/or violating the District’s adopted norms. A motion to remove a member shall be approved by an affirmative vote of not less than two-thirds of the members present at a Committee meeting, a quorum being present. The motion and its result shall be communicated in writing to the member under consideration and to the Board President within one week after the meeting that the motion was approved. Removal shall be effective immediately upon passing the motion. If the motion fails, the member under consideration shall not be subject to double jeopardy.

D. Committee members appointed to fill vacant, unexpired terms may apply and shall be eligible for reappointment to a succeeding full four-year term.

4.0 Committee Officers

Officers of the Committee shall be a Chair, and a Vice-Chair.

4.1 Elections

At the September meeting each year, the Committee shall place into nomination and elect a Chair and a Vice-Chair.

4.2 Term of Office

Officers shall be elected for a one-year term and shall not be term-limited except for the limit on the terms of Committee members set forth in Section 3.2 above.

4.3 Duties of the Chair

A. The Chair shall call Committee meetings (ref: Section 5.0 below).

B. The Chair shall, in consultation with District staff and with input from the Committee, establish the agenda for each Committee meeting. (ref: Section 5.1 below)

C. The Chair shall preside over each Committee meeting, following the adopted Rules of Procedure (ref: Section 5.4 below).

D. The Chair or his/her Committee-approved designee shall serve as spokesperson for the Committee in all representations of the Committee to the public, the Board, and the media (ref: Section 6.0.A and 6.0.B below).

E. The Chair may appoint a Parliamentarian to assist in complying with Robert’s Rules of Order during Committee meetings (ref: Section 5.4 below).

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4.4 Duties of the Vice-Chair

The Vice-Chair shall perform each of the duties of the Chair as necessary in the absence of the Chair.

4.5 Duties of the District-Designated Secretary

A. Subject to review by the Chair before publishing, the District-designated Secretary shall provide oversight in the preparation, recording, and distribution by District-provided support of the following documents in accordance with the Brown Act:

1. Committee meeting agendas;

2. All reports, materials, and meeting packets as required by or addressed to the Committee;

3. The minutes of Committee meetings (ref: Section 5.8 below);

4. All written material submitted by the public during Committee meetings;

5. All official correspondence addressed to the Committee;

6. Reports adopted by the Committee;

7. Committee attendance records (ref: Section 5.8, below).

B. The District-designated Secretary shall take and record roll at the beginning of each Committee meeting to determine the existence of a quorum. If a quorum ceases to exist during a meeting, the District-designated Secretary shall immediately inform the Chair.

4.6 Succession

The Vice-Chair will accede to Chair when a vacancy occurs in that office. In the event of a vacancy in the office of Vice-Chair, the position will be filled by election, agendized at its next regular Committee meeting.

5.0 Meetings

A. All Committee meetings subject to the Brown Act will be held in a fully-accessible District facility.

B. The Committee shall meet at least quarterly.

C. Committee members shall be available to attend Board of Education meetings when reports relating to parcel tax measures are presented.

5.1 Agendas

A. Agendas for regular Committee meetings will be prepared by its Chair, in consultation with District staff and with input from the committee (ref: Section 4.3.B above). All documents applicable to agenda items shall be distributed in advance of meetings.

B. Any member of the Committee may submit a request for placing an item on a future agenda.

C. Agendas may include a consent calendar for routine, non-controversial items. These items must be clearly identified on published agendas. Any member of the Committee or public may request at the meeting that an item be added to the consent calendar or be pulled for discussion.

D. After roll-call and the establishment of a quorum, meetings will begin with a consent calendar if appropriate.

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5.2 Quorum

Actions may be undertaken at a meeting only if half-plus-one of Committee members in office are present.

5.3 Committee Voting

Unless otherwise specified in these Bylaws (ref: Sections 3.3.C.2 and 6.0.B), an agendized action item may be approved by a simple majority of Committee members in attendance, a quorum being present (ref: Section 5.2). Members must be present to vote.

5.4 Rules of Procedure

Meetings shall be conducted with courtesy and decorum and in accordance with Robert's Rules of Order.

5.5 California's Open Meeting Law

All meetings of the Committee shall be open to the public and shall be noticed and conducted in strict compliance with the Brown Act.

5.6 Public Participation

Any member of the public present at a meeting may address the Committee during the period designated for public comment. The Chair may, at his/her discretion, choose in advance to place an equal time limit on all speakers.

5.7 Minutes

Minutes of Committee proceedings and all documents received and reports issued shall be a matter of public record, and to the extent practicable, the District shall make them available on the District’s website. The District shall provide secretarial/clerical services to assist the Committee Chair in preparation, distribution, and posting of minutes for all Committee meetings (ref: Section 4.5 above). Minutes published before adoption by the Committee shall always be labeled "Draft Minutes."

5.8 Attendance

Regular attendance at Committee meetings is a fundamental obligation of every member of the Committee. Absences are disruptive to Committee activity and representation. Failure to attend two consecutive meetings without acceptable reason announced in advance shall constitute due cause for member removal (ref: Section 3.3.).

A. Members anticipating an absence must call or email the Committee Chair or District-designated Secretary no later than 24 hours before the scheduled meeting.

B. Committee attendance reports will be distributed annually and upon request by the Chair.

6.0 Committee Reports

A. The Committee shall prepare regular reports on its activities. A report shall be issued at least once each year.

B. Any such reports, written and/or oral, that represent the Committee’s position must proceed from Committee review, be duly approved as to substance by an affirmative vote of not less than two-thirds of the members present at a Committee meeting, a quorum being present, and be faithfully articulated to the public only by the Committee Chair or an approved designee.

C. Reports of minority viewpoints will be allowed. All such reports, written and/or oral, that represent the minority’s position must be reviewed, be duly approved as to substance without prejudice by a vote of the Committee, and be faithfully articulated to the public only by a

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designated minority spokesperson. To avoid the need for minority reports, and to maximize the working relationships on and public confidence in the Committee, all due diligence should be pursued to resolve divisive issues during the review process, thereby attaining fullest possible Committee support for the content of public reports.

D. Any member of the Committee may speak as an individual on parcel tax issues but must clearly state for the record that such statements are their own personal views which do not necessarily represent those of the Committee or the District.

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AGENDA ITEM: 8.1.8 Contracts cover

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Contracts and Consultant Services Agreement MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Ratify contracts and consultant services agreements executed pursuant to Board Policy 3300. BACKGROUND: On February 23, 2011, the Board of Education delegated authority to enter into contracts on behalf of Santa Cruz City Schools and to purchase supplies, materials, apparatus, equipment and services up to the amounts specified in Public Contract Code 20111 and Education Code Section 17605 to the Superintendent of Schools or designees, and required that the Board of Trustees ratify contracts within sixty (60) days of incurring the expense. The following contract is presented for ratification:

1. Contracts & Agreements – Business Services 1. School Services of California – Fiscal Budget Services for 2016-17. 2. Contract revisions – Architects – for future facility projects

1. MADI Group, Inc., Architects & Planners 2. Bunton Clifford & Associates 3. Belli Architecture 4. Bartos Architecture

2. Agreements – Human Resources 1. Ernest Tavella – Revised Consultant Services Agreement for administrative coaching

services for 2016-17 year, for Miguel Perez, Principal and Tracey Runeare, Principal. 3. Contracts & Agreements – Educational Services/Special Education

1. The May Institute – intensive individual services and behavior intervention services for an elementary Special Ed student, as mandated in the student’s IEP, 12/1/16 – 6/30/17.

2. TELOS, RTC – Basic education, Individual/Family/Group Counseling and Residential Placement Services for a secondary Special Ed student, as mandated in the student’s IEP, 11/30/16 – 6/30/17.

3. CSA – Oregon Shakespeare Festival – Performances and workshops by Shakespeare Festival actors at Harbor High.

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{SR208531}

AGREEMENT

FOR

ARCHITECTURAL SERVICES

BETWEEN


AND

BUNTON CLIFFORD & ASSOCIATES

October 26, 2016

SANTA CRUZ CITY SCHOOLS 405 Old San Jose Road

Soquel, California 95073

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TABLE OF CONTENTS ARTICLE 1 - DEFINITIONS ............................................................................................1 ARTICLE 2 - RETENTION OF ARCHITECT; STANDARD OF CARE .........................2 ARTICLE 3 - DESCRIPTION OF PROJECT ...................................................................3 ARTICLE 4 - COMPENSATION ......................................................................................3 ARTICLE 5 - BASIC SERVICES TO BE RENDERED BY ARCHITECT ......................5 ARTICLE 6 - ADDITIONAL SERVICES TO BE RENDERED BY ARCHITECT .......17 ARTICLE 7 - RESPONSIBILITIES OF DISTRICT .......................................................18 ARTICLE 8 - PUBLIC LIABILITY AND PROPERTY DAMAGE INSURANCE .......19 ARTICLE 9 - WORKER'S COMPENSATION INSURANCE .......................................21 ARTICLE 10 - ERRORS AND OMISSIONS INSURANCE..........................................22 ARTICLE 11 - COMPLIANCE WITH LAWS ................................................................23 ARTICLE 12 - TERMINATION OF AGREEMENT ......................................................23 ARTICLE 13 - ARCHITECT AN INDEPENDENT CONTRACTOR ............................25 ARTICLE 14 - STANDARDIZED MANUFACTURED ITEMS ....................................25 ARTICLE 15 - OWNERSHIP OF DOCUMENT ............................................................25 ARTICLE 16 - LICENSING OF INTELLECTUAL PROPERTY ..................................26 ARTICLE 17 - ACCOUNTING RECORDS OF ARCHITECT ......................................27 ARTICLE 18 - INDEMNITY ..........................................................................................27 ARTICLE 19 - TIME SCHEDULE .................................................................................28 ARTICLE 20 - MISCELLANEOUS PROVISIONS .......................................................28

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AGREEMENT FOR


This Agreement for Architectural Services (“Agreement”) is between Santa Cruz City Schools, a California public school district (the “District”), and Bunton Clifford & Associates (dba BCA Architects) license number C 30345 (the “Architect”), with respect to the following recitals: A. District proposes to undertake the construction of multiple improvement projects under the Measures A & B and other construction programs which require the services of a duly qualified and licensed architect. B. Architect represents that Architect is licensed to provide architectural/engineering services in the State of California and is specially qualified to provide the services required by the District, specifically the design and construction oversight of public school projects. C. The Parties have negotiated the terms under which Architect will provide such services and reduce such terms to writing by this Agreement. As each Project arises, the District will select one of its architects to perform design and oversight services for that Project, and if Architect is the firm selected, the District and Architect shall fully execute and approve an addendum to this Agreement in the form of Exhibit A or B. The Parties therefore agree as follows:

ARTICLE 1 DEFINITIONS

1.1 Additional Services. “Additional Services” shall mean those services in addition to the Basic Services that are provided by Architect and authorized in writing by the District, and as further defined in Article 6 below. 1.2 Agreement. “Agreement” shall mean this Agreement for Architectural Services. 1.3 Architect. “Architect” shall mean BCA Architects, and its officers, shareholders, owners, partners, employees, agents and authorized representatives. 1.4 Basic Services. Architect’s Basic Services consist of the design services, including landscaping architectural services and landscape irrigation design, civil, structural, mechanical, and electrical engineering services, normally required to complete the Project, as further defined in Article 5. 1.5 Contract Documents. “Contract Documents” shall mean those documents which are required for the actual construction of the Project, including but not limited to the Agreement between Owner and Contractor, complete working drawings and specifications setting forth in detail sufficient for construction the work to be done and the materials, workmanship, finishes

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and equipment required for the architectural, structural, mechanical, electrical system and utility-service-connected equipment and site work. 1.6 Contractor. “Contractor” shall mean one or more contractors ultimately selected to perform work on the Project or any replacement. 1.7 District. “District” shall mean Santa Cruz City Schools, and its governing board members, employees, agents and authorized representatives. 1.8 Project. “Project” shall mean each work of improvement added by an amendment in the form of Exhibit A or B, as described in Article 3 and the design and construction thereof, including the Architect's services thereon, as described in this Agreement. 1.9 Project Construction Cost. “Project Construction Cost” shall mean the estimate of total construction costs to the District as initially submitted by the Architect under this Agreement and accepted by the District, as subsequently revised by changes to the Project Construction Cost under Article 5 of this Agreement, and as subsequently revised at the time the District enters a construction contract to equal the construction contract amount. 1.10 Wrongful Acts or Omissions. “Wrongful Acts or Omissions” shall mean Architect’s acts or omissions in breach of this Agreement, the applicable standard of care, or law.

ARTICLE 2

RETENTION OF ARCHITECT; STANDARD OF CARE 2.1 District retains Architect to perform, and Architect agrees to provide to District, for the consideration and upon the terms and conditions set forth below, the architectural and engineering services specified in this Agreement and subsequent amendments for each Project, and related incidental services. The Architect agrees to perform such services as expeditiously as is consistent with professional skill and care and the orderly progress of each such Project. All services for a Project performed by the Architect under and required by this Agreement shall be performed (a) in compliance with this Agreement and subsequent amendments for such Project, and (b) in a manner consistent with the level of care and skill ordinarily exercised by architects in the same discipline, on similar projects in California with similar complexity and with similar agreements, who are specially qualified to provide the services required by the District; and all such services shall be conducted in conformance to, and compliance with, all applicable Federal, State and local laws, including but not limited to statutes, decisions, regulations, building or other codes, ordinances, charters, and the Americans with Disabilities Act (“ADA”). Architect shall be responsible for the completeness and accuracy of the plans and specifications.

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ARTICLE 3 DESCRIPTION OF PROJECT

3.1 Each Project for which Architect will provide architectural services shall be set forth in the form of Exhibit A or B to this Agreement, and upon full execution and approval of an amendment in such form it shall amend this Agreement to include such Project, and the Parties’ rights and obligations for that Project shall be governed by this Agreement, except as specifically provided in the amendment for that Project.

ARTICLE 4 COMPENSATION

4.1 Basic Services. For the Basic Services satisfactorily performed under this Agreement for a Project, Architect shall be compensated as provided in the fully executed and approved Exhibit A or B for that Project. The fee schedules in Exhibit D shall be used to calculate the basic service fees for each project. However, Architect will not be compensated for any Basic Services required as a result of Wrongful Acts or Omissions. Architect acknowledges that the amount for Basic Services, above, includes a separate amount for contingency compensation in the event that more time and costs than originally anticipated may be necessary to complete the Basic Services. 4.2 Additional Services. Architect may invoice separately for Additional Services if provided by Architect under Article 6, to be paid on an hourly basis using the rates stated in Section 4.8. However, Architect will not be compensated for any Additional Services required as a result of Wrongful Acts or Omissions. 4.3 Reimbursable Expenses

4.3.1 Reimbursable Expenses are those actual out-of-pocket expenses directly incurred as a result of Architect’s performance of Basic or Additional Services under this Agreement. Architect may not charge a mark-up on Reimbursable Expenses. Reimbursable Expenses are limited to these expenses related to the Project: Fax, reproduction expense (excluding such expense for reproductions for office use by Architect and its consultants), postage, messenger, transportation, living expenses in connection with out-of-town travel, long distance communications, expense of renderings, models and mock-ups requested by District, expense of publishing under Section 5.6.5, expense of data processing and photographic production techniques when used in connection with Additional Services, and, if authorized in advance by the District, expense of overtime work requiring higher than regular rates. Reimbursable Expenses do not include indirect costs, such as general overhead (for example, home office overhead [including technology hardware and software] or insurance premiums), for which Architect must pay out of its compensation for services under Section 4.1, above; nor do they include expenses incurred in connection with Basic or Additional Services that result from Wrongful Acts or Omissions.

4.3.2 Architect shall be reimbursed by District for its Reimbursable Expenses on a

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Project as provided in the fully executed and approved Exhibit A or B for that Project. 4.4 For services satisfactorily performed on a Project, payment for Basic Services, Additional Services and Reimbursable Expenses shall be made on a monthly basis after receipt and approval by the District of the Architect's properly documented and submitted invoices. To be “properly documented and submitted,” an invoice shall be timely, be accompanied by all necessary documentation, list all activities performed, and for each activity performed list the person performing it and the person’s rate of compensation. Architect’s invoice shall be submitted within ten (10) days of the end of the monthly billing period. Invoices, receipts and other documentation to establish the validity of all Reimbursable Expenses shall be a prerequisite to District payment of such expenses. If District disputes a portion of a properly submitted invoice, it shall notify Architect of the dispute and, upon Architect’s request, arrange for a meeting to confer about, and potentially resolve, the dispute. Prior to this meeting, Architect shall provide all documentation requested to support disputed portions of a properly submitted invoice. Regardless of any such dispute about an invoice or payment, Architect shall continue to provide all services required by this Agreement and law until the end of the Project, even if District and Architect cannot resolve all such disputes. Payments of undisputed portions of a properly submitted invoice shall be made within 60 days of receipt of the invoice; Architect otherwise waives all rights and remedies under law related to receipt of payment of undisputed amounts. 4.5 The Architect's compensation for a Project shall be paid notwithstanding a Contractor-caused delay in completion of the Project or reduction of final construction cost by reason of penalties, liquidated damages, or other amounts withheld from the Contractor. However, District may withhold from payments to Architect to the extent that (i) Basic and Additional Services remain to be performed, including but not limited to those required for project closeout and payments to Contractor, and (ii) Wrongful Acts or Omissions caused District to incur damages, losses, liabilities or costs, including but not limited to withholding any amounts for which Architect is responsible under Section 5.7.20. Five percent (5%) will be withheld from any Construction Phase payments until District receives certification of Field Act approval. 4.6 Should District cancel a Project under section 12.1 of this Agreement at any time during the performance of this Agreement, Architect shall, upon notice of such cancellation, immediately cease all work under this Agreement. In such event, Architect's total fee for all services performed shall be computed as set forth in Section 12.1. 4.7 District has the right to audit Architect’s records and files regarding, or relating to, any of the work performed by Architect for District on a Project during or after the Project. Architect shall keep complete records showing all hours worked and all costs and charges applicable to its work under this Agreement. Architect will be responsible for Architect's consultants keeping similar records. District shall be given reasonable access to Architect’s Project-related records and files for audit purposes within ten (10) days of receipt of District’s request. Architect shall keep and maintain those records and files for ten (10) years. 4.8 Architect’s hourly rate schedule for its services is attached as Exhibit C. 4.9 Architect shall not accept compensation or other benefits from other persons related to a

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Project, including payments from manufacturers of construction materials that are specified in the design.

ARTICLE 5 BASIC SERVICES TO BE RENDERED BY ARCHITECT

5.1 General

5.1.1 Architect's Basic Services consist of the design services, including landscaping architectural services and landscape irrigation design, civil, structural, mechanical, and electrical engineering services, normally required to complete the Project that is described in the fully executed and approved amendment to this agreement for that Project (see Exhibit A or B). The Basic Services for each Project also include the services described in this Agreement, especially Article 5, below, including but not limited to bid package preparation, bid handling, preparation and processing of change orders, requests for information, and other contract administration duties. The District shall have the right to add or delete from the Architect’s scope of services as it may determine is necessary for the best interests of the Project and/or the District. Architect shall expeditiously and diligently perform all of its work and obligations under this Agreement. Architect may not cease, delay or reduce, or threaten to cease, delay or reduce, its performance based on a payment dispute with District under Section 4.4, above. The Architect acknowledges that its priority is to complete the Project and the Architect’s services, and that any payment disputes with the District under Section 4.4, if not resolved during the Project, must wait for resolution after the Project.

5.1.2 The Architect shall review the estimate described more fully below at each phase of Architect's services, also as defined below. If such estimates are in excess of the Project budget, the Architect shall revise the type or quality of construction to come within the budgeted limit.

5.1.3 Whenever the Architect's services include the presentation to the District of Project Construction Cost, the Architect shall include a reasonable amount for contingency costs arising from, among other things, higher bids than anticipated, future increase in construction costs, and change orders based on unforeseen site conditions.

5.1.4 The Architect shall notify the District if there are any indicated adjustments in

previously provided Project Construction Cost arising from market fluctuations or approved changes in scope or requirements based upon a mutually agreed upon index.

5.1.5 At the District's request, the Architect and Architect's consultants shall cooperate

with District and the District's consultants in verifying that Architect's plans, specifications, studies, drawings, estimates or other documents relating to the Project are constructible and otherwise comply with the Contract Documents. If there are project meetings during the design and construction phases, Architect shall attend those meetings.

5.1.6 The Architect shall investigate existing conditions of facilities and thoroughly

account for, and list in the construction documents, any pertinent conditions of such facilities, all in a manner that satisfies the standard of care and level of performance required by this

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Agreement. Architect’s investigation required by this provision shall be limited to non-destructive evaluation.

5.1.7 All personnel provided by Architect shall be qualified to perform the services for

which they are provided. Architect shall obtain District’s written approval of each employee of Architect who provides services under this Agreement, and written approval of each change of employees who are providing such services. District may, upon (30__) days' written notice, cause Architect to remove a person from the Project if he/she has failed to perform to District’s satisfaction. Should additional employees be required to timely perform all of the services required under this Agreement and/or to avoid delay, Architect shall provide them immediately.

5.1.8 Architect is an agent of District and shall reasonably represent the District at all

times in relation to the Project. 5.1.9 Architect shall be fully licensed as required by law at all times when providing

services under this Agreement. 5.2 Consultants

5.2.1 Architect's Consultants. The Architect shall employ or retain at Architect's own expense, engineers and other consultants necessary to Architect's performance of this Agreement and licensed to practice in their respective professions in the State of California. Engineers and consultants retained or employed by Architect for this Project shall be approved by District prior to their commencement of work. The Architect's consultants shall be employed or retained to provide assistance during all aspects of the Project and will include, in addition to design services: review of schedules, shop drawings, samples, submittals, and requests for information. The Architect's Consultants shall also conduct periodic inspections of the site to determine conformance with the Project design and specifications and shall participate in the final inspections and development of any "punch list" items. Architect must disclose to District all such consultants employed or retained, and the compensation paid to those retained.

5.2.2 District’s Consultants. Architect shall confer and cooperate with consultants retained by District as may be requested by District or as reasonably necessary. District may retain a construction manager to assist District in performance of District’s duties for the Project.

5.2.3 The Architect shall facilitate procurement a certified survey of the site if required, including grades and lines of streets, alleys, pavements, adjoining properties and structures; adjacent drainage; rights-of-way, restrictions, easements, encroachments, zoning, deed restrictions, boundaries and contours of the building site, locations, dimensions and floor elevations of existing buildings, other improvements and trees; and full information as to available utility services and lines, both public and private above and below grade, including inverts and depths. All the information on the survey customarily referenced to a project benchmark shall be referenced to a Project benchmark. The cost of any such survey shall be borne by the District, and the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by Architect any designs, plans, specifications, studies, drawings, estimates or other documents prepared as part of the survey.

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5.2.4 Architect shall facilitate procurement of chemical, mechanical or other tests

required for proper design, tests for hazardous materials and borings or test pits necessary for determining subsoil conditions. The cost of any such tests shall be borne by the District, and the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by Architect any designs, plans, specifications, studies, drawings, estimates or other documents prepared as part of the testing.

5.2.5 Architect shall assist the District and its consultants to apply for funding for the Project from the State Allocation Board. Architect shall be responsible for all submittals required of the Architect by the Division of the State Architect (“DSA”), OPSC and California Department of Education in connection therewith.

5.3 Schematic Design Phase

5.3.1 The Architect shall review all information concerning the Project delivered or communicated by the District to the Architect to ascertain the requirements of the Project and shall arrive at a mutual understanding of such requirements with the District.

5.3.2 The Architect shall provide a preliminary evaluation of the District's Project,

schedule and construction budget requirements, each in terms of the other.

5.3.3 The Architect shall review with the District alternative approaches to the design and construction of the Project, and shall include alternatives that may reduce the cost of the Project.

5.3.4 Based on a mutual understanding of the District’s budget and scope of work requirements, the Architect shall prepare for the District’s written approval schematic design documents, which include but are not limited to, schematic design studies, site utilization plans, a description of the Project showing, among other things, the scale and relationship of the components of the Project, preparation of a written estimated statement of Project Construction Cost and a written schedule for the performance of the work that itemizes constraints and critical path issues. The schematic design documents shall represent a 15% complete design. The Project Construction Cost shall be based on current area, volume and other unit costs, shall conform to District’s total construction cost budget, and shall include reasonable contingencies for all construction and construction management work. The written schedule shall conform to District’s milestone and completion deadline requirements. Nevertheless, Architect is encouraged to make recommendations to District regarding additional benefits that could be realized by increasing the District’s total construction cost budget, or by altering the District’s completion deadlines. If District incorporates any recommended changes, then Architect shall revise the schematic design documents, including but not limited to the written statement of Project Construction Cost and written schedule for the performance of work, as necessary until District’s governing board approves them in writing. Architect shall attend, and present at, as many meetings with the District as may be necessary to obtain approval of the schematic design documents.

5.3.5 The Architect shall submit to the District a preliminary Project Construction Cost

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based on current area, volume and other unit costs. 5.4 Design Development Phase

5.4.1 Following District’s written approval of the schematic design documents, including the estimate of Project Construction Cost and schedule, Architect shall provide all necessary architectural and engineering services to prepare design development documents for the District’s written approval, which fix and describe the size and character of the project and which shall include, but are not limited to, site and floor plans, elevations and other approved drawings and shall outline the specifications of the entire Project as to kind and quality of materials, categories of proposed work such as architectural, structural, mechanical and electrical systems, types of structures and all such other work as may be required. During the design development phase, Architect will keep the Project within all budget and scope constraints set by the District. The design development documents shall represent a 50% complete design. The design development documents shall include a revised Project Construction Cost, and a revised construction schedule. The revised Project Construction Cost shall be based on current area, volume and other unit costs. The revised Project Construction Cost shall conform to District’s total construction cost budget and shall include reasonable contingencies for all construction and construction management work. The revised construction schedule shall conform to District’s milestone and completion deadline requirements. Nevertheless, Architect is encouraged to make recommendations to District regarding additional benefits that could be realized by altering the District’s total construction cost budget or completion deadlines. If District incorporates any recommended changes or otherwise does not approve the submitted design development documents, then Architect shall revise the design development documents, including but not limited to the written statement of Project Construction Cost and written schedule for the performance of work, as necessary until District approves them in writing. Architect shall attend, and present at, as many meetings of the District as may be necessary to obtain approval of the design development documents.

5.4.2 The Architect shall assist the District and its consultants in the preparation and/or modification of the Storm Water Pollution Prevention Plan if any such plan is required for this Project.

5.4.3 Architect shall prepare necessary documents for and oversee the processing of District's application for and obtaining of required approvals from the DSA, the OPSC (if applicable), the Department of Education, the State Fire Marshall and other agencies exercising jurisdiction over the Project. Architect shall also be responsible for the preparation and submission of any required applications, notices or certificates to public agencies as required by law. Architect shall provide a copy of all such documents to the District.

5.4.4 The Architect shall advise the District of any adjustments to the preliminary Project Construction Cost.

5.4.5 Architect shall identify areas of construction for which unit pricing shall be required

as part of the Contractor's bid.

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5.4.6 Architect shall provide at no expense to the District one complete set of preliminary plans for the review and written approval of the District and one set for each public agency having approval authority over such plans for their review and approval at no expense to the District. 5.5 Contract Documents Phase

5.5.1 Following the District’s written approval of the design development documents, including the Project Construction Cost and construction schedule, the Architect shall prepare Contract Documents for the written approval of the District consisting of 100% complete working drawings and specifications setting forth the work to be done in detail sufficient for construction, including but not limited to the materials, workmanship, finishes and equipment required for the architectural, structural, mechanical, electrical system and utility-service-connected equipment and site work. Architect shall ensure that the drawings and specifications are, among other things, complete, accurate, and coordinated so as to eliminate errors, omissions and conflicts, especially between the work of a (sub)consultant and other (sub)consultants or the Architect; and Architect may not shift its responsibility for completeness, accuracy and coordination to the Contractor, except on a clearly designated design-build project. Architect shall also update the construction schedule and the Project Construction Cost for written approval of the District. The Contract Documents shall conform to, comply with, and satisfy all applicable Federal, State and local laws, including but not limited to statutes, decisions, regulations, building or other codes, ordinances, charters, and the Americans with Disabilities Act (“ADA”). As part of the Contract Documents, Architect shall prepare an accurate set of drawings indicating dimensions and locations of existing buried utility lines, which shall be included in the bid packages. If the project is intended to be split into multiple prime contracts, then the Contract Documents shall be structured in order to maximize the ability to create multiple prime bid packages for the Project, and shall identify the bid packages to be created.

5.5.2 Architect shall consult with, and involve, the District in development of the bid documents and bid package, and shall forward them to the District for written approval prior to their use. If the District is using a multiple prime delivery method for the Project with multiple bid packages, then Architect shall consult with and involve the District in identification and development of the bid documents and bid packages, and shall forward them to the District for written approval prior to their use.

5.5.3 Prior to submission of the Contract Documents to DSA for plan check, the Architect

shall submit the Contract Documents to the District for an opportunity to review them for various issues, including but not limited to constructability, scheduling, general completeness, clarity, consistency, coordination, cost-effectiveness, value engineering, identification of possible add/delete bid alternatives, time of construction, and suitability for separation of the Project design, plans and specifications into bid packages for various categories and/or portions of the work. However, such review by District is not required and does not affect Architect’s obligations under this Agreement.

5.5.4 After approval by the District and any constructability review, the Architect shall

submit the Contract Documents to DSA for plan check, and make the necessary corrections to

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secure DSA approval. At Architect’s expense, Architect shall arrange for the scanning of the DSA approved Contract Documents and for the return of the originals and an electronic copy to DSA.

5.5.5 The Architect shall give the District, at the time of DSA approval of the final form

of the Contract Documents, Architect’s final estimate of Project Construction Cost and construction schedule, which shall be given final written approval by District’s governing board along with the Contract Documents. The revised Project Construction Cost shall be based on current area, volume and other unit costs, and on a mutually acceptable recognized building cost index, and shall include a reasonable contingency. In preparing the revised estimate of Project Construction cost and construction schedule for the Contract Documents, the Architect shall consult with, and involve, the District in the process to maximize accuracy and completeness. If the District is intending to enter multiple prime contracts, the Project Construction Cost shall include separate bid estimates for each bid package, plus a reasonable contingency; and the construction schedule shall reflect that multiple contractors will be performing separate bid packages, including a general conditions bid package. The revised Project Construction Cost estimate shall conform to District’s total Project budget, and the revised construction schedule shall conform to District’s milestone and completion deadline requirements. Architect shall attend, and present at, as many meetings of the District’s governing board as may be necessary to obtain the District’s written approval of the Contract Documents. 5.6 Bidding and Negotiations Phase

5.6.1 Following DSA’s and the District’s written approval of Contract Documents, and District’s written acceptance of Architect's final estimate of Project Construction Cost and construction schedule, Architect shall continue to work with the District in finalizing the bid documents and bid package, as described in Section 5.5.2, above. Architect shall reproduce the bid documents and bid package in the number requested by the District and distribute them among interested contractors. Architect shall also assist the District in obtaining bids, and shall assist the District in evaluating contract proposals or bids and substitutions proposed by contractors, and in awarding the bids. All sets of Contract Documents, which does not include those for the use of the Architect or its consultants, requested by the District shall be reproduced at District’s expense.

5.6.2 Architect's estimate of Project Construction Cost at the time of DSA approval of the Contract Documents shall be current as of that date. Should bids be received more than ninety (90) days after the date of that Project Construction Cost, the Architect's total construction cost shall be escalated by the cost-of-construction in the then current mutually agreed upon recognized building cost index.

5.6.3 Should the lowest responsible and responsive bid received on a bid package exceed

Architect’s most recent approved estimate of Project Construction Cost for that bid package (or amount adjusted according to the then current mutually agreed upon recognized building cost index) as accepted by District by more than ten percent (10%), Architect shall, on request by District and as part of Architect's Basic Services, make such changes in the plans and specifications as shall be necessary to bring new bids within ten percent (10%) of such Project

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Construction Cost. In making such changes, Architect will exercise Architect's best judgment in determining the balance between the size of the Project, the type of construction, and the quality of the construction to achieve a satisfactory project within ten percent (10%) of Architect's Project Construction Cost. To avoid the potential for bids to exceed the estimate by more than 10% at bid opening, the Architect may, as an alternative, include in the Contract Documents one or more deductive alternatives so that Architect and District may evaluate different means to achieve a satisfactory project within ten percent (10%) of the Architect’s Project Construction Cost.

5.6.4 Either on its own or in cooperation with the District, the Architect shall review the qualifications of all bidders for the construction of the Project, and shall make recommendations to the District as to whether, in the Architect's professional opinion, a bidder meets the minimum requirements.

5.6.5 If, in the District's discretion, the District will seek total or partial State funding for

this Project, the Architect shall, in addition to the above, publish the invitation to bid in the appropriate regional trade papers and publications devoted to Disabled Veteran Business Enterprises. The Architect shall also prepare and submit the appropriate documentation to the OPSC. 5.7 Construction Phase

5.7.1 The construction phase shall begin on the date stated in the official Notice to Proceed.

5.7.2 All instructions to the Contractor shall be forwarded through the Architect unless otherwise directed by the District. The Architect shall advise and consult with the District in the general administration of the Project. The Architect will have authority to act on behalf of the District only to the extent provided in the Contract Documents, unless District grants additional authority in writing.

5.7.3 The Architect shall timely provide District with copies of all of its correspondence with the Contractor.

5.7.4 The Architect shall provide prompt and timely direction to the District, Project

inspectors and/or Contractor as to the interpretation of Contract Documents. Architect shall respond to all requests for information (“RFI’s”) from a Contractor within fourteen (14) calendar days of receipt, unless the subject of the RFI is impacting, or may impact, the critical path of the Project and is causing, or may cause, delay, in which case the Architect shall respond as soon as reasonably possible, if not immediately. If the Architect is not able to take action within the time required due to reasons beyond Architect’s control, the Architect may take action within a reasonable period of time under the circumstances; however, the Architect shall make such determination within seven (7) calendar days of receipt of the RFI, and shall notify the District and Contractor immediately after such determination with an explanation as to why the Architect cannot take action within the time required, what the Architect is doing to expedite its response, when the Architect expects to be able to issue a response, and what action, if any, should be

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taken by District or Contractor in the meantime to mitigate delays and/or costs. 5.7.5 Based on information provided by the Contractor and Architect’s own knowledge of

the Project (including documents in Architect’s possession or reasonably available to it), Architect shall prepare an accurate set of electronic CAD as-built record drawings indicating dimensions and locations of all work, including but not limited to buried utility lines and mechanical, electrical and plumbing layouts, which shall be forwarded to the District upon completion of the Project. While Architect cannot guarantee precise accuracy of such drawings, Architect shall exercise reasonable care in reviewing such drawings to determine their general compliance with the Contract Documents. Architect shall have no responsibility for their conformity to field conditions, except that in the event that the Architect, consistent with standards of due care, becomes aware of non-conformity with field conditions, Architect shall have a duty immediately to notify the District in writing. Architect shall also assemble and deliver to District all written guarantees, instruction books, operation and maintenance manuals, diagrams, charts and other documents required of Contractor.

5.7.6 The Architect shall be responsible for the preparation and submission of any notifications regarding excavation in areas which are known or suspected to contain subsurface installations under Government Code section 4216, et seq. The Architect may delegate this responsibility to a Contractor if such power to delegate was included in the Contract Documents and bid package, but Architect shall remain responsible for supervising such Contractor to ensure performance of this task. Architect shall provide a copy of all such notifications to the District.

5.7.7 The Architect shall, at all times, have access to the Project wherever it is in

preparation and progress. To the extent reasonably possible given Contractor’s work in progress, the District shall provide such access so that the Architect may perform its functions under the Agreement and Contract Documents.

5.7.8 In the discharge of its duties of observation and interpretation, the Architect shall

require Contractors to comply with the Contract Documents, and shall guard the District against defects and deficiencies in the work of the Contractor. The Architect shall advise and consult with the District and inspectors concerning the Contractor's compliance with the Contract Documents and shall assist the District and inspectors in securing the Contractor's compliance.

Architect has the primary responsibility for each Project to supervise, coordinate and manage the compliance of all parties, including the District’s Inspector of Record/Project Inspector (“IOR”), Contractor, any Construction Manager, laboratories, District and Architect itself, with the DSA Construction Oversight Process. The Architect must comply with the applicable requirements of the DSA Construction Oversight Process, including but not limited to (a) submitting the inspection card request form (DSA 102-IC), (b) providing a verified report (DSA 6-AE) at the completion of each block and section of each inspection card, and (c) directing and monitoring the IOR and laboratories of record, and (d) coordinating with the Owner, Contractor, any Construction Manager, laboratories, and the IOR to meet the DSA Construction Oversight Process requirements without delay or added costs to the Project.

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The Architect shall be responsible for any additional DSA fees and delay damages related to review of proposed changes to the DSA-approved construction documents, to the extent Architect's negligence, recklessness or willful misconduct caused the additional DSA fees, and for delay damages to the extent required under Section 5.7.20.2 below.

5.7.9 The Architect shall visit the site, both as the Architect deems necessary and as

requested by the District, but under no circumstances less than weekly or as mutually modified, to maintain familiarity with the quality and progress of the Project, to determine that the Contractor’s work substantially complies with all documents, drawings, plans and specifications and that the Project is progressing in substantial accordance with the Contract Documents. Such observations are to be distinguished from the continuous inspection provided by the Project Inspector unless Architect has agreed in writing to serve as the District’s Project Inspector.

5.7.10 The Architect shall notify the District promptly of any significant defect in

materials, equipment or workmanship, and of any default by any Contractor in the orderly and timely prosecution of the Project. Architect will exercise reasonable care in the discharge of Architect's obligation to discover significant defects and faults. 5.7.11 The Architect shall review and approve, take exception to, or take other appropriate action upon all schedules, shop drawings, samples and other submissions of the Contractor to determine general conformance with the Project design and specifications as set forth in the Contract Documents. All such action shall be taken within fourteen (14) days of receipt of the submittals, unless the critical path of the Project is impacted in which case Architect shall take such action as soon as possible. If Architect is not able to take such action within the required time due to reasons beyond Architect’s control, the Architect may take action within a reasonable period of time under the circumstances; however, the Architect shall make such determination within four (4) calendar days of receipt of the submission, and shall notify the District and Contractor immediately after such determination with an explanation as to why the Architect cannot take action within the time required, what the Architect is doing to expedite its response, when the Architect expects to be able to issue a response, and what action, if any, should be taken by District or Contractor in the meantime to mitigate delays and/or costs. The Architect will have the authority to reject work and materials which do not conform to the Contract Documents. The Architect's approval of a specific item shall not be an approval of an assembly of which the item is a component. Whenever, in the Architect's reasonable judgment, it is considered necessary or advisable for the implementation of the intent of the Contract Documents, the Architect will have authority to require special inspection or testing of the work or materials in accordance with the Contract Documents whether or not such work or materials be then fabricated, installed or completed. The Architect will also recommend substitution of materials or equipment when, in the Architect's reasonable judgment, such action is necessary to the accomplishment of the intent and purpose of the Contract Documents. Such actions as are described in this paragraph shall be taken with reasonable promptness.

5.7.12 Architect shall assist the District in requiring Contractor to provide assistance in the utilization of any equipment or system such as initial start-up or testing, adjusting and balancing, preparation of operation and maintenance manuals and training personnel for operation and

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maintenance. 5.7.13 The Architect shall not be responsible for construction means, methods, techniques,

sequences or procedures, or for safety precautions or programs in connection with the work. The Architect shall not be responsible for acts or omissions of the Contractor, subcontractors, or their agents or employees or of any other persons performing portions of the Project not employed or retained by Architect, unless due to Wrongful Acts or Omissions.

5.7.14 The Architect shall make such regular reports as shall be required by agencies

having jurisdiction over the Project and keep the District informed in writing of the progress of the Project.

5.7.15 With respect to asbestos and asbestos containing materials, the parties acknowledge that the Architect has recommended and the District has agreed to retain a qualified consultant to evaluate the presence of such materials at certain District facilities which are included in the scope of this Agreement. In the event that said consultant recommends a procedure to deal with such materials, said consultant shall have the responsibility to draft specification language for the removal or other remediation of such materials, and subsequently may be required to certify that they have been properly removed or otherwise remediated. Architect shall include consultant's recommendations and specifications in the appropriate bid documents for modernization and shall, as part of its Basic Services, coordinate the Architect’s designs and other bid documents consistent with the consultant’s documents. When construction is properly completed and based upon the District’s consultant’s certification that hazardous substances have been completely removed, Architect shall provide such certification as to Hazardous Substances as is required of architects for such projects by the OPSC. The Architect and the Architect's consultants shall have no responsibility for the discovery, pres-ence, handling, removal, or disposal of or exposure of persons to asbestos or hazardous or toxic substances in any form at the project site. Professional services related to or in any way connect-ed with the investigation, detection, abatement, replacement, use, specification, or removal of products, materials, or processes containing asbestos or hazardous or toxic materials are beyond the scope of this Agreement. In consideration of the foregoing, the Owner agrees that the Architect and the Architect's con-sultants shall not be responsible for and that Owner shall bring no claim against the Architect, its officers, employees, agents, or consultants if such claim would in any way involve the investiga-tion, detection, abatement, replacement, use, specification, or removal of products, materials, or processes containing asbestos or hazardous or toxic substances. Owner further agrees to indem-nify and hold harmless the Architect, its officers employees, agents, and consultants from and against any and all third party claims, suits, demands, liabilities, losses, or costs (hereinafter "Losses "), including reasonable attorneys' fees and other costs incurred in the defense thereof, accruing or resulting to any and all persons, firms, or any other legal entity, arising out of or in

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any way connected with asbestos or hazardous or toxic substances, products, materials, or pro-cesses, excepting only those Losses for which the Architect is found solely liable by a court or forum of competent jurisdiction.

5.7.16 Based on the Architect’s observations, and an evaluation of each Project Application for Payment, the Architect will estimate the amount of work completed by Contractor, and assist the District in (a) determining the amount owing to the Contractor, and (b) issuing Project Certificates for Payment incorporating such amount, all in accordance with the Contract Documents. The Architect’s estimation of the amount of work completed by Contractor shall constitute representations by the Architect to the District that the quality of the completed work is in accordance with the Contract Documents based upon Architect’s observations of the completed work, and that the Contractor is entitled to payment for the completed work.

5.7.17 Notwithstanding anything else in this Agreement, as a part of its Basic Services the

Architect shall assist the District in evaluating and responding to claims, disputes and other matters in question between the Contractor and the District, including but not limited to claims made against the District as a result of alleged or claimed Wrongful Acts or Omissions, and shall in all instances provide such truthful testimonial assistance as may be required by the District at no cost to the District. Architect agrees to toll all statutory periods of limitations for District’s claims, lawsuits or other proceedings against Architect which arise out of, or are related to, any claims by Contractors against District until Contractors’ claims are fully and finally resolved. This tolling period commences upon a Contractor’s initial submission of a notice of claim, change order request or claim. At any time, District may terminate the tolling period effective ten (10) days after written notice to Architect, and after such termination, District may pursue claims, lawsuits or other proceedings against Architect.

5.7.18 The Architect will provide construction advice to the District on apparent

deficiencies in construction, both during construction and after acceptance of the Project. 5.7.19 The Architect shall recommend, prepare and process the necessary change orders.

Payment of fees to the Architect as a result of change orders shall be handled as follows:

5.7.19.1 District-initiated change orders. If a change order is initiated by the District, the Architect’s fee for services related to such change order shall be paid as an Additional Service under Articles 4 and 6. If a change order is solicited by the District but not subsequently authorized by the District, the Architect shall be paid for time spent on the proposed change order.

5.7.19.2 Change orders due to Architect. When a change order is necessitated as a result of Wrongful Acts or Omissions, the Architect’s services in connection with that change order are not compensable and Architect shall not include those services on any invoice.

5.7.19.3 Change orders beyond District or Architect control. If a change order is necessitated as a result of changes in law, in-field changes required by governing agencies after document approval, unknown, unforeseeable or hidden conditions, or actual conditions inconsistent with available drawings of existing conditions, such change orders shall be handled

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in the same manner as District-initiated change orders. 5.7.20 Notwithstanding any other provision of this Agreement, in the event a change order

is caused by, or necessitated as a result of, Wrongful Acts or Omissions, or the District otherwise incurs costs or damages as a result of Wrongful Acts or Omissions, the Architect shall be responsible for the following:

5.7.20.1 In the event of such a change order, Architect shall be responsible for the difference between (a) what the contractor would have added to its original bid for the Project if the Wrongful Act or Omission had not occurred (i.e., the “added value” portion of the change order), and (b) what the contractor charges the District in the change order. The amount of added value of any change order work shall be based on the circumstances of the Architect’s Wrongful Act or Omission and the change order work necessitated by the Wrongful Act or Omission. It is the parties’ intent that the District should pay no more than what the District would have paid if the Wrongful Act or Omission had not occurred.

5.7.20.2 In addition, Architect shall be responsible for any other costs or damages which the District incurs as a result of Wrongful Acts or Omissions, including but not limited to any delay damages the District pays to, or cannot collect from, Contractor or any third party. The District may backcharge, and withhold payment from, the Architect for these costs and damages, and may seek reimbursement for any amount which exceeds any retention of the contract amount at the time of collection. When District so backcharges and withholds, upon Architect’s request District and Architect shall meet and confer in good faith in an effort to reach agreement on (a) whether a Wrongful Act or Omission occurred, (b) whether it caused the change order expense, (c) what damages have been incurred by District, and (d) what portion of the damages are attributable to Architect as described above. If District and Architect do not reach agreement on all four of these items when meeting and conferring, then District and Architect shall use mediation in good faith to resolve the dispute. If mediation fails, then either District or Architect can initiate a court action to resolve the dispute.

5.7.21 The Architect shall provide a color schedule of all finish materials in the Project for the District's review and approval.

5.7.22 The Architect shall assist District in determining the date of final completion and

make a final detailed on-site review of the job with representatives of the District and the Contractor. Architect shall also perform a warranty review with District 30-60 days before expiration of the specified warranty on the Project.

5.7.23 The Architect shall assist the District in issuing the final certificate for payment and any other documents required to be recorded by law or generally accepted architectural or construction contract practice upon compliance with the requirements of the Contract Documents, provided that such certification shall not constitute an admission that the Project has been completed in accordance with Contract Documents or in conformance with this Agreement.

5.7.24 Architect shall make reasonable professional efforts so that the finished project

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complies with all standards imposed by the Americans with Disabilities Act, section 504 of the Rehabilitation Act of 1973, disability access requirements of the State Building Code and any other laws applicable to disability access. If a court, administrative agency or other trier of fact later determines that Architect has violated any of the above-referenced laws, or District, because of Wrongful Acts or Omissions, has violated any of the above-referenced laws, Architect shall remedy the violation at its own cost. Architect shall indemnify, defend and hold the District harmless under Article 18.1 of this Agreement for any breach of this paragraph due to Architect’s negligence, recklessness or willful misconduct. The Architect shall not be responsible for acts or omissions of the Contractor or of any other persons performing portions of the Project not employed or retained by Architect, nor shall Architect be responsible for any subsequent changes in the law or any regulation applicable to disabled access or any subsequent differing interpretation of the laws or regulations applicable at the time Architect's design is reviewed by DSA. In the event that the Architect is or becomes aware of possible non-compliance with the foregoing standards, Architect shall have a duty immediately to notify the District in writing of the possible non-compliance. 5.8 Use of Previously Prepared Materials. In the event that there exist previously prepared designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings, that were prepared by design professionals other than Architect, whether supplied by District or by Architect, which are relied upon, altered or otherwise utilized by Architect, Architect shall be responsible for giving appropriate recognition to such other design professionals in any materials prepared by Architect under this Agreement. 5.9 Program Services The District may request hourly assistance from the Architect for various program services in relation to its overall facilities program. The format of such request is at District’s option including verbal, email, or written request.

ARTICLE 6 ADDITIONAL SERVICES TO BE RENDERED BY ARCHITECT

6.1 "Additional Services" shall be provided by Architect on a Project if authorized in writing by District. No additional compensation shall be paid to Architect for performing these Additional Services unless the District and the Architect agree in writing as to the amount of compensation for such services prior to such services being rendered. Such compensation shall be paid based on the hourly rates in Section 4.8 and as otherwise set forth in this Agreement. Any work performed by Architect without written authorization OR without written agreement on compensation shall be presumed to be Basic Services. 6.2 The following is a list of services that are not included in the Basic Services to be provided under this Agreement for a Project, and will be performed only in accordance with Article 6.1, above:

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6.2.1 providing financial feasibility or other special studies; 6.2.2 providing services relative to future facilities, systems and equipment which are not

intended to be constructed during the Construction Phase; 6.2.3 providing coordination of Project performed by separate contractors or by the

District's own forces; 6.2.4 providing analyses of owning and operating costs, or detailed quantity surveys or

inventories of material, equipment and labor; 6.2.5 making revisions in drawings, specifications or other documents when such

revisions are inconsistent with written approvals or instructions previously given, are required by the enactment or revision of codes, laws or regulations subsequent to the District's approval of Contract Documents or are due to other causes not within the control of the Architect;

6.2.6 providing consultation concerning replacement of any work damaged by fire or other cause during construction of the Project, and furnishing services as may be required in connection with the replacement of such work;

6.2.7 providing services made necessary by the default of the Contractor; 6.2.8 preparing to serve or serving as an expert witness in connection with any public

hearing, arbitration proceeding or legal proceeding, other than when resulting from Architect's or its consultants' alleged Wrongful Acts or Omissions;

6.2.9 providing services of consultants for other than the normal architectural, civil, soils,

structural, mechanical and electrical engineering services for the Project; 6.2.10 at the District's request, selecting moveable furniture, equipment or articles which

are not included in the Contract Documents;

6.2.11 providing services related to change orders requested by the District, but which are not subsequently authorized (see second sentence of Section 5.7.19.1), above; and

6.2.12 providing any other services not otherwise included in the Agreement and not customarily furnished in accordance with generally accepted architectural practice.

6.2.13 providing services related to creating and administering separate bid packages for

multi-prime delivery method or phased construction or increments.

ARTICLE 7 RESPONSIBILITIES OF DISTRICT

It shall be the duty of District to:

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7.1 pay all fees required by any reviewing or licensing agency; 7.2 designate a representative authorized to act as a liaison between the Architect and the District in the administration of this Agreement and the Contract Documents; 7.3 furnish, at the District’s expense, the services of a Project Inspector; 7.4 review all documents submitted by the Architect and advise the Architect of decisions thereon within a reasonable time after submission; 7.5 issue appropriate orders to Contractors through the Architect; 7.6 furnish existing soil investigation or geological hazard reports, which the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by Architect; 7.7 furnish the services of a hydrologist or other consultants not routinely provided by the Architect when such services are reasonably required by the scope of the Project and are requested by the Architect; 7.8 provide asbestos review and abatement, identifying materials which may qualify for same; 7.9 furnish available as-built drawings for buildings and utilities systems related to the Project, which the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by the Architect. The District will also provide information regarding programmatic needs and specific equipment selection data; 7.10 furnish structural, mechanical, chemical and other laboratory tests, inspections and reports as required by law or the Contract Documents, which the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by the Architect; and 7.11 furnish prompt notice of any fault or defects in the Project or nonconformance with the Contract Documents of which the District becomes aware. However, the District’s failure to do so shall not relieve the Architect of Architect’s responsibilities under Title 21, Title 24, and the Field Act for this Project and under this Agreement.

ARTICLE 8 PUBLIC LIABILITY AND PROPERTY DAMAGE INSURANCE

8.1 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District a certificate of insurance, Additional Insured Endorsement and Declarations Page for the period covered by this Agreement, for public liability and property damage (known as Commercial General Liability or CGL) with an insurance carrier satisfactory to the District, under forms satisfactory to the District, to protect the Architect and District against loss from liability imposed in relation to such Project for damages (1) on account of

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bodily or personal injuries, including death, disease and sickness, accidentally suffered or alleged to have been suffered by any person or persons that may be caused directly or indirectly by the performance of this Agreement, and (2) on account of injury to or destruction of property, including the resultant loss of use of the Project or other District facilities or equipment, resulting from acts of commission or omission by the Architect, or otherwise resulting directly or indirectly from the Architect's operations in the performance of this Agreement subject to all policy terms and conditions. The District shall be named as an additional insured on all such policies. 8.2 The following insurance shall be maintained by the Architect for each Project in full force and effect during the entire period of performance of such Project, including any extensions, and shall be written, to the extent reasonably available, on an "occurrence" basis: Commercial general liability insurance shall be in amounts not less than Two Million Dollars ($2,000,000) general aggregate, One Million Dollars ($1,000,000) personal and advertising injury aggregate, with a per occurrence limit of One Million Dollars ($1,000,000); and Automobile liability insurance covering motor vehicles shall be in an amount not less than One Million Dollars ($1,000,000) combined single limit. If liability insurance is not reasonably available on an occurrence basis, Architect shall provide liability insurance on a claims-made basis. 8.3 Said insurance shall provide that the coverage afforded thereby shall be primary coverage (and non-contributory to any other existing valid and collectable insurance) to the full limit of liability stated in the Declarations Page and such insurance shall apply separately to each insured against whom claim is made or suit is brought, but the inclusion of more than one (1) insured shall not operate to increase the insurer’s limits of liability. Said insurance shall also include a waiver of any subrogation rights as against the District. 8.4 Should any of the required insurance be provided for a Project under a claims-made form, Architect shall maintain such coverage continuously throughout the term of this Agreement, and without lapse, for a period of at least ten (10) years beyond the Agreement expiration or the completion of the Project (whichever is later), to the effect that, should occurrences during the Agreement term give rise to claims made after expiration of the Agreement, such claims shall be covered by such claims-made policies. Nothing herein shall in any way limit or diminish Architect’s obligations to the District under any provision, including any duty to indemnify and defend the District. 8.5 The Architect’s insurance policies for each Project shall contain a provision for thirty (30) days written notice to the District of cancellation of coverage. The Architect shall name, on any policy of insurance required for a Project, the District as an additional insured. The Additional Insured Endorsement included on all such insurance policies shall state that coverage is afforded the additional insured with respect to claims arising out of operations performed by or on behalf of the insured. If the additional insureds have other insurance which is applicable to the loss, such other insurance shall be on an excess or contingent basis. The amount of the insurer's liability for a Project shall not be reduced by the existence of such other insurance. Architect shall not commence work on a Project under this Agreement until all required insurance certificates, declarations pages and additional insured endorsements for that Project have been obtained and delivered in duplicate to the District for approval subject to the following

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requirements. Thereafter Architect shall produce a certified copy of any insurance policy required under this Article upon written request of the District. 8.6 At the time of making application for any extension of time on a Project, Architect shall submit evidence that all required insurance will be in effect during the requested additional period of time. 8.7 If the Architect fails to maintain such insurance for a Project, the District may, but shall not be required to, take out such insurance to cover any damages of the above-mentioned classes for which the District might be held liable during the Project on account of the Architect's failure to pay such damages, and deduct and retain the amount of the premiums from any sums due the Architect under this Agreement. 8.8 Nothing contained in this Agreement shall be construed as limiting, in any way, the extent to which the Architect may be held responsible for the payment of damages resulting from the Architect's operations during a Project. 8.9 Each of Architect's consultants on a Project shall comply with this Article, and Architect shall include such provisions in its contracts with them. 8.10 Insurance companies providing the above policies on a Project shall be legally authorized, licensed and admitted through the California Department of Insurance to engage in the business of furnishing insurance in the State of California. All such insurance companies shall have no lower than an “A-, VIII” in Best’s Rating Guide and shall be satisfactory to the District. 8.11 Any failure to maintain any item of the required insurance on a Project may, at District’s sole option, be sufficient cause for termination of this Agreement.

ARTICLE 9 WORKER'S COMPENSATION INSURANCE

9.1 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District satisfactory proof that the Architect and all engineers, experts, consultants and subcontractors the Architect intends to employ have taken out, for the period covered by this Agreement, workers' compensation insurance for each Project with an insurance carrier satisfactory to the District for all persons whom they may employ in carrying out the work contemplated under this Agreement in accordance with the Workers' Compensation Laws of the State of California. All such insurance shall include a waiver of any subrogation rights as against the District. If the Architect employs any engineer, expert, consultant or subcontractor which it did not intend to employ prior to commencement of services, it must furnish such proof of workers' compensation insurance to the District immediately upon employment. Such insurance shall be maintained in full force and effect during the period of any Project covered by this Agreement including any extensions of time. If the Architect is self-insured, the Architect shall furnish a Certificate of Permission to Self-Insure and a Certificate of Self-Insurance satisfactory to the District for each Project.

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9.2 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District satisfactory proof that the Architect and all engineers, experts, consultants and subcontractors the Architect intends to employ have taken out employer’s liability insurance for that Project with an insurance carrier satisfactory to the District. During the course of Architect’s services, if Architect ever intends to employ additional or different engineers, experts, consultants or subcontractors, before so employing them Architect shall furnish such satisfactory proof of insurance to the District. Such insurance shall be maintained in full force and effect during the period covered by this Agreement including any extensions of time. If the Architect is self-insured, the Architect shall furnish a Certificate of Permission to Self-Insure and a Certificate of Self-Insurance satisfactory to the District for each Project.

ARTICLE 10 ERRORS AND OMISSIONS INSURANCE

10.1 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District satisfactory proof that the Architect has errors and omissions insurance as described in the amendment adding such Project to this Agreement. Architect shall provide errors and omissions insurance on a claims-made basis. The limits shall be One Million Dollars ($1,000,000) per claim and Two Million Dollars ($2,000,000) aggregate and with a deductible in an amount not to exceed the sum of Fifty Thousand Dollars ($50,000). 10.2 Each of Architect's professional sub-consultants (including consultants of Architect's) on each Project shall comply with this Article 10, and Architect shall include such provisions in its contracts with them. 10.3 Not used. 10.4 Should any of the above required insurance be provided for a Project under a claims-made form, Architect shall maintain coverage continuously throughout the term of this Agreement, and without lapse, for a period of at least ten (10) years beyond the Agreement expiration or the filing of a Notice of Completion (whichever is later), to the effect that, should occurrences during the Agreement term give rise to claims made after expiration of the Agreement, such claims shall be covered by such claims-made policy. Nothing herein shall in any way limit or diminish Architect’s obligations to the District under any provision, including any duty to indemnify and defend the District. 10.5 Architect shall not commence work on a Project under this Agreement until all required insurance certificates, and declarations pages have been obtained and delivered in duplicate to the District for approval. Thereafter Architect shall produce a certified copy of any insurance policy required under this Article upon written request of the District. 10.6 At the time of making application for any extension of time on a Project, Architect shall submit evidence that all required insurance policies will be in effect during the requested additional period of time.

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10.7 If the Architect fails to maintain such insurance on a Project, the District may, but shall not be required to, take out such insurance, and may deduct and retain the amount of the premiums from any sums due the Architect under this Agreement. 10.8 Nothing contained in this Agreement shall be construed as limiting, in any way, the extent to which the Architect may be held responsible for the payment of damages resulting from the Architect’s operations on a Project. 10.9 Each of Architect’s consultants on a Project shall comply with this Article, and Architect shall include such provisions in its contracts with them. 10.10 Insurance companies providing the above policies on a Project shall be legally authorized, licensed and admitted through the California Department of Insurance to engage in the business of furnishing insurance in the State of California. All such insurance companies shall have no lower than an “A-, VIII” in Best’s Rating Guide and shall be satisfactory to the District. 10.11 Any failure to maintain any item of the required insurance on a Project may, at District’s sole option, be sufficient cause for termination of this Agreement.

ARTICLE 11 COMPLIANCE WITH LAWS

11.1 Architect shall be familiar with, and Architect and Architect’s design shall comply with, all State and Federal laws and regulations applicable to the Project or lawfully imposed upon the Project by agencies having jurisdiction over the Project, including but not limited to statutes, decisions, regulations, building or other codes, ordinances, charters, prevailing wage law, and the design requirements of the Americans with Disabilities Act (“ADA”).

ARTICLE 12 TERMINATION OF AGREEMENT

12.1 Termination by District – This Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), may be terminated, or the Project may be canceled, by the District for the District’s convenience and without cause at any time immediately upon written notice to the Architect. In such event, the Architect shall be compensated for (a) all Basic or Additional Services completed, and Reimbursable Expenses incurred, on such Project(s) under this Agreement through the date of termination, (b) such Basic or Additional Services performed, and Reimbursable Expenses incurred, on such Project(s) after termination which are authorized by the District in writing, and (c) any costs incurred on such Project(s) by reason of such termination; but less any amounts the District is entitled to withhold under law or this Agreement. Upon the District's written request and authorization, Architect shall perform any and all Basic and Additional Services on a Project necessary to complete the work in progress as of the date of termination.

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For any material breach of contract by the Architect, the District may also terminate the Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for cause by delivering written Notice of Intent to Terminate to the Architect. Such Notice shall include the following: (1) A description of such material breach, and (2) a date not less than fourteen days (14) after delivery of the notice by which the Architect must cure such breach. In response to such Notice, if the Architect fails to cure, and fails to reasonably commence to cure, the breach(es) by the deadline set by the Notice, then the District may terminate the Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), through written notice delivered to the Architect, which shall be effective upon such delivery. In such event, the Architect shall be compensated for all services completed on such Project(s) under this Agreement through the date of termination, together with compensation for such services performed after termination on such Project(s) which are authorized by the District in writing, but less any amounts the District is entitled to withhold under law or this Agreement. Upon the District’s written request and authorization, Architect shall perform any and all services necessary to complete the work in progress on a Project as of the date of the termination. 12.2 Termination by Architect – For any material breach of contract by the District on a Project other than one related to a payment or invoice dispute as described in Section 4.4 of this Agreement, the Architect may partially terminate the Agreement as to that Project (but not as to other Projects) by delivering written Notice of Intent to Terminate to the District. Such Notice shall include the following: (1) A description of such material breach, (2) a date not less than fourteen (14) days after delivery of the notice by which the District must cure such breach or reasonably commence to cure such breach, (3) the status of work on the Project completed as of the date of the Notice of Intent to Terminate, and (4) a description and cost estimate of the effort necessary to complete the work in progress on the Project. In response to such Notice, if the District fails to cure, and fails to reasonably commence to cure, the breach by the deadline set by the Notice, then Architect may partially terminate the Agreement as to that Project (but not as to other Projects) by written notice delivered to the District within ten (10) days of the cure deadline, which shall be effective upon such delivery. In the event of such termination by Architect as to a Project, Architect shall be compensated for all Basic and Additional Services completed, and Reimbursable Expenses incurred, on that Project under this Agreement through the date of termination, together with compensation for such Basic and Additional Services performed, and Reimbursable Expenses incurred, on that Project after termination which are authorized by the District in writing. Upon the District's written request and authorization, Architect shall perform any and all Basic and Additional Services necessary to complete the work in progress on that Project as of the date of termination. 12.3 Miscellaneous Termination Provisions

12.3.1 Following the termination of this Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for any reason whatsoever, the District shall have the right to utilize any designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared under this Agreement by the

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Architect, not only as they relate or may relate to the Projects under the Agreement (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to this Project) but as they relate or may relate to other projects, provided that any invalidity of such license in relation to such other projects shall not affect the validity of such license in relation to the Project under the Agreement (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to this Project) under Education Code Section 17316. Architect shall promptly make any such documents or materials available to the District upon request without additional compensation.

12.3.2 In the event of the termination of this Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for any reason whatsoever, all designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect or any of its agents for any Project under this Agreement shall immediately upon request by the District be delivered to the District. Architect may not refuse to provide such writings or materials for any reason whatsoever, including but not limited to a possessory interest lien for any claim the Architect may have against the District or a claim by the Architect to an ownership interest in the intellectual property embodied in the documents or materials.

ARTICLE 13 ARCHITECT AN INDEPENDENT CONTRACTOR

13.1 It is specifically agreed that in the making and performance of this Agreement, the Architect is an independent contractor and is not and shall not be construed to be an officer or employee of the District.

ARTICLE 14 STANDARDIZED MANUFACTURED ITEMS

14.1 The Architect shall consult and cooperate with the District in the use and selection of manufactured items to be used in a Project under this Agreement. Manufactured items, including but not limited to paint, finish hardware, plumbing fixtures and fittings, mechanical equipment, electrical fixtures and equipment, roofing materials, and floor coverings, shall be standardized to the District's criteria so long as the same does not interfere seriously with the building design or cost.

ARTICLE 15 OWNERSHIP OF DOCUMENTS

15.1 All designs, plans, specifications, studies, drawings, estimates and other documents or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect for a Project under this Agreement shall be and shall remain the property of the District for all purposes, not only as they relate or

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may relate to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) but as they relate or may relate to any other project, provided that any invalidity of such ownership in relation to any other project shall not affect the validity of such ownership in relation to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) under Education Code Section 17316. If the District reuses or makes any modification to Architect’s designs, documents or work product without the prior written authorization of Consultant, or uses the documents without retaining Architect, the client agrees, to the fullest extent permitted by law, to release Architect, its officers, directors, employees and sub consultants from all claims and causes of action arising from such uses, and shall indemnify and hold them harmless from all costs and expenses, including the cost of defense, related to claims and causes of action to the extent such costs and expenses arise from the District’s modification or reuse of the documents. 15.2 The Architect will provide the District with a complete set of reproducible designs, plans, specifications, studies, drawings, estimates and other documents or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect for a Project under this Agreement, and will retain, on the District's behalf, the original documents or reproducible copies of all such original documents, however stored, in the Architect's files for a period of no less than fifteen (15) years. Architect shall promptly make available to District any original documents it has retained under this Agreement upon request by the District.

ARTICLE 16 LICENSING OF INTELLECTUAL PROPERTY

16.1 This Agreement creates a non-exclusive and perpetual license for the District to copy, use, modify, reuse or sublicense any and all copyrights, designs and other intellectual property embodied in plans, specifications, studies, drawings, estimates and other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect for a Project under this Agreement, not only as they relate or may relate to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) but as they relate or may relate to other projects, provided that any invalidity of such license in relation to such other projects shall not affect the validity of such license in relation to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) under Education Code Section 17316. The Architect shall require any and all subcontractors and consultants to agree in writing that the District is granted a similar non-exclusive and perpetual license for the work of such subcontractors or consultants performed on a Project under this Agreement. 16.2 The compensation for a Project under this Agreement includes compensation not only for any use in connection with such Project and use or re-use for repair, maintenance, renovation,

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modernization or other alterations or revisions to such Project, but also for any re-use by the District in relation to other projects. The only other term or condition of such re-use shall be that if the District reuses the plans prepared by the Architect for a Project and retains another certified architect or structural engineer for the preparation of those plans for the re-use, the District shall indemnify and hold harmless the Architect and its consultants, agents, and employees from and against any claims, damages, losses, and expenses, including attorney’s fees, arising out of or resulting from, in whole or in part, the re-use to the extent required by Education Code section 17316, subdivision (c). 16.3 Architect represents and warrants that Architect has the legal right to license any and all copyrights, designs and other intellectual property embodied in plans, specifications, studies, drawings, estimates or other documents that Architect or its consultants prepares or causes to be prepared for a Project under this Agreement. Architect shall indemnify, defend and hold the District harmless under Article 18.1 of this Agreement for any breach of Article 16 due to Architect’s negligence, recklessness or willful misconduct. The Architect makes no such representation and warranty in regard to previously prepared designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings, that were prepared by design professionals other than Architect and provided to Architect by the District.

ARTICLE 17 ACCOUNTING AND OTHER RECORDS OF ARCHITECT

17.1 Architect's records of accounts regarding a Project under this Agreement shall be kept in accordance with generally accepted accounting principles. District has the right to audit Archi-tect’s records and files regarding any of the work Architect performed for District on a Project during or after the Project. District shall be given reasonable access to Architect’s records and files for audit purposes within ten (10) days of receipt of District’s request. Architect shall keep and maintain these records and files for ten (10) years.

ARTICLE 18 INDEMNITY

18.1 Architect Indemnification. To the fullest extent permitted by law, including Califor-nia Civil Code section 2782.8, the Architect shall defend, indemnify, and hold harmless the District, the governing Board of the District, each member of the Board, and their officers, agents and employees (“District Indemnitees”) against claims to the extent arising out of, pertaining to, or relating to negligence, recklessness or willful misconduct of the Architect, the Architect's officers, employees, or consultants in performing or failing to perform any work, services, or functions provided for, referred to, or in any way connected with any work, services, or functions to be performed on a Project under this Agreement. For pur-poses of this Article 18.1 only, “claims” means all claims, demands, actions and suits brought by third parties for any and all losses, liabilities, costs, expenses, damages and ob-ligations, and the defense obligation shall include but not be limited to payment of the Dis-trict’s attorneys’ fees, experts’ fees, and litigation costs incurred in defense of a claim. This

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indemnification shall apply to all liability, as provided for above, regardless of whether any insurance policies are applicable, and insurance policy limits do not act as a limitation up-on the amount of the indemnification to be provided by the Architect. With regard to the Architect’s duty to defend for acts of professional negligence, such obligation does not include the obligation to provide defense counsel or to pay for the defense of actions or proceedings brought against the district, but rather to reimburse the District for attorney’s fees and costs incurred by the District in defending such actions or proceedings brought against the District but only to the extent arising out of, pertaining to, or relating to the negligence, reckless-ness, or willful misconduct of the Architect. 18.2 District Indemnification for Use of Third Party Materials. The District shall defend, in-demnify, and hold harmless the Architect and its employees against any and all copyright in-fringement claims by any design professional formerly retained by the District arising out of Ar-chitect's completion, use or re-use of that former design professional's designs or contract docu-ments in performing this Agreement. Architect shall be entitled to such indemnification only if each of the following conditions are met: (a) Architect actually re-draws or completes such other designs or contract documents; (b) Architect complies with the provisions of Article 5.8 regard-ing use of materials prepared by other design professionals; (c) District has supplied Architect with the previously prepared documents or materials; and (d) District expressly requests that the Architect utilize the designs or contract documents in question. By providing this or any other indemnification in this Agreement, District does not waive any immunities.

ARTICLE 19 TIME SCHEDULE

19.1 Time for Completion. Time is of the essence of this Agreement. The Architect shall timely complete its Basic and Additional Services for a Project as expeditiously as possible and according to the schedule provided in the fully executed and approved amendment for that Project (see Exhibit A and B). 19.2 Delays. The District recognizes that circumstances may occur beyond the control of either the District or the Architect and extensions for such delays may be made to the schedule for a Project if approved by the District. Any time during which the Architect is delayed in the Architect's work on a Project by acts of District or its employees or those in a direct contractual relationship with District or by acts of nature or other occurrences which were not or could not have been reasonably foreseen and provided for, and which are not due to any Wrongful Acts or Omissions, shall be added to the time for completion of any obligations of the Architect. District shall not be liable for damages to the Architect on account of any such delay.

ARTICLE 20 MISCELLANEOUS PROVISIONS

20.1 This Agreement shall be governed by and construed in accordance with the laws of the State of California excluding its choice of law rules. Any action or proceeding seeking any relief under or with respect to this Agreement shall be brought solely in the Superior Court of the State

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of California for the County in which the District maintains its district office, subject to transfer of venue under applicable State law, provided that nothing in this Agreement shall constitute a waiver of immunity to suit by the District. 20.2 The Architect shall not assign or transfer any or all of its rights, burdens, duties or obligations under this Agreement without the prior written consent of the District. 20.3 All notices, certificates, or other communications hereunder shall be deemed given when personally delivered or mailed by certified mail, postage prepaid, to the parties at the addresses set forth below:

District: Santa Cruz City Schools 405 Old San Jose Road Soquel, California 95073 Attention: Patrick K. Gaffney

Architect: BCA Architects

505 S. Market St San Jose, Ca 95113 Attention: Brian P. Whitmore

20.4 This Agreement shall inure to the benefit of and shall be binding upon the Architect and the District and their respective successors and assigns. 20.5 If any provision of this Agreement shall be held invalid or unenforceable by a court of competent jurisdiction, such holding shall not invalidate or render unenforceable any other provision hereof. 20.6 The terms of this Agreement shall not be waived, altered, modified, supplemented or amended in any manner whatsoever except by written agreement signed by the parties. No action or failure to act by the District shall constitute a waiver of any right or duty afforded the District under this Agreement, nor shall such action or failure to act constitute approval of, or acquiescence in, a breach under this Agreement, except as may be specifically agreed to in a written amendment to this Agreement. 20.7 Nothing contained in this Agreement shall create a contractual relationship with or cause of action in favor of a third party against either the District or the Architect. 20.8 This Agreement constitutes the entire agreement between the parties, and supersedes any prior agreement or understanding. There are no understandings, agreements, representations or warranties, expressed or implied, not specified in this Agreement. The Architect, by the execution of this Agreement, acknowledges that the Architect has read this Agreement, understands it, and agrees to be bound by its terms and conditions. 20.9 The Architect shall have the right to include representations of the design of the Project, including photographs of the exterior and interior, among the Architect's professional materials.

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The Architect's materials shall not include the District's confidential or proprietary information if the District has previously advised the Architect in writing of the specific information considered by the District to be confidential or proprietary. 20.10 Prior to executing this Agreement, the Architect shall submit a certification if required by Public Contract Code section 3006(b) for roofing projects. 20.11 If a party to this Agreement commences a legal action against the other party to enforce a provision of this Agreement or seek damages related to the services provided under this Agreement, the prevailing party in the legal action will be entitled to recover all of its litigation expense, costs and fees from the other party, including reasonable attorneys’ and experts’ fees.

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* * * * * * * * * * * * * * * * * * * *

ARCHITECT: Bunton Clifford & Associates

By: Brian P. Whitmore, President C 30345

DISTRICT: SANTA CRUZ CITY SCHOOLS By:__________________________

Superintendent

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Exhibit A

FORM OF AMENDMENT TO ADD PROJECT TO AGREEMENT (Hourly Fee, with Not-to-Exceed Limit)

Pursuant to the agreement between Santa Cruz City Schools (“District”) and _________________ (“Architect”) effective ____________, 201__ (“Agreement”) for the _________________ construction program, the District and Architect agree to amend the Agreement to add architectural services for design and construction administration of the follow-ing project (“Project”): ____________________ [insert description of Project]. The terms of the Agreement are incorporated into, and govern, this amendment except as may be provided otherwise by this amendment. In the event of a conflict between the Agreement and this amendment, the terms of this amendment shall control. For the Project, Architect shall perform the Basic and Additional Services specified in the Agreement and this amendment. Multiple prime construction contracts ________ [insert “are” or “are not”] being used as the delivery method for the Project. For the architectural services to be provided under this amendment to the Agreement, Architect shall complete such services according to the following schedule: ________________________ [insert description of schedule, including milestone deadlines]. For the Basic Services satisfactorily performed under this amendment to the Agreement, Archi-tect shall be compensated according to its hourly rate schedule (Exhibit C to the Agreement). Architect’s total compensation for its Basic Services shall not exceed $_________, which is Ar-chitect’s estimate of the maximum total cost of its Basic Services on the Project, based on its _______________, 201__, spreadsheet of estimated hours to be spent on the Project and the Ar-chitect’s hourly fees. If the total amount invoiced by Architect reaches the not-to-exceed Basic Services amount before Architect’s Basic Services under this Agreement are complete, Architect must complete the Basic Services without submitting additional invoices, or receiving additional payment, for Basic Services. Architect’s total reimbursement for Reimbursable Expenses shall not exceed $___________, which is Architect’s estimate of the maximum total cost of Reimbursable Expenses on the Pro-ject. Architect shall provide a minimum of ___ (_) full-time employees for the Project before con-struction commences, and ___ (_) full-time employee after construction commences, to perform its duties and responsibilities under this Agreement.

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For the period of this Project, the Architect shall have errors and omissions insurance on an oc-currence basis, with limits of at least _______________ Dollars ($__________) and with a de-ductible in an amount not to exceed the sum of ____________ Dollars ($________). [For financial hardship projects, use the following paragraph for 5.6.3 in lieu of the preceding paragraph:] This project is a financial hardship project, and should the lowest responsible and responsive bid received on a bid package exceed Architect’s most recent approved estimate of Project Construction Cost for that bid package (or amount adjusted according to the then current mutually agreed upon recognized building cost index) as accepted by District, Architect shall, on request by District and as part of Architect's Basic Services, make such changes in the plans and specifications as shall be necessary to bring new bids that are less than such Project Construction Cost. In making such changes, Architect will exercise Architect's best judgment in determining the balance between the size of the Project, the type of construction, and the quality of the con-struction to achieve a satisfactory project at less than the Architect's Project Construction Cost. To avoid the potential for bids to exceed the estimate at bid opening, the Architect may, as an al-ternative, include in the Contract Documents for a bid package one or more deductive alterna-tives so that Architect and District may evaluate different means to achieve a satisfactory project at less than the Architect’s Project Construction Cost.

ARCHITECT: Bunton Clifford & Associates By:__________________________

Brian P. Whitmore, President C 30345


Superintendent

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Exhibit B

FORM OF AMENDMENT TO ADD PROJECT TO AGREEMENT (Percentage Fee)

Pursuant to the agreement between the Santa Cruz City Schools (“District”) and ____________ (“Architect”) effective ____________, 201__ (“Agreement”) for the _____________ construc-tion program, the District and Architect agree to amend the Agreement to add architectural ser-vices for design and construction administration of the following project (“Project”): ____________________ [insert description of Project]. The terms of the Agreement are incorporated into, and govern, this amendment except as may be provided otherwise by this amendment. In the event of a conflict between the Agreement and this amendment, the terms of this amendment shall control. For the Project, Architect shall perform the Basic and Additional Services specified in the Agreement and this amendment. Multiple prime construction contracts ________ [insert “are” or “are not”] being used as the delivery method for the Project. For the architectural services to be provided under this amendment to the Agreement, Architect shall complete such services according to the following schedule: ________________________ [insert description of schedule, including milestone deadlines]. For the Basic Services satisfactorily performed under this amendment to the Agreement, the total compensation paid to the Architect for the Project shall be no more than _________________ percent (__%) [sliding scale percentages may be used] of the final adjusted Project Construction Cost for the Project. This compensation shall be paid pursuant to the following schedule: Initial Payment None Payment Upon Completion of: Schematic Design 20% Design Development Phase 20% Contract Documents Phase 30% DSA Back Check 5% Bidding Phase 5% Construction Phase 20% TOTAL BASIC COMPENSATION 100% Upon any adjustment (increase or decrease) to the Project Construction Cost as contemplated by section 1.9 of the Agreement, including but not limited to any adjustment made at such time as bids are received, the Architect’s total compensation for Basic Services for the Project shall also be increased or decreased, including retroactively for Basic Services already performed and payments already made. Such adjustments may be effected by the District by either (a) adjusting any future payment due under the payment schedule immediately above, or (b) issuing a revision

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notice to Architect that either tenders any additional payment owed or demands reimbursement from the Architect of any overpayment to date. Architect’s total reimbursement for Reimbursable Expenses shall not exceed $___________, which is Architect’s estimate of the maximum total cost of Reimbursable Expenses on the Pro-ject. Architect shall provide a minimum of ___ (_) full-time employees for the Project before con-struction commences, and ___ (_) full-time employee after construction commences, to perform its duties and responsibilities under this Agreement. For the period of this Project, the Architect shall have errors and omissions insurance on an oc-currence basis, with limits of at least _______________ Dollars ($__________) and with a de-ductible in an amount not to exceed the sum of ____________ Dollars ($________). [For financial hardship projects, use the following paragraph for 5.6.3 in lieu of the preceding paragraph:] This project is a financial hardship project, and should the lowest responsible and responsive bid received on a bid package exceed Architect’s most recent approved estimate of Project Construction Cost for that bid package (or amount adjusted according to the then current mutually agreed upon recognized building cost index) as accepted by District, Architect shall, on request by District and as part of Architect's Basic Services, make such changes in the plans and specifications as shall be necessary to bring new bids that are less than such Project Construction Cost. In making such changes, Architect will exercise Architect's best judgment in determining the balance between the size of the Project, the type of construction, and the quality of the con-struction to achieve a satisfactory project at less than the Architect's Project Construction Cost. To avoid the potential for bids to exceed the estimate at bid opening, the Architect may, as an al-ternative, include in the Contract Documents for a bid package one or more deductive alterna-tives so that Architect and District may evaluate different means to achieve a satisfactory project at less than the Architect’s Project Construction Cost.

ARCHITECT: Bunton Clifford & Associates By:__________________________

Brian P. Whitmore, President C 30345


Superintendent

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Exhibit C

HOURLY RATES 2016-2017

STAFF

FEE Principal Owner Architect

$250.00

Principal Architect

$235.00 Associate Principal

$190.00

Senior Project Manager

$175.00 Senior Construction Administrator

$175.00

Associate Architect or Senior Project Architect

$160.00 21st Century Classroom Educator in Residence

$150.00

Construction Administrator

$150.00 Project Manager

$150.00

Project Architect

$150.00 Studio Production Manager

$140.00

Commercial Market Project Manager

$140.00 Senior Designer

$140.00

Senior Job Captain

$130.00 Job Captain

$120.00

Project Designer III

$100.00 Project Designer II

$ 90.00

Project Designer I

$ 80.00 Project Admin IV and V

$ 85.00

Project Admin III

$ 80.00 Project Admin I & II

$ 75.00

Project Assistant

$ 70.00 Intern

$ 60.00

Project Consultants

Actual Fee + 15% Fees are subject to change every January 1 of each New Year past 2017

Exhibit D

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Fee Schedules New Construction:

Modernization:

This sliding scale fee includes bas ic serv ices : normal architectural and consulting services of Structural, Mechanical, Plumbing, Electrical, Civil and Landscape design. Additional specialty services may include SWPPP, low voltage/ IT/ telecommunications engineering, building commissioning agent, LEED® Certification, waterproofing / building envelope consultant, fire alarm engineering, fire suppression engineering, acoustical consult-ant, non- code required graphics and signage design, other unique consulting vices such as funding consultant, kitchen consultant, theatrical consultant or aquatics de-sign.

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AGREEMENT

FOR


BETWEEN


AND

Belli Architectural Group, Inc

October 26, 2016


405 Old San Jose Road


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TABLE OF CONTENTS

ARTICLE 1 - DEFINITIONS ............................................................................................1 ARTICLE 2 - RETENTION OF ARCHITECT; STANDARD OF CARE .........................2 ARTICLE 3 - DESCRIPTION OF PROJECT ...................................................................3 ARTICLE 4 - COMPENSATION ......................................................................................3 ARTICLE 5 - BASIC SERVICES TO BE RENDERED BY ARCHITECT ......................5 ARTICLE 6 - ADDITIONAL SERVICES TO BE RENDERED BY ARCHITECT .......17 ARTICLE 7 - RESPONSIBILITIES OF DISTRICT .......................................................18 ARTICLE 8 - PUBLIC LIABILITY AND PROPERTY DAMAGE INSURANCE .......19 ARTICLE 9 - WORKER'S COMPENSATION INSURANCE ...............................202122 ARTICLE 10 - ERRORS AND OMISSIONS INSURANCE..................................212122 ARTICLE 11 - COMPLIANCE WITH LAWS ........................................................222224

ARTICLE 12 - TERMINATION OF AGREEMENT ......................................................23 ARTICLE 13 - ARCHITECT AN INDEPENDENT CONTRACTOR ............................25 ARTICLE 14 - STANDARDIZED MANUFACTURED ITEMS ............................242526 ARTICLE 15 - OWNERSHIP OF DOCUMENT ............................................................25 ARTICLE 16 - LICENSING OF INTELLECTUAL PROPERTY ..................................26 ARTICLE 17 - ACCOUNTING RECORDS OF ARCHITECT ..............................262627 ARTICLE 18 - INDEMNITY ..................................................................................262628

ARTICLE 19 - TIME SCHEDULE .........................................................................272728 ARTICLE 20 - MISCELLANEOUS PROVISIONS ...............................................272829

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AGREEMENT

FOR


This Agreement for Architectural Services (“Agreement”) is between Santa Cruz City Schools, a

California public school district (the “District”), and Belli Architectural Group, Inc. license

number __C-18071_________ (the “Architect”), with respect to the following recitals:

A. District proposes to undertake the construction of multiple improvement projects under the

Measures A & B construction programs which require the services of a duly qualified and licensed

architect.

B. Architect represents that Architect is licensed to provide architectural/engineering services

in the State of California and is specially qualified to provide the services required by the District,

specifically the design and construction oversight of public school projects.

C. The Parties have negotiated the terms under which Architect will provide such services and

reduce such terms to writing by this Agreement. As each Project arises, the District will select one

of its architects to perform design and oversight services for that Project, and if Architect is the

firm selected, the District and Architect shall fully execute and approve an addendum to this

Agreement in the form of Exhibit A or B.

The Parties therefore agree as follows:

ARTICLE 1

DEFINITIONS

1.1 Additional Services. “Additional Services” shall mean those services in addition to the

Basic Services that are provided by Architect and authorized in writing by the District, and as

further defined in Article 6 below.

1.2 Agreement. “Agreement” shall mean this Agreement for Architectural Services.

1.3 Architect. “Architect” shall mean Belli Architectural Group, and its officers, shareholders,

owners, partners, employees, agents and authorized representatives.

1.4 Basic Services. Architect’s Basic Services consist of the design services, including

landscaping architectural services and landscape irrigation design, civil, structural, mechanical,

and electrical engineering services, normally required to complete the Project, as further defined

in Article 5.

1.5 Contract Documents. “Contract Documents” shall mean those documents which are

required for the actual construction of the Project, including but not limited to the Agreement

between Owner and Contractor, complete working drawings and specifications setting forth in

detail sufficient for construction the work to be done and the materials, workmanship, finishes and

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equipment required for the architectural, structural, mechanical, electrical system and utility-

service-connected equipment and site work.

1.6 Contractor. “Contractor” shall mean one or more contractors ultimately selected to perform

work on the Project or any replacement.

1.7 District. “District” shall mean Santa Cruz City Schools, and its governing board members,

employees, agents and authorized representatives.

1.8 Project. “Project” shall mean each work of improvement added by an amendment in the

form of Exhibit A or B, as described in Article 3 and the design and construction thereof, including

the Architect's services thereon, as described in this Agreement.

1.9 Project Construction Cost. “Project Construction Cost” shall mean the estimate of total

construction costs to the District as initially submitted by the Architect under this Agreement and

accepted by the District, as subsequently revised by changes to the Project Construction Cost under

Article 5 of this Agreement, and as subsequently revised at the time the District enters a

construction contract to equal the construction contract amount.

1.10 Wrongful Acts or Omissions. “Wrongful Acts or Omissions” shall mean Architect’s acts

or omissions in breach of this Agreement, the applicable standard of care, or law.

ARTICLE 2

RETENTION OF ARCHITECT; STANDARD OF CARE

2.1 District retains Architect to perform, and Architect agrees to provide to District, for the

consideration and upon the terms and conditions set forth below, the architectural and engineering

services specified in this Agreement and subsequent amendments for each Project, and related

incidental services. The Architect agrees to perform such services as expeditiously as is consistent

with professional skill and care and the orderly progress of each such Project. All services for a

Project performed by the Architect under and required by this Agreement shall be performed (a)

in compliance with this Agreement and subsequent amendments for such Project, and (b) in a

manner consistent with the level of care and skill ordinarily exercised by architects in the same

discipline, on similar projects in California with similar complexity and with similar agreements,

who are specially qualified to provide the services required by the District; and all such services

shall be conducted in conformance to, and compliance with, all applicable Federal, State and local

laws, including but not limited to statutes, decisions, regulations, building or other codes,

ordinances, charters, and the Americans with Disabilities Act (“ADA”). Architect shall be

responsible for the completeness and accuracy of the plans and specifications.

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ARTICLE 3

DESCRIPTION OF PROJECT

3.1 Each Project for which Architect will provide architectural services shall be set forth in the

form of Exhibit A or B to this Agreement, and upon full execution and approval of an amendment

in such form it shall amend this Agreement to include such Project, and the Parties’ rights and

obligations for that Project shall be governed by this Agreement, except as specifically provided

in the amendment for that Project.

ARTICLE 4

COMPENSATION

4.1 Basic Services. For the Basic Services satisfactorily performed under this Agreement for a

Project, Architect shall be compensated as provided in the fully executed and approved Exhibit A

or B for that Project. However, Architect will not be compensated for any Basic Services required

as a result of Wrongful Acts or Omissions. Architect acknowledges that the amount for Basic

Services, above, includes contingency compensation in the event that more time and costs than

originally anticipated may be necessary to complete the Basic Services.

4.2 Additional Services. Architect may invoice separately for Additional Services if provided

by Architect under Article 6, to be paid on an hourly basis using the rates stated in Section 4.8.

However, Architect will not be compensated for any Additional Services required as a result of

Wrongful Acts or Omissions.

4.3 Reimbursable Expenses

4.3.1 Reimbursable Expenses are those actual out-of-pocket expenses directly incurred as

a result of Architect’s performance of Basic or Additional Services under this Agreement.

Architect may not charge a mark-up on Reimbursable Expenses. Reimbursable Expenses are

limited to these expenses related to the Project: Fax, reproduction expense (excluding such

expense for reproductions for office use by Architect and its consultants), postage, messenger,

transportation, living expenses in connection with out-of-town travel, long distance

communications, expense of renderings, models and mock-ups requested by District, expense of

publishing under Section 5.6.5, expense of data processing and photographic production

techniques when used in connection with Additional Services, and, if authorized in advance by the

District, expense of overtime work requiring higher than regular rates. Reimbursable Expenses do

not include indirect costs, such as general overhead (for example, home office overhead [including

technology hardware and software] or insurance premiums), for which Architect must pay out of

its compensation for services under Section 4.1, above; nor do they include expenses incurred in

connection with Basic or Additional Services that result from Wrongful Acts or Omissions.

4.3.2 Architect shall be reimbursed by District for its Reimbursable Expenses on a Project

as provided in the fully executed and approved Exhibit A or B for that Project.

4.4 For services satisfactorily performed on a Project, payment for Basic Services, Additional

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Services and Reimbursable Expenses shall be made on a monthly basis after receipt and approval

by the District of the Architect's properly documented and submitted invoices. To be “properly

documented and submitted,” an invoice shall be timely, be accompanied by all necessary

documentation, list all activities performed, and for each activity performed list the person

performing it and the person’s rate of compensation. Architect’s invoice shall be submitted within

ten (10) days of the end of the monthly billing period. Invoices, receipts and other documentation

to establish the validity of all Reimbursable Expenses shall be a prerequisite to District payment

of such expenses. If District disputes a portion of a properly submitted invoice, it shall notify

Architect of the dispute and, upon Architect’s request, arrange for a meeting to confer about, and

potentially resolve, the dispute. Prior to this meeting, Architect shall provide all documentation

requested to support disputed portions of a properly submitted invoice. Regardless of any such

dispute about an invoice or payment, Architect shall continue to provide all services required by

this Agreement and law until the end of the Project, even if District and Architect cannot resolve

all such disputes. Payments of undisputed portions of a properly submitted invoice shall be made

within 60 days of receipt of the invoice; Architect otherwise waives all rights and remedies under

law related to receipt of payment of undisputed amounts.

4.5 The Architect's compensation for a Project shall be paid notwithstanding a Contractor-caused

delay in completion of the Project or reduction of final construction cost by reason of penalties,

liquidated damages, or other amounts withheld from the Contractor. However, District may

withhold from payments to Architect to the extent that (i) Basic and Additional Services remain to

be performed, including but not limited to those required for project closeout and payments to

Contractor, and (ii) Wrongful Acts or Omissions caused District to incur damages, losses, liabilities

or costs, including but not limited to withholding any amounts for which Architect is responsible

under Section 5.7.20. $10,000 will be withheld from any Construction Phase payments until

District receives certification of Field Act approval.

4.6 Should District cancel a Project under section 12.1 of this Agreement at any time during the

performance of this Agreement, Architect shall, upon notice of such cancellation, immediately

cease all work under this Agreement. In such event, Architect's total fee for all services performed

shall be computed as set forth in Section 12.1.

4.7 District has the right to audit Architect’s records and files regarding, or relating to, any of the

work performed by Architect for District on a Project during or after the Project. Architect shall

keep complete records showing all hours worked and all costs and charges applicable to its work

under this Agreement. Architect will be responsible for Architect's consultants keeping similar

records. District shall be given reasonable access to Architect’s Project-related records and files

for audit purposes within ten (10) days of receipt of District’s request. Architect shall keep and

maintain those records and files for ten (10) years.

4.8 Architect’s hourly rate schedule for its services is attached as Exhibit C.

4.9 Architect shall not accept compensation or other benefits from other persons related to a

Project, including payments from manufacturers of construction materials that are specified in the

design.

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ARTICLE 5

BASIC SERVICES TO BE RENDERED BY ARCHITECT

5.1 General

5.1.1 Architect's Basic Services consist of the design services, including landscaping

architectural services and landscape irrigation design, civil, structural, mechanical, and electrical

engineering services, normally required to complete the Project that is described in the fully

executed and approved amendment to this agreement for that Project (see Exhibit A or B). The

Basic Services for each Project also include the services described in this Agreement, especially

Article 5, below, including but not limited to bid package preparation, bid handling, preparation

and processing of change orders, requests for information, and other contract administration duties.

The District shall have the right to add or delete from the Architect’s scope of services as it may

determine is necessary for the best interests of the Project and/or the District. Architect shall

expeditiously and diligently perform all of its work and obligations under this Agreement.

Architect may not cease, delay or reduce, or threaten to cease, delay or reduce, its performance

based on a payment dispute with District under Section 4.4, above. The Architect acknowledges

that its priority is to complete the Project and the Architect’s services, and that any payment

disputes with the District under Section 4.4, if not resolved during the Project, must wait for

resolution after the Project.

5.1.2 The Architect shall review the estimate described more fully below at each phase of

Architect's services, also as defined below. If such estimates are in excess of the Project budget,

the Architect shall revise the type or quality of construction to come within the budgeted limit.

5.1.3 Whenever the Architect's services include the presentation to the District of Project

Construction Cost, the Architect shall include a reasonable amount for contingency costs arising

from, among other things, higher bids than anticipated, future increase in construction costs, and

change orders based on unforeseen site conditions.


previously provided Project Construction Cost arising from market fluctuations or approved

changes in scope or requirements based upon a mutually agreed upon index.

5.1.5 At the District's request, the Architect and Architect's consultants shall cooperate with

District and the District's consultants in verifying that Architect's plans, specifications, studies,

drawings, estimates or other documents relating to the Project are constructible and otherwise

comply with the Contract Documents. If there are project meetings during the design and

construction phases, Architect shall attend those meetings.


account for, and list in the construction documents, any pertinent conditions of such facilities, all

in a manner that satisfies the standard of care and level of performance required by this Agreement.

Architect’s investigation required by this provision shall be limited to non-destructive evaluation.


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which they are provided. Architect shall obtain District’s written approval of each employee of

Architect who provides services under this Agreement, and written approval of each change of

employees who are providing such services. District may, upon (30__) days' written notice, cause

Architect to remove a person from the Project if he/she has failed to perform to District’s

satisfaction. Should additional employees be required to timely perform all of the services required

under this Agreement and/or to avoid delay, Architect shall provide them immediately.

5.1.8 Architect is an agent of District and shall reasonably represent the District at all times

in relation to the Project.

5.1.9 Architect shall be fully licensed as required by law at all times when providing

services under this Agreement.

5.2 Consultants

5.2.1 Architect's Consultants. The Architect shall employ or retain at Architect's own

expense, engineers and other consultants necessary to Architect's performance of this Agreement

and licensed to practice in their respective professions in the State of California. Engineers and

consultants retained or employed by Architect for this Project shall be approved by District prior

to their commencement of work. The Architect's consultants shall be employed or retained to

provide assistance during all aspects of the Project and will include, in addition to design services:

review of schedules, shop drawings, samples, submittals, and requests for information. The

Architect's Consultants shall also conduct periodic inspections of the site to determine

conformance with the Project design and specifications and shall participate in the final inspections

and development of any "punch list" items. Architect must disclose to District all such consultants

employed or retained, and the compensation paid to those retained.

5.2.2 District’s Consultants. Architect shall confer and cooperate with consultants retained

by District as may be requested by District or as reasonably necessary. District may retain a

construction manager to assist District in performance of District’s duties for the Project.

5.2.3 The Architect shall facilitate procurement a certified survey of the site if required,

including grades and lines of streets, alleys, pavements, adjoining properties and structures;

adjacent drainage; rights-of-way, restrictions, easements, encroachments, zoning, deed

restrictions, boundaries and contours of the building site, locations, dimensions and floor

elevations of existing buildings, other improvements and trees; and full information as to available

utility services and lines, both public and private above and below grade, including inverts and

depths. All the information on the survey customarily referenced to a project benchmark shall be

referenced to a Project benchmark. The cost of any such survey shall be borne by the District, and

the District shall own and, upon termination of this Agreement or completion of the Project, shall

have returned to it by Architect any designs, plans, specifications, studies, drawings, estimates or

other documents prepared as part of the survey.

5.2.4 Architect shall facilitate procurement of chemical, mechanical or other tests required

for proper design, tests for hazardous materials and borings or test pits necessary for determining

subsoil conditions. The cost of any such tests shall be borne by the District, and the District shall

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own and, upon termination of this Agreement or completion of the Project, shall have returned to

it by Architect any designs, plans, specifications, studies, drawings, estimates or other documents

prepared as part of the testing.

5.2.5 Architect shall assist the District and its consultants to apply for funding for the

Project from the State Allocation Board. Architect shall be responsible for all submittals required

of the Architect by the Division of the State Architect (“DSA”), OPSC and California Department

of Education in connection therewith.


5.3.1 The Architect shall review all information concerning the Project delivered or

communicated by the District to the Architect to ascertain the requirements of the Project and shall

arrive at a mutual understanding of such requirements with the District.

5.3.2 The Architect shall provide a preliminary evaluation of the District's Project, schedule

and construction budget requirements, each in terms of the other.

5.3.3 The Architect shall review with the District alternative approaches to the design and

construction of the Project, and shall include alternatives that may reduce the cost of the Project.

5.3.4 Based on a mutual understanding of the District’s budget and scope of work

requirements, the Architect shall prepare for the District’s written approval schematic design

documents, which include but are not limited to, schematic design studies, site utilization plans, a

description of the Project showing, among other things, the scale and relationship of the

components of the Project, preparation of a written estimated statement of Project Construction

Cost and a written schedule for the performance of the work that itemizes constraints and critical

path issues. The schematic design documents shall represent a 15% complete design. The Project

Construction Cost shall be based on current area, volume and other unit costs, shall conform to

District’s total construction cost budget, and shall include reasonable contingencies for all

construction and construction management work. The written schedule shall conform to District’s

milestone and completion deadline requirements. Nevertheless, Architect is encouraged to make

recommendations to District regarding additional benefits that could be realized by increasing the

District’s total construction cost budget, or by altering the District’s completion deadlines. If

District incorporates any recommended changes, then Architect shall revise the schematic design

documents, including but not limited to the written statement of Project Construction Cost and

written schedule for the performance of work, as necessary until District’s governing board

approves them in writing. Architect shall attend, and present at, as many meetings with the District

as may be necessary to obtain approval of the schematic design documents.

5.3.5 The Architect shall submit to the District a preliminary Project Construction Cost

based on current area, volume and other unit costs.

5.4 Design Development Phase

5.4.1 Following District’s written approval of the schematic design documents, including

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the estimate of Project Construction Cost and schedule, Architect shall provide all necessary

architectural and engineering services to prepare design development documents for the District’s

written approval, which fix and describe the size and character of the project and which shall

include, but are not limited to, site and floor plans, elevations and other approved drawings and

shall outline the specifications of the entire Project as to kind and quality of materials, categories

of proposed work such as architectural, structural, mechanical and electrical systems, types of

structures and all such other work as may be required. During the design development phase,

Architect will keep the Project within all budget and scope constraints set by the District. The

design development documents shall represent a 50% complete design. The design development

documents shall include a revised Project Construction Cost, and a revised construction schedule.

The revised Project Construction Cost shall be based on current area, volume and other unit costs.

The revised Project Construction Cost shall conform to District’s total construction cost budget

and shall include reasonable contingencies for all construction and construction management

work. The revised construction schedule shall conform to District’s milestone and completion

deadline requirements. Nevertheless, Architect is encouraged to make recommendations to

District regarding additional benefits that could be realized by altering the District’s total

construction cost budget or completion deadlines. If District incorporates any recommended

changes or otherwise does not approve the submitted design development documents, then

Architect shall revise the design development documents, including but not limited to the written

statement of Project Construction Cost and written schedule for the performance of work, as

necessary until District approves them in writing. Architect shall attend, and present at, as many

meetings of the District as may be necessary to obtain approval of the design development

documents.

5.4.2 The Architect shall assist the District and its consultants in the preparation and/or

modification of the Storm Water Pollution Prevention Plan if any such plan is required for this

Project.

5.4.3 Architect shall prepare necessary documents for and oversee the processing of

District's application for and obtaining of required approvals from the DSA, the OPSC (if

applicable), the Department of Education, the State Fire Marshall and other agencies exercising

jurisdiction over the Project. Architect shall also be responsible for the preparation and submission

of any required applications, notices or certificates to public agencies as required by law. Architect

shall provide a copy of all such documents to the District.

5.4.4 The Architect shall advise the District of any adjustments to the preliminary Project

Construction Cost.


as part of the Contractor's bid.

5.4.6 Architect shall provide at no expense to the District one complete set of preliminary

plans for the review and written approval of the District and one set for each public agency having

approval authority over such plans for their review and approval at no expense to the District.

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5.5 Contract Documents Phase

5.5.1 Following the District’s written approval of the design development documents,

including the Project Construction Cost and construction schedule, the Architect shall prepare

Contract Documents for the written approval of the District consisting of 100% complete working

drawings and specifications setting forth the work to be done in detail sufficient for construction,

including but not limited to the materials, workmanship, finishes and equipment required for the

architectural, structural, mechanical, electrical system and utility-service-connected equipment

and site work. Architect shall ensure that the drawings and specifications are, among other things,

complete, accurate, and coordinated so as to eliminate errors, omissions and conflicts, especially

between the work of a (sub)consultant and other (sub)consultants or the Architect; and Architect

may not shift its responsibility for completeness, accuracy and coordination to the Contractor,

except on a clearly designated design-build project. Architect shall also update the construction

schedule and the Project Construction Cost for written approval of the District. The Contract

Documents shall conform to, comply with, and satisfy all applicable Federal, State and local laws,

including but not limited to statutes, decisions, regulations, building or other codes, ordinances,

charters, and the Americans with Disabilities Act (“ADA”). As part of the Contract Documents,

Architect shall prepare an accurate set of drawings indicating dimensions and locations of existing

buried utility lines, which shall be included in the bid packages. If the project is intended to be

split into multiple prime contracts, then the Contract Documents shall be structured in order to

maximize the ability to create multiple prime bid packages for the Project, and shall identify the

bid packages to be created.

5.5.2 Architect shall consult with, and involve, the District in development of the bid

documents and bid package, and shall forward them to the District for written approval prior to

their use. If the District is using a multiple prime delivery method for the Project with multiple

bid packages, then Architect shall consult with and involve the District in identification and

development of the bid documents and bid packages, and shall forward them to the District for

written approval prior to their use.


shall submit the Contract Documents to the District for an opportunity to review them for various

issues, including but not limited to constructability, scheduling, general completeness, clarity,

consistency, coordination, cost-effectiveness, value engineering, identification of possible

add/delete bid alternatives, time of construction, and suitability for separation of the Project design,

plans and specifications into bid packages for various categories and/or portions of the work.

However, such review by District is not required and does not affect Architect’s obligations under

this Agreement.


submit the Contract Documents to DSA for plan check, and make the necessary corrections to

secure DSA approval. At Architect’s expense, Architect shall arrange for the scanning of the DSA

approved Contract Documents and for the return of the originals and an electronic copy to DSA.

5.5.5 The Architect shall give the District, at the time of DSA approval of the final form of

the Contract Documents, Architect’s final estimate of Project Construction Cost and construction

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schedule, which shall be given final written approval by District’s governing board along with the

Contract Documents. The revised Project Construction Cost shall be based on current area, volume

and other unit costs, and on a mutually acceptable recognized building cost index, and shall include

a reasonable contingency. In preparing the revised estimate of Project Construction cost and

construction schedule for the Contract Documents, the Architect shall consult with, and involve,

the District in the process to maximize accuracy and completeness. If the District is intending to

enter multiple prime contracts, the Project Construction Cost shall include separate bid estimates

for each bid package, plus a reasonable contingency; and the construction schedule shall reflect

that multiple contractors will be performing separate bid packages, including a general conditions

bid package. The revised Project Construction Cost estimate shall conform to District’s total

Project budget, and the revised construction schedule shall conform to District’s milestone and

completion deadline requirements. Architect shall attend, and present at, as many meetings of the

District’s governing board as may be necessary to obtain the District’s written approval of the

Contract Documents.

5.6 Bidding and Negotiations Phase

5.6.1 Following DSA’s and the District’s written approval of Contract Documents, and

District’s written acceptance of Architect's final estimate of Project Construction Cost and

construction schedule, Architect shall continue to work with the District in finalizing the bid

documents and bid package, as described in Section 5.5.2, above. Architect shall reproduce the

bid documents and bid package in the number requested by the District and distribute them among

interested contractors. Architect shall also assist the District in obtaining bids, and shall assist the

District in evaluating contract proposals or bids and substitutions proposed by contractors, and in

awarding the bids. All sets of Contract Documents, which does not include those for the use of

the Architect or its consultants, requested by the District shall be reproduced at District’s expense.

5.6.2 Architect's estimate of Project Construction Cost at the time of DSA approval of the

Contract Documents shall be current as of that date. Should bids be received more than ninety

(90) days after the date of that Project Construction Cost, the Architect's total construction cost

shall be escalated by the cost-of-construction in the then current mutually agreed upon recognized

building cost index.


Architect’s most recent approved estimate of Project Construction Cost for that bid package (or

amount adjusted according to the then current mutually agreed upon recognized building cost

index) as accepted by District by more than ten percent (10%), Architect shall, on request by

District and as part of Architect's Basic Services, make such changes in the plans and specifications

as shall be necessary to bring new bids within ten percent (10%) of such Project Construction Cost.

In making such changes, Architect will exercise Architect's best judgment in determining the

balance between the size of the Project, the type of construction, and the quality of the construction

to achieve a satisfactory project within ten percent (10%) of Architect's Project Construction Cost.

To avoid the potential for bids to exceed the estimate by more than 10% at bid opening, the

Architect may, as an alternative, include in the Contract Documents one or more deductive

alternatives so that Architect and District may evaluate different means to achieve a satisfactory

project within ten percent (10%) of the Architect’s Project Construction Cost.

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5.6.4 Either on its own or in cooperation with the District, the Architect shall review the

qualifications of all bidders for the construction of the Project, and shall make recommendations

to the District as to whether, in the Architect's professional opinion, a bidder meets the minimum

requirements.


this Project, the Architect shall, in addition to the above, publish the invitation to bid in the

appropriate regional trade papers and publications devoted to Disabled Veteran Business

Enterprises. The Architect shall also prepare and submit the appropriate documentation to the

OPSC.

5.7 Construction Phase


5.7.2 All instructions to the Contractor shall be forwarded through the Architect unless

otherwise directed by the District. The Architect shall advise and consult with the District in the

general administration of the Project. The Architect will have authority to act on behalf of the

District only to the extent provided in the Contract Documents, unless District grants additional

authority in writing.

5.7.3 The Architect shall timely provide District with copies of all of its correspondence

with the Contractor.


inspectors and/or Contractor as to the interpretation of Contract Documents. Architect shall

respond to all requests for information (“RFI’s”) from a Contractor within fourteen (14) calendar

days of receipt, unless the subject of the RFI is impacting, or may impact, the critical path of the

Project and is causing, or may cause, delay, in which case the Architect shall respond as soon as

reasonably possible, if not immediately. If the Architect is not able to take action within the time

required due to reasons beyond Architect’s control, the Architect may take action within a

reasonable period of time under the circumstances; however, the Architect shall make such

determination within seven (7) calendar days of receipt of the RFI, and shall notify the District and

Contractor immediately after such determination with an explanation as to why the Architect

cannot take action within the time required, what the Architect is doing to expedite its response,

when the Architect expects to be able to issue a response, and what action, if any, should be taken

by District or Contractor in the meantime to mitigate delays and/or costs.

5.7.5 Based on information provided by the Contractor and Architect’s own knowledge of

the Project (including documents in Architect’s possession or reasonably available to it), Architect

shall prepare an accurate set of electronic CAD as-built record drawings indicating dimensions

and locations of all work, including but not limited to buried utility lines and mechanical, electrical

and plumbing layouts, which shall be forwarded to the District upon completion of the Project.

While Architect cannot guarantee precise accuracy of such drawings, Architect shall exercise

reasonable care in reviewing such drawings to determine their general compliance with the

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Contract Documents. Architect shall have no responsibility for their conformity to field

conditions, except that in the event that the Architect, consistent with standards of due care,

becomes aware of non-conformity with field conditions, Architect shall have a duty immediately

to notify the District in writing. Architect shall also assemble and deliver to District all written

guarantees, instruction books, operation and maintenance manuals, diagrams, charts and other

documents required of Contractor.

5.7.6 The Architect shall be responsible for the preparation and submission of any

notifications regarding excavation in areas which are known or suspected to contain subsurface

installations under Government Code section 4216, et seq. The Architect may delegate this

responsibility to a Contractor if such power to delegate was included in the Contract Documents

and bid package, but Architect shall remain responsible for supervising such Contractor to ensure

performance of this task. Architect shall provide a copy of all such notifications to the District.


preparation and progress. To the extent reasonably possible given Contractor’s work in progress,

the District shall provide such access so that the Architect may perform its functions under the

Agreement and Contract Documents.


require Contractors to comply with the Contract Documents, and shall guard the District against

defects and deficiencies in the work of the Contractor. The Architect shall advise and consult with

the District and inspectors concerning the Contractor's compliance with the Contract Documents

and shall assist the District and inspectors in securing the Contractor's compliance.

Architect has the primary responsibility for each Project to supervise, coordinate and manage the

compliance of all parties, including the District’s Inspector of Record/Project Inspector (“IOR”),

Contractor, any Construction Manager, laboratories, District and Architect itself, with the DSA

Construction Oversight Process.

The Architect must comply with the applicable requirements of the DSA Construction Oversight

Process, including but not limited to (a) submitting the inspection card request form (DSA 102-

IC), (b) providing a verified report (DSA 6-AE) at the completion of each block and section of

each inspection card, and (c) directing and monitoring the IOR and laboratories of record, and (d)

coordinating with the Owner, Contractor, any Construction Manager, laboratories, and the IOR to

meet the DSA Construction Oversight Process requirements without delay or added costs to the

Project.

The Architect shall be responsible for any additional DSA fees and delay damages related to review

of proposed changes to the DSA-approved construction documents, to the extent Architect's

negligence, recklessness or willful misconduct caused the additional DSA fees, and for delay

damages to the extent required under Section 5.7.20.2 below.


requested by the District, but under no circumstances less than weekly or as mutually modified, to

maintain familiarity with the quality and progress of the Project, to determine that the Contractor’s

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work substantially complies with all documents, drawings, plans and specifications and that the

Project is progressing in substantial accordance with the Contract Documents. Such observations

are to be distinguished from the continuous inspection provided by the Project Inspector unless

Architect has agreed in writing to serve as the District’s Project Inspector.

5.7.10 The Architect shall notify the District promptly of any significant defect in materials,

equipment or workmanship, and of any default by any Contractor in the orderly and timely

prosecution of the Project. Architect will exercise reasonable care in the discharge of Architect's

obligation to discover significant defects and faults.

5.7.11 The Architect shall review and approve, take exception to, or take other appropriate

action upon all schedules, shop drawings, samples and other submissions of the Contractor to

determine general conformance with the Project design and specifications as set forth in the

Contract Documents. All such action shall be taken within fourteen (14) days of receipt of the

submittals, unless the critical path of the Project is impacted in which case Architect shall take

such action as soon as possible. If Architect is not able to take such action within the required time

due to reasons beyond Architect’s control, the Architect may take action within a reasonable period

of time under the circumstances; however, the Architect shall make such determination within four

(4) calendar days of receipt of the submission, and shall notify the District and Contractor

immediately after such determination with an explanation as to why the Architect cannot take

action within the time required, what the Architect is doing to expedite its response, when the

Architect expects to be able to issue a response, and what action, if any, should be taken by District

or Contractor in the meantime to mitigate delays and/or costs. The Architect will have the authority

to reject work and materials which do not conform to the Contract Documents. The Architect's

approval of a specific item shall not be an approval of an assembly of which the item is a

component. Whenever, in the Architect's reasonable judgment, it is considered necessary or

advisable for the implementation of the intent of the Contract Documents, the Architect will have

authority to require special inspection or testing of the work or materials in accordance with the

Contract Documents whether or not such work or materials be then fabricated, installed or

completed. The Architect will also recommend substitution of materials or equipment when, in

the Architect's reasonable judgment, such action is necessary to the accomplishment of the intent

and purpose of the Contract Documents. Such actions as are described in this paragraph shall be

taken with reasonable promptness.

5.7.12 Architect shall assist the District in requiring Contractor to provide assistance in the

utilization of any equipment or system such as initial start-up or testing, adjusting and balancing,

preparation of operation and maintenance manuals and training personnel for operation and

maintenance.

5.7.13 The Architect shall not be responsible for construction means, methods, techniques,

sequences or procedures, or for safety precautions or programs in connection with the work. The

Architect shall not be responsible for acts or omissions of the Contractor, subcontractors, or their

agents or employees or of any other persons performing portions of the Project not employed or

retained by Architect, unless due to Wrongful Acts or Omissions.

5.7.14 The Architect shall make such regular reports as shall be required by agencies having

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jurisdiction over the Project and keep the District informed in writing of the progress of the Project.

5.7.15

With respect to asbestos and asbestos containing materials, the parties acknowledge that the

Architect has recommended and the District has agreed to retain a qualified consultant to

evaluate the presence of such materials at certain District facilities which are included in the

scope of this Agreement. In the event that said consultant recommends a procedure to deal

with such materials, said consultant shall have the responsibility to draft specification

language for the removal or other remediation of such materials, and subsequently may be

required to certify that they have been properly removed or otherwise remediated. Architect

shall include consultant's recommendations and specifications in the appropriate design

documents for modernization and shall, as part of its Basic Services, provide designs and

other bid documents consistent therewith.

When construction is properly completed, Architect shall provide such certification as to

Hazardous Substances as is required of architects for such projects by the OPSC.

5.7.16 Based on the Architect’s observations, and an evaluation of each Project Application

for Payment, the Architect will estimate the amount of work completed by Contractor, and assist

the District in (a) determining the amount owing to the Contractor, and (b) issuing Project

Certificates for Payment incorporating such amount, all in accordance with the Contract

Documents. The Architect’s estimation of the amount of work completed by Contractor shall

constitute representations by the Architect to the District that the quality of the completed work is

in accordance with the Contract Documents based upon Architect’s observations of the completed

work, and that the Contractor is entitled to payment for the completed work.


Architect shall assist the District in evaluating and responding to claims, disputes and other matters

in question between the Contractor and the District, including but not limited to claims made

against the District as a result of alleged or claimed Wrongful Acts or Omissions, and shall in all

instances provide such truthful testimonial assistance as may be required by the District at no cost

to the District. Architect agrees to toll all statutory periods of limitations for District’s claims,

lawsuits or other proceedings against Architect which arise out of, or are related to, any claims by

Contractors against District until Contractors’ claims are fully and finally resolved. This tolling

period commences upon a Contractor’s initial submission of a notice of claim, change order

request or claim. At any time, District may terminate the tolling period effective ten (10) days

after written notice to Architect, and after such termination, District may pursue claims, lawsuits

or other proceedings against Architect.

5.7.18 The Architect will provide construction advice to the District on apparent deficiencies

in construction, both during construction and after acceptance of the Project.

5.7.19 The Architect shall recommend, prepare and process the necessary change orders.


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5.7.19.1 District-initiated change orders. If a change order is initiated by the District,

the Architect’s fee for services related to such change order shall be paid as an Additional Service

under Articles 4 and 6. If a change order is solicited by the District but not subsequently

authorized by the District, the Architect shall be paid for time spent on the proposed change order.

5.7.19.2 Change orders due to Architect. When a change order is necessitated as a

result of Wrongful Acts or Omissions, the Architect’s services in connection with that change order

are not compensable and Architect shall not include those services on any invoice.

5.7.19.3 Change orders beyond District or Architect control. If a change order is

necessitated as a result of changes in law, in-field changes required by governing agencies after

document approval, unknown, unforeseeable or hidden conditions, or actual conditions

inconsistent with available drawings of existing conditions, such change orders shall be handled

in the same manner as District-initiated change orders.

5.7.20 Notwithstanding any other provision of this Agreement, in the event a change order

is caused by, or necessitated as a result of, Wrongful Acts or Omissions, or the District otherwise

incurs costs or damages as a result of Wrongful Acts or Omissions, the Architect shall be

responsible for the following:

5.7.20.1 In the event of such a change order, Architect shall be responsible for the

difference between (a) what the contractor would have added to its original bid for the Project if

the Wrongful Act or Omission had not occurred (i.e., the “added value” portion of the change

order), and (b) what the contractor charges the District in the change order. The amount of added

value of any change order work shall be based on the circumstances of the Architect’s Wrongful

Act or Omission and the change order work necessitated by the Wrongful Act or Omission. It is

the parties’ intent that the District should pay no more than what the District would have paid if

the Wrongful Act or Omission had not occurred.

5.7.20.2 In addition, Architect shall be responsible for any other costs or damages

which the District incurs as a result of Wrongful Acts or Omissions, including but not limited to

any delay damages the District pays to, or cannot collect from, Contractor or any third party.

The District may backcharge, and withhold payment from, the Architect for these costs and

damages, and may seek reimbursement for any amount which exceeds any retention of the contract

amount at the time of collection. When District so backcharges and withholds, upon Architect’s

request District and Architect shall meet and confer in good faith in an effort to reach agreement

on (a) whether a Wrongful Act or Omission occurred, (b) whether it caused the change order

expense, (c) what damages have been incurred by District, and (d) what portion of the damages

are attributable to Architect as described above. If District and Architect do not reach agreement

on all four of these items when meeting and conferring, then District and Architect shall use

mediation in good faith to resolve the dispute. If mediation fails, then either District or Architect

can initiate a court action to resolve the dispute.

5.7.21 The Architect shall provide a color schedule of all finish materials in the Project for

the District's review and approval.

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make a final detailed on-site review of the job with representatives of the District and the

Contractor. Architect shall also perform a warranty review with District 30-60 days before

expiration of the specified warranty on the Project.

5.7.23 The Architect shall assist the District in issuing the final certificate for payment and

any other documents required to be recorded by law or generally accepted architectural or

construction contract practice upon compliance with the requirements of the Contract Documents,

provided that such certification shall not constitute an admission that the Project has been

completed in accordance with Contract Documents or in conformance with this Agreement.


complies with all standards imposed by the Americans with Disabilities Act, section 504 of the

Rehabilitation Act of 1973, disability access requirements of the State Building Code and any other

laws applicable to disability access. If a court, administrative agency or other trier of fact later

determines that Architect has violated any of the above-referenced laws, or District, because of

Wrongful Acts or Omissions, has violated any of the above-referenced laws, Architect shall

remedy the violation at its own cost. Architect shall indemnify, defend and hold the District

harmless under Article 18.1 of this Agreement for any breach of this paragraph due to

Architect’s negligence, recklessness or willful misconduct. The Architect shall not be

responsible for acts or omissions of the Contractor or of any other persons performing portions of

the Project not employed or retained by Architect, nor shall Architect be responsible for any

subsequent changes in the law or any regulation applicable to disabled access or any subsequent

differing interpretation of the laws or regulations applicable at the time Architect's design is

reviewed by DSA. In the event that the Architect is or becomes aware of possible non-compliance

with the foregoing standards, Architect shall have a duty immediately to notify the District in

writing of the possible non-compliance.

5.8 Use of Previously Prepared Materials. In the event that there exist previously prepared

designs, plans, specifications, studies, drawings, estimates or other documents, or any other works

of authorship fixed in any tangible medium of expression, including but not limited to physical

drawings, data magnetically or otherwise recorded on computer disks, or other writings, that were

prepared by design professionals other than Architect, whether supplied by District or by Architect,

which are relied upon, altered or otherwise utilized by Architect, Architect shall be responsible for

giving appropriate recognition to such other design professionals in any materials prepared by

Architect under this Agreement.

5.9 Program Services

The District may request hourly assistance from the Architect for various program services in

relation to its overall facilities program. The format of such request is at District’s option including

verbal, email, or written request.

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ARTICLE 6

ADDITIONAL SERVICES TO BE RENDERED BY ARCHITECT

6.1 "Additional Services" shall be provided by Architect on a Project if authorized in writing by

District. No additional compensation shall be paid to Architect for performing these Additional

Services unless the District and the Architect agree in writing as to the amount of compensation

for such services prior to such services being rendered. Such compensation shall be paid based on

the hourly rates in Section 4.8 and as otherwise set forth in this Agreement. Any work performed

by Architect without written authorization OR without written agreement on compensation shall

be presumed to be Basic Services.

6.2 The following is a list of services that are not included in the Basic Services to be provided

under this Agreement for a Project, and will be performed only in accordance with Article 6.1,

above:

6.2.1 providing financial feasibility or other special studies;

6.2.2 providing services relative to future facilities, systems and equipment which are not

intended to be constructed during the Construction Phase;

6.2.3 providing coordination of Project performed by separate contractors or by the

District's own forces;

6.2.4 providing analyses of owning and operating costs, or detailed quantity surveys or

inventories of material, equipment and labor;

6.2.5 making revisions in drawings, specifications or other documents when such revisions

are inconsistent with written approvals or instructions previously given, are required by the

enactment or revision of codes, laws or regulations subsequent to the District's approval of

Contract Documents or are due to other causes not within the control of the Architect;

6.2.6 providing consultation concerning replacement of any work damaged by fire or other

cause during construction of the Project, and furnishing services as may be required in connection

with the replacement of such work;

6.2.7 providing services made necessary by the default of the Contractor;

6.2.8 preparing to serve or serving as an expert witness in connection with any public

hearing, arbitration proceeding or legal proceeding, other than when resulting from Architect's or

its consultants' alleged Wrongful Acts or Omissions;


structural, mechanical and electrical engineering services for the Project;

6.2.10 at the District's request, selecting moveable furniture, equipment or articles which are

not included in the Contract Documents;

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6.2.11 providing services related to change orders requested by the District, but which are

not subsequently authorized (see second sentence of Section 5.7.19.1), above; and

6.2.12 providing any other services not otherwise included in the Agreement and not

customarily furnished in accordance with generally accepted architectural practice.

ARTICLE 7

RESPONSIBILITIES OF DISTRICT

It shall be the duty of District to:

7.1 pay all fees required by any reviewing or licensing agency;

7.2 designate a representative authorized to act as a liaison between the Architect and the District

in the administration of this Agreement and the Contract Documents;

7.3 furnish, at the District’s expense, the services of a Project Inspector;

7.4 review all documents submitted by the Architect and advise the Architect of decisions

thereon within a reasonable time after submission;

7.5 issue appropriate orders to Contractors through the Architect;

7.6 furnish existing soil investigation or geological hazard reports, which the District shall own

and, upon termination of this Agreement or completion of the Project, shall have returned to it by

Architect;

7.7 furnish the services of a hydrologist or other consultants not routinely provided by the

Architect when such services are reasonably required by the scope of the Project and are requested

by the Architect;

7.8 provide asbestos review and abatement, identifying materials which may qualify for same;

7.9 furnish available as-built drawings for buildings and utilities systems related to the Project,

which the District shall own and, upon termination of this Agreement or completion of the Project,

shall have returned to it by the Architect. The District will also provide information regarding

programmatic needs and specific equipment selection data;

7.10 furnish structural, mechanical, chemical and other laboratory tests, inspections and reports

as required by law or the Contract Documents, which the District shall own and, upon termination

of this Agreement or completion of the Project, shall have returned to it by the Architect; and

7.11 furnish prompt notice of any fault or defects in the Project or nonconformance with the

Contract Documents of which the District becomes aware. However, the District’s failure to do

so shall not relieve the Architect of Architect’s responsibilities under Title 21, Title 24, and the

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Field Act for this Project and under this Agreement.

ARTICLE 8

PUBLIC LIABILITY AND PROPERTY DAMAGE INSURANCE

8.1 Prior to the commencement of services for each Project under this Agreement, the Architect

shall furnish to the District a certificate of insurance, Additional Insured Endorsement and

Declarations Page for the period covered by this Agreement, for public liability and property

damage with an insurance carrier satisfactory to the District, under forms satisfactory to the

District, to protect the Architect and District against loss from liability imposed in relation to such

Project for damages (1) on account of bodily or personal injuries, including death, disease and

sickness, accidentally suffered or alleged to have been suffered by any person or persons that may

be caused directly or indirectly by the performance of this Agreement, and (2) on account of injury

to or destruction of property, including the resultant loss of use of the Project or other District

facilities or equipment, resulting from acts of commission or omission by the Architect, or

otherwise resulting directly or indirectly from the Architect's operations in the performance of this

Agreement. The District shall be named as an additional insured on all such policies.

8.2 The following insurance shall be maintained by the Architect for each Project in full force

and effect during the entire period of performance of such Project, including any extensions, and

shall be written, to the extent reasonably available, on an "occurrence" basis: Commercial general

liability insurance shall be in amounts not less than One Million Dollars ($1,000,000) general

aggregate, Four Million Dollars ($4,000,000) personal and advertising injury aggregate, with a per

occurrence limit of Two Million Dollars ($2,000,000); and Automobile liability insurance covering

motor vehicles shall be in an amount not less than One Million Dollars ($1,000,000) combined

single limit. If liability insurance is not reasonably available on an occurrence basis, Architect

shall provide liability insurance on a claims-made basis.

8.3 Said insurance shall provide that the coverage afforded thereby shall be primary coverage

(and non-contributory to any other existing valid and collectable insurance) to the full limit of

liability stated in the Declarations Page and such insurance shall apply separately to each insured

against whom claim is made or suit is brought, but the inclusion of more than one (1) insured shall

not operate to increase the insurer’s limits of liability. Said insurance shall also include a waiver

of any subrogation rights as against the District.

8.4 Should any of the required insurance be provided for a Project under a claims-made form,

Architect shall maintain such coverage continuously throughout the term of this Agreement, and

without lapse, for a period of at least ten (10) years beyond the Agreement expiration or the

completion of the Project (whichever is later), to the effect that, should occurrences during the

Agreement term give rise to claims made after expiration of the Agreement, such claims shall be

covered by such claims-made policies. Nothing herein shall in any way limit or diminish

Architect’s obligations to the District under any provision, including any duty to indemnify and

defend the District.

8.5 The Architect’s insurance policies for each Project shall contain a provision for thirty (30)

days written notice to the District of cancellation or reduction of coverage. The Architect shall

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name, on any policy of insurance required for a Project, the District as an additional insured. The

Additional Insured Endorsement included on all such insurance policies shall state that coverage

is afforded the additional insured with respect to claims arising out of operations performed by or

on behalf of the insured. If the additional insureds have other insurance which is applicable to the

loss, such other insurance shall be on an excess or contingent basis. The amount of the insurer's

liability for a Project shall not be reduced by the existence of such other insurance. Architect shall

not commence work on a Project under this Agreement until all required insurance certificates,

declarations pages and additional insured endorsements for that Project have been obtained and

delivered in duplicate to the District for approval subject to the following requirements. Thereafter

Architect shall produce a certified copy of any insurance policy required under this Article upon

written request of the District.

8.6 At the time of making application for any extension of time on a Project, Architect shall

submit evidence that all required insurance will be in effect during the requested additional period

of time.

8.7 If the Architect fails to maintain such insurance for a Project, the District may, but shall not

be required to, take out such insurance to cover any damages of the above-mentioned classes for

which the District might be held liable during the Project on account of the Architect's failure to

pay such damages, and deduct and retain the amount of the premiums from any sums due the

Architect under this Agreement.

8.8 Nothing contained in this Agreement shall be construed as limiting, in any way, the extent to

which the Architect may be held responsible for the payment of damages resulting from the

Architect's operations during a Project.

8.9 Each of Architect's consultants on a Project shall comply with this Article, and Architect shall

include such provisions in its contracts with them.

8.10 Insurance companies providing the above policies on a Project shall be legally authorized,

licensed and admitted through the California Department of Insurance to engage in the business of

furnishing insurance in the State of California. All such insurance companies shall have no lower

than an “A-, VIII” in Best’s Rating Guide and shall be satisfactory to the District.

8.11 Any failure to maintain any item of the required insurance on a Project may, at District’s sole

option, be sufficient cause for termination of this Agreement.

ARTICLE 9

WORKER'S COMPENSATION INSURANCE


shall furnish to the District satisfactory proof that the Architect and all engineers, experts,

consultants and subcontractors the Architect intends to employ have taken out, for the period

covered by this Agreement, workers' compensation insurance for each Project with an insurance

carrier satisfactory to the District for all persons whom they may employ in carrying out the work

contemplated under this Agreement in accordance with the Workers' Compensation Laws of the

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State of California. All such insurance shall include a waiver of any subrogation rights as against

the District. If the Architect employs any engineer, expert, consultant or subcontractor which it

did not intend to employ prior to commencement of services, it must furnish such proof of workers'

compensation insurance to the District immediately upon employment. Such insurance shall be

maintained in full force and effect during the period of any Project covered by this Agreement

including any extensions of time. If the Architect is self-insured, the Architect shall furnish a

Certificate of Permission to Self-Insure and a Certificate of Self-Insurance satisfactory to the

District for each Project.


shall furnish to the District satisfactory proof that the Architect and all engineers, experts,

consultants and subcontractors the Architect intends to employ have taken out employer’s liability

insurance for that Project with an insurance carrier satisfactory to the District. During the course

of Architect’s services, if Architect ever intends to employ additional or different engineers,

experts, consultants or subcontractors, before so employing them Architect shall furnish such

satisfactory proof of insurance to the District. Such insurance shall be maintained in full force and

effect during the period covered by this Agreement including any extensions of time. If the

Architect is self-insured, the Architect shall furnish a Certificate of Permission to Self-Insure and

a Certificate of Self-Insurance satisfactory to the District for each Project.

ARTICLE 10

ERRORS AND OMISSIONS INSURANCE


shall furnish to the District satisfactory proof that the Architect has errors and omissions insurance

as described in the amendment adding such Project to this Agreement. If errors and omissions

insurance is not reasonably available on an occurrence basis, Architect shall provide errors and

omissions insurance on a claims-made basis.

10.2 Each of Architect's professional sub-consultants (including consultants of Architect's) on

each Project shall comply with this Article 10, and Architect shall include such provisions in its

contracts with them.

10.3 Said errors and omissions insurance shall provide that the coverage afforded thereby shall

be primary coverage (and non-contributory to any other existing valid and collectable insurance)

to the full limit of liability stated in the Declarations Page and such insurance shall apply separately

to each insured against whom claim is made or suit is brought, but the inclusion of more than one

(1) insured shall not operate to increase the insurer’s limits of liability.

10.4 Should any of the above required insurance be provided for a Project under a claims-made

form, Architect shall maintain coverage continuously throughout the term of this Agreement, and

without lapse, for a period of at least ten (10) years beyond the Agreement expiration or the filing

of a Notice of Completion (whichever is later), to the effect that, should occurrences during the

Agreement term give rise to claims made after expiration of the Agreement, such claims shall be

covered by such claims-made policy. Nothing herein shall in any way limit or diminish Architect’s

obligations to the District under any provision, including any duty to indemnify and defend the

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District.

10.5 Architect shall not commence work on a Project under this Agreement until all required

insurance certificates, declarations pages and additional insured endorsements have been obtained

and delivered in duplicate to the District for approval. Thereafter Architect shall produce a

certified copy of any insurance policy required under this Article upon written request of the

District.

10.6 At the time of making application for any extension of time on a Project, Architect shall

submit evidence that all required insurance policies will be in effect during the requested additional

period of time.

10.7 If the Architect fails to maintain such insurance on a Project, the District may, but shall not

be required to, take out such insurance, and may deduct and retain the amount of the premiums

from any sums due the Architect under this Agreement.

10.8 Nothing contained in this Agreement shall be construed as limiting, in any way, the extent to

which the Architect may be held responsible for the payment of damages resulting from the

Architect’s operations on a Project.

10.9 Each of Architect’s consultants on a Project shall comply with this Article, and Architect

shall include such provisions in its contracts with them.

10.10 Insurance companies providing the above policies on a Project shall be legally authorized,

licensed and admitted through the California Department of Insurance to engage in the business of

furnishing insurance in the State of California. All such insurance companies shall have no lower

than an “A-, VIII” in Best’s Rating Guide and shall be satisfactory to the District.

10.11 Any failure to maintain any item of the required insurance on a Project may, at District’s

sole option, be sufficient cause for termination of this Agreement.

ARTICLE 11

COMPLIANCE WITH LAWS

11.1 Architect shall be familiar with, and Architect and Architect’s design shall comply with, all

State and Federal laws and regulations applicable to the Project or lawfully imposed upon the

Project by agencies having jurisdiction over the Project, including but not limited to statutes,

decisions, regulations, building or other codes, ordinances, charters, prevailing wage law, and the

Americans with Disabilities Act (“ADA”).

ARTICLE 12

TERMINATION OF AGREEMENT

12.1 Termination by District – This Agreement in its entirety, or only as to an amendment for a

Project (see Exhibit A and B), may be terminated, or the Project may be canceled, by the District

for the District’s convenience and without cause at any time immediately upon written notice to

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the Architect. In such event, the Architect shall be compensated for (a) all Basic or Additional

Services completed, and Reimbursable Expenses incurred, on such Project(s) under this

Agreement through the date of termination, (b) such Basic or Additional Services performed, and

Reimbursable Expenses incurred, on such Project(s) after termination which are authorized by the

District in writing, and (c) any costs incurred on such Project(s) by reason of such termination; but

less any amounts the District is entitled to withhold under law or this Agreement. Upon the

District's written request and authorization, Architect shall perform any and all Basic and

Additional Services on a Project necessary to complete the work in progress as of the date of

termination.

For any material breach of contract by the Architect, the District may also terminate the Agreement

in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for cause by

delivering written Notice of Intent to Terminate to the Architect. Such Notice shall include the

following: (1) A description of such material breach, and (2) a date not less than fourteen days

(14) after delivery of the notice by which the Architect must cure such breach. In response to such

Notice, if the Architect fails to cure, and fails to reasonably commence to cure, the breach(es) by

the deadline set by the Notice, then the District may terminate the Agreement in its entirety, or

only as to an amendment for a Project (see Exhibit A and B), through written notice delivered to

the Architect, which shall be effective upon such delivery. In such event, the Architect shall be

compensated for all services completed on such Project(s) under this Agreement through the date

of termination, together with compensation for such services performed after termination on such

Project(s) which are authorized by the District in writing, but less any amounts the District is

entitled to withhold under law or this Agreement. Upon the District’s written request and

authorization, Architect shall perform any and all services necessary to complete the work in

progress on a Project as of the date of the termination.

12.2 Termination by Architect – For any material breach of contract by the District on a Project

other than one related to a payment or invoice dispute as described in Section 4.4 of this

Agreement, the Architect may partially terminate the Agreement as to that Project (but not as to

other Projects) by delivering written Notice of Intent to Terminate to the District. Such Notice

shall include the following: (1) A description of such material breach, (2) a date not less than

fourteen (14) days after delivery of the notice by which the District must cure such breach or

reasonably commence to cure such breach, (3) the status of work on the Project completed as of

the date of the Notice of Intent to Terminate, and (4) a description and cost estimate of the effort

necessary to complete the work in progress on the Project. In response to such Notice, if the

District fails to cure, and fails to reasonably commence to cure, the breach by the deadline set by

the Notice, then Architect may partially terminate the Agreement as to that Project (but not as to

other Projects) by written notice delivered to the District within ten (10) days of the cure deadline,

which shall be effective upon such delivery.

In the event of such termination by Architect as to a Project, Architect shall be compensated for all

Basic and Additional Services completed, and Reimbursable Expenses incurred, on that Project

under this Agreement through the date of termination, together with compensation for such Basic

and Additional Services performed, and Reimbursable Expenses incurred, on that Project after

termination which are authorized by the District in writing. Upon the District's written request and

authorization, Architect shall perform any and all Basic and Additional Services necessary to

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complete the work in progress on that Project as of the date of termination.

12.3 Miscellaneous Termination Provisions

12.3.1 Following the termination of this Agreement in its entirety, or only as to an

amendment for a Project (see Exhibit A and B), for any reason whatsoever, the District shall have

the right to utilize any designs, plans, specifications, studies, drawings, estimates or other

documents, or any other works of authorship fixed in any tangible medium of expression, including

but not limited to physical drawings, data magnetically or otherwise recorded on computer disks,

or other writings prepared or caused to be prepared under this Agreement by the Architect, not

only as they relate or may relate to the Projects under the Agreement (including but not limited to

any repair, maintenance, renovation, modernization or other alterations or revisions to this Project)

but as they relate or may relate to other projects, provided that any invalidity of such license in

relation to such other projects shall not affect the validity of such license in relation to the Project

under the Agreement (including but not limited to any repair, maintenance, renovation,

modernization or other alterations or revisions to this Project) under Education Code Section

17316. Architect shall promptly make any such documents or materials available to the District

upon request without additional compensation.

12.3.2 In the event of the termination of this Agreement in its entirety, or only as to an

amendment for a Project (see Exhibit A and B), for any reason whatsoever, all designs, plans,

specifications, studies, drawings, estimates or other documents, or any other works of authorship

fixed in any tangible medium of expression, including but not limited to physical drawings, data

magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be

prepared by the Architect or any of its agents for any Project under this Agreement shall

immediately upon request by the District be delivered to the District. Architect may not refuse to

provide such writings or materials for any reason whatsoever, including but not limited to a

possessory interest lien for any claim the Architect may have against the District or a claim by the

Architect to an ownership interest in the intellectual property embodied in the documents or

materials.

ARTICLE 13

ARCHITECT AN INDEPENDENT CONTRACTOR

13.1 It is specifically agreed that in the making and performance of this Agreement, the Architect

is an independent contractor and is not and shall not be construed to be an officer or employee of

the District.

ARTICLE 14

STANDARDIZED MANUFACTURED ITEMS

14.1 The Architect shall consult and cooperate with the District in the use and selection of

manufactured items to be used in a Project under this Agreement. Manufactured items, including

but not limited to paint, finish hardware, plumbing fixtures and fittings, mechanical equipment,

electrical fixtures and equipment, roofing materials, and floor coverings, shall be standardized to

the District's criteria so long as the same does not interfere seriously with the building design or

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cost.

ARTICLE 15

OWNERSHIP OF DOCUMENTS

15.1 All designs, plans, specifications, studies, drawings, estimates and other documents or any

other works of authorship fixed in any tangible medium of expression, including but not limited

to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings

prepared or caused to be prepared by the Architect for a Project under this Agreement shall be and

shall remain the property of the District for all purposes, not only as they relate or may relate to

such Project (including but not limited to any repair, maintenance, renovation, modernization or

other alterations or revisions to such Project) but as they relate or may relate to any other project,

provided that any invalidity of such ownership in relation to any other project shall not affect the

validity of such ownership in relation to such Project (including but not limited to any repair,

maintenance, renovation, modernization or other alterations or revisions to such Project) under

Education Code Section 17316.

15.2 The Architect will provide the District with a complete set of reproducible designs, plans,

specifications, studies, drawings, estimates and other documents or any other works of authorship

fixed in any tangible medium of expression, including but not limited to physical drawings, data

magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be

prepared by the Architect for a Project under this Agreement, and will retain, on the District's

behalf, the original documents or reproducible copies of all such original documents, however

stored, in the Architect's files for a period of no less than fifteen (15) years. Architect shall

promptly make available to District any original documents it has retained under this Agreement

upon request by the District.

ARTICLE 16

LICENSING OF INTELLECTUAL PROPERTY

16.1 This Agreement creates a non-exclusive and perpetual license for the District to copy, use,

modify, reuse or sublicense any and all copyrights, designs and other intellectual property

embodied in plans, specifications, studies, drawings, estimates and other documents, or any other

works of authorship fixed in any tangible medium of expression, including but not limited to

physical drawings, data magnetically or otherwise recorded on computer disks, or other writings

prepared or caused to be prepared by the Architect for a Project under this Agreement, not only as

they relate or may relate to such Project (including but not limited to any repair, maintenance,

renovation, modernization or other alterations or revisions to such Project) but as they relate or

may relate to other projects, provided that any invalidity of such license in relation to such other

projects shall not affect the validity of such license in relation to such Project (including but not

limited to any repair, maintenance, renovation, modernization or other alterations or revisions to

such Project) under Education Code Section 17316. The Architect shall require any and all

subcontractors and consultants to agree in writing that the District is granted a similar non-

exclusive and perpetual license for the work of such subcontractors or consultants performed on a

Project under this Agreement.

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16.2 The compensation for a Project under this Agreement includes compensation not only for

any use in connection with such Project and use or re-use for repair, maintenance, renovation,

modernization or other alterations or revisions to such Project, but also for any re-use by the

District in relation to other projects. The only other term or condition of such re-use shall be that

if the District reuses the plans prepared by the Architect for a Project and retains another certified

architect or structural engineer for the preparation of those plans for the re-use, the District shall

indemnify and hold harmless the Architect and its consultants, agents, and employees from and

against any claims, damages, losses, and expenses, including attorney’s fees, arising out of or

resulting from, in whole or in part, the re-use to the extent required by Education Code section

17316, subdivision (c).

16.3 Architect represents and warrants that Architect has the legal right to license any and all

copyrights, designs and other intellectual property embodied in plans, specifications, studies,

drawings, estimates or other documents that Architect or its consultants prepares or causes to be

prepared for a Project under this Agreement. Architect shall indemnify, defend and hold the

District harmless under Article 18.1 of this Agreement for any breach of Article 16 due to

Architect’s negligence, recklessness or willful misconduct. The Architect makes no such

representation and warranty in regard to previously prepared designs, plans, specifications, studies,

drawings, estimates or other documents, or any other works of authorship fixed in any tangible

medium of expression, including but not limited to physical drawings, data magnetically or

otherwise recorded on computer disks, or other writings, that were prepared by design

professionals other than Architect and provided to Architect by the District.

ARTICLE 17

ACCOUNTING AND OTHER RECORDS OF ARCHITECT


ARTICLE 18

INDEMNITY 18.1 Architect Indemnification. To the fullest extent permitted by law, including California

Civil Code section 2782.8, the Architect shall defend, indemnify, and hold harmless the Dis-

trict, the governing Board of the District, each member of the Board, and their officers,

agents and employees (“District Indemnitees”) against claims arising out of, pertaining to,

or relating to negligence, recklessness or willful misconduct of the Architect, the Architect's

officers, employees, or consultants in performing or failing to perform any work, services, or

functions provided for, referred to, or in any way connected with any work, services, or func-

tions to be performed on a Project under this Agreement. For purposes of this Article 18.1

only, “claims” means all claims, demands, actions and suits brought by third parties for any

and all losses, liabilities, costs, expenses, damages and obligations, and the defense obligation

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shall include but not be limited to payment of the District’s attorneys’ fees, experts’ fees, and

litigation costs incurred in defense of a claim. This indemnification shall apply to all liability,

as provided for above, regardless of whether any insurance policies are applicable, and in-

surance policy limits do not act as a limitation upon the amount of the indemnification to be

provided by the Architect.

18.2 District Indemnification for Use of Third Party Materials. The District shall defend, indem-

nify, and hold harmless the Architect and its employees against any and all copyright infringement

claims by any design professional formerly retained by the District arising out of Architect's com-

pletion, use or re-use of that former design professional's designs or contract documents in per-

forming this Agreement. Architect shall be entitled to such indemnification only if each of the

following conditions are met: (a) Architect actually re-draws or completes such other designs or

contract documents; (b) Architect complies with the provisions of Article 5.8 regarding use of

materials prepared by other design professionals; (c) District has supplied Architect with the pre-

viously prepared documents or materials; and (d) District expressly requests that the Architect

utilize the designs or contract documents in question. By providing this or any other indemnifica-

tion in this Agreement, District does not waive any immunities.

ARTICLE 19

TIME SCHEDULE

19.1 Time for Completion. Time is of the essence of this Agreement. The Architect shall timely

complete its Basic and Additional Services for a Project as expeditiously as possible and according

to the schedule provided in the fully executed and approved amendment for that Project (see

Exhibit A and B).

19.2 Delays. The District recognizes that circumstances may occur beyond the control of either

the District or the Architect and extensions for such delays may be made to the schedule for a

Project if approved by the District. Any time during which the Architect is delayed in the

Architect's work on a Project by acts of District or its employees or those in a direct contractual

relationship with District or by acts of nature or other occurrences which were not or could not

have been reasonably foreseen and provided for, and which are not due to any Wrongful Acts or

Omissions, shall be added to the time for completion of any obligations of the Architect. District

shall not be liable for damages to the Architect on account of any such delay.

ARTICLE 20

MISCELLANEOUS PROVISIONS

20.1 This Agreement shall be governed by and construed in accordance with the laws of the State

of California excluding its choice of law rules. Any action or proceeding seeking any relief under

or with respect to this Agreement shall be brought solely in the Superior Court of the State of

California for the County in which the District maintains its district office, subject to transfer of

venue under applicable State law, provided that nothing in this Agreement shall constitute a waiver

of immunity to suit by the District.

20.2 The Architect shall not assign or transfer any or all of its rights, burdens, duties or obligations

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under this Agreement without the prior written consent of the District.

20.3 All notices, certificates, or other communications hereunder shall be deemed given when

personally delivered or mailed by certified mail, postage prepaid, to the parties at the addresses set

forth below:

District: Santa Cruz City Schools

405 Old San Jose Road


Attention: Patrick K. Gaffney

Architect: Belli Architectural Group

235 Monterey Street, Suite B

Salinas, CA 93901

Attention: Lino Belli

20.4 This Agreement shall inure to the benefit of and shall be binding upon the Architect and the

District and their respective successors and assigns.

20.5 If any provision of this Agreement shall be held invalid or unenforceable by a court of

competent jurisdiction, such holding shall not invalidate or render unenforceable any other

provision hereof.

20.6 The terms of this Agreement shall not be waived, altered, modified, supplemented or

amended in any manner whatsoever except by written agreement signed by the parties. No action

or failure to act by the District shall constitute a waiver of any right or duty afforded the District

under this Agreement, nor shall such action or failure to act constitute approval of, or acquiescence

in, a breach under this Agreement, except as may be specifically agreed to in a written amendment

to this Agreement.

20.7 Nothing contained in this Agreement shall create a contractual relationship with or cause of

action in favor of a third party against either the District or the Architect.

20.8 This Agreement constitutes the entire agreement between the parties, and supersedes any

prior agreement or understanding. There are no understandings, agreements, representations or

warranties, expressed or implied, not specified in this Agreement. The Architect, by the execution

of this Agreement, acknowledges that the Architect has read this Agreement, understands it, and

agrees to be bound by its terms and conditions.

20.9 The Architect shall have the right to include representations of the design of the Project,

including photographs of the exterior and interior, among the Architect's professional materials.

The Architect's materials shall not include the District's confidential or proprietary information if

the District has previously advised the Architect in writing of the specific information considered

by the District to be confidential or proprietary.

20.10 Prior to executing this Agreement, the Architect shall submit a certification if required by

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Public Contract Code section 3006(b) for roofing projects.

20.11 If a party to this Agreement commences a legal action against the other party to enforce a

provision of this Agreement or seek damages related to the services provided under this

Agreement, the prevailing party in the legal action will be entitled to recover all of its litigation

expense, costs and fees from the other party, including reasonable attorneys’ and experts’ fees.

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Exhibit A

FORM OF AMENDMENT TO ADD PROJECT TO AGREEMENT

(Hourly Fee, with Not-to-Exceed Limit)

Pursuant to the agreement between Santa Cruz City Schools (“District”) and _________________

Belli Architectural Group, Inc (“Architect”) effective ____________, 201__ (“Agreement”) for

the _________________ construction program, the District and Architect agree to amend the

Agreement to add architectural services for design and construction administration of the follow-

ing project (“Project”): ____________________ [insert description of Project].

The terms of the Agreement are incorporated into, and govern, this amendment except as may be

provided otherwise by this amendment. In the event of a conflict between the Agreement and this

amendment, the terms of this amendment shall control.

For the Project, Architect shall perform the Basic and Additional Services specified in the Agree-

ment and this amendment. Multiple prime construction contracts ________ [insert “are” or “are

not”] being used as the delivery method for the Project.

For the architectural services to be provided under this amendment to the Agreement, Architect

shall complete such services according to the following schedule: ________________________

[insert description of schedule, including milestone deadlines].

For the Basic Services satisfactorily performed under this amendment to the Agreement, Architect

shall be compensated according to its hourly rate schedule (Exhibit C to the Agreement). Archi-

tect’s total compensation for its Basic Services shall not exceed $_________, which is Architect’s

estimate of the maximum total cost of its Basic Services on the Project, based on its

_______________, 201__, spreadsheet of estimated hours to be spent on the Project and the Ar-

chitect’s hourly fees.

If the total amount invoiced by Architect reaches the not-to-exceed Basic Services amount before

Architect’s Basic Services under this Agreement are complete, Architect must complete the Basic

Services without submitting additional invoices, or receiving additional payment, for Basic Ser-

vices.

Architect’s total reimbursement for Reimbursable Expenses shall not exceed $___________,

which is Architect’s estimate of the maximum total cost of Reimbursable Expenses on the Project.

Architect shall provide a minimum of ___ (_) full-time employees for the Project before construc-

tion commences, and ___ (_) full-time employee after construction commences, to perform its

duties and responsibilities under this Agreement.

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For the period of this Project, the Architect shall have errors and omissions insurance on an occur-

rence basis, with limits of at least _______________ Dollars ($__________) and with a deductible

in an amount not to exceed the sum of ____________ Dollars ($________).

[For financial hardship projects, use the following paragraph for 5.6.3 in lieu of the preceding

paragraph:] This project is a financial hardship project, and should the lowest responsible and

responsive bid received on a bid package exceed Architect’s most recent approved estimate of

Project Construction Cost for that bid package (or amount adjusted according to the then current

mutually agreed upon recognized building cost index) as accepted by District, Architect shall, on

request by District and as part of Architect's Basic Services, make such changes in the plans and

specifications as shall be necessary to bring new bids that are less than such Project Construction

Cost. In making such changes, Architect will exercise Architect's best judgment in determining

the balance between the size of the Project, the type of construction, and the quality of the con-

struction to achieve a satisfactory project at less than the Architect's Project Construction Cost. To

avoid the potential for bids to exceed the estimate at bid opening, the Architect may, as an alterna-

tive, include in the Contract Documents for a bid package one or more deductive alternatives so

that Architect and District may evaluate different means to achieve a satisfactory project at less

than the Architect’s Project Construction Cost.

ARCHITECT: ________________[Name of firm

Belli Architectural Group, Inc.]

By:__________________________

_______________ [name or title]Ray-

mond L Belli, Jr President

DISTRICT: SANTA CRUZ CITY SCHOOLS

By:__________________________

Superintendent

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Exhibit B

FORM OF AMENDMENT TO ADD PROJECT TO AGREEMENT

(Percentage Fee)

Pursuant to the agreement between the Santa Cruz City Schools (“District”) and ____________

Belli Architectural Group, Inc.(“Architect”) effective ____________, 201__ (“Agreement”) for

the _____________ construction program, the District and Architect agree to amend the Agree-

ment to add architectural services for design and construction administration of the following pro-

ject (“Project”): ____________________ [insert description of Project].

The terms of the Agreement are incorporated into, and govern, this amendment except as may be

provided otherwise by this amendment. In the event of a conflict between the Agreement and this

amendment, the terms of this amendment shall control.

For the Project, Architect shall perform the Basic and Additional Services specified in the Agree-

ment and this amendment. Multiple prime construction contracts ________ [insert “are” or “are

not”] being used as the delivery method for the Project.

For the architectural services to be provided under this amendment to the Agreement, Architect

shall complete such services according to the following schedule: ________________________

[insert description of schedule, including milestone deadlines].

For the Basic Services satisfactorily performed under this amendment to the Agreement, the total compensation paid to the Architect for the Project shall be no more than _________________ percent (__%) [sliding scale percentages may be used] of the final adjusted Project Construction Cost for the Project. This compensation shall be paid pursuant to the following schedule: Initial Payment None Payment Upon Completion of: Schematic Design 20% Design Development Phase 20% Contract Documents Phase 30% DSA Back Check 5% Bidding Phase 5% Construction Phase 20% TOTAL BASIC COMPENSATION 100% Upon any adjustment (increase or decrease) to the Project Construction Cost as contemplated by

section 1.9 of the Agreement, including but not limited to any adjustment made at such time as

bids are received, the Architect’s total compensation for Basic Services for the Project shall also

be increased or decreased, including retroactively for Basic Services already performed and pay-

ments already made. Such adjustments may be effected by the District by either (a) adjusting any

future payment due under the payment schedule immediately above, or (b) issuing a revision notice

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to Architect that either tenders any additional payment owed or demands reimbursement from the

Architect of any overpayment to date.

Architect’s total reimbursement for Reimbursable Expenses shall not exceed $___________,

which is Architect’s estimate of the maximum total cost of Reimbursable Expenses on the Project.

Architect shall provide a minimum of ___ (_) full-time employees for the Project before construc-

tion commences, and ___ (_) full-time employee after construction commences, to perform its

duties and responsibilities under this Agreement.

For the period of this Project, the Architect shall have errors and omissions insurance on an occur-

rence basis, with limits of at least _______________ Dollars ($__________) and with a deductible

in an amount not to exceed the sum of ____________ Dollars ($________).

[For financial hardship projects, use the following paragraph for 5.6.3 in lieu of the preceding

paragraph:] This project is a financial hardship project, and should the lowest responsible and

responsive bid received on a bid package exceed Architect’s most recent approved estimate of

Project Construction Cost for that bid package (or amount adjusted according to the then current

mutually agreed upon recognized building cost index) as accepted by District, Architect shall, on

request by District and as part of Architect's Basic Services, make such changes in the plans and

specifications as shall be necessary to bring new bids that are less than such Project Construction

Cost. In making such changes, Architect will exercise Architect's best judgment in determining

the balance between the size of the Project, the type of construction, and the quality of the con-

struction to achieve a satisfactory project at less than the Architect's Project Construction Cost. To

avoid the potential for bids to exceed the estimate at bid opening, the Architect may, as an alterna-

tive, include in the Contract Documents for a bid package one or more deductive alternatives so

that Architect and District may evaluate different means to achieve a satisfactory project at less

than the Architect’s Project Construction Cost.

ARCHITECT: ________________[Name of firm]Belli

Architectural Group, Inc.

By:__________________________

_______________ [name or title]Ray-

mond L Belli, Jr President

DISTRICT: SANTA CRUZ CITY SCHOOLS

By:__________________________

Superintendent

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Exhibit C

HOURLY RATES

January 2017

General

The following list of fees and reimbursable expense items shall be used in providing service in the

agreement. The prices of these fees and items shall be annually adjusted, upon issuance of an up-

dated Standard Schedule of Compensation.

Hourly Rates

Principal/Lead Designer $200.00

Senior Project Manager $168.00

Project Manager $150.00

Senior Designer $137.00

Designer $127.00

Senior CADD $113.00

CADD $103.00

Technical Assistant $ 75.00

Rendering/3D Modeling $200.00

Outside Consulting Services

Outside Consultants, Laboratory Costs, Surveys and Other Expenses, if any will be billed to the Client

at Actual Face Value of the total invoice, plus ten (10%) percent.

Reimbursable Expenses

Plots Large $0.20 Per Sq Ft

Prints B&W .11 Per Sheet

Prints Color .18 Per Sheet

Advanced Agency Fees Billed to the Client at Actual Face Value of the total invoice,

plus ten (10%) percent.

All other reimbursable expenses such as printing, postage, travel, and meals billed to the Client at

Actual Face Value of the total invoice, plus ten (10%) percent.

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AGREEMENT

FOR


BETWEEN


AND

Bartos Architecture Inc.

October 26, 2016

SANTA CRUZ CITY SCHOOLS 405 Old San Jose Road


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TABLE OF CONTENTS ARTICLE 1 - DEFINITIONS ............................................................................................1 ARTICLE 2 - RETENTION OF ARCHITECT; STANDARD OF CARE .........................2 ARTICLE 3 - DESCRIPTION OF PROJECT ...................................................................3 ARTICLE 4 - COMPENSATION ......................................................................................3 ARTICLE 5 - BASIC SERVICES TO BE RENDERED BY ARCHITECT ......................5 ARTICLE 6 - ADDITIONAL SERVICES TO BE RENDERED BY ARCHITECT .......17 ARTICLE 7 - RESPONSIBILITIES OF DISTRICT .......................................................18 ARTICLE 8 - PUBLIC LIABILITY AND PROPERTY DAMAGE INSURANCE .......19 ARTICLE 9 - WORKER'S COMPENSATION INSURANCE .......................................21 ARTICLE 10 - ERRORS AND OMISSIONS INSURANCE..........................................21 ARTICLE 11 - COMPLIANCE WITH LAWS ................................................................22 ARTICLE 12 - TERMINATION OF AGREEMENT ......................................................23 ARTICLE 13 - ARCHITECT AN INDEPENDENT CONTRACTOR ............................25 ARTICLE 14 - STANDARDIZED MANUFACTURED ITEMS ....................................25 ARTICLE 15 - OWNERSHIP OF DOCUMENT ............................................................25 ARTICLE 16 - LICENSING OF INTELLECTUAL PROPERTY ..................................26 ARTICLE 17 - ACCOUNTING RECORDS OF ARCHITECT ......................................26 ARTICLE 18 - INDEMNITY ..........................................................................................26 ARTICLE 19 - TIME SCHEDULE .................................................................................27 ARTICLE 20 - MISCELLANEOUS PROVISIONS .......................................................28

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AGREEMENT FOR


This Agreement for Architectural Services (“Agreement”) is between Santa Cruz City Schools, a California public school district (the “District”), and Bartos Architecture Inc.___________________, license number C24138____________ (the “Architect”), with respect to the following recitals: A. District proposes to undertake the construction of multiple improvement projects under the Measures A & B and other construction programs which require the services of a duly qualified and licensed architect. B. Architect represents that Architect is licensed to provide architectural/engineering services in the State of California and is specially qualified to provide the services required by the District, specifically the design and construction oversight of public school projects. C. The Parties have negotiated the terms under which Architect will provide such services and reduce such terms to writing by this Agreement. As each Project arises, the District will select one of its architects to perform design and oversight services for that Project, and if Architect is the firm selected, the District and Architect shall fully execute and approve an addendum to this Agreement in the form of Exhibit A or B. The Parties therefore agree as follows:

ARTICLE 1 DEFINITIONS

1.1 Additional Services. “Additional Services” shall mean those services in addition to the Basic Services that are provided by Architect and authorized in writing by the District, and as further defined in Article 6 below. 1.2 Agreement. “Agreement” shall mean this Agreement for Architectural Services. 1.3 Architect. “Architect” shall mean Bartos Architecture Inc., and its officers, shareholders, owners, partners, employees, agents and authorized representatives. 1.4 Basic Services. Architect’s Basic Services consist of the design services, including landscaping architectural services and landscape irrigation design, civil, structural, mechanical, and electrical engineering services, normally required to complete the Project, as further defined in Article 5. 1.5 Contract Documents. “Contract Documents” shall mean those documents which are required for the actual construction of the Project, including but not limited to the Agreement between Owner and Contractor, complete working drawings and specifications setting forth in

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detail sufficient for construction the work to be done and the materials, workmanship, finishes and equipment required for the architectural, structural, mechanical, electrical system and utility-service-connected equipment and site work. 1.6 Contractor. “Contractor” shall mean one or more contractors ultimately selected to perform work on the Project or any replacement. 1.7 District. “District” shall mean Santa Cruz City Schools, and its governing board members, employees, agents and authorized representatives. 1.8 Project. “Project” shall mean each work of improvement added by an amendment in the form of Exhibit A or B, as described in Article 3 and the design and construction thereof, including the Architect's services thereon, as described in this Agreement. 1.9 Project Construction Cost. “Project Construction Cost” shall mean the estimate of total construction costs to the District as initially submitted by the Architect under this Agreement and accepted by the District, as subsequently revised by changes to the Project Construction Cost under Article 5 of this Agreement, and as subsequently revised at the time the District enters a construction contract to equal the construction contract amount. 1.10 Wrongful Acts or Omissions. “Wrongful Acts or Omissions” shall mean Architect’s acts or omissions in breach of this Agreement, the applicable standard of care, or law.

ARTICLE 2

RETENTION OF ARCHITECT; STANDARD OF CARE 2.1 District retains Architect to perform, and Architect agrees to provide to District, for the consideration and upon the terms and conditions set forth below, the architectural and engineering services specified in this Agreement and subsequent amendments for each Project, and related incidental services. The Architect agrees to perform such services as expeditiously as is consistent with professional skill and care and the orderly progress of each such Project. All services for a Project performed by the Architect under and required by this Agreement shall be performed (a) in compliance with this Agreement and subsequent amendments for such Project, and (b) in a manner consistent with the level of care and skill ordinarily exercised by architects in the same discipline, on similar projects in California with similar complexity and with similar agreements, who are specially qualified to provide the services required by the District; and all such services shall be conducted in conformance to, and compliance with, all applicable Federal, State and local laws, including but not limited to statutes, decisions, regulations, building or other codes, ordinances, charters, and the Americans with Disabilities Act (“ADA”). Architect shall be responsible for the completeness and accuracy of the plans and specifications.

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ARTICLE 3 DESCRIPTION OF PROJECT

3.1 Each Project for which Architect will provide architectural services shall be set forth in the form of Exhibit A or B to this Agreement, and upon full execution and approval of an amendment in such form it shall amend this Agreement to include such Project, and the Parties’ rights and obligations for that Project shall be governed by this Agreement, except as specifically provided in the amendment for that Project.

ARTICLE 4 COMPENSATION

4.1 Basic Services. For the Basic Services satisfactorily performed under this Agreement for a Project, Architect shall be compensated as provided in the fully executed and approved Exhibit A or B for that Project. However, Architect will not be compensated for any Basic Services required as a result of Wrongful Acts or Omissions. Architect acknowledges that the amount for Basic Services, above, includes contingency compensation in the event that more time and costs than originally anticipated may be necessary to complete the Basic Services. 4.2 Additional Services. Architect may invoice separately for Additional Services if provided by Architect under Article 6, to be paid on an hourly basis using the rates stated in Section 4.8. However, Architect will not be compensated for any Additional Services required as a result of Wrongful Acts or Omissions. 4.3 Reimbursable Expenses

4.3.1 Reimbursable Expenses are those actual out-of-pocket expenses directly incurred as a result of Architect’s performance of Basic or Additional Services under this Agreement. Architect may not charge a mark-up on Reimbursable Expenses. Reimbursable Expenses are limited to these expenses related to the Project: Fax, reproduction expense (excluding such expense for reproductions for office use by Architect and its consultants), postage, messenger, transportation, living expenses in connection with out-of-town travel, long distance communications, expense of renderings, models and mock-ups requested by District, expense of publishing under Section 5.6.5, expense of data processing and photographic production techniques when used in connection with Additional Services, and, if authorized in advance by the District, expense of overtime work requiring higher than regular rates. Reimbursable Expenses do not include indirect costs, such as general overhead (for example, home office overhead [including technology hardware and software] or insurance premiums), for which Architect must pay out of its compensation for services under Section 4.1, above; nor do they include expenses incurred in connection with Basic or Additional Services that result from Wrongful Acts or Omissions.

4.3.2 Architect shall be reimbursed by District for its Reimbursable Expenses on a

Project as provided in the fully executed and approved Exhibit A or B for that Project.

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4.4 For services satisfactorily performed on a Project, payment for Basic Services, Additional Services and Reimbursable Expenses shall be made on a monthly basis after receipt and approval by the District of the Architect's properly documented and submitted invoices. To be “properly documented and submitted,” an invoice shall be timely, be accompanied by all necessary documentation, list all activities performed, and for each activity performed list the person performing it and the person’s rate of compensation. Architect’s invoice shall be submitted within ten (10) days of the end of the monthly billing period. Invoices, receipts and other documentation to establish the validity of all Reimbursable Expenses shall be a prerequisite to District payment of such expenses. If District disputes a portion of a properly submitted invoice, it shall notify Architect of the dispute and, upon Architect’s request, arrange for a meeting to confer about, and potentially resolve, the dispute. Prior to this meeting, Architect shall provide all documentation requested to support disputed portions of a properly submitted invoice. Regardless of any such dispute about an invoice or payment, Architect shall continue to provide all services required by this Agreement and law until the end of the Project, even if District and Architect cannot resolve all such disputes. Payments of undisputed portions of a properly submitted invoice shall be made within 60 days of receipt of the invoice; Architect otherwise waives all rights and remedies under law related to receipt of payment of undisputed amounts. 4.5 The Architect's compensation for a Project shall be paid notwithstanding a Contractor-caused delay in completion of the Project or reduction of final construction cost by reason of penalties, liquidated damages, or other amounts withheld from the Contractor. However, District may withhold from payments to Architect to the extent that (i) Basic and Additional Services remain to be performed, including but not limited to those required for project closeout and payments to Contractor, and (ii) Wrongful Acts or Omissions caused District to incur damages, losses, liabilities or costs, including but not limited to withholding any amounts for which Architect is responsible under Section 5.7.20. $10,000 will be withheld from any Construction Phase payments until District receives certification of Field Act approval. 4.6 Should District cancel a Project under section 12.1 of this Agreement at any time during the performance of this Agreement, Architect shall, upon notice of such cancellation, immediately cease all work under this Agreement. In such event, Architect's total fee for all services performed shall be computed as set forth in Section 12.1. 4.7 District has the right to audit Architect’s records and files regarding, or relating to, any of the work performed by Architect for District on a Project during or after the Project. Architect shall keep complete records showing all hours worked and all costs and charges applicable to its work under this Agreement. Architect will be responsible for Architect's consultants keeping similar records. District shall be given reasonable access to Architect’s Project-related records and files for audit purposes within ten (10) days of receipt of District’s request. Architect shall keep and maintain those records and files for ten (10) years. 4.8 Architect’s hourly rate schedule for its services is attached as Exhibit C. 4.9 Architect shall not accept compensation or other benefits from other persons related to a Project, including payments from manufacturers of construction materials that are specified in the design.

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ARTICLE 5

BASIC SERVICES TO BE RENDERED BY ARCHITECT 5.1 General

5.1.1 Architect's Basic Services consist of the design services, including landscaping architectural services and landscape irrigation design, civil, structural, mechanical, and electrical engineering services, normally required to complete the Project that is described in the fully executed and approved amendment to this agreement for that Project (see Exhibit A or B). The Basic Services for each Project also include the services described in this Agreement, especially Article 5, below, including but not limited to bid package preparation, bid handling, preparation and processing of change orders, requests for information, and other contract administration duties. The District shall have the right to add or delete from the Architect’s scope of services as it may determine is necessary for the best interests of the Project and/or the District. Architect shall expeditiously and diligently perform all of its work and obligations under this Agreement. Architect may not cease, delay or reduce, or threaten to cease, delay or reduce, its performance based on a payment dispute with District under Section 4.4, above. The Architect acknowledges that its priority is to complete the Project and the Architect’s services, and that any payment disputes with the District under Section 4.4, if not resolved during the Project, must wait for resolution after the Project.

5.1.2 The Architect shall review the estimate described more fully below at each phase of Architect's services, also as defined below. If such estimates are in excess of the Project budget, the Architect shall revise the type or quality of construction to come within the budgeted limit.

5.1.3 Whenever the Architect's services include the presentation to the District of Project Construction Cost, the Architect shall include a reasonable amount for contingency costs arising from, among other things, higher bids than anticipated, future increase in construction costs, and change orders based on unforeseen site conditions.


previously provided Project Construction Cost arising from market fluctuations or approved changes in scope or requirements based upon a mutually agreed upon index.

5.1.5 At the District's request, the Architect and Architect's consultants shall cooperate

with District and the District's consultants in verifying that Architect's plans, specifications, studies, drawings, estimates or other documents relating to the Project are constructible and otherwise comply with the Contract Documents. If there are project meetings during the design and construction phases, Architect shall attend those meetings.


account for, and list in the construction documents, any pertinent conditions of such facilities, all in a manner that satisfies the standard of care and level of performance required by this Agreement. Architect’s investigation required by this provision shall be limited to non-destructive evaluation.

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which they are provided. Architect shall obtain District’s written approval of each employee of Architect who provides services under this Agreement, and written approval of each change of employees who are providing such services. District may, upon (30__) days' written notice, cause Architect to remove a person from the Project if he/she has failed to perform to District’s satisfaction. Should additional employees be required to timely perform all of the services required under this Agreement and/or to avoid delay, Architect shall provide them immediately.

5.1.8 Architect is an agent of District and shall reasonably represent the District at all

times in relation to the Project. 5.1.9 Architect shall be fully licensed as required by law at all times when providing

services under this Agreement. 5.2 Consultants

5.2.1 Architect's Consultants. The Architect shall employ or retain at Architect's own expense, engineers and other consultants necessary to Architect's performance of this Agreement and licensed to practice in their respective professions in the State of California. Engineers and consultants retained or employed by Architect for this Project shall be approved by District prior to their commencement of work. The Architect's consultants shall be employed or retained to provide assistance during all aspects of the Project and will include, in addition to design services: review of schedules, shop drawings, samples, submittals, and requests for information. The Architect's Consultants shall also conduct periodic inspections of the site to determine conformance with the Project design and specifications and shall participate in the final inspections and development of any "punch list" items. Architect must disclose to District all such consultants employed or retained, and the compensation paid to those retained.

5.2.2 District’s Consultants. Architect shall confer and cooperate with consultants retained by District as may be requested by District or as reasonably necessary. District may retain a construction manager to assist District in performance of District’s duties for the Project.

5.2.3 The Architect shall facilitate procurement a certified survey of the site if required, including grades and lines of streets, alleys, pavements, adjoining properties and structures; adjacent drainage; rights-of-way, restrictions, easements, encroachments, zoning, deed restrictions, boundaries and contours of the building site, locations, dimensions and floor elevations of existing buildings, other improvements and trees; and full information as to available utility services and lines, both public and private above and below grade, including inverts and depths. All the information on the survey customarily referenced to a project benchmark shall be referenced to a Project benchmark. The cost of any such survey shall be borne by the District, and the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by Architect any designs, plans, specifications, studies, drawings, estimates or other documents prepared as part of the survey.

5.2.4 Architect shall facilitate procurement of chemical, mechanical or other tests

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required for proper design, tests for hazardous materials and borings or test pits necessary for determining subsoil conditions. The cost of any such tests shall be borne by the District, and the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by Architect any designs, plans, specifications, studies, drawings, estimates or other documents prepared as part of the testing.

5.2.5 Architect shall assist the District and its consultants to apply for funding for the Project from the State Allocation Board. Architect shall be responsible for all submittals required of the Architect by the Division of the State Architect (“DSA”), OPSC and California Department of Education in connection therewith.


5.3.1 The Architect shall review all information concerning the Project delivered or communicated by the District to the Architect to ascertain the requirements of the Project and shall arrive at a mutual understanding of such requirements with the District.

5.3.2 The Architect shall provide a preliminary evaluation of the District's Project,

schedule and construction budget requirements, each in terms of the other.

5.3.3 The Architect shall review with the District alternative approaches to the design and construction of the Project, and shall include alternatives that may reduce the cost of the Project.

5.3.4 Based on a mutual understanding of the District’s budget and scope of work requirements, the Architect shall prepare for the District’s written approval schematic design documents, which include but are not limited to, schematic design studies, site utilization plans, a description of the Project showing, among other things, the scale and relationship of the components of the Project, preparation of a written estimated statement of Project Construction Cost and a written schedule for the performance of the work that itemizes constraints and critical path issues. The schematic design documents shall represent a 15% complete design. The Project Construction Cost shall be based on current area, volume and other unit costs, shall conform to District’s total construction cost budget, and shall include reasonable contingencies for all construction and construction management work. The written schedule shall conform to District’s milestone and completion deadline requirements. Nevertheless, Architect is encouraged to make recommendations to District regarding additional benefits that could be realized by increasing the District’s total construction cost budget, or by altering the District’s completion deadlines. If District incorporates any recommended changes, then Architect shall revise the schematic design documents, including but not limited to the written statement of Project Construction Cost and written schedule for the performance of work, as necessary until District’s governing board approves them in writing. Architect shall attend, and present at, as many meetings with the District as may be necessary to obtain approval of the schematic design documents.

5.3.5 The Architect shall submit to the District a preliminary Project Construction Cost based on current area, volume and other unit costs.

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5.4 Design Development Phase

5.4.1 Following District’s written approval of the schematic design documents, including the estimate of Project Construction Cost and schedule, Architect shall provide all necessary architectural and engineering services to prepare design development documents for the District’s written approval, which fix and describe the size and character of the project and which shall include, but are not limited to, site and floor plans, elevations and other approved drawings and shall outline the specifications of the entire Project as to kind and quality of materials, categories of proposed work such as architectural, structural, mechanical and electrical systems, types of structures and all such other work as may be required. During the design development phase, Architect will keep the Project within all budget and scope constraints set by the District. The design development documents shall represent a 50% complete design. The design development documents shall include a revised Project Construction Cost, and a revised construction schedule. The revised Project Construction Cost shall be based on current area, volume and other unit costs. The revised Project Construction Cost shall conform to District’s total construction cost budget and shall include reasonable contingencies for all construction and construction management work. The revised construction schedule shall conform to District’s milestone and completion deadline requirements. Nevertheless, Architect is encouraged to make recommendations to District regarding additional benefits that could be realized by altering the District’s total construction cost budget or completion deadlines. If District incorporates any recommended changes or otherwise does not approve the submitted design development documents, then Architect shall revise the design development documents, including but not limited to the written statement of Project Construction Cost and written schedule for the performance of work, as necessary until District approves them in writing. Architect shall attend, and present at, as many meetings of the District as may be necessary to obtain approval of the design development documents.

5.4.2 The Architect shall assist the District and its consultants in the preparation and/or modification of the Storm Water Pollution Prevention Plan if any such plan is required for this Project.

5.4.3 Architect shall prepare necessary documents for and oversee the processing of District's application for and obtaining of required approvals from the DSA, the OPSC (if applicable), the Department of Education, the State Fire Marshall and other agencies exercising jurisdiction over the Project. Architect shall also be responsible for the preparation and submission of any required applications, notices or certificates to public agencies as required by law. Architect shall provide a copy of all such documents to the District.

5.4.4 The Architect shall advise the District of any adjustments to the preliminary Project Construction Cost.


as part of the Contractor's bid. 5.4.6 Architect shall provide at no expense to the District one complete set of preliminary

plans for the review and written approval of the District and one set for each public agency

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having approval authority over such plans for their review and approval at no expense to the District. 5.5 Contract Documents Phase

5.5.1 Following the District’s written approval of the design development documents, including the Project Construction Cost and construction schedule, the Architect shall prepare Contract Documents for the written approval of the District consisting of 100% complete working drawings and specifications setting forth the work to be done in detail sufficient for construction, including but not limited to the materials, workmanship, finishes and equipment required for the architectural, structural, mechanical, electrical system and utility-service-connected equipment and site work. Architect shall ensure that the drawings and specifications are, among other things, complete, accurate, and coordinated so as to eliminate errors, omissions and conflicts, especially between the work of a (sub)consultant and other (sub)consultants or the Architect; and Architect may not shift its responsibility for completeness, accuracy and coordination to the Contractor, except on a clearly designated design-build project. Architect shall also update the construction schedule and the Project Construction Cost for written approval of the District. The Contract Documents shall conform to, comply with, and satisfy all applicable Federal, State and local laws, including but not limited to statutes, decisions, regulations, building or other codes, ordinances, charters, and the Americans with Disabilities Act (“ADA”). As part of the Contract Documents, Architect shall prepare an accurate set of drawings indicating dimensions and locations of existing buried utility lines, which shall be included in the bid packages. If the project is intended to be split into multiple prime contracts, then the Contract Documents shall be structured in order to maximize the ability to create multiple prime bid packages for the Project, and shall identify the bid packages to be created.

5.5.2 Architect shall consult with, and involve, the District in development of the bid documents and bid package, and shall forward them to the District for written approval prior to their use. If the District is using a multiple prime delivery method for the Project with multiple bid packages, then Architect shall consult with and involve the District in identification and development of the bid documents and bid packages, and shall forward them to the District for written approval prior to their use.


shall submit the Contract Documents to the District for an opportunity to review them for various issues, including but not limited to constructability, scheduling, general completeness, clarity, consistency, coordination, cost-effectiveness, value engineering, identification of possible add/delete bid alternatives, time of construction, and suitability for separation of the Project design, plans and specifications into bid packages for various categories and/or portions of the work. However, such review by District is not required and does not affect Architect’s obligations under this Agreement.


submit the Contract Documents to DSA for plan check, and make the necessary corrections to secure DSA approval. At Architect’s expense, Architect shall arrange for the scanning of the DSA approved Contract Documents and for the return of the originals and an electronic copy to

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DSA. 5.5.5 The Architect shall give the District, at the time of DSA approval of the final form

of the Contract Documents, Architect’s final estimate of Project Construction Cost and construction schedule, which shall be given final written approval by District’s governing board along with the Contract Documents. The revised Project Construction Cost shall be based on current area, volume and other unit costs, and on a mutually acceptable recognized building cost index, and shall include a reasonable contingency. In preparing the revised estimate of Project Construction cost and construction schedule for the Contract Documents, the Architect shall consult with, and involve, the District in the process to maximize accuracy and completeness. If the District is intending to enter multiple prime contracts, the Project Construction Cost shall include separate bid estimates for each bid package, plus a reasonable contingency; and the construction schedule shall reflect that multiple contractors will be performing separate bid packages, including a general conditions bid package. The revised Project Construction Cost estimate shall conform to District’s total Project budget, and the revised construction schedule shall conform to District’s milestone and completion deadline requirements. Architect shall attend, and present at, as many meetings of the District’s governing board as may be necessary to obtain the District’s written approval of the Contract Documents. 5.6 Bidding and Negotiations Phase

5.6.1 Following DSA’s and the District’s written approval of Contract Documents, and District’s written acceptance of Architect's final estimate of Project Construction Cost and construction schedule, Architect shall continue to work with the District in finalizing the bid documents and bid package, as described in Section 5.5.2, above. Architect shall reproduce the bid documents and bid package in the number requested by the District and distribute them among interested contractors. Architect shall also assist the District in obtaining bids, and shall assist the District in evaluating contract proposals or bids and substitutions proposed by contractors, and in awarding the bids. All sets of Contract Documents, which does not include those for the use of the Architect or its consultants, requested by the District shall be reproduced at District’s expense.

5.6.2 Architect's estimate of Project Construction Cost at the time of DSA approval of the Contract Documents shall be current as of that date. Should bids be received more than ninety (90) days after the date of that Project Construction Cost, the Architect's total construction cost shall be escalated by the cost-of-construction in the then current mutually agreed upon recognized building cost index.


Architect’s most recent approved estimate of Project Construction Cost for that bid package (or amount adjusted according to the then current mutually agreed upon recognized building cost index) as accepted by District by more than ten percent (10%), Architect shall, on request by District and as part of Architect's Basic Services, make such changes in the plans and specifications as shall be necessary to bring new bids within ten percent (10%) of such Project Construction Cost. In making such changes, Architect will exercise Architect's best judgment in determining the balance between the size of the Project, the type of construction, and the quality

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of the construction to achieve a satisfactory project within ten percent (10%) of Architect's Project Construction Cost. To avoid the potential for bids to exceed the estimate by more than 10% at bid opening, the Architect may, as an alternative, include in the Contract Documents one or more deductive alternatives so that Architect and District may evaluate different means to achieve a satisfactory project within ten percent (10%) of the Architect’s Project Construction Cost.

5.6.4 Either on its own or in cooperation with the District, the Architect shall review the qualifications of all bidders for the construction of the Project, and shall make recommendations to the District as to whether, in the Architect's professional opinion, a bidder meets the minimum requirements.


this Project, the Architect shall, in addition to the above, publish the invitation to bid in the appropriate regional trade papers and publications devoted to Disabled Veteran Business Enterprises. The Architect shall also prepare and submit the appropriate documentation to the OPSC. 5.7 Construction Phase


5.7.2 All instructions to the Contractor shall be forwarded through the Architect unless otherwise directed by the District. The Architect shall advise and consult with the District in the general administration of the Project. The Architect will have authority to act on behalf of the District only to the extent provided in the Contract Documents, unless District grants additional authority in writing.

5.7.3 The Architect shall timely provide District with copies of all of its correspondence with the Contractor.


inspectors and/or Contractor as to the interpretation of Contract Documents. Architect shall respond to all requests for information (“RFI’s”) from a Contractor within fourteen (14) calendar days of receipt, unless the subject of the RFI is impacting, or may impact, the critical path of the Project and is causing, or may cause, delay, in which case the Architect shall respond as soon as reasonably possible, if not immediately. If the Architect is not able to take action within the time required due to reasons beyond Architect’s control, the Architect may take action within a reasonable period of time under the circumstances; however, the Architect shall make such determination within seven (7) calendar days of receipt of the RFI, and shall notify the District and Contractor immediately after such determination with an explanation as to why the Architect cannot take action within the time required, what the Architect is doing to expedite its response, when the Architect expects to be able to issue a response, and what action, if any, should be taken by District or Contractor in the meantime to mitigate delays and/or costs.

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5.7.5 Based on information provided by the Contractor and Architect’s own knowledge of the Project (including documents in Architect’s possession or reasonably available to it), Architect shall prepare an accurate set of electronic CAD as-built record drawings indicating dimensions and locations of all work, including but not limited to buried utility lines and mechanical, electrical and plumbing layouts, which shall be forwarded to the District upon completion of the Project. While Architect cannot guarantee precise accuracy of such drawings, Architect shall exercise reasonable care in reviewing such drawings to determine their general compliance with the Contract Documents. Architect shall have no responsibility for their conformity to field conditions, except that in the event that the Architect, consistent with standards of due care, becomes aware of non-conformity with field conditions, Architect shall have a duty immediately to notify the District in writing. Architect shall also assemble and deliver to District all written guarantees, instruction books, operation and maintenance manuals, diagrams, charts and other documents required of Contractor.

5.7.6 The Architect shall be responsible for the preparation and submission of any notifications regarding excavation in areas which are known or suspected to contain subsurface installations under Government Code section 4216, et seq. The Architect may delegate this responsibility to a Contractor if such power to delegate was included in the Contract Documents and bid package, but Architect shall remain responsible for supervising such Contractor to ensure performance of this task. Architect shall provide a copy of all such notifications to the District.


preparation and progress. To the extent reasonably possible given Contractor’s work in progress, the District shall provide such access so that the Architect may perform its functions under the Agreement and Contract Documents.


require Contractors to comply with the Contract Documents, and shall guard the District against defects and deficiencies in the work of the Contractor. The Architect shall advise and consult with the District and inspectors concerning the Contractor's compliance with the Contract Documents and shall assist the District and inspectors in securing the Contractor's compliance.

Architect has the primary responsibility for each Project to supervise, coordinate and manage the compliance of all parties, including the District’s Inspector of Record/Project Inspector (“IOR”), Contractor, any Construction Manager, laboratories, District and Architect itself, with the DSA Construction Oversight Process. The Architect must comply with the applicable requirements of the DSA Construction Oversight Process, including but not limited to (a) submitting the inspection card request form (DSA 102-IC), (b) providing a verified report (DSA 6-AE) at the completion of each block and section of each inspection card, and (c) directing and monitoring the IOR and laboratories of record, and (d) coordinating with the Owner, Contractor, any Construction Manager, laboratories, and the IOR to meet the DSA Construction Oversight Process requirements without delay or added costs to the Project.

The Architect shall be responsible for any additional DSA fees and delay damages related to

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review of proposed changes to the DSA-approved construction documents, to the extent Architect's negligence, recklessness or willful misconduct caused the additional DSA fees, and for delay damages to the extent required under Section 5.7.20.2 below.


requested by the District, but under no circumstances less than weekly or as mutually modified__________, to maintain familiarity with the quality and progress of the Project, to determine that the Contractor’s work substantially complies with all documents, drawings, plans and specifications and that the Project is progressing in substantial accordance with the Contract Documents. Such observations are to be distinguished from the continuous inspection provided by the Project Inspector unless Architect has agreed in writing to serve as the District’s Project Inspector.

5.7.10 The Architect shall notify the District promptly of any significant defect in

materials, equipment or workmanship, and of any default by any Contractor in the orderly and timely prosecution of the Project. Architect will exercise reasonable care in the discharge of Architect's obligation to discover significant defects and faults. 5.7.11 The Architect shall review and approve, take exception to, or take other appropriate action upon all schedules, shop drawings, samples and other submissions of the Contractor to determine general conformance with the Project design and specifications as set forth in the Contract Documents. All such action shall be taken within fourteen (14) days of receipt of the submittals, unless the critical path of the Project is impacted in which case Architect shall take such action as soon as possible. If Architect is not able to take such action within the required time due to reasons beyond Architect’s control, the Architect may take action within a reasonable period of time under the circumstances; however, the Architect shall make such determination within four (4) calendar days of receipt of the submission, and shall notify the District and Contractor immediately after such determination with an explanation as to why the Architect cannot take action within the time required, what the Architect is doing to expedite its response, when the Architect expects to be able to issue a response, and what action, if any, should be taken by District or Contractor in the meantime to mitigate delays and/or costs. The Architect will have the authority to reject work and materials which do not conform to the Contract Documents. The Architect's approval of a specific item shall not be an approval of an assembly of which the item is a component. Whenever, in the Architect's reasonable judgment, it is considered necessary or advisable for the implementation of the intent of the Contract Documents, the Architect will have authority to require special inspection or testing of the work or materials in accordance with the Contract Documents whether or not such work or materials be then fabricated, installed or completed. The Architect will also recommend substitution of materials or equipment when, in the Architect's reasonable judgment, such action is necessary to the accomplishment of the intent and purpose of the Contract Documents. Such actions as are described in this paragraph shall be taken with reasonable promptness.

5.7.12 Architect shall assist the District in requiring Contractor to provide assistance in the utilization of any equipment or system such as initial start-up or testing, adjusting and balancing, preparation of operation and maintenance manuals and training personnel for operation and maintenance.

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5.7.13 The Architect shall not be responsible for construction means, methods, techniques,

sequences or procedures, or for safety precautions or programs in connection with the work. The Architect shall not be responsible for acts or omissions of the Contractor, subcontractors, or their agents or employees or of any other persons performing portions of the Project not employed or retained by Architect, unless due to Wrongful Acts or Omissions.

5.7.14 The Architect shall make such regular reports as shall be required by agencies

having jurisdiction over the Project and keep the District informed in writing of the progress of the Project.

5.7.15 With respect to asbestos and asbestos containing materials, the parties acknowledge that the Architect has recommended and the District has agreed to retain a qualified consultant to evaluate the presence of such materials at certain District facilities which are included in the scope of this Agreement. In the event that said consultant recommends a procedure to deal with such materials, said consultant shall have the responsibility to draft specification language for the removal or other remediation of such materials, and subsequently may be required to certify that they have been properly removed or otherwise remediated. Architect shall include consultant's recommendations and specifications in the appropriate design documents for modernization and shall, as part of its Basic Services, provide designs and other bid documents consistent therewith. When construction is properly completed, Architect shall provide such certification as to Hazardous Substances as is required of architects for such projects by the OPSC.

5.7.16 Based on the Architect’s observations, and an evaluation of each Project Application for Payment, the Architect will estimate the amount of work completed by Contractor, and assist the District in (a) determining the amount owing to the Contractor, and (b) issuing Project Certificates for Payment incorporating such amount, all in accordance with the Contract Documents. The Architect’s estimation of the amount of work completed by Contractor shall constitute representations by the Architect to the District that the quality of the completed work is in accordance with the Contract Documents based upon Architect’s observations of the completed work, and that the Contractor is entitled to payment for the completed work.


Architect shall assist the District in evaluating and responding to claims, disputes and other matters in question between the Contractor and the District, including but not limited to claims made against the District as a result of alleged or claimed Wrongful Acts or Omissions, and shall in all instances provide such truthful testimonial assistance as may be required by the District at no cost to the District. Architect agrees to toll all statutory periods of limitations for District’s claims, lawsuits or other proceedings against Architect which arise out of, or are related to, any claims by Contractors against District until Contractors’ claims are fully and finally resolved. This tolling period commences upon a Contractor’s initial submission of a notice of claim, change order request or claim. At any time, District may terminate the tolling period effective

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ten (10) days after written notice to Architect, and after such termination, District may pursue claims, lawsuits or other proceedings against Architect.

5.7.18 The Architect will provide construction advice to the District on apparent

deficiencies in construction, both during construction and after acceptance of the Project. 5.7.19 The Architect shall recommend, prepare and process the necessary change orders.


5.7.19.1 District-initiated change orders. If a change order is initiated by the District, the Architect’s fee for services related to such change order shall be paid as an Additional Service under Articles 4 and 6. If a change order is solicited by the District but not subsequently authorized by the District, the Architect shall be paid for time spent on the proposed change order.

5.7.19.2 Change orders due to Architect. When a change order is necessitated as a result of Wrongful Acts or Omissions, the Architect’s services in connection with that change order are not compensable and Architect shall not include those services on any invoice.

5.7.19.3 Change orders beyond District or Architect control. If a change order is necessitated as a result of changes in law, in-field changes required by governing agencies after document approval, unknown, unforeseeable or hidden conditions, or actual conditions inconsistent with available drawings of existing conditions, such change orders shall be handled in the same manner as District-initiated change orders.

5.7.20 Notwithstanding any other provision of this Agreement, in the event a change order

is caused by, or necessitated as a result of, Wrongful Acts or Omissions, or the District otherwise incurs costs or damages as a result of Wrongful Acts or Omissions, the Architect shall be responsible for the following:

5.7.20.1 In the event of such a change order, Architect shall be responsible for the difference between (a) what the contractor would have added to its original bid for the Project if the Wrongful Act or Omission had not occurred (i.e., the “added value” portion of the change order), and (b) what the contractor charges the District in the change order. The amount of added value of any change order work shall be based on the circumstances of the Architect’s Wrongful Act or Omission and the change order work necessitated by the Wrongful Act or Omission. It is the parties’ intent that the District should pay no more than what the District would have paid if the Wrongful Act or Omission had not occurred.

5.7.20.2 In addition, Architect shall be responsible for any other costs or damages which the District incurs as a result of Wrongful Acts or Omissions, including but not limited to any delay damages the District pays to, or cannot collect from, Contractor or any third party. The District may backcharge, and withhold payment from, the Architect for these costs and damages, and may seek reimbursement for any amount which exceeds any retention of the contract amount at the time of collection. When District so backcharges and withholds, upon

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Architect’s request District and Architect shall meet and confer in good faith in an effort to reach agreement on (a) whether a Wrongful Act or Omission occurred, (b) whether it caused the change order expense, (c) what damages have been incurred by District, and (d) what portion of the damages are attributable to Architect as described above. If District and Architect do not reach agreement on all four of these items when meeting and conferring, then District and Architect shall use mediation in good faith to resolve the dispute. If mediation fails, then either District or Architect can initiate a court action to resolve the dispute.

5.7.21 The Architect shall provide a color schedule of all finish materials in the Project for the District's review and approval.


make a final detailed on-site review of the job with representatives of the District and the Contractor. Architect shall also perform a warranty review with District 30-60 days before expiration of the specified warranty on the Project.

5.7.23 The Architect shall assist the District in issuing the final certificate for payment and any other documents required to be recorded by law or generally accepted architectural or construction contract practice upon compliance with the requirements of the Contract Documents, provided that such certification shall not constitute an admission that the Project has been completed in accordance with Contract Documents or in conformance with this Agreement.


complies with all standards imposed by the Americans with Disabilities Act, section 504 of the Rehabilitation Act of 1973, disability access requirements of the State Building Code and any other laws applicable to disability access. If a court, administrative agency or other trier of fact later determines that Architect has violated any of the above-referenced laws, or District, because of Wrongful Acts or Omissions, has violated any of the above-referenced laws, Architect shall remedy the violation at its own cost. Architect shall indemnify, defend and hold the District harmless under Article 18.1 of this Agreement for any breach of this paragraph due to Architect’s negligence, recklessness or willful misconduct. The Architect shall not be responsible for acts or omissions of the Contractor or of any other persons performing portions of the Project not employed or retained by Architect, nor shall Architect be responsible for any subsequent changes in the law or any regulation applicable to disabled access or any subsequent differing interpretation of the laws or regulations applicable at the time Architect's design is reviewed by DSA. In the event that the Architect is or becomes aware of possible non-compliance with the foregoing standards, Architect shall have a duty immediately to notify the District in writing of the possible non-compliance. 5.8 Use of Previously Prepared Materials. In the event that there exist previously prepared designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings, that were prepared by design professionals other than Architect, whether supplied by District or by Architect, which are relied upon, altered or otherwise utilized by Architect, Architect shall be responsible for giving appropriate recognition to such other design professionals in any materials

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prepared by Architect under this Agreement. 5.9 Program Services The District may request hourly assistance from the Architect for various program services in relation to its overall facilities program. The format of such request is at District’s option including verbal, email, or written request.

ARTICLE 6 ADDITIONAL SERVICES TO BE RENDERED BY ARCHITECT

6.1 "Additional Services" shall be provided by Architect on a Project if authorized in writing by District. No additional compensation shall be paid to Architect for performing these Additional Services unless the District and the Architect agree in writing as to the amount of compensation for such services prior to such services being rendered. Such compensation shall be paid based on the hourly rates in Section 4.8 and as otherwise set forth in this Agreement. Any work performed by Architect without written authorization OR without written agreement on compensation shall be presumed to be Basic Services. 6.2 The following is a list of services that are not included in the Basic Services to be provided under this Agreement for a Project, and will be performed only in accordance with Article 6.1, above:

6.2.1 providing financial feasibility or other special studies; 6.2.2 providing services relative to future facilities, systems and equipment which are not

intended to be constructed during the Construction Phase; 6.2.3 providing coordination of Project performed by separate contractors or by the

District's own forces; 6.2.4 providing analyses of owning and operating costs, or detailed quantity surveys or

inventories of material, equipment and labor; 6.2.5 making revisions in drawings, specifications or other documents when such

revisions are inconsistent with written approvals or instructions previously given, are required by the enactment or revision of codes, laws or regulations subsequent to the District's approval of Contract Documents or are due to other causes not within the control of the Architect;

6.2.6 providing consultation concerning replacement of any work damaged by fire or other cause during construction of the Project, and furnishing services as may be required in connection with the replacement of such work;

6.2.7 providing services made necessary by the default of the Contractor; 6.2.8 preparing to serve or serving as an expert witness in connection with any public

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hearing, arbitration proceeding or legal proceeding, other than when resulting from Architect's or its consultants' alleged Wrongful Acts or Omissions;


structural, mechanical and electrical engineering services for the Project; 6.2.10 at the District's request, selecting moveable furniture, equipment or articles which

are not included in the Contract Documents;

6.2.11 providing services related to change orders requested by the District, but which are not subsequently authorized (see second sentence of Section 5.7.19.1), above; and

6.2.12 providing any other services not otherwise included in the Agreement and not customarily furnished in accordance with generally accepted architectural practice.

ARTICLE 7 RESPONSIBILITIES OF DISTRICT

It shall be the duty of District to: 7.1 pay all fees required by any reviewing or licensing agency; 7.2 designate a representative authorized to act as a liaison between the Architect and the District in the administration of this Agreement and the Contract Documents; 7.3 furnish, at the District’s expense, the services of a Project Inspector; 7.4 review all documents submitted by the Architect and advise the Architect of decisions thereon within a reasonable time after submission; 7.5 issue appropriate orders to Contractors through the Architect; 7.6 furnish existing soil investigation or geological hazard reports, which the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by Architect; 7.7 furnish the services of a hydrologist or other consultants not routinely provided by the Architect when such services are reasonably required by the scope of the Project and are requested by the Architect; 7.8 provide asbestos review and abatement, identifying materials which may qualify for same; 7.9 furnish available as-built drawings for buildings and utilities systems related to the Project, which the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by the Architect. The District will also provide information regarding programmatic needs and specific equipment selection data;

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7.10 furnish structural, mechanical, chemical and other laboratory tests, inspections and reports as required by law or the Contract Documents, which the District shall own and, upon termination of this Agreement or completion of the Project, shall have returned to it by the Architect; and 7.11 furnish prompt notice of any fault or defects in the Project or nonconformance with the Contract Documents of which the District becomes aware. However, the District’s failure to do so shall not relieve the Architect of Architect’s responsibilities under Title 21, Title 24, and the Field Act for this Project and under this Agreement.

ARTICLE 8 PUBLIC LIABILITY AND PROPERTY DAMAGE INSURANCE

8.1 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District a certificate of insurance, Additional Insured Endorsement and Declarations Page for the period covered by this Agreement, for public liability and property damage with an insurance carrier satisfactory to the District, under forms satisfactory to the District, to protect the Architect and District against loss from liability imposed in relation to such Project for damages (1) on account of bodily or personal injuries, including death, disease and sickness, accidentally suffered or alleged to have been suffered by any person or persons that may be caused directly or indirectly by the performance of this Agreement, and (2) on account of injury to or destruction of property, including the resultant loss of use of the Project or other District facilities or equipment, resulting from acts of commission or omission by the Architect, or otherwise resulting directly or indirectly from the Architect's operations in the performance of this Agreement. The District shall be named as an additional insured on all such policies. 8.2 The following insurance shall be maintained by the Architect for each Project in full force and effect during the entire period of performance of such Project, including any extensions, and shall be written, to the extent reasonably available, on an "occurrence" basis: Commercial general liability insurance shall be in amounts not less than One Million Dollars ($1,000,000) general aggregate, Four Million Dollars ($4,000,000) personal and advertising injury aggregate, with a per occurrence limit of Two Million Dollars ($2,000,000); and Automobile liability insurance covering motor vehicles shall be in an amount not less than One Million Dollars ($1,000,000) combined single limit. If liability insurance is not reasonably available on an occurrence basis, Architect shall provide liability insurance on a claims-made basis. 8.3 Said insurance shall provide that the coverage afforded thereby shall be primary coverage (and non-contributory to any other existing valid and collectable insurance) to the full limit of liability stated in the Declarations Page and such insurance shall apply separately to each insured against whom claim is made or suit is brought, but the inclusion of more than one (1) insured shall not operate to increase the insurer’s limits of liability. Said insurance shall also include a waiver of any subrogation rights as against the District. 8.4 Should any of the required insurance be provided for a Project under a claims-made form, Architect shall maintain such coverage continuously throughout the term of this Agreement, and

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without lapse, for a period of at least ten (10) years beyond the Agreement expiration or the completion of the Project (whichever is later), to the effect that, should occurrences during the Agreement term give rise to claims made after expiration of the Agreement, such claims shall be covered by such claims-made policies. Nothing herein shall in any way limit or diminish Architect’s obligations to the District under any provision, including any duty to indemnify and defend the District. 8.5 The Architect’s insurance policies for each Project shall contain a provision for thirty (30) days written notice to the District of cancellation or reduction of coverage. The Architect shall name, on any policy of insurance required for a Project, the District as an additional insured. The Additional Insured Endorsement included on all such insurance policies shall state that coverage is afforded the additional insured with respect to claims arising out of operations performed by or on behalf of the insured. If the additional insureds have other insurance which is applicable to the loss, such other insurance shall be on an excess or contingent basis. The amount of the insurer's liability for a Project shall not be reduced by the existence of such other insurance. Architect shall not commence work on a Project under this Agreement until all required insurance certificates, declarations pages and additional insured endorsements for that Project have been obtained and delivered in duplicate to the District for approval subject to the following requirements. Thereafter Architect shall produce a certified copy of any insurance policy required under this Article upon written request of the District. 8.6 At the time of making application for any extension of time on a Project, Architect shall submit evidence that all required insurance will be in effect during the requested additional period of time. 8.7 If the Architect fails to maintain such insurance for a Project, the District may, but shall not be required to, take out such insurance to cover any damages of the above-mentioned classes for which the District might be held liable during the Project on account of the Architect's failure to pay such damages, and deduct and retain the amount of the premiums from any sums due the Architect under this Agreement. 8.8 Nothing contained in this Agreement shall be construed as limiting, in any way, the extent to which the Architect may be held responsible for the payment of damages resulting from the Architect's operations during a Project. 8.9 Each of Architect's consultants on a Project shall comply with this Article, and Architect shall include such provisions in its contracts with them. 8.10 Insurance companies providing the above policies on a Project shall be legally authorized, licensed and admitted through the California Department of Insurance to engage in the business of furnishing insurance in the State of California. All such insurance companies shall have no lower than an “A-, VIII” in Best’s Rating Guide and shall be satisfactory to the District. 8.11 Any failure to maintain any item of the required insurance on a Project may, at District’s sole option, be sufficient cause for termination of this Agreement.

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ARTICLE 9 WORKER'S COMPENSATION INSURANCE

9.1 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District satisfactory proof that the Architect and all engineers, experts, consultants and subcontractors the Architect intends to employ have taken out, for the period covered by this Agreement, workers' compensation insurance for each Project with an insurance carrier satisfactory to the District for all persons whom they may employ in carrying out the work contemplated under this Agreement in accordance with the Workers' Compensation Laws of the State of California. All such insurance shall include a waiver of any subrogation rights as against the District. If the Architect employs any engineer, expert, consultant or subcontractor which it did not intend to employ prior to commencement of services, it must furnish such proof of workers' compensation insurance to the District immediately upon employment. Such insurance shall be maintained in full force and effect during the period of any Project covered by this Agreement including any extensions of time. If the Architect is self-insured, the Architect shall furnish a Certificate of Permission to Self-Insure and a Certificate of Self-Insurance satisfactory to the District for each Project. 9.2 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District satisfactory proof that the Architect and all engineers, experts, consultants and subcontractors the Architect intends to employ have taken out employer’s liability insurance for that Project with an insurance carrier satisfactory to the District. During the course of Architect’s services, if Architect ever intends to employ additional or different engineers, experts, consultants or subcontractors, before so employing them Architect shall furnish such satisfactory proof of insurance to the District. Such insurance shall be maintained in full force and effect during the period covered by this Agreement including any extensions of time. If the Architect is self-insured, the Architect shall furnish a Certificate of Permission to Self-Insure and a Certificate of Self-Insurance satisfactory to the District for each Project.

ARTICLE 10 ERRORS AND OMISSIONS INSURANCE

10.1 Prior to the commencement of services for each Project under this Agreement, the Architect shall furnish to the District satisfactory proof that the Architect has errors and omissions insurance as described in the amendment adding such Project to this Agreement. If errors and omissions insurance is not reasonably available on an occurrence basis, Architect shall provide errors and omissions insurance on a claims-made basis. 10.2 Each of Architect's professional sub-consultants (including consultants of Architect's) on each Project shall comply with this Article 10, and Architect shall include such provisions in its contracts with them. 10.3 Said errors and omissions insurance shall provide that the coverage afforded thereby shall be primary coverage (and non-contributory to any other existing valid and collectable insurance) to the full limit of liability stated in the Declarations Page and such insurance shall apply separately to each insured against whom claim is made or suit is brought, but the inclusion of

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more than one (1) insured shall not operate to increase the insurer’s limits of liability. 10.4 Should any of the above required insurance be provided for a Project under a claims-made form, Architect shall maintain coverage continuously throughout the term of this Agreement, and without lapse, for a period of at least ten (10) years beyond the Agreement expiration or the filing of a Notice of Completion (whichever is later), to the effect that, should occurrences during the Agreement term give rise to claims made after expiration of the Agreement, such claims shall be covered by such claims-made policy. Nothing herein shall in any way limit or diminish Architect’s obligations to the District under any provision, including any duty to indemnify and defend the District. 10.5 Architect shall not commence work on a Project under this Agreement until all required insurance certificates, declarations pages and additional insured endorsements have been obtained and delivered in duplicate to the District for approval. Thereafter Architect shall produce a certified copy of any insurance policy required under this Article upon written request of the District. 10.6 At the time of making application for any extension of time on a Project, Architect shall submit evidence that all required insurance policies will be in effect during the requested additional period of time. 10.7 If the Architect fails to maintain such insurance on a Project, the District may, but shall not be required to, take out such insurance, and may deduct and retain the amount of the premiums from any sums due the Architect under this Agreement. 10.8 Nothing contained in this Agreement shall be construed as limiting, in any way, the extent to which the Architect may be held responsible for the payment of damages resulting from the Architect’s operations on a Project. 10.9 Each of Architect’s consultants on a Project shall comply with this Article, and Architect shall include such provisions in its contracts with them. 10.10 Insurance companies providing the above policies on a Project shall be legally authorized, licensed and admitted through the California Department of Insurance to engage in the business of furnishing insurance in the State of California. All such insurance companies shall have no lower than an “A-, VIII” in Best’s Rating Guide and shall be satisfactory to the District. 10.11 Any failure to maintain any item of the required insurance on a Project may, at District’s sole option, be sufficient cause for termination of this Agreement.

ARTICLE 11 COMPLIANCE WITH LAWS

11.1 Architect shall be familiar with, and Architect and Architect’s design shall comply with, all State and Federal laws and regulations applicable to the Project or lawfully imposed upon the

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Project by agencies having jurisdiction over the Project, including but not limited to statutes, decisions, regulations, building or other codes, ordinances, charters, prevailing wage law, and the Americans with Disabilities Act (“ADA”).

ARTICLE 12 TERMINATION OF AGREEMENT

12.1 Termination by District – This Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), may be terminated, or the Project may be canceled, by the District for the District’s convenience and without cause at any time immediately upon written notice to the Architect. In such event, the Architect shall be compensated for (a) all Basic or Additional Services completed, and Reimbursable Expenses incurred, on such Project(s) under this Agreement through the date of termination, (b) such Basic or Additional Services performed, and Reimbursable Expenses incurred, on such Project(s) after termination which are authorized by the District in writing, and (c) any costs incurred on such Project(s) by reason of such termination; but less any amounts the District is entitled to withhold under law or this Agreement. Upon the District's written request and authorization, Architect shall perform any and all Basic and Additional Services on a Project necessary to complete the work in progress as of the date of termination. For any material breach of contract by the Architect, the District may also terminate the Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for cause by delivering written Notice of Intent to Terminate to the Architect. Such Notice shall include the following: (1) A description of such material breach, and (2) a date not less than fourteen days (14) after delivery of the notice by which the Architect must cure such breach. In response to such Notice, if the Architect fails to cure, and fails to reasonably commence to cure, the breach(es) by the deadline set by the Notice, then the District may terminate the Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), through written notice delivered to the Architect, which shall be effective upon such delivery. In such event, the Architect shall be compensated for all services completed on such Project(s) under this Agreement through the date of termination, together with compensation for such services performed after termination on such Project(s) which are authorized by the District in writing, but less any amounts the District is entitled to withhold under law or this Agreement. Upon the District’s written request and authorization, Architect shall perform any and all services necessary to complete the work in progress on a Project as of the date of the termination. 12.2 Termination by Architect – For any material breach of contract by the District on a Project other than one related to a payment or invoice dispute as described in Section 4.4 of this Agreement, the Architect may partially terminate the Agreement as to that Project (but not as to other Projects) by delivering written Notice of Intent to Terminate to the District. Such Notice shall include the following: (1) A description of such material breach, (2) a date not less than fourteen (14) days after delivery of the notice by which the District must cure such breach or reasonably commence to cure such breach, (3) the status of work on the Project completed as of the date of the Notice of Intent to Terminate, and (4) a description and cost estimate of the effort necessary to complete the work in progress on the Project. In response to such Notice, if the District fails to cure, and fails to reasonably commence to cure, the breach by the deadline set by

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the Notice, then Architect may partially terminate the Agreement as to that Project (but not as to other Projects) by written notice delivered to the District within ten (10) days of the cure deadline, which shall be effective upon such delivery. In the event of such termination by Architect as to a Project, Architect shall be compensated for all Basic and Additional Services completed, and Reimbursable Expenses incurred, on that Project under this Agreement through the date of termination, together with compensation for such Basic and Additional Services performed, and Reimbursable Expenses incurred, on that Project after termination which are authorized by the District in writing. Upon the District's written request and authorization, Architect shall perform any and all Basic and Additional Services necessary to complete the work in progress on that Project as of the date of termination. 12.3 Miscellaneous Termination Provisions

12.3.1 Following the termination of this Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for any reason whatsoever, the District shall have the right to utilize any designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared under this Agreement by the Architect, not only as they relate or may relate to the Projects under the Agreement (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to this Project) but as they relate or may relate to other projects, provided that any invalidity of such license in relation to such other projects shall not affect the validity of such license in relation to the Project under the Agreement (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to this Project) under Education Code Section 17316. Architect shall promptly make any such documents or materials available to the District upon request without additional compensation.

12.3.2 In the event of the termination of this Agreement in its entirety, or only as to an amendment for a Project (see Exhibit A and B), for any reason whatsoever, all designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect or any of its agents for any Project under this Agreement shall immediately upon request by the District be delivered to the District. Architect may not refuse to provide such writings or materials for any reason whatsoever, including but not limited to a possessory interest lien for any claim the Architect may have against the District or a claim by the Architect to an ownership interest in the intellectual property embodied in the documents or materials.

ARTICLE 13 ARCHITECT AN INDEPENDENT CONTRACTOR

13.1 It is specifically agreed that in the making and performance of this Agreement, the Architect is an independent contractor and is not and shall not be construed to be an officer or

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employee of the District.

ARTICLE 14 STANDARDIZED MANUFACTURED ITEMS

14.1 The Architect shall consult and cooperate with the District in the use and selection of manufactured items to be used in a Project under this Agreement. Manufactured items, including but not limited to paint, finish hardware, plumbing fixtures and fittings, mechanical equipment, electrical fixtures and equipment, roofing materials, and floor coverings, shall be standardized to the District's criteria so long as the same does not interfere seriously with the building design or cost.

ARTICLE 15 OWNERSHIP OF DOCUMENTS

15.1 All designs, plans, specifications, studies, drawings, estimates and other documents or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect for a Project under this Agreement shall be and shall remain the property of the District for all purposes, not only as they relate or may relate to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) but as they relate or may relate to any other project, provided that any invalidity of such ownership in relation to any other project shall not affect the validity of such ownership in relation to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) under Education Code Section 17316. 15.2 The Architect will provide the District with a complete set of reproducible designs, plans, specifications, studies, drawings, estimates and other documents or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect for a Project under this Agreement, and will retain, on the District's behalf, the original documents or reproducible copies of all such original documents, however stored, in the Architect's files for a period of no less than fifteen (15) years. Architect shall promptly make available to District any original documents it has retained under this Agreement upon request by the District.

ARTICLE 16 LICENSING OF INTELLECTUAL PROPERTY

16.1 This Agreement creates a non-exclusive and perpetual license for the District to copy, use, modify, reuse or sublicense any and all copyrights, designs and other intellectual property embodied in plans, specifications, studies, drawings, estimates and other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings prepared or caused to be prepared by the Architect for a Project under this Agreement, not only

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as they relate or may relate to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) but as they relate or may relate to other projects, provided that any invalidity of such license in relation to such other projects shall not affect the validity of such license in relation to such Project (including but not limited to any repair, maintenance, renovation, modernization or other alterations or revisions to such Project) under Education Code Section 17316. The Architect shall require any and all subcontractors and consultants to agree in writing that the District is granted a similar non-exclusive and perpetual license for the work of such subcontractors or consultants performed on a Project under this Agreement. 16.2 The compensation for a Project under this Agreement includes compensation not only for any use in connection with such Project and use or re-use for repair, maintenance, renovation, modernization or other alterations or revisions to such Project, but also for any re-use by the District in relation to other projects. The only other term or condition of such re-use shall be that if the District reuses the plans prepared by the Architect for a Project and retains another certified architect or structural engineer for the preparation of those plans for the re-use, the District shall indemnify and hold harmless the Architect and its consultants, agents, and employees from and against any claims, damages, losses, and expenses, including attorney’s fees, arising out of or resulting from, in whole or in part, the re-use to the extent required by Education Code section 17316, subdivision (c). 16.3 Architect represents and warrants that Architect has the legal right to license any and all copyrights, designs and other intellectual property embodied in plans, specifications, studies, drawings, estimates or other documents that Architect or its consultants prepares or causes to be prepared for a Project under this Agreement. Architect shall indemnify, defend and hold the District harmless under Article 18.1 of this Agreement for any breach of Article 16 due to Architect’s negligence, recklessness or willful misconduct. The Architect makes no such representation and warranty in regard to previously prepared designs, plans, specifications, studies, drawings, estimates or other documents, or any other works of authorship fixed in any tangible medium of expression, including but not limited to physical drawings, data magnetically or otherwise recorded on computer disks, or other writings, that were prepared by design professionals other than Architect and provided to Architect by the District.

ARTICLE 17 ACCOUNTING AND OTHER RECORDS OF ARCHITECT


ARTICLE 18 INDEMNITY

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18.1 Architect Indemnification. To the fullest extent permitted by law, including Califor-nia Civil Code section 2782.8, the Architect shall defend, indemnify, and hold harmless the District, the governing Board of the District, each member of the Board, and their officers, agents and employees (“District Indemnitees”) against claims arising out of, pertaining to, or relating to negligence, recklessness or willful misconduct of the Architect, the Architect's officers, employees, or consultants in performing or failing to perform any work, services, or functions provided for, referred to, or in any way connected with any work, services, or functions to be performed on a Project under this Agreement. For purposes of this Article 18.1 only, “claims” means all claims, demands, actions and suits brought by third parties for any and all losses, liabilities, costs, expenses, damages and obligations, and the defense obligation shall include but not be limited to payment of the District’s attorneys’ fees, ex-perts’ fees, and litigation costs incurred in defense of a claim. This indemnification shall apply to all liability, as provided for above, regardless of whether any insurance policies are applicable, and insurance policy limits do not act as a limitation upon the amount of the indemnification to be provided by the Architect. 18.2 District Indemnification for Use of Third Party Materials. The District shall defend, in-demnify, and hold harmless the Architect and its employees against any and all copyright in-fringement claims by any design professional formerly retained by the District arising out of Ar-chitect's completion, use or re-use of that former design professional's designs or contract docu-ments in performing this Agreement. Architect shall be entitled to such indemnification only if each of the following conditions are met: (a) Architect actually re-draws or completes such other designs or contract documents; (b) Architect complies with the provisions of Article 5.8 regard-ing use of materials prepared by other design professionals; (c) District has supplied Architect with the previously prepared documents or materials; and (d) District expressly requests that the Architect utilize the designs or contract documents in question. By providing this or any other indemnification in this Agreement, District does not waive any immunities.

ARTICLE 19 TIME SCHEDULE

19.1 Time for Completion. Time is of the essence of this Agreement. The Architect shall timely complete its Basic and Additional Services for a Project as expeditiously as possible and according to the schedule provided in the fully executed and approved amendment for that Project (see Exhibit A and B). 19.2 Delays. The District recognizes that circumstances may occur beyond the control of either the District or the Architect and extensions for such delays may be made to the schedule for a Project if approved by the District. Any time during which the Architect is delayed in the Architect's work on a Project by acts of District or its employees or those in a direct contractual relationship with District or by acts of nature or other occurrences which were not or could not have been reasonably foreseen and provided for, and which are not due to any Wrongful Acts or Omissions, shall be added to the time for completion of any obligations of the Architect. District shall not be liable for damages to the Architect on account of any such delay.

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ARTICLE 20 MISCELLANEOUS PROVISIONS

20.1 This Agreement shall be governed by and construed in accordance with the laws of the State of California excluding its choice of law rules. Any action or proceeding seeking any relief under or with respect to this Agreement shall be brought solely in the Superior Court of the State of California for the County in which the District maintains its district office, subject to transfer of venue under applicable State law, provided that nothing in this Agreement shall constitute a waiver of immunity to suit by the District. 20.2 The Architect shall not assign or transfer any or all of its rights, burdens, duties or obligations under this Agreement without the prior written consent of the District. 20.3 All notices, certificates, or other communications hereunder shall be deemed given when personally delivered or mailed by certified mail, postage prepaid, to the parties at the addresses set forth below:

District: Santa Cruz City Schools 405 Old San Jose Road Soquel, California 95073 Attention: Patrick K. Gaffney

Architect: Bartos Architecture, Inc.

1730 S Amphlett Blvd #225 San Mateo, California 94402 Attention: Mark Bartos

20.4 This Agreement shall inure to the benefit of and shall be binding upon the Architect and the District and their respective successors and assigns. 20.5 If any provision of this Agreement shall be held invalid or unenforceable by a court of competent jurisdiction, such holding shall not invalidate or render unenforceable any other provision hereof. 20.6 The terms of this Agreement shall not be waived, altered, modified, supplemented or amended in any manner whatsoever except by written agreement signed by the parties. No action or failure to act by the District shall constitute a waiver of any right or duty afforded the District under this Agreement, nor shall such action or failure to act constitute approval of, or acquiescence in, a breach under this Agreement, except as may be specifically agreed to in a written amendment to this Agreement. 20.7 Nothing contained in this Agreement shall create a contractual relationship with or cause of action in favor of a third party against either the District or the Architect. 20.8 This Agreement constitutes the entire agreement between the parties, and supersedes any prior agreement or understanding. There are no understandings, agreements, representations or

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warranties, expressed or implied, not specified in this Agreement. The Architect, by the execution of this Agreement, acknowledges that the Architect has read this Agreement, understands it, and agrees to be bound by its terms and conditions. 20.9 The Architect shall have the right to include representations of the design of the Project, including photographs of the exterior and interior, among the Architect's professional materials. The Architect's materials shall not include the District's confidential or proprietary information if the District has previously advised the Architect in writing of the specific information considered by the District to be confidential or proprietary. 20.10 Prior to executing this Agreement, the Architect shall submit a certification if required by Public Contract Code section 3006(b) for roofing projects. 20.11 If a party to this Agreement commences a legal action against the other party to enforce a provision of this Agreement or seek damages related to the services provided under this Agreement, the prevailing party in the legal action will be entitled to recover all of its litigation expense, costs and fees from the other party, including reasonable attorneys’ and experts’ fees.

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* * * * * * * * * * * * * * * * * * * *

ARCHITECT: Bartos Architecture, Inc. By:

DISTRICT: SANTA CRUZ CITY SCHOOLS By:

Mark Bartos, Architect, President Superintendent

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Exhibit A

FORM OF AMENDMENT TO ADD PROJECT TO AGREEMENT (Hourly Fee, with Not-to-Exceed Limit)

Pursuant to the agreement between Santa Cruz City Schools (“District”) and _________________ (“Architect”) effective ____________, 201__ (“Agreement”) for the _________________ construction program, the District and Architect agree to amend the Agreement to add architectural services for design and construction administration of the follow-ing project (“Project”): ____________________ [insert description of Project]. The terms of the Agreement are incorporated into, and govern, this amendment except as may be provided otherwise by this amendment. In the event of a conflict between the Agreement and this amendment, the terms of this amendment shall control. For the Project, Architect shall perform the Basic and Additional Services specified in the Agreement and this amendment. Multiple prime construction contracts ________ [insert “are” or “are not”] being used as the delivery method for the Project. For the architectural services to be provided under this amendment to the Agreement, Architect shall complete such services according to the following schedule: ________________________ [insert description of schedule, including milestone deadlines]. For the Basic Services satisfactorily performed under this amendment to the Agreement, Archi-tect shall be compensated according to its hourly rate schedule (Exhibit C to the Agreement). Architect’s total compensation for its Basic Services shall not exceed $_________, which is Ar-chitect’s estimate of the maximum total cost of its Basic Services on the Project, based on its _______________, 201__, spreadsheet of estimated hours to be spent on the Project and the Ar-chitect’s hourly fees. If the total amount invoiced by Architect reaches the not-to-exceed Basic Services amount before Architect’s Basic Services under this Agreement are complete, Architect must complete the Basic Services without submitting additional invoices, or receiving additional payment, for Basic Services. Architect’s total reimbursement for Reimbursable Expenses shall not exceed $___________, which is Architect’s estimate of the maximum total cost of Reimbursable Expenses on the Pro-ject. Architect shall provide a minimum of ___ (_) full-time employees for the Project before con-struction commences, and ___ (_) full-time employee after construction commences, to perform its duties and responsibilities under this Agreement.

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For the period of this Project, the Architect shall have errors and omissions insurance on an oc-currence basis, with limits of at least _______________ Dollars ($__________) and with a de-ductible in an amount not to exceed the sum of ____________ Dollars ($________). [For financial hardship projects, use the following paragraph for 5.6.3 in lieu of the preceding paragraph:] This project is a financial hardship project, and should the lowest responsible and responsive bid received on a bid package exceed Architect’s most recent approved estimate of Project Construction Cost for that bid package (or amount adjusted according to the then current mutually agreed upon recognized building cost index) as accepted by District, Architect shall, on request by District and as part of Architect's Basic Services, make such changes in the plans and specifications as shall be necessary to bring new bids that are less than such Project Construction Cost. In making such changes, Architect will exercise Architect's best judgment in determining the balance between the size of the Project, the type of construction, and the quality of the con-struction to achieve a satisfactory project at less than the Architect's Project Construction Cost. To avoid the potential for bids to exceed the estimate at bid opening, the Architect may, as an al-ternative, include in the Contract Documents for a bid package one or more deductive alterna-tives so that Architect and District may evaluate different means to achieve a satisfactory project at less than the Architect’s Project Construction Cost.

ARCHITECT: ________________[Name of firm] By:__________________________

_______________ [name or title]


Superintendent

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Exhibit B

FORM OF AMENDMENT TO ADD PROJECT TO AGREEMENT (Percentage Fee)

Pursuant to the agreement between the Santa Cruz City Schools (“District”) and ____________ (“Architect”) effective ____________, 201__ (“Agreement”) for the _____________ construc-tion program, the District and Architect agree to amend the Agreement to add architectural ser-vices for design and construction administration of the following project (“Project”): ____________________ [insert description of Project]. The terms of the Agreement are incorporated into, and govern, this amendment except as may be provided otherwise by this amendment. In the event of a conflict between the Agreement and this amendment, the terms of this amendment shall control. For the Project, Architect shall perform the Basic and Additional Services specified in the Agreement and this amendment. Multiple prime construction contracts ________ [insert “are” or “are not”] being used as the delivery method for the Project. For the architectural services to be provided under this amendment to the Agreement, Architect shall complete such services according to the following schedule: ________________________ [insert description of schedule, including milestone deadlines]. For the Basic Services satisfactorily performed under this amendment to the Agreement, the total compensation paid to the Architect for the Project shall be no more than _________________ percent (__%) [sliding scale percentages may be used] of the final adjusted Project Construction Cost for the Project. This compensation shall be paid pursuant to the following schedule: Initial Payment None Payment Upon Completion of: Schematic Design 20% Design Development Phase 20% Contract Documents Phase 30% DSA Back Check 5% Bidding Phase 5% Construction Phase 20% TOTAL BASIC COMPENSATION 100% Upon any adjustment (increase or decrease) to the Project Construction Cost as contemplated by section 1.9 of the Agreement, including but not limited to any adjustment made at such time as bids are received, the Architect’s total compensation for Basic Services for the Project shall also be increased or decreased, including retroactively for Basic Services already performed and payments already made. Such adjustments may be effected by the District by either (a) adjusting any future payment due under the payment schedule immediately above, or (b) issuing a revision

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notice to Architect that either tenders any additional payment owed or demands reimbursement from the Architect of any overpayment to date. Architect’s total reimbursement for Reimbursable Expenses shall not exceed $___________, which is Architect’s estimate of the maximum total cost of Reimbursable Expenses on the Pro-ject. Architect shall provide a minimum of ___ (_) full-time employees for the Project before con-struction commences, and ___ (_) full-time employee after construction commences, to perform its duties and responsibilities under this Agreement. For the period of this Project, the Architect shall have errors and omissions insurance on an oc-currence basis, with limits of at least _______________ Dollars ($__________) and with a de-ductible in an amount not to exceed the sum of ____________ Dollars ($________). [For financial hardship projects, use the following paragraph for 5.6.3 in lieu of the preceding paragraph:] This project is a financial hardship project, and should the lowest responsible and responsive bid received on a bid package exceed Architect’s most recent approved estimate of Project Construction Cost for that bid package (or amount adjusted according to the then current mutually agreed upon recognized building cost index) as accepted by District, Architect shall, on request by District and as part of Architect's Basic Services, make such changes in the plans and specifications as shall be necessary to bring new bids that are less than such Project Construction Cost. In making such changes, Architect will exercise Architect's best judgment in determining the balance between the size of the Project, the type of construction, and the quality of the con-struction to achieve a satisfactory project at less than the Architect's Project Construction Cost. To avoid the potential for bids to exceed the estimate at bid opening, the Architect may, as an al-ternative, include in the Contract Documents for a bid package one or more deductive alterna-tives so that Architect and District may evaluate different means to achieve a satisfactory project at less than the Architect’s Project Construction Cost.

ARCHITECT: ________________[Name of firm] By:__________________________

_______________ [name or title]


Superintendent

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Exhibit B

HOURLY RATES

President, Architect $175.00 per hour

Licensed Architect $165.00 per hour

Senior Project Manager $150.00 per hour

Consulting Architect $150.00 per hour

Staff Architect $135.00 per hour

Project Manager $135.00 per hour

Senior Drafter $125.00 per hour

Drafter $115.00 per hour

Technical Staff $75.00 per hour

College Intern $50.00 per hour

High School Intern $25.00 per hour

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AGENDA ITEM: 8.1.9 C:\USERS\BSSEC\DESKTOP\BOARDPAD 121416\SURPLUS COVER.DOC

SANTA CRUZ CITY SCHOOLS AGENDA ITEM: Disposition of Surplus Property MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: It is recommended that the Board of Education authorize the Assistant Superintendent, Business Services, or his designee, to sell or dispose of the surplus property on the attached list(s) in accordance with Board Policy 3270 and Administrative Regulation 3270A. BACKGROUND: Education Code Section 17545(a) provides that the Board of Education may sell for cash any personal property belonging to the District if the property is not required for school purposes, or if it should be disposed of for the purpose of replacement, or if it is unsatisfactory or not suitable for school use. (b) The governing board may choose to conduct any sale of personal property authorized under this section by means of a public auction conducted by employees of the district or other public agencies, or by contract with a private auction firm. The board may delegate to the district employee responsible for conducting the auction the authority to transfer the personal property to the highest responsible bidder upon completion of the auction and after payment has been received by the district. Section 17546(a) If the governing board, by a unanimous vote of those members present, finds that the property, whether one or more items, does not exceed in value the sum of two thousand five hundred dollars ($2,500), it may be sold at private sale without advertising, by any employee of the district empowered for that purpose by the board. (b) Any item or items of property having previously been offered for sale pursuant to Section 17545, but for which no qualified bid was received, may be sold at private sale without advertising by any employee of the district empowered for that purpose by the board. (c) If the board, by a unanimous vote of those members present, finds that the property is of insufficient value to defray the costs of arranging a sale, the property may be donated to a charitable organization deemed appropriate by the board, or it may be disposed of in the local public dump on order of any employee of the district empowered for that purpose by the board. Per Ed Code 60530(b), instructional materials may be destroyed by any economical means, provided that no instructional material shall be destroyed until 30 days after the governing board has given notice to all persons who have filed a request for such notice.

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SCCS BOARD OF EDUCATION

MEETING OF DECEMBER 14, 2016

SURPLUS PROPERTY LIST

Approval Date: _________________ Approved By:______________________________________________

SITE: BRANCIFORTE SMALL SCHOOLS

Property Description Asset # Year/Age Condition Value

1. RCA TV Model F25215WT N/A 1997 Fair $0 2. Quasar TV Model SP 2722A N/A 1997 Fair $0 3. 3M overhead projector Model

#1700 CJI N/A 2003 Fair $0

4. Samsung VCR/DVD player Model V5500

N/A 2005 Fair $0

5. Sony DVD Model DVP-NS 325 N/A 2005 Fair $0 6. (2) TV/DVD cavHrts N/A Unknown Good $0 7. Samsung DVD/VHS player N/A Unknown Obsolete $0 8. Zenith VHS Player N/A 10 yrs Obsolete $0 9. JVC 27” TV N/A 10 yrs Obsolete $0 10. Dell Tower 13767 2005 Obsolete $0 11. Hitachi CP – X300 projector 15177 Unknown Obsolete $0 12. HP Laptop 15006 2000 Obsolete $0 13. Memorex DVD Player with remote N/A Unknown Obsolete $0 14. MacBook 13800 2005 Obsolete $0 15. Dell Notebook Model PP05L N/A 2002 Obsolete $0 16. HP Tower 15108 2005 Obsolete $0 17. Apple tower exspace Power PC G5 N/A 2004 Obsolete $0 Total $0

It is recommended that the Board of Education authorize the Assistant Superintendent, Business Services, or his designee, to sell or dispose of the surplus property in accordance with Board Policy 3270 and Administrative Regulation 3270A.

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SITE: BAY VIEW ELEMENTARY SCHOOL


1. Double desk table with casters N/A 10 yrs Fair $40 2. 3 shelf black metal cart N/A 10 yrs Fair $20 3. (2) trapezoidal tables N/A 10 yrs Fair $60 ($30 ea) 4. Round table N/A 10 yrs Fair $50 5. (17) Small plastic chairs N/A 10 yrs Fair $85 ($5/ea) 6. 3 sided wooden easel N/A 10 yrs Poor $5 7. Wooden easel N/A 10 yrs Fair $5 8. (2) medium plastic chairs N/A 10 yrs Fair $15 ($7.50 ea) 9. (7) small wooden chairss N/A 10 yrs Fair $35 ($5/ea) 10. Small desk N/A 10 yrs Fair $10 11. Metal/wood podium N/A 10 yrs Good $10 Total $335


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SITE: DISTRICT OFFICE


1. Konica BizHub 601

copier/scanner/printer 15767 7+ years Fair. Jams on 2-sided.

Cannot obtain maintenance contract for it, too old.

$0

Total $0


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SITE: HARBOR HIGH


1. Organ N/A Unknown

(donated) Non-functioning $0

Total $0


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SITE: MISSION HILL MIDDLE SCHOOL


1. Whirlpool refrigerator None 10+ years Poor, cannot maintain

required coldness, missing shelves

$0

Total $0


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SCCS BOARD OF EDUCATION MEETING OF DECEMBER 14, 2016



SITE: SOQUEL HIGH

Property Description Asset # Year/Age Condition Value 1. Metal 4 drawer file cabinet 13213 10+ years Drawers missing/bent $0 2. Metal 4 drawer file cabinet 19129 10+ years Drawers missing/bent $0 3. Metal 4 drawer file cabinet 24226 10+ years Drawers missing/bent $0 4. Metal 4 drawer file cabinet N/A 10+ years Drawers missing/bent $0 5. Metal 4 drawer file cabinet N/A 10+ years Drawers missing/bent $0 6. Metal book shelves 21988 10+ years Shelves missing/bent $0 7. Metal book shelves N/A 10+ years Shelves missing/bent $0 8. Metal printer table 11888 10+ years Poor $0 9. Teacher’s desk 19439 10+ years Poor $0 10. Table 04160 10+ years Poor $0 11. Metal TV utility cart 23469 10+ years Poor $0 12. Metal TV utility cart 5764 10+ years Poor $0 13. Metal TV utility cart N/A 10+ years Poor $0 14. Metal TV utility cart N/A 10+ years Poor $0 15. Metal TV utility cart N/A 10+ years Poor $0 16. Small office refrigerator N/A 10+ years Non-functional $0 Total $0


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SITE: WESTLAKE ELEMENTARY SCHOOL


1. Apple eMac 13144 2004 Obsolete $0 2. Apple eMac 13145 2004 Obsolete $0 3. Apple iMac lampshade model N/A 2003 Obsolete $0 4. HP DC 5700 PC 14963 Unknown Obsolete $0 5. HP DC 5700 PC 14939 Unknown Obsolete $0 6. Epson inkjet printer N/A Unknown Obsolete $0 Total $0


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AGENDA ITEM: 8.1.10

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Single Plans for Student Achievement (SPSA) Bay View, DeLaveaga, Gault, Westlake, Monarch and Santa Cruz HS

MEETING DATE: November 9, 2016

FROM: Frank Wells, Assistant Superintendent of Educational Services

THROUGH: Kris Munro, Superintendent RECOMMENDATION: Approve the Single Plans for Student Achievement for Bay View, DeLaveaga, Gault, Westlake, Monarch and Santa Cruz HS. BACKGROUND: Pursuant to California Education Code (EC) Section 64001 and the federal Elementary and Secondary Education Act (ESEA) schools that receive state and federal funds will consolidate all school plans into the Single Plan for Student Achievement (SPSA).

School Site Councils (SCC) are required to develop the SPSA. The SSC’s responsibilities include approving the plan, recommending it to the local governing board for approval, monitoring its implementation, and evaluating the effectiveness of the planned activities at least annually.

The SPSA is a blueprint to improve the academic performance of all students. The purpose of the SPSA is to coordinate all educational services at the school. The SPSA addresses how funds provided to the school will be used to improve the academic performance of all pupils. The SPSA must integrate the purposes and requirements of all state and federal categorical programs in which the school participates.

The SPSA serves as the organizer for an individual school’s improvement process. It addresses the root causes of student academic challenges and identifies and implements research-based instructional strategies to raise the achievement of students who are not yet proficient by state standards. The SPSA ensures that students are better equipped to meet the Common Core State Standards in English and math.

This work is in support of the following District Goals and their corresponding Metrics:

All SCCS students will be prepared to successfully access post-secondary college and career opportunities.

SCCS will create positive, engaging school environments that promote the development of cognitive skills and the social emotional well-being of all students.

We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS student community.

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The Single Plan for Student Achievement 1 of 36 12/9/16

The Single Plan for Student Achievement

School: Santa Cruz High School

CDS Code: 4469823447109


Principal: Brent Kline

Revision Date: October, 2016

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Brent Kline

Position: Principal

Phone Number: 831-429-3960 ext. 201

Address: 415 Walnut Ave. Santa Cruz, CA 95060-3633

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .

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Table of Contents

School Vision and Mission ......................................................................................................................................................4

School Profile..........................................................................................................................................................................4

Comprehensive Needs Assessment Components ..................................................................................................................5

Data Analysis .................................................................................................................................................................5

Surveys ..........................................................................................................................................................................5

Classroom Observations................................................................................................................................................6

Analysis of Current Instructional Program ....................................................................................................................6

Description of Barriers and Related School Goals ..................................................................................................................8

School and Student Performance Data ..................................................................................................................................9

CAASPP Results (All Students) .......................................................................................................................................9

CELDT (Annual Assessment) Results............................................................................................................................11

CELDT (All Assessment) Results...................................................................................................................................12

Title III Accountability (School Data) ...........................................................................................................................13

Title III Accountability (District Data)...........................................................................................................................14

2015-16 California High School Exit Exam (CAHSEE) Results: English-Language Arts .................................................15

2015-16 California High School Exit Exam (CAHSEE) Results: Mathematics................................................................16

Planned Improvements in Student Performance .................................................................................................................17

School Goal #1.............................................................................................................................................................17

School Goal #2.............................................................................................................................................................19

School Goal #3.............................................................................................................................................................22

School Goal #4.............................................................................................................................................................24

Centralized Services for Planned Improvements in Student Performance ..........................................................................26

Centralized Service Goal #1.........................................................................................................................................26





Summary of Expenditures in this Plan..................................................................................................................................31

Total Expenditures by Object Type and Funding Source.............................................................................................31

Total Expenditures by Funding Source ........................................................................................................................32

Total Expenditures by Object Type..............................................................................................................................33

Total Expenditures by Goal .........................................................................................................................................34

School Site Council Membership ..........................................................................................................................................35

Recommendations and Assurances......................................................................................................................................36318 of 820

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School Vision and Mission

Santa Cruz High School’s Vision and Mission StatementsSCHS VISION and MISSION STATEMENTS

The vision of Santa Cruz High School is to be a learning community that fosters intellectual curiosity and growth, creativity, respect, integrity and responsibility. As a school community we embrace diversity and take action to ensure successful futures for ALL students. To reach these goals we challenge students to:

be solution seekers who:

define problems;propose, analyze and try out options;collect and analyze data and information; anddraw conclusions.

be communicators who:

listen to understand;comprehend what they read;speak with clarity of meaning;convey ideas in written and visual form; anduse technology to process information.

be highly motivated students who:

use feedback to evaluate and improve their work;manage time and resources to meet deadlines;learn to use skills to master subject area content; andset post-high school goals and take action to reach them.

be socially aware and responsible students who:

demonstrate understanding of diverse points of view and experience;connect learning to themselves, the community and the environment; andparticipate responsibly in the community beyond the school.

School Profile

Santa Cruz High School (SCHS), the oldest high school in Santa Cruz, is a comprehensive public school with a student population of approximately 1,000 in grades nine through twelve. It is noted for its very rich tradition of academic excellence and diverse student body. Students from various racial, cultural, and socioeconomic backgrounds and lifestyles join together to enrich their personal and academic experiences in an unusually compatible atmosphere.

Members of our graduating class of 2016 were accepted at over 100 four-year colleges and universities across the United States, including, Stanford University, Lewis & Clark, and several other private universities, and state universities including, the University of California at Berkeley and UCLA. We proudly claim that seniors received scholarships and awards totaling close to $193,000. We offer Advanced Placement (AP) and honors courses in the content areas including, science, math, English, world languages, social science and fine arts. We also offer a variety of elective courses, including ceramics, drawing, painting, photography, world languages, video production, woodshop, music, auto, and the Advancement Via Individual Determination (AVID) program, which supports students, the first in their families, to attend college. Student athletes compete in more than 10 sports. A variety of

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extracurricular clubs and programs enrich students’ lives.

Santa Cruz HS, recognized as a California Distinguished School in 2011, has a proven record of improving student achievement and has a strong commitment to assisting students achieve their academic goals. By mapping a four-year academic plan at the beginning of their first year, students are encouraged to set high academic goals, and given the tool to adjust that plan to fit changing circumstances and goals.

In the class of 2016, 57% of students were eligible for admittance into University of California (UC), California State University (CSU), and private colleges. Ultimately, 16% of our graduates attended a UC or private university, 22% attended a CSU or out of state public university, and an estimated 43% attended community colleges.

Our average SAT scores were 560 for the verbal, 563 for the math section, and 537 for the writing section..

Of the 271 AP exams taken in 2016, 80% scored above 3 (Qualifying), 58% scored 4 or 5, and 29% scored 5.

In the graduating class, comprised of 229 students, 4 students earned recognition as “Commended Students” in the National Merit Scholarship Program, and 4 National Merit finalist received a National Merit Scholarship.

Closing the achievement gap is an overarching goal at Santa Cruz High School for underrepresented students, specifically Hispanic/Latino students, in all school wide academic measurements. Additionally, we strive to increase the number of special needs students who successfully meet the writing standards and the requirements for the Life Experience Assessment Program (LEAP) portfolio. In alignment with our district's goal that "All SCCS students will be college-ready and will successfully access post secondary educational and career opportunities", SCHS offers a wide variety of classes in our academic program. We continue to expand our Career Technical Education program with Santa Cruz County schools and Cabrillo College, and we offer several Regional Occupational Program (ROP) classes on site.

Another objective is to increase the number of low-performing students who successfully meet state math standards and pass algebra, especially English Learners and students in the Resource Specialist Program.

Teachers and administrators take part in decision making at this school. The principal meets monthly with department chairs and with the faculty to address school concerns. The entire faculty participates in the site-based professional development series. The School Site Council, which includes parents, students, faculty and classified staff, and an administrator, makes decisions about school policies, curriculum, and budget. Other decision-making organizations include sports and band boosters, English Learners Advisory Committee (ELAC), and the Associated Student Body (ASB). The Santa Cruz High School PTA has supported the school with fundraising efforts amounting to more than $100,000 in recent years. Through the generosity of the PTA, SCHS students and staff have benefited from the installation of a new computer lab and other technology throughout the school.

Comprehensive Needs Assessment Components

Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.

SurveysThis section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Input sought from various advisory committees:Santa Cruz High School Site CouncilEnglish Learner Advisory Committee (ELAC)Santa Cruz Instructional Leadership Team (SCIL)Parent Teacher Association (PTA)SCHS Teachers

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Teacher Belief SurveySurveys re Back to School Night (Teachers and Parents)Surveys re Red & White Fair (Teachers and Parents)Senior Exit SurveysStudent Interviews

Each stakeholder was surveyed during the 2015-16 school year and the findings were used for the 2016 WASC Self-Study.

Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Teachers are asked to peer observe at least twice during the school year. During April, 2015, teachers were asked to use tools to observe student engagement, the findings were used in the 2016 WASC Self-Study. After classroom visits, ideally 12 per week, administrators provide feedback to teachers.

Analysis of Current Instructional ProgramThe following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

CELDT scores SRI and SMI scores are used to place students in the appropriate ELD level and/or appropriate math level. CAASPP scores will be used to identify standards to focus our data team cycles on. Professional Learning Communities (PLCs) meet twice monthly to review common assessments and student progress. Principal meets with Department Chairs and administrative team to discuss school goals and student achievement.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

All departments use data cycles to analyze student achievement on department assessments and to implement strategies to support improved student achievement. An analysis of these data cycles indicates that further professional development could be used to analyze who isn't succeeding and what strategies might support these specific students. PLCs use data to monitor student progress on content-specific assessments to inform and modify instruction.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

All teachers employed to teach core academic subjects are "highly qualified" as defined by federal law and the State Board of Education.

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4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

Teachers are credentialed and attend districtwide and other professional development activities (AVID, Content Literacy, NGSS Training and Workshops, Agile Minds, etc.)

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Our staff attends SCCS Curriculum and Ed Services-designed and local (SCHS) staff development.

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

Ongoing content literacy training in core content areas and other professional development opportunities are available to support teachers.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

Departments meet in PLCs, twice monthly.

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

The SCHS teaching staff continually strives to align curriculum, instruction and materials to the Common Core Standards.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

Instructional materials which are standards-based are appropriate and available to students. Funding has been made available through the district Curriculum Department for the purchase of instructional materials that meet Common Core criteria. As we progress through various textbook adoptions, we will adhere to the requirements for Common Core.

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

Core courses are standards aligned.

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Fourth Period and After School Homework ClubsMandatory Lunchtime Homework ClubMath plus support class for Integrated 1 studentsCounseling Services

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14. Research-based educational practices to raise student achievement

Math Plus

Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

English Learner Advisory Committee (ELAC)Homework Club TutorsCounseling ServicesUCSC Partnership/University Community Engagement (UCE) Grant-Tutors, Mentors

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

Lowered class sizes in 9th grade core clases.20 FTE Bilingual CounselorSchool Community CoordinatorResponse to Intervention (RtI) Coordinator

18. Fiscal support (EPC)

Description of Barriers and Related School Goals

Students with Chronic Excused AbsencesStudents with Truancies and TardiesSmall Population of English Learners

Related School Goals:Goal #1: Develop a systematic means to analyze and use data to inform instruction and school programs in order to support the academic achievement of all students.Goal #3: Implement school wide strategies and programs to support student achievement.Goal #5: Improve the achievement of English Learners, Special Needs and Socioeconomically Disadvantaged Students.

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School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Achievement

Grade Level # of Students Enrolled

# of Students Tested

% of Enrolled Students Tested

# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 11 227 201 88.2 201 2596.1 19 42 23 15

All Grades 227 201 88.2 201 19 42 23 15

READING WRITING LISTENING RESEARCH/INQUIRY

Demonstrating understanding of literary & non-fictional texts

Producing clear and purposeful writing

Demonstrating effectivecommunication skills

Investigating, analyzing, andpresenting informationGrade

LevelAbove

Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 11 45 42 14 16 57 28 30 60 11 28 61 11

All Grades 45 42 14 16 57 28 30 60 11 28 61 11

Conclusions based on this data:

1. Assessment results are extremely low and do not adequately reflect student achievement when compared to grading data and local assessments

2. Some 11th graders did not take the CAASPP seriously

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Mathematics

Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 11 227 201 88.2 200 2606.3 18 33 19 31

All Grades 227 201 88.2 200 18 33 19 31

CONCEPTS & PROCEDURES

PROBLEM SOLVING & MODELING/DATA ANALYSIS

COMMUNICATINGREASONING

Applying mathematical concepts and procedures

Using appropriate tools and strategies to solve real world and mathematical

problems

Demonstrating ability to support mathematical conclusionsGrade Level

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 11 38 28 34 19 55 27 26 58 17

All Grades 38 28 34 19 55 27 26 58 17


1. Assessment results are extremely low and do not adequately reflect student achievement when compared to grading data and local assessments

2. Some 11th graders did not take the CAASPP seriously

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CELDT (Annual Assessment) Results

2015-16 CELDT (Annual Assessment) Results

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

9 2 29 1 14 3 43 1 14 7

10 5 63 3 38 8

11 4 80 1 20 5

12 ********

*** ********

Total 3 14 10 48 6 29 2 10 21


1. We need to improve support services to our English Learners.

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CELDT (All Assessment) Results

2015-16 CELDT (All Assessment) Results


# % # % # % # % # % #

9 4 31 3 23 4 31 1 8 1 8 13

10 2 18 5 45 3 27 1 9 11

11 5 50 4 40 1 10 10

12 4 80 1 20 5

Total 15 38 12 31 8 21 2 5 2 5 39


1. Need current data from district.

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Title III Accountability (School Data)

Annual GrowthAMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 21 21 21

Percent with Prior Year Data 95.2% 95.2% 100.0%

Number in Cohort 20 20 21

Number Met -- 9 14

Percent Met -- 45.0% 66.7%

NCLB Target 59.0 60.5 62.0%

Met Target -- No Yes

Attaining English Proficiency

2013-14 2014-15 2014-15

Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 10 18 8 16 9 14

Number Met -- -- -- 7 -- 8

Percent Met -- -- -- 43.8% -- 57.1%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target -- -- -- No -- Yes

Adequate Yearly Progress for English Learner SubgroupAMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate -- --

Met Percent Proficient or Above -- --

Mathematics

Met Participation Rate -- --

Met Percent Proficient or Above -- --


1. There was not a sufficient number of students who have attained English proficiency nor participated in the English Learner subgroup (see previous AYP data).

2. Need additional data from district

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Title III Accountability (District Data)

Annual GrowthAMAO 1

2013-14 2014-15 2015-16


Percent with Prior Year Data 94.9 99.7 100


Number Met 136 180 155

Percent Met 48.6 56.8 52

NCLB Target 59.0 60.5 62.0%

Met Target No No N/A


2013-14 2014-15 2015-16



Number in Cohort 88 235 92 251 103 244

Number Met 16 102 10 126 14 106

Percent Met 18.2 43.4 10.9 50.2 13.6 43.4

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target No No No No N/A N/A

Adequate Yearly Progress for English Learner Subgroup at the LEA Level AMAO 3

2013-14 2014-15 2015-16


Met Participation Rate Yes 94

Met Percent Proficient or Above No N/A

Mathematics



Met Target for AMAO 3 No N/A


1.

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Single Plan for Student Achievement for Santa Cruz High School 15 of 36


2015-16 California High School Exit Exam (CAHSEE) Results: English-Language Arts

Grade 10 Combined Test

# Tested # Passed % Passed # Not Passed % Not Passed Avg.Score

% Prof. andAbove

All Students Tested

Race/Ethnicity

American Indian or Alaska Native

Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency

English Only Students

Initially Fluent English Proficient (IFEP)

Redesignated Fluent English Proficient (RFEP)

English Learner Students

Economic Status

Non-Economically Disadvantaged Students

Economically Disadvantaged Students

Special Education Program Participation

Students Receiving Services

Summarize your conclusions indicated by the CAHSEE English-Language Arts data:

This assessment is currently not required

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Single Plan for Student Achievement for Santa Cruz High School 16 of 36


2015-16 California High School Exit Exam (CAHSEE) Results: Mathematics



% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status





Summarize your conclusions indicated by the CAHSEE Mathematics data:

This assessment is currently not required

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Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT:

LEA GOAL:

SCCS Goal 4: Develop a highly collaborative, professional culture focused on supporting effective teaching. --------

SCHOOL GOAL #1:

Develop a “systematic means to analyze and use classroom student data to inform instruction in order to support the academic achievement of all students.”--------

Data Used to Form this Goal:

Grading data; Data teams' protocols, rubrics, etc.--------

Findings from the Analysis of this Data:

Hispanic students are in need of academic support in English Language Arts and Mathematics in order to reach proficiency in those content areas.--------

How the School will Evaluate the Progress of this Goal:

Meet monthly with Santa Cruz Instructional Leaders (SCIL) to analyze content-specific data; individual student data; cohort data and make program enhancement recommendationsCommunicate school-wide protocol for collecting and analyzing classroom-specific achievement dataProvide best practice professional development on data collection systems and use of data to guide instructionProvide professional development on digital assessment opportunities for studentsMonitor attendance at Professional Development (PD) DaysReview agenda and minutes of Professional Learning Communities (PLC)Collect data analysis reports from PLCs--------

Actions to be Taken to Reach This Goal Timeline Person(s)

ResponsibleProposed Expenditure(s)

Description Type Funding Source Amount

Use of monthly professional development opportunities to share best practice examples in assessment, technology, and interventions

2016-17 Site AdministrationSCIL LeadersPLCs

None Specified None Specified

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PLCs maintain a consistent focus on using and analyzing common assessment data and/or common assignments to compare student achievement and discuss ways to change instructional practice to meet the needs of struggling learners. Teachers will access grades from Infinite Campus and classroom based assessments to determine student outcomes and progress.



Departments review and document grades and interventions for students receiving D and F grades. Teachers will have access to disaggregated data (by subgroup) at PLC meetings.



PLCs track D and F grades on common assessments. Access to disaggregated data; Google Docs, to determine student progress/outcomes.



Teachers participate in at least two peer observations throughout the year(s) and use collaboration time to discuss observation outcomes.

2016-17 Site Administration; SCIL leaders and Teachers


PLCs evaluate progress and adjust agendas, through Google docs.

2016-17 SCIL LeadersTeachers


Implementation of Tier I interventions early in each quarter to support struggling students. Teachers will use student grades to determine type/amount of interventions

2016-17 Teachers None Specified None Specified

Teachers use interventions with at-risk students prior to requesting SOCs

2016-17 Teachers None Specified None Specified

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School Goal #2


SUBJECT:

LEA GOAL:

Eliminate the achievement gaps that currently exist between demographic groups within the SCCS student community--------

SCHOOL GOAL #2:

Increase underrepresented students in AP/Honors, with a specific focus on Hispanic males--------


Course enrollment and AP test taking data--------


School demographic data, specifically Hispanic males, do not match AP/Honors enrollment data--------


On-going review of student enrollment in AP/Honors classes and determine growth using 2015-16 baseline data--------




Increase student and parent awareness of AP/Honors class opportunities during meetings with parents, students and faculty. Use of written and verbal translations in Spanish for our non-English speaking parents/students

2016-17 Site AdministrationTeachersCounselors


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Review teacher and counseling recommendation process and prerequisites that currently exist for AP/Honors classes. Eliminate unnecessary prerequisites that discourage student participation. Create a formal recommendation process for all students interested in AP/Honors courses. Review and collaboratively recommend revisions to AP/Honors prerequisites.

2016-17 Site AdministrationBuilding Leadership TeamSchool Departments


Provide intervention access and support resources for targeted student population including: AVID, ELAC, on-line resources, Math Plus, teacher/peer tutoring

2016-17 Site AdministrationBuilding Leadership TeamTeachersSchool Community CoordinatorMath Plus specialistSCCS IT DepartmentSCUC/peer tutors


Develop and provide professional development to increase teachers' knowledge and use of intervention and support services. Observe and identify current use of effective best practice and disseminate to all staff in PD formatResearch resources for teacher PDSite visit other schools with similar demographicsProvide equity workshops for teachers

2016-17 Site AdministrationSCIL LeadersEnid LeeCertificated Staff


Provide specific content support, by certificated teachers, in the after-school homework club

2016-17 Site AdministrationCertificated Staff

Certificated Salary to support extra time

1000-1999: Certificated Personnel Salaries

LCFF - Supplemental 10,000

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Increase the number of AP trained teachers in order to expand AP offerings for students

2016-17 Site AdministrationAP Coordinator

Registration and conference fees

0000: Unrestricted LCFF - Supplemental 10,000

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School Goal #3


SUBJECT:

LEA GOAL:

SCCS Goal 2: will create positive, engaging school environments that promote the development of cognitive skills and the social emotional well-being of all students --------

SCHOOL GOAL #3:

Increase opportunities for student voice and participation in the SCHS environment --------


Student forum dataStudent survey dataNumber of students involved in clubs and activities--------


A need to increase the opportunities for student involvement in school goals and activities --------


Review student perception dataCompare student participation in clubs/activities compared to baseline data 2015-16--------




Create student focus group in order to understand equity opportunities

2016-2017 PrincipalEnid Lee

Enid Lee--stipend None Specified

Create adult focus group in order to understand and educate staff on providing equitable opportunities for students

2016-2017 PrincipalEnid Lee

Enid Lee-stipend None Specified None Specified

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Develop opportunities for students to share questions/concerns in student forum and survey opportunities

2016-2017 PrincipalASB Coordinator


Increase student opportunities for involvement in student leadership

2016-2017 AdministrationASB Coordinator


Extend communication of school related activities and involvement opportunities to non-English speaking families through the use of our School Community Liaison

2016-2017 School Community Coordinator (.20 FTE)

.25 FTE School Community Coordinator

2000-2999: Classified Personnel Salaries


Bilingual counseling and to improve communication with non-English speaking students and parents.

2016-2017 Counseling StaffSite Administration

.2 FTE Counseling Salary 1000-1999: Certificated Personnel Salaries


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School Goal #4


SUBJECT:

LEA GOAL:

All SCCS students will be prepared to successfully access post-secondary college and career opportunities.--------

SCHOOL GOAL #4:

Increase the number of students passing Integrated Math within 1 year as compared to 2015-16 baseline data --------


Quarter and semester grades. Common classroom assessments --------


Increase the frequency of teacher collaboration in order determine scope/sequence of course contentImproved understanding of schoolwide progress toward student achievementProvide intervention and support to struggling learners--------


Ongoing monitoring student performance data --------




Identification of the 21 main standards of CCSS in order to align Integrated Math 1 curriculum and identify specific learning outcomes

2016-17 RTI CoordinatorIntegrated math 1 teachersMath SCIL leaderBuilding administrationDistrict math coach

Collaboration time (outside of contract)


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Identify and assess student learning on CPM check points

2016-17 RTI CoordinatorIntegrated math 1 teachersBuilding administrationDistrict math coach

Collaboration time None Specified None Specified

Weekly Int. 1 collaboration and bi-weekly PLC collaboration to discuss what students need to know; how to insure they learned the material; develop interventions for students needing more time; providing extended opportunities for students who have mastered the specific lesson and/or concept.



Develop common learning outcomes and success criteria for each lesson and/or unit. Create and assess student outcomes using common assessments.



Provide a slower-paced Integrated Math 1 course for struggling learners

2016-17 Certificated teacherSite administration

Math Plus teacher 1000-1999: Certificated Personnel Salaries


Staff a site-based RTI Coordinator to facilitate collaboration and intervention programs

2016-17 Certificated teacherSite administration

RTI Coordinator Salary 1000-1999: Certificated Personnel Salaries


Provide bilingual math tutors for student intervention programs

2016-17 Site administration Tutor salaries 2000-2999: Classified Personnel Salaries


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Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #1:

--------




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SCHOOL GOAL #2:

--------




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SCHOOL GOAL #3:

--------




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SCHOOL GOAL #4:

--------




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SCHOOL GOAL #5:

--------




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Summary of Expenditures in this Plan

Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

0000: Unrestricted LCFF - Supplemental 10,000.00

1000-1999: Certificated Personnel Salaries LCFF - Supplemental 174,244.00

2000-2999: Classified Personnel Salaries LCFF - Supplemental 17,292.00

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Total Expenditures by Funding Source

Funding Source Total ExpendituresLCFF - Supplemental 201,536.00

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Total Expenditures by Object Type

Object Type Total Expenditures0000: Unrestricted 10,000.00

1000-1999: Certificated Personnel Salaries 174,244.00

2000-2999: Classified Personnel Salaries 17,292.00

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Total Expenditures by Goal

Goal Number Total ExpendituresGoal 2 20,000.00

Goal 3 24,292.00

Goal 4 157,244.00

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School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Brent Kline X

Lindsey Aquino X

Lindsay Behr X

Hugh Carter X

Janet Manousos X

Jeanie Brown (Alt.) X

Numbers of members of each category: 1 1 2 1 2

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

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Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

State Compensatory Education Advisory CommitteeSignature

X English Learner Advisory CommitteeSignature

Special Education Advisory CommitteeSignature

Gifted and Talented Education Program Advisory CommitteeSignature

District/School Liaison Team for schools in Program ImprovementSignature

Compensatory Education Advisory CommitteeSignature

X Departmental Advisory Committee (secondary)Signature

Other committees established by the school or district (list):Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on 11/9/2016.

Attested:

Brent KlineTyped Name of School Principal Signature of School Principal Date

Lindsay BehrTyped Name of SSC Chairperson Signature of SSC Chairperson Date

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School: Westlake Elementary School

CDS Code: 44698156049928


Principal: Clyde Curley

Revision Date: October 2016



Contact Person: CLYDE CURLEY

Position: PRINCIPAL

Phone Number: (831) 429 – 3878

Address: 1000 High St.Santa Cruz, CA 95060-2596



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Table of Contents


School Profile..........................................................................................................................................................................3




CELDT (Annual Assessment) Results..............................................................................................................................7

Title III Accountability (School Data) .............................................................................................................................8

Planned Improvements in Student Performance ...................................................................................................................9

School Goal #1...............................................................................................................................................................9

School Goal #2.............................................................................................................................................................11

School Goal #3.............................................................................................................................................................13

School Goal #4.............................................................................................................................................................15

School Goal #5.............................................................................................................................................................17

School Goal #6.............................................................................................................................................................19







Recommendations and Assurances......................................................................................................................................26

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Westlake Elementary School’s Vision and Mission StatementsSanta Cruz City Schools District MissionSanta Cruz City Schools, part of a dynamic and diverse coastal community, will ensure that each student acquires the necessary knowledge, skills and values to achieve his or her highest aspirations and to be a contributing member of a rapidly changing society. A highly qualified, inspired, and dedicated staff, in partnership with our families and community, will provide a well-balanced education in a safe environment, utilizing effective educational practices and technologies.

Westlake Elementary School MissionWestlake is a place where children are supported to achieve their highest potential academically, physically, socially and emotionally. Our school community inspires life long learning. We are problem solvers who celebrate our diverse perspectives and experiences. Positivity and optimism are core values that guide our learning.

School Profile

In the spring of 2016 Westlake Elementary School was awarded the California Gold Ribbon Award for the Response to Instruction: Walk to Read program and Exemplary Program Award for Visual and Performing Arts. These two programs are examples of the excellent education students receive at Westlake. Westlake is located on the northwest side of Santa Cruz, California, near the campus of the University of California of Santa Cruz (UCSC). Westlake Elementary School is known throughout the Santa Cruz area for its ongoing commitment to excellence. This rich tradition and reputation is possible due to the hard work of a dedicated and talented staff, the full participation of parents, and community involvement. Westlake has five focus areas that guide the work of the school: Professional Learning Communities, Response to Instruction, Positive Behavior Instruction Supports, Common Core State Standards, and English Language Development. The Westlake community is also dedicated to providing a well rounded education which includes a rich Visual and Performing Arts program, Science Garden, Library Media Center and Playground Coaches.

Teachers work in Professional Learning Communities organized by grade level or department. Teams meet regularly to identify essential learnings and collaborate on instructional practices. The tiered levels of support in the Response to Instruction framework is used to guide the Walk To Read program. Assessments are used to identify student learning needs and students are regrouped for targeted instruction in reading. Group size is reduced by including classified staff, Intervention Coordinators, and Resource Teachers in the program. The program runs for eight weeks at a time and concludes with a reassessment of students to measure growth. The Positive Behavior Instruction Supports program supports a positive school culture and climate. Grade level representatives work with the School Counselor and Principal to develop, maintain and monitor school climate. Systems for positive reinforcement at the student, classroom and school level are used to support students meeting expectations, following rules and creating a safe and orderly school environment. Behavior tracking forms and office referrals are used to gather information about behavioral challenges being exhibited. All students receive lessons from the Second Step program to support social skill development. Some students receive small group or individual support from the School Counselor or Primary Intervention Aide. The Common Core State Standards have been adopted by the school district and are used to guide the curriculum. Teams of teachers use the standards to identify essential learnings and design learning activities. English language development is provided to all students that are learning English. Support in the classroom is provided to individuals and small groups by an Instructional Technician. English learners are provided with an extended learning opportunity before school using the Rosetta Stone software. Classroom teachers provide daily English language development focused on academic vocabulary.

Students at Westlake receive a rich and well rounded education. The Visual and Performing Arts programs at Westlake includes K-5 Visual Art, K-5 Music and K-5 Dance. All students visit the Science Garden for weekly lessons. The Library houses over 20 thousand volumes and is staffed by a Library Media Teacher and Library Media Assistant. Playground coaches structure recess and lunch activities and provide lessons to classes. These programs are supported by the City of Santa Cruz community through parcel taxes and through donations to the Westlake PTA. Together these programs make Westlake a great place to learn and grow.

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The student achievement results for Westlake Elementary indicate that the instruction and programs are effective and targeted. In the 2015-16 school year, Westlake participated in the Smarter Balanced Assessment Consortium 76% of students met or exceeded standards in English Language Arts, an increase of 3% from the prior year. In Math, 66% of Westlake students met or exceeded standards, a decrease of 3%.

In the academic year 2015-16, approximately 620 students registered in the fall for its kindergarten through fifth grades. Westlake is proud of its commitment to continuous school improvement.In our continuous effort to improve instruction and challenge our students academically, we believe the goals that we have established for 2014-2015 are ambitious, attainable, reasonable, measurable and aligned with the Santa Cruz City Schools Strategic Goals.

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Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 108 105 97.2 105 2485.4 53 24 14 9

Grade 4 96 91 94.8 91 2505.0 44 21 18 18

Grade 5 97 92 93.9 92 2579.8 53 35 9 3

All Grades 301 288 95.4 288 50 26 14 10






LevelAbove

Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 3 49 39 12 49 41 10 48 46 7 42 52 6

Grade 4 36 45 19 43 42 15 33 53 14 37 52 11

Grade 5 57 36 7 55 42 3 43 51 5 61 37 2

All Grades 47 40 13 49 41 10 42 50 9 47 47 6


1. 76% of students in grades 3-5 met or exceeded standard on the English Language Arts test. Only 10% of students in grades 3-5 did not meet standard. 14% nearly met.

2. Clusters show strong performance in all areas. Reading and Writing clusters show that 13% and 10% of students are below standard.

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Mathematics

Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 108 105 97.2 105 2456.3 30 36 21 13

Grade 4 96 91 94.8 90 2493.5 22 33 28 17

Grade 5 97 92 93.9 92 2576.4 50 27 17 5

All Grades 301 288 95.4 287 34 32 22 12






problems


Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 3 44 38 18 40 44 16 38 50 12

Grade 4 31 44 24 34 44 21 33 48 19

Grade 5 59 34 8 47 43 10 40 53 7

All Grades 45 39 17 40 44 16 37 50 13


1. 66% of students tested in grades 3-5 met or exceeded standard. 88% of students tested in grades 3-5 nearly met, met, or exceeded standard.

2. 4th Grade had the lowest percentage of students that met or exceeded standard at 55%.

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# % # % # % # % # % #

1 4 31 5 38 1 8 3 23 13

2 1 17 2 33 3 50 6

3 2 22 2 22 2 22 3 33 9

4 ********

*** ********

*** ********

5 ********

*** ********

Total 6 19 11 34 5 16 6 19 4 13 32


1. 17 of 32 students met overall criteria on CELDT of Early Advanced or Advanced.

2. First grade had the largest number of English Learners that took the CELDT.

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16




Number Met 21 23 23

Percent Met 70.0% 65.7% 71.9%

NCLB Target 59.0 60.5 62.0%

Met Target Yes Yes Yes


2013-14 2014-15 2014-15




Number Met 17 -- 15 -- 14 --

Percent Met 38.6% -- 28.8% -- 31.8% --

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target Yes -- Yes -- Yes --


2013-14 2014-15 2015-16


Met Participation Rate --

Met Percent Proficient or Above --

Mathematics




1. 23 of 32 students with two years of CELDT history met English proficiency.

2. 2 students have received 5 or more years of English language instruction and have not yet met English proficiency.

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School Goal #1


SUBJECT: English Language Arts: Reading

LEA GOAL:

Goal #1: All SCCS students will be prepared to successfully access post-secondary college and career opportunities.--------

SCHOOL GOAL #1:

All students in grades K-5 will make growth in reading by spring 2017. The percent of students at each grade level scoring proficient or above for the end of year benchmark will increase each trimester. The end of year goal will be for all students scoring basic at the end of trimester 1 to reach proficient by the end of the school year and for all students scoring proficient or above to stay proficient or above.--------


Spring 2016 Assessment ResultsSRI Average % Proficient and Advanced Grades 3-5 = 84%MASI Average % Proficient and Advanced Grades 3-5 = 87%DRA Average % Proficient and Advanced Grades 1-2 = 83%

Spring 2015 Assessment ResultsSRI Average % Proficient and Advanced Grades 3-5 = 90%MASI Average % Proficient and Advanced Grades 3-5 = 87%DRA Average % Proficient and Advanced Grades 1-2 = 88%--------


An average of 85% of students in grades 1-5 reached proficient or advanced on reading assessments at their grade level by June of the 2015-16 school year.An average of 88% of students in grades 1-5 reached proficient or advanced on reading assessments at their grade level by June of the 2014-15 school year.--------


Teachers will administer assessments to students at the end of each trimester in November, March and June. Grade level teams will meet at the end of each trimester to evaluate student progress and target interventions. The assessments to be monitored are: K-2: DRA, 3-5 MASI and SRI--------

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Student Learning Teams: Analyze assessment data in grade level teams to identify student needs for Walk to Read groups.

SeptemberNovemberMarch

Principal Substitutes 1000-1999: Certificated Personnel Salaries

Title II Part A: Improving Teacher Quality

3510

Employ learning assistants to work in kindergarten, first grade, and Walk to Read to differentiate instruction through small groups and 1:1.

Principal Learning Assistants: 1 2000-2999: Classified Personnel Salaries


Learning Assistants: 3 2000-2999: Classified Personnel Salaries

Parent-Teacher Association (PTA)

33,000

Learning Assistant: 2 2000-2999: Classified Personnel Salaries

LCFF - Base 22,000

Supplemental hours to support Walk To Read

September - NovemberDecember - FebruaryMarch-May

Principal Supplemental Hours 2000-2999: Classified Personnel Salaries

LCFF - Supplemental 1736

Supplemental Hours 2000-2999: Classified Personnel Salaries


3472

Purchase leveled reading materials to support Tier I instruction.

Ongoing Principal Purchase leveled reading materials.

4000-4999: Books And Supplies

Lottery: Instructional Materials

5000

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School Goal #2


SUBJECT: English Language Arts: Writing

LEA GOAL:


SCHOOL GOAL #2:

All students in grades K-5 will make growth in writing by spring 2017. The percent of students at each grade level scoring proficient or above for the end of year benchmark will increase each trimester. The end of year goal will be for all students scoring basic at the end of trimester 1 to reach proficient by the end of the school year and for all students scoring proficient or above to stay proficient or above.--------


Spring 2015 AssessmentPercent proficient and advanced by grade1= 77%2= 75%3= 66%4= 69%5= 75%--------


An average of 72% of students in grades 1-5 scored proficient or advanced on the spring writing assessment.--------


Teachers will administer a writing assessment at the end of each trimester. Grade level teams will meet to analyze assessment results and plan next steps.--------




Train all teachers on Writer’s Workshop curriculum

September, December, March



Purchase technology for students to type assignments

October Principal Technology 4000-4999: Books And Supplies


12000

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Teachers on evaluation cycle will meet with Principal to analyze student achievement, plan instruction, and evaluate student progress.

October, January, April



620

Student Study Team will meet as needed to discuss student progress, support teachers with intervention plans and refer students to special education.

Monthley Principal Substitutes 1000-1999: Certificated Personnel Salaries


750

Intervention Team will meet every six weeks to support student progress and monitor interventions

October, December, February, April, June



2010

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School Goal #3


SUBJECT: Math

LEA GOAL:


SCHOOL GOAL #3:

100% of elementary classrooms k-5 will work towards proficiency in common core math standards with the implementation of Eureka Math curriculum.All students in grades K-5 will make growth in math by spring 2017. The percent of students in grades 3-5 scoring proficient or above on the SMI for the end of year benchmark will increase each trimester. The end of year goal will be for all students scoring basic at the end of trimester 1 to reach proficient by the end of the school year and for all students scoring proficient or above to stay proficient or above.--------


2016 CAASPP resultsSMI results--------


66% of all students met or exceeded standard on the Math Smarter Balanced Assessment.57% of students in grades 3-5 scored proficient or above on the SMI.--------


Teacher Feedback SurveyInstructional RoundsEureka Module AssessmentsiReady Math AssessmentsSMI Assessment Results2017 CAASPP Results--------

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Release teachers to collaborate on Eureka Implementation every 6 weeks.


Professional Development Block Grant

9375

Provide Math intervention using iReady software to students in grades 3-5.

Intervention Coordinator

Software Licenses 4000-4999: Books And Supplies


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School Goal #4


SUBJECT: English Language Development

LEA GOAL:

Goal #3: We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS school community.--------

SCHOOL GOAL #4:

All English learners will receive English Language Development and make a year of growth as measured by CELDT until they meet all reclassification criteria.

Adequate Yearly Progress:AMAO 1: English Learners currently scoring overall below early advanced or advanced will demonstrate progress in developing English Proficiency by making 1 year of growth as measured by CELDT.AMAO 2: English Learners in US schools four years or longer will demonstrate English Proficiency as measured by CELDT.AMAO 3: English Learners scoring overall early advanced or advanced will maintain that level and improve sub level scores in listening, speaking, reading, writing until all areas are at early advanced.

--------


See CELDT Data page--------


20 of 37 students met overall criteria on CELDT of Early Advanced or Advanced.Second grade had the largest number of English Learners that took the CELDT.--------


All English Learners will take the CELDT annually. Teachers will use CELDT results to identify areas of focus and set goals for progress monitoring on an Individualized Service Plan. Progress towards goals on the ISP will be monitored at the end of each trimester using English Language Arts assessments and Rosetta Stone progress. --------

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Language Review Team to meet twice per year to monitor English Learner progress. Identify English Learners that qualify for reclassification, and monitor progress of English learners already reclassified or not yet reclassified.

January, May Principal Substitutes 1000-1999: Certificated Personnel Salaries


English Learner Designee to organize Language Review Team meetings, plan CELDT testing schedule, maintain records, and develop ELD programs.

Ongoing Principal Extra Hourly 2000-2999: Classified Personnel Salaries


Instructional Technician: English Language Development to oversee computer lab during Rosetta Stone instruction, provide newcomers small group instruction, and provide support for EL in classrooms.

School Year Principal Position 2000-2999: Classified Personnel Salaries

Title III 11000

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School Goal #5


SUBJECT: School Climate & Culture

LEA GOAL:

Goal #2: SCCS will create positive, engaging school environments that promote the development of cognitive skills and the social emotional well-being of all students.--------

SCHOOL GOAL #5:

Decrease the number of incidents of minor physical aggression by at least 10%.--------


Number of referrals for minor physical aggression in the 2015-16 school year were 171Number of referrals for minor physical aggression in the 2014-15 school year were 118.--------


2015-16 SWIS Data59 Students were referred for incidents of minor physical aggression by 32 different staff members.91 of 171 referrals were issued for incidents on the playground.80 of 171 referrals were issued for incidents in the classroom.

2014-15 SWIS Data56 Students were referred for incidents of minor physical aggression by 30 different staff members.70 of 118 referrals were issued for incidents on the playground.39 of 118 referrals were issued for incidents in the classroom.--------

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• Input Office Referrals into SWIS weekly• PBIS team will review SWIS data monthly• COST team will review data bimonthly• COST and PBIS Teams will identify research based strategies or programs to address physically aggressive behavior.• PBIS team will review research based strategies and choose one to address physical aggression• PBIS team will train staff on research based strategies and lesson plans for classroom use.• Classroom teachers will implement strategies.• PBIS Team will monitor SWIS data for improvement.

--------




Professional Development for PBIS Team

October, December, February, April


District Funded 2958

Life Lab: Increase life lab instructional technician from 20 hours per week to 25 hours per week to ensure all students have access to science garden curriculum.

School Year Principal Salary 2000-2999: Classified Personnel Salaries


10500

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School Goal #6


SUBJECT: Visual and Performing Arts

LEA GOAL:


SCHOOL GOAL #6:

All students will demonstrate proficiency in identified standards for visual and performing arts.--------


Visual art and music grades.--------


--------


All students will reach proficient or above in visual art and music. Proficient is defined as ‘Satisfactory’ or above in K-3 and a “C” or above in 4-5--------




K-2 Music Enrichment Program Providers to support teachers in delivery of standards based music program. Grade level teams provide themes that connect to classroom curriculum.

School Year Arts Coordinator Salary 2000-2999: Classified Personnel Salaries


8400

Arts Coordinator to schedule, plan, assess needs for standards based visual and performing arts program

School Year Principal Salary 2000-2999: Classified Personnel Salaries


10851

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K-5 Dance Enrichment Program Providers to support teachers in delivery of standards based dance program. Investigate possibility of classroom performances vs. grade level performances at the Day of Dance. Grade level teams provide themes that connect to classroom curriculum.

School Year Arts Coordinator Salary 2000-2999: Classified Personnel Salaries


15200

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1000-1999: Certificated Personnel Salaries District Funded 2,958.00

2000-2999: Classified Personnel Salaries LCFF - Base 22,000.00



4000-4999: Books And Supplies Lottery: Instructional Materials 5,000.00

1000-1999: Certificated Personnel Salaries Parent-Teacher Association (PTA) 1,370.00

2000-2999: Classified Personnel Salaries Parent-Teacher Association (PTA) 81,423.00

4000-4999: Books And Supplies Parent-Teacher Association (PTA) 12,000.00

1000-1999: Certificated Personnel Salaries Professional Development Block Grant 9,375.00

1000-1999: Certificated Personnel Salaries Title II Part A: Improving Teacher Quality 5,520.00

2000-2999: Classified Personnel Salaries Title III 11,000.00

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Funding Source Total ExpendituresDistrict Funded 2,958.00

LCFF - Base 22,000.00

LCFF - Supplemental 20,083.00

Lottery: Instructional Materials 5,000.00

Parent-Teacher Association (PTA) 94,793.00

Professional Development Block Grant 9,375.00

Title II Part A: Improving Teacher Quality 5,520.00

Title III 11,000.00

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Object Type Total Expenditures1000-1999: Certificated Personnel Salaries 26,000.00


4000-4999: Books And Supplies 17,000.00

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Goal 2 21,455.00

Goal 3 9,375.00

Goal 4 12,272.00

Goal 5 13,458.00

Goal 6 34,451.00

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Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Clyde Curley X

Jane Forbes (2016) X

Su-hua Wang (2016) X

Beau Blanton (2016) X

Kathy Griffith (2016) X

Cristine Chopra (2015) X

Kyle Eischen (2016) X

Numbers of members of each category: 1 2 1 3


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English Learner Advisory CommitteeSignature





Departmental Advisory Committee (secondary)Signature




6. This SPSA was adopted by the SSC at a public meeting on .

Attested:

Clyde CurleyTyped Name of School Principal Signature of School Principal Date

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

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School: Monarch Elementary School

CDS Code: 44698156108203


Principal: Lysa Tabachnick

Revision Date: Nov 2015



Contact Person: Lysa Tabachnick

Position: Principal

Phone Number: 831.429.3898 ex 228

Address: 840 North Branciforte Ave. Santa Cruz, CA 95062



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Table of Contents


School Profile..........................................................................................................................................................................8


Data Analysis .................................................................................................................................................................8

Surveys ..........................................................................................................................................................................8

Classroom Observations..............................................................................................................................................13

Analysis of Current Instructional Program ..................................................................................................................13

Description of Barriers and Related School Goals ................................................................................................................16

School and Student Performance Data ................................................................................................................................25

CAASPP Results (All Students) .....................................................................................................................................25








School Goal #1.............................................................................................................................................................33

School Goal #2.............................................................................................................................................................36

School Goal #3.............................................................................................................................................................39














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Monarch Elementary School’s Vision and Mission StatementsInspired PurposeA community of creative problem solvers learning to use their hearts and minds together.

VisionMonarch students are expressive communicators and creative problem solvers who are willing to take risks. They take on leadership roles and have a voice in the school. They are competent and confident learners, both individually and in groups. Monarch students use their minds well: they find evidence, see from multiple viewpoints, discover connections, make suppositions, and determine relevance (Habits of Mind). They display personal best effort and are kind and helpful. They demonstrate listening skills and the ability to follow directions. Students develop a strong social consciousness that manifests in real social action. Monarch parents are involved in shared governance through active membership in Site Council and the Monarch Community School Parent Board. They are fundraisers. They are actively involved in school wide jobs. They are committed to clear communication with each other, the staff, and the students. Monarch parents are partners in supporting the educational mission of the school.

MissionStudents learn a foundation of skills and knowledge that will serve them well in life and in their academic careers. The Monarch "Bill of Rights" is the guide post for eliciting safe, pro-social behavior. All students are known well by many adults, including parents who volunteer in the classroom. The small size of the school, as well as parental and campus-wide involvement, help to create good spirit and a sense of community. Students are usually grouped according to their learning needs, not their grade level or age. Students take responsibility for their learning and the learning of their fellow students by creating and evaluating learning goals, developing excellent Habits of Mind, creating culminating projects, exercising choices at multiple points in the curriculum, and initiating real-world actions, including community service. Curriculum and instructional strategies are planned collaboratively and adapted to the learning styles and developmental stages of the students.

Monarch Alternative Community School Visioning Document/Long Range PlanRevised May 2016

Basic Assumptions:At Monarch Community School we believe that for a school to operate effectively, its staff, parents, and students need to have a shared educational philosophy. We believe that learning is a lifelong process, that we are all learners, (students, teachers, and parents alike), and that there are developmental stages of social and academic maturity. People learn best from hands-on experiences both individually and in multi-age groups. Finally, and perhaps most importantly, we must feel safe and cared for in order to develop to our fullest potential.

Philosophy:At Monarch, we believe that learning happens best when we are all working together, (students, teachers, and parents), to develop a rich learning environment spanning home, school, and the greater community. We are committed to providing a developmentally appropriate learning environment in which students are ‘constructing’ their own knowledge connected to their real lives and building upon their prior experiences. We believe that students learn best when they are involved and engaged in purposeful learning in which they have:

o Ownership and responsibilityo A balance of choice and direction, experience and practiceo Knowledgeable guides (adults, parents, mentor students)

At Monarch, we nurture a culture of respect, where each individual works toward his or her personal best both academically and socially.

What follows are descriptions of the Guiding Principles and Practices that are rooted in our assumptions about learning, and bring our philosophy to life. They are generally broken down into three component areas: 1) Social-Emotional Curriculum, 2) Academic (Cognitive) Curriculum, and 3) Shared Governance/Community Relationships.

Component I

Social-Emotional Curriculum:

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Guiding Principles:The social-emotional curriculum is the foundation of our program. It is based on our beliefs about what is important for the social and emotional functioning of the school community. Our first and foremost goal is to create a healthy environment of mutual respect and dignity for both children and adults. This foundation gives the academic curriculum a place to root itself and grow. To that end, we address several overall areas of social-emotional development:

1. Intrapersonal skills: the ability to understand personal emotions and to use that understanding to develop self-discipline and self-control and to learn from experiences.

o We work toward helping young people develop into empowered, compassionate beings.o We support students in developing self-awareness so they can use their personal power to make choices that influence what happens to them as individuals and the community as a whole.o We create curriculum that develops self-esteem, a sense of competence, and a desire to learn.

2. Interpersonal skills: the ability to work with others through listening, communicating, cooperating, negotiating, sharing and empathizing.

o Spending time together in mixed-age groupings builds community and fosters a caring, closer-knit community.o We need to feel safe and included in order to develop to our fullest potential.o Students and adults need to feel that they contribute in meaningful ways and are needed.o All students and adults are capable people working toward their personal best.o We are all working toward being the best communicators and problem solvers we can be.

3. Systemic skills: the ability to respond to the limits and consequences of every day life with responsibility, adaptability, flexibility and integrity.

o We nurture tolerance, social justice, and personal responsibility.o We encourage students to take risks. We see making mistakes as an important part of social emotional development and learning.o We guide students toward developing self-motivation and self-direction in social and academic pursuits.o We lead students toward a sense of industry and competence, in both work and play.

4. Judgment skill: the ability to develop wisdom and evaluate situations according to appropriate values.

o We all have personal power that we can use to make good choices and influence what happens to our community and us.o We all work toward understanding how our behavior affects others, our community and the greater community.o Students and adults need to have many opportunities to improve their communication and problem solving skills through daily practice.o As students grow, we expect them to take on more responsibility for themselves, others and the community.

5. Adults in the community accept responsibility for aiding and guiding students in their social emotional growth.

o Adults role model the same open communication skills and problem solving techniques they wish students to use with each other in their behavior with other adults.o Adults are facilitators who direct children toward pro-social behaviors.o The staff shares a commitment to providing kind, firm behavior agreements and consequences.

Current Practices:o Staff works collaboratively on both academic and social emotional issues.o Reading Buddies are used to develop and promote multi-age peer interactions, as are frequent cooperative, small group projects.o Our School Bill of Rights is used as a guide for behavior. A school-wide behavior agreement based on this is discussed and signed by all families when the year starts. Both are referenced frequently throughout the year.o Class meetings, all school community meetings, student leadership team, parent meetings, and staff meetings are all used as places to problem solve and discuss issues. They also serve to develop leadership skills and shared responsibility for our school community.o We all work to take responsibility and care for our community, school, materials and each other through classroom and school wide jobs.o Fun days, field trips, and learning celebrations are used to build community, share and celebrate.

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o Have a shared language for problem solving and, create clear and reasonable consequences when needed.o Social activism and community service components of our program are developed.o Positive Discipline skills training for staff and parents is developed.o School-wide diversity and inclusion strategies and education are in place.o Support Monarch Community and Parent Board in various diversity celebratory events (i.e. Dia del Nino).o All BSSC shared professional development in Trauma Informed Schools.o Flexibility with location and structure of Community Meeting to meet the needs of the current student population.o In 2015-16, addition of part-time counseling services.

Practices we are working toward:o Strengthen social activism and community service in all classes.o Supporting and developing the economic, ethnic, and language diversity of our community.o Investigate an anti-bias curriculum, i.e. Teaching Tolerance

Component II

The Academic (Cognitive) CurriculumWith a strong and stable social-emotional curriculum as a foundation, the academic curriculum offers the students the framework to stretch themselves intellectually. Over the years at Monarch students progress from learning skills to developing and mastering these skills and then applying them. Through experiential learning they broaden and deepen their understanding of themselves and the world around them.

Guiding Principles:1.Teaching and facilitating:

Developmentally appropriate practice focuses on taking students from where they are and guiding them towards achieving their full potential. Developmentally appropriate practice is rooted in constructivist theory which is based on the idea that learning is most meaningful when based upon prior experience and connected to real life. Adults in a constructivist classroom scaffold student learning supporting students in stretching beyond their comfort zone and challenging them to reach beyond their current understandings. Engaging curriculum strategies that incorporate the Multiple Intelligences (linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and ecological) are essential.

Students are grouped in a variety of heterogeneous and homogenous groupings, with a low student to adult ratio. Adults and student mentors are integral to each student’s success, as they assist the students in creating goals, taking responsibility for and reflecting upon their own learning.

2. Curricular planning:

We have created a thematic multi-year curricular plan, that is used school-wide. We use “backward planning” (Understanding by Design) methods to design curriculum and establish essential questions that guide thematic learning. Basic skills and Common Core State Standards (CCSS) are integrated into this plan as appropriate. Input to the curriculum comes from staff, students, and parents. The staff engages in training to support the process and refine their craft. Teachers have collaborative planning time in which they prepare the environment for learning, design curriculum, plan lessons, and coordinate instruction.

3. Assessment and accountability:

Our assessment system is based on portfolios that contain student work samples, assessments and rubrics that each student maintains throughout their time at Monarch. We utilize authentic assessment such as reflection on the student’s own learning, self-evaluation, teacher observation, basic skills assessment (to inform instruction), and provide ongoing progress information for parents as well as the greater community. Student portfolios, in combination with the assessment practices, give a balanced, authentic representation of the students’ learning. Exit criteria presentations are the culminating rite of passage where students exhibit present evidence of their learning over their years at Monarch.

Current Practices:o Our math, reading and writing workshops offer differentiated instruction, which is designed to take advantage of small, ability-based, multi-age, group instruction.

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o Thematic centers and activities offer student opportunities for student- or teacher-selected, adult- or student-directed activities.o We offer elective courses that are led by teachers, parents, students, and other community volunteers and reflect the instructor’s interests.o We offer choice time (exploration, play, and creativity), projects and learning centers.o We provide school wide inquiry-based, thematic, integrated curriculum school wide.o We integrate the Habits of Mind and Exit Criteria expectations throughout the students’ years at Monarch.o We provide access to art, music, and P.E.o Students have opportunities for multi-age social and academic activities.o Teachers, students and parents collaborate to generate the students’ learning goals.o Teachers connect lesson planning with formative assessments.o We maintain portfolios of select student work and assessments.o Parent conferences occur twice a year (more often if needed) to keep parents informed of students’ achievements and needs. At least one of these conferences is student led.o Twice yearly progress reports and conference records are maintained.o We provide training opportunities for our in-class adult community in order to have everyone (staff and volunteers) connected and working together in the best academic interests of the students.o We have a clearly defined family participation component that supports our academic goals.o We have standardized and formalized assessment components of our academic program, including development of school-wide formative assessments.o Students of Concern format is used three times a year to implement supports and on-going assessment for struggling students.o Working with English Language Development consultants’ on integrating ELD strategies into curriculumo Adding additional components to the student portfolios, including reflections and observations, and/or project-specific rubrics.o Adjusted grade span in portfolio system to TK-2 and 3-5o Added exit criteria reference in Thematic Planning documents

Practices we are working toward:o More functionally integrating the portfolios into the students’ learning process by using developmental rubrics in each subject area.o Improving our ability to generate and evaluate clear academic and social goals that are both teacher and student initiated and measurable.o Continue building intervention support opportunities for struggling and language diverse students.

Component III

Shared Governance/Community RelationshipsIn order for the social emotional and academic components to flourish, many different systems and activities must function behind the scenes. We are a small, public school with limited funding. In order to provide the variety of educational options and small group instruction we feel is critical to student learning, we need a committed parent community who are highly involved in the education of our students and the running of our school. At Monarch it really does take the whole village to raise a child.

Guiding Principles:o We share a community-wide vision and philosophy. We understand that this philosophy develops, grows, and changes over time, but we work to maintain its focus.o We are a small, family oriented, cooperative community that relies on dependable family participation. We offer equal access to our program regardless of in-district address, ability, personal connections, and language. All families are welcome.o We hope to instill a sense of social responsibility, ecological awareness and an understanding of the deep connection between the inner life of people and the surrounding environment.o We recognize the necessary relationship between school and community. We strive to maintain a positive image in the community through open communication. We work to build and maintain positive relationships with the community (district, S.C., etc.), other schools, other teachers, etc.o All levels (students, parents, and staff) participate in governance of the school.

Current Practices:Many of these practices apply to more than one principle. The following bullet points are grouped according to the primary constituency they concern.

Monarch Community Schoolo Courses - weekly, parent/student, or volunteer led elective courses whose focus is team building and social ease among multi-age

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members.o Field trips – monthly school-wide and/or core group trips generally related to current curricular theme.o Family participation Agreement – families provide consistent classroom assistance as well as participate in out-of-classroom projects or jobs.o Student Leadership Team – has community-based responsibilities including planning and presiding at school events, as well as events outside the school community.o Fundraisingo Parent meetings – classroom, committee, emergency, community building, planning, and parent education/training.o Regular class meetings, all-school weekly meetingso Prompt response to parent concernso Open, consistent communication between school and home (newsletter, phone tree, email, buddies, classroom coordinators, weekly school bulletins, one-on-one conferencing).

Districto Open enrollmento Adhere to district mandates and policieso Maintain positive relationship with the districto Open to visits from district and school boardo Maintain positive relationship with teachers’ and classified employees’ unionso Santa Cruz Education Foundationo CHS buddy classeso All BSSC events (i.e. Dia del Nino, Storytelling Festival, etc.)o All BSSC Site Councilo All BSSC and Branciforte Middle School shared professional development in Trauma Informed Schoolso Representation on district-wide committees, task forces, PLCs

Stateo Site Council – oversees LCAP funds, annual Site Plan/Single Plan for Student Achievement, when funds are availableo Consider Common Core State Standards in curriculum planningo Maintain positive relationship with stateo Adhere to Ed code, Section 504 and IEP rules, including instructional minutes, staffing ratios, etc.o Advocate for increased revenues

Globalo Guest speakers who share their experienceso Field tripso School wide projects

Practices we are working towards:o Increasing family participationo Increasing fundraising including grant writingo Develop school-wide and/or group specific project focused on community service and social justiceo Clarify and develop role of student leadership teamo Increasing participation in ELACo Regular interaction/outreach with local Headstarto Recruiting and maintaining support staff (Community Coordinator, learning assistants, etc.)

ReferencesKoetzsch, R. (1997). The Parents’ guide to alternatives in education. Boston, MA: Shambala.Nelson, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom: Developing mutual respect, cooperation and responsibility in your classroom. Roseville, CA: Prima Publishers.Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001). Learning together: Children and adults in a school community. Oxford; New York: Oxford Univ. Press.

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School Profile

Monarch is a small alternative elementary school. We provide a developmental approach, where each child is seen as an individual with various strengths and needs. Our curriculum uses science and social studies themes from the Common Core Standards to teach both basic skills and critical thinking to our students in mixed-age groups.

The foundation of our program is a robust social-emotional curriculum, based on the Positive Discipline philosophy. Our goal is to create a healthy environment of mutual respect and dignity for both children and adults, as well as to foster good communication and problem-solving skills. This foundation gives the academic curriculum a place to root and grow.

Monarch is located on the Branciforte Small Schools Campus (BSSC) and has five multiage classrooms. Children are grouped according to their academic and social needs, not according to their age alone. The school benefits from the support of the nonprofit Monarch Community Board, a group of parents that supports parent participation, parent education, and fund-raising within our school community. Parent participation is critical to the running of the school and the spirit of the community.

This year, students successfully “graduated” from Monarch to Branciforte and Mission Hill Middle Schools, Alternative Family Education (AFE) Home school, Georgiana Bruce Kirby Preparatory School and Pacific Collegiate Charter School.

Every year, graduating students demonstrate their mastery of our exit criteria to a panel of adults and peer students. Graduating students present evidence showing their academic growth in all subject areas including Math and English Language Arts, as well as leadership development, while at Monarch School. In 2010 the Monarch staff presented their work on the exit criteria program at the Fall Forum, the national conference for the Coalition of Essential Schools.




Monarch Parent Survey Results 2015-16April 11, 1016

SUMMARY

This report offers results and analysis of the 2015-16 Monarch Survey which was completed during Spring Conferences. The original report was written for teachers/administration. This current document is an edited version which is more appropriate for MCB (e.g. personal comments were removed, names removed in most instances). Almost all responses were remarkably positive about all aspects of Monarch.

Who Completed the Survey?

The Survey was completed electronically and questions were offered in both English and Spanish. Seventy-eight (78) surveys were completed. Approximately thirteen (16%) students had the form completed by two parents/guardians, while 60 surveys (76%) represented one survey per family. Six surveys (6; 8%) were completed anonymously.

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Number of years you have had children enrolled at Monarch(n=76; 2 respondents did not answer this question)

7, 9% have been at the school less than one year38, 50% have been at the school 1 - 3 years30, 39% have been at the school 4 - 6 years11, 14% have been at the school more than 6 years

Please note that this is in stark contrast to 2014-15 wherein our percent new to the school (less than one year) was much larger at 28%.

Number of Children Currently Enrolled (n=75)

50, 67% have 1 child24, 32% have 2 children1, 1% have 3 children

Primary Classroom (select all applicable) (n=74)

Earth: 61, 13%Ocean: 28, 38%Sea: 27, 36%Sky: 17, 23%

OVERALL SATISFACTIONThe first question pertaining to satisfaction allowed parents to choose from a checklist of nine possible reasons they chose Monarch for their family. They could choose as many as applicable, and/or write in their own answer. Results appear in the Table below.

Why Monarch?# Respondents (n=78)%Small School6381%All families and teachers use Positive Discipline4659%Focus on family involvement in the classroom4254%Multi-Age Classrooms3950%Thematic Curriculum3545%Wanted something other than my neighborhood school2228%Focus on family involvement with Monarch family jobs2127%We already had friends who attend Monarch1519%My family lives closer to Monarch than my neighborhood school79%

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An “OTHER” response that was written in by many as a reason they chose Monarch was for the “Focus on Socio-emotional Development.” Others just “Liked the feel of the school, and/or the teachers and administration.”The next question in the survey asked families to respond to the following statement, “In general, I am satisfied with my family's experience at Monarch Community School.” Results show that families are satisfied with their experience at Monarch Community School. Of the seventy-seven (77) persons who responded, fifty-nine (59, 77%) strongly agree and an additional eighteen (18, 23%) agree with being satisfied with their family’s experience.A new question added this year asked if the parent/guardian feels that his/her student is safe at school. Of the seventy-seven (77) who responded, Seventy-one (71, 92%) said “YES.” Six respondents (6, 6%) voiced concerns with safety. Topics of concern included an increase in security issues lately, parents not arriving in a timely fashion to retrieve their students at the end of the day, syringes on the playground/garden.

ACADEMIC PROGRESSFamilies were asked if they agreed with the statement that they feel positive regarding their child’s ACADEMIC progress. Everyone who responded agree positively with this idea (54, 69% of families strongly agree; 22, 28% somewhat agree). However, one (1) respondent indicated that although he was generally happy, he felt the need to augment with more rigorous tradition reading/math program to help his kids to really solidify the basics of spelling and arithmetic.

SOCIAL AND EMOTIONAL SKILLSFamilies were asked if they feel positive regarding the SOCIAL and EMOTIONAL SKILLS their child is learning. All seventy-seven (77) respondents felt positive regarding the social-emotional skills their child is learning with sixty-five (65, 84%) of families strongly agreeing and an additional twelve (12, 16%) somewhat agreeing that they felt positive about this area of learning.MULTI-AGE PHILOSOPHYMonarch embraces a multi-age approach to learning. This approach is used throughout the Monarch experience. Seventy-seven (77) respondents answered to the statement, “I understand the multi-age philosophy of Monarch.” All families felt that they understood the philosophy to some degree, with seventy respondents (70, 91%) indicating “Strongly Agree” and another seven (7, 9%) were “Somewhat Agree.” No families responded negatively about their understanding of the multi-age approach.

FAMILY PARTICIPATIONIn the survey’s section regarding “Family Participation” we asked a new question, “How does your family participate in the Monarch Community?” I do not think this question really tapped any new information. Most folks responded with a regurgitation of what their Family Job is and that they did classroom hours. Several people did have a longer list of ways (e.g. they drive on field trips, go to the community events etc…). Finally, a few people did write that they wish they could participate more, and that even minimum participation is harder this year than in previous years due to their job restraints. For future surveys we should think about what we really need to tap into about family participation.

PARENT EDUCATION

Many respondents offered suggestions for future Family Education Topics. Several topics done in past years were suggested again, by many respondents not just on the current survey but on surveys for the past several years. These include, “MORE Positive Discipline (specifically for the classroom as well as for the home, or for dealing with siblings via Positive Discipline), “Life After Monarch” including bring back alumni for Q&A, and Parent Education Nights on “Communication Workshop,” bringing back “Kidpower” or something similar, and having a “Family Project/Art Night.” Other topics suggested by at least a handful of folks included, social media; social influences outside of Monarch; dealing with bullying; how to handle the use of technology, video games, and screen time.There were quite a number of topics ideas that only 1 - 2 people mentioned. All topics are listed in the Appendix. One very interesting suggestion worth mentioning is, “Something that ‘forces’ people who don't usually talk to each other to get to know each other a bit. This would lead to dispersal of mini-cliques; excuses to talk to people that we don't even know we want to get to know.”

POSITIVE DISCIPLINESince Positive Discipline (PD) is the foundation of Monarch’s Social-Emotional Curriculum and there is expectation that families take a course in PD, parents/guardians were asked if they had indeed taken a class on the subject. Of the 76 respondents, 88% have taken a course, and 11% (8) have not. Two respondents are new to the school, and the other six (6) have been at Monarch for one to three years.This year Small Schools Campus is hosting three different monthly drop-in Positive Discipline Support Groups for parents/guardians of: children, teens, and in Spanish. We asked if Monarch parents/guardians have attended any of the drop in Positive Discipline support groups. Twenty-four (24, 32%) of the seventy-six (76) have attended at least once. Although we did not ask for feedback on

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this question, three (3) people out of the fifty-one (51) who have not attended stated that they would like to attend but cannot attend that night of the week.GOVERNANCE

Monarch Community School families work together with staff to support the school. When asked if they know where to go for information or support about a question or concern, fifty-seven of the seventy-seven respondents (74%) indicated “YES” and eighteen (23%) responded “MAYBE.” One parent wrote that he just asks other parents and they tell him where to go for support.

ENRICHMENT

Respondents were asked to list up to three ideas for enrichment that they wished to see at Monarch. Seventy-eight respondents offered almost 45 unique ideas. Most ideas were offered in the form of a general topic (e.g. “dance”), while a few wrote in more specific requests (e.g. “Hip Hop”). While many ideas were suggested, several topics easily stood out at the most offered. These included:

SUBJECTTOTAL # (%) RESPONDENTSMusic30 (38%)Dance17 (22%)Art16 (21%)Foreign Language10 (13%)More specific suggestions for each category were as follows:

MusicInstruments (7), Drumming (4), Choir (3)DanceAfrican (4), Hip Hop (2), Baile Folklorico (3)ArtCeramics (2)Foreign LanguageSpanish (9)Other topics worth mentioning include: Team Sports (Soccer), Capoeira, Parkour, Gardening, Physical Education (general), Programming, Robotics, science experiments.On Friday afternoons, special enrichment courses are taught by parents/guardians from the Monarch community. All Monarch students, except for Kindergarteners, participate in Friday Courses. Families were asked what interests, skills, or hobbies they would be willing to bring to a Friday Course. Results of this question appear in the Appendix.

COMMUNITY BUILDINGWe asked the community for feedback regarding which attributes are important for a school to have. They could choose as many from a provided list or write in other ideas. Results appear in the table below.

ATTRIBUTE# RESPONDENTS (n=77)% RESPONDENTSLending a hand to others in the community who are in need.**5673%Thinking of the school community as an extension of your family.**4561%Making a special effort to get to know families who are different from yours

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4761%Knowing that when you need help the community will come to your aid4761%Participating in and/or organizing community events like fundraising or social (fun) events, including eating together. **4558%Sharing childcare.3849%Carpooling.3849%Making monthly or annual monetary donations to the school.3849%Contributing time at your capacity even if others do not have the same capacity.**2938%Keeping in touch with families who have moved on to other schools.1722%.** One of the most important attributes.Other attributes that are important to the Monarch Community which families wrote in the “Other” section included: getting kids to be able to take themselves places safely and how to get help if they need it (e.g. biking and walking to school); that everyone feels included; fun community building events outside of school like beach time, brunch, camping trips; after school playdates/activities; knowing parents and kids so play dates can happen with ease; connection; and having the google group to email info, ideas, thoughts, plans, things easily.We then asked respondents to rank the three (3) MOST important attributes. Forty-five (45) answered this question. There was overwhelming agreement that the most important attribute was “Thinking of the school community as an extension of your family” with fifteen people (15, 33%) ranking this as the most important and one additional respondent selecting this attribute as second most important. Overall, the most important attributes (chosen as first, second or third most important) included: “Lending a hand to others in the community who are in need,” “Contributing time at your capacity even if others do not have the same capacity,” and “Participating in and/or organizing community events like fundraising or social (fun) events, including eating together.”Two other attributes that also came up as important were, “Thinking of the school community as an extension of your family,” and “Knowing that when you need help the community will come to your aid.” Far fewer people selected as important (less than five people in total): “Carpooling,” Making monthly or annual monetary donations,” and “Keeping in touch with families who have moved on to other schools.” Finally, several people wrote in as important ideas surrounding safety of our children particularly our children FEELING safe.Next we asked families: “How important is it that Monarch feels like a community?” Of the seventy-three (73) who responded, fifty-one (51, 70%) said it was “very important” and another twenty-one (21, 29%) said it was “important”. Only one person was “neutral” about that idea.In an effort to solicit ideas for new school-wide activities, families were asked if there are other school-wide activities that they would like to see offered in the future. Some ideas suggested were:Volunteering together in the communityMore potlucks or other events that encourage meeting others versus just watching a presentation.Nights out for parents to have funHave a parent meeting by class a few times a year so we can get to know each other.Soccer games with (or against) other schoolsNeighborhood potlucksExploring trips around townVolunteer activities we do as a schoolPark playdatesBowlingSkatingBoardwalk days or nightsCamping

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HikingBikingBackpackingA PlaySwimmingCultural dancesNature walksVisits to MuseumsHoliday Craft Sale (Each family can rent a booth(table) or maybe up to two families could share (this money goes to Monarch). Kids make crafts. Money made goes to the family.Kids Art ShowCooking classesBeach fun / Surf DayWhen planning the community events once family suggested that we need to consider working parents. Too many events are held mid-week and/or during the day.

ACADEMIC SUPPORTPeople were asked if they need/want support working with their child at home on academic work. Seventy people responded to this questions. Forty-four (44, 63%) families did not need/want help and (26, 37%) would like some support.

ASSESSMENTParents/guardians were asked if they agreed that they understood the assessment tools used at Monarch. Of the 75 who responded, most respondents answered in a positive manner, with twenty-five (25, 33%) answered as “Somewhat Agree,” and forty-seven (47, 61%) Strongly Agree. Three respondents (3, 4%) somewhat disagreed with that statement.

OPEN ENDED QUESTIONS

Respondents were given the opportunity to answer open-ended questions regarding Parent Education and Enrichment Activities as well as to write about anything else regarding their experience at Monarch. At the end of the survey they also were asked if there were any questions that they would like to see on future surveys. In reviewing the responses to the open-ended questions it is important to note that for each Open Ended Question, there were several open-ended responses written in Spanish (noticeably more than in previous years). In most cases these have been translated into English for the report. In the Appendix are summaries of the responses to these questions.


The principal conducted 300 classroom observations throughout the year. Overall, there is evidence of consistent classroom management strategies across classrooms such as Class Meetings, Student Jobs, Closing Questions, Habits of Heart and Mind and norms of collaboration. Consistent instructional strategies are also in place. Every classroom utilizes the Readers and Writers Workshop format, with mini-lesson, student work time, and sharing of student work. Common Core math instruction utilizing strategies from SVMI, CGI and Eureka Math are used school wide. Students are expected to demonstrate understanding and application of the Habits of Mind and Heart, as well as creativity, effective communication, and collaborative principles in group work.



Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or

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general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.



All classrooms utilize summative and formative reading, writing, and math assessment, as well as skill specific and "Essential Question" for science and social studies assessments. Teachers use a variety of commercial (i.e. Developmental Reading Assessment) and teacher-created assessments that align with developmentally appropriate curriculum (i.e. rubric-scored writing assessments). Classrooms utilize formative assessments to inform instruction, to group students in both heterogeneous and homogeneous configurations, to assess language acquisition objectives, and to meet the needs of students in varying developmental levels within each classroom.


All classrooms report records of scored assessments, as well as consistent record keeping practices for ensuring that students' portfolios are stocked with relevant work samples that may be used as students' evidence of meeting Monarch School's Exit Criteria. See above for a more detailed discussion of assessment. At monthly PLC meetings, teachers use a Data Protocol to analyze student work and make instructional decisions to increase student achievement. Further analysis of these data cycles indicates that additional professional development could be used to analyze who isn't succeeding and what strategies might support these specific students.



All teachers are "fully qualified" as defined by federal law and the State Board of Education. In addition, teachers participate in both local and consultant-based workshops and other professional development as is needed to best meet the needs of students and the staff as a Professional Learning Community. The district went to several job fairs to recruit teachers. They were specifically looking for hard to fill positions like Math, Science, Spanish, Special Education and Bilingual Teachers. The Assistant sup of HR also met with many of the credential groups from UCSC and sat in on panels for their credential candidates as well as the Cal Teach program. They reached out to CSUMB and CalState Teach to recruit as well.The Monarch staff also uses its local network to reach out to the local community to find teachers who are high quality matches for any openings we have.


Monarch classrooms are staffed per district-wide classroom averages. However, the multi-grade nature of the classrooms requires some flexibility with this staffing. The school district funds some teacher release time for teachers to pursue individual and group professional development. All staff attended Eureka Math training, ELD standards training through the COE in 15-16. One teacher attended FOSS training and another went to SVMI training.


The focus of the professional development is based on professional needs as determined by indicators of student achievement and staff-identified needs. The foci for the 2015-16 year were improving writing instruction, Trauma Informed Schools, implementing an English Language Development program, and equity-based action research. In 2016-17, staff will focus their professional development needs on the implementaion of Trauma Informed Schools and Improving ELL outcomes in the ELA area of writing.

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Staff participated in coaching and professional development with Kara Willet professional expert from UCSC on ELL/ELD, and Elizabeth Lindsley the district ELD coach. January Handle did one on one coaching with several staff to support the improvement of classroom management using Trauma Informed Schools strategies.


Teachers collaborate three Wednesdays a month for PLC/PD with focus on analyzing student work, curriculum alignment, Common Core and Trauma IS implementation.



All students are provided developmentally appropriate core instruction in all subject areas. Tier Two support for students not performing at grade level takes place in RtI groups, Reading Recovery instruction, and targeted one-on-one or small group short term intervention. Students with IEPs receive additional instruction in reading, writing, strategies, and math skills as is determined by their individual needs. Approximately 20% of the students receive Tier Two intervention.


All students receive recommended instructional minutes in all subject areas.


All students work in the highly individualized and developmentally appropriate academic program. All students work at their own pace. The Master Schedule incorporates intervention throughout the day for students needing support in Reading, Writing, Math and ELD.


Standards-based instructional materials are provided to all student groups.


All classrooms use SBE-adopted and standards-aligned instructional materials.



All students' progress is closely monitored and instruction is modified as is necessary to provide developmentally appropriate instruction. Tier One strategies include: providing a daily agenda; daily warm-ups and closure activities; providing exemplar student work samples; use of equitable strategies to check for understanding; communicating learning purpose; use of Habits of Mind and Essential Questions; use of visuals and realia; connecting learning to students' lives, using technology to enhance learning; and use of productive student talk strategies. Tier Two support for students not performing at grade level takes place in RtI groups, Reading Recovery instruction, and targeted one-on-one or small group short term intervention.

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Professional development has focused on improving ELD instruction in writing via implementation of research-based strategies based on the new ELD/ELA standards . Common Core math instruction utilizes strategies from SVMI and CGI.In addition, students in Tier Two RtI receive two and a half hours of research-based Reading Recovery intervention. All staff began implementation of Trauma Informed Schools strategies to improve school climate and achievement.



Monies are spent to provide translation and childcare for our ELAC meetings, translation for other family meetings including Back to School Night, Open House, and Family Education Nights, and translation of the monthly parent newsletter and weekly bulletin. Local community volunteers provide Reading Recovery and other one-on-one reading assistance. Senderos (Baile Folklorico dance and music group) provides cultural and academic activities to students in Spanish after school and on weekends. The School community coordinator provides a bridge to community resources including home visits with teachers, counseling, connecting students to BIg Brothers/Big Sisters, housing and job training for family members of the Monarch School Community. Positive Discipline parenting classes and regular parent education evenings are made available to parents yearly. This includes a free support groups for parents of elementary students and teenagers. One support group is conducted in Spanish.


Input for the ConApp includes sharing of student achievement data with staff meetings, SCIL meetings, and ELAC. These groups provide input into the plan. Using this input, the principal works with Site Council to write the plan. Administration works with leadership and staff to implement the plan. Evaluation is ongoing at leadership meetings.

Funding


Services include staffing and materials for ELD instructional support and professional development focused on data-team cycles and researched based instructional strategies including academic student talk, implementing Common Core-based curriculum, and parent partnership services.State and federal categorical funding supports learning assistants in the classroom to support struggling students, professional development for teacher to learn strategies and best practices for ELD instruction and assessment.


Fiscal support includes: FTE to support reading intervention and student skills instruction, hourly support for ELD coaching, translation of written materials and at parent meetings, release time for classroom observation, assessment, conferences, and purchase of materials. Central services also funds additional stipends for a SCIL (teacher leader).


Many students enter Monarch School with a variety of academic and social needs. Twenty-seven percent of the students are English Language Learners, and more than 40% qualify for free lunch.As the school population has changed meeting the needs of ELL students has increased. CELDT and local formative assessment data clearly indicates that writing is the area of greatest need for ELL students. Below is the revised three year plan for implementing changes to meet these needs. This is year three.

Monarch Community School - ELD Program Development Plan10.18.16

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PROPOSAL SUMMARY:

The Monarch team (see appendix A for participant list) would like to implement a strategic three-year plan for developing their ELD methods and materials, aligned with the current theme-units used at Monarch. Grounded in the new CA ELD (http://www.cde.ca.gov/sp/el/er/eldstandards.asp#Standards) and Common Core requirements (http://www.cde.ca.gov/re/cc/) and drawing from literature on English language acquisition (Krashen, 1988; Cummins, 2000; Valdes, Bunch, Snow, & Lee, 2005; Samway & McKeon, D., 2007; Tellez, 2010); cross-curricular literacy practices for English learners (Agarwal-Rangnath, 2013; Gibbons, 2014; Brisk, 2015; Walqui, Heritage & Linquanti, 2015), and effective assessment practices for diverse learners (Tellez & Mosqueda, 2015), the Monarch team proposes a multi-faceted approach, in which teachers engage in an ongoing Professional Learning Community (Mace & Lieberman, 2008) that will meet the following goals: 1) critically examine Monarch’s current pedagogical and assessment practices in regards to ELL’s; 2) Analyze the CA ELD and Common Core standards with the purpose of aligning their curriculum with the standards; 3) explore current research into English language acquisition and successful integrated ELD programs and best practices; and 4) engage in ongoing structured professional development to learn to use a meaning-based theory of language (Halliday, 1978, 1993; Martin & Rose, 2003; Knapp & Watkins, 2005; Humphrey, Droga & Feez, 2012) that will shape their curricular redesign (See Appendix B of the CA ELD Standards http://www.cde.ca.gov/sp/el/er/documents/sbeapdbhew.pdf)

STATEMENT OF PURPOSE:

The purpose of this project is two-fold. First, Monarch’s ELL student population has increased by a third and the teachers need support in developing curriculum and their practice to meet the needs of the ELL population within the existing structure of their unique program model. Second, the district has requested that Monarch follow the guidelines for English Language Development that have been laid out for the other schools in the district. These guidelines include 30-45 minutes of pull out ELD instruction using identified materials that include an ELD curriculum. Unfortunately, these materials are not aligned with Monarch's current theme units or their unique program model, in which teachers collaborate across grade levels to implement a spiraling project-based curriculum.

RATIONALE:

Monarch is an alternative school setting that, historically, has served a percentage of the Santa Cruz population not satisfied by traditional school settings. The multi-level collaborative groups, theme-based inquiry projects and parent participation have not only proved effective in terms of student learning and school success (see Barron & Darling-Hammond, 2008) but are also expected by families interested in an alternative learning environment for their children. It is in the best interests of the district to continue to support Monarch as an alternative educational setting, while teachers pursue how to integrate English language development methods into their curriculum in support of their new population of English learner families.

FOUNDATIONAL IDEAS ABOUT PROFESSIONAL LEARNING COMMUNITIES (PLC):With the increase in English learners in U.S. schools and a decrease in pull-out programs taught by certified ELL teachers comes the need for mainstream teachers to not only understand how to meet the unique needs of their ELL’s, but also the need for understanding language acquisition and suitable assessment practices for language learners (Tellez & Mosqueda, 2015). A variety of research on effective teacher learning (So, 2013; Doppenberg, den Brok, & Bakx, 2012; Snow-Gerono, 2005, Wilson & Berne, 1999) has established that one of the most beneficial methods for teacher professional learning is through the use of professional learning communities that utilize an inquiry stance (Cochran-Smith & Lytle, 1999; Darling-Hammond & McLaughlin, 1995), which involves the cultivation of comfort around uncertainty, critical and reflective questioning, collaborative dialogue and the ability to move through challenges creatively and openly. Collaboration via an inquiry stance has proven to enhance teachers’ understanding of effective assessment for ELL’s (Tellez & Mosqueda, 2015 drawing from Solano-Flores, Trumbull and Nelson-Barber, 2002) as well as cultivate the larger competencies needed in teachers who work with ELL’s (Villegas, 2010). Monarch teachers are already engaged in ongoing professional learning through a self-initiated professional learning community, in which they vary their focus of inquiry. In the 2014-2015 school year, the teachers and principal, Lysa Tabachnik participated in an inquiry into equity in their classrooms and in the wider school community culture. Their inquiries involved selecting a piece of literature that will help inform their practice; ongoing collaboration over the school year; structured, critical engagement with new ideas and consultation with guest experts, such as Enid Lee. Their focus into language and language learners will build from their work thinking about equity and access in the classroom.

FOUNDATIONAL IDEAS ABOUT PROFESSIONAL DEVELOPMENT IN LANGUAGE LEARNING:Many teachers of English learners are unprepared to meet the needs of their linguistically diverse students (Gandara & Maxwell-Jolly, 2006; Gandara, Rumberger, Maxwell-Jolly, & Callahan, 2003) and ultimately fall back on quick fix strategies and pre-packaged programs that don’t always meet the unique strengths and challenges of their students or the complexities of their educational

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context, such as at Monarch. Researchers, such as Knight & Wiseman (2006) suggest that teachers need ongoing professional development focused on a nuanced understanding of “language development that distinguishes between EL’s capacities for listening, speaking, reading and writing (pg.102-103 in Tellez et al, 2015), as well as development of pedagogical language knowledge (Bunch, 2013) in which teachers consider “language learning as linked to students’ ever-enlarging and shifting content knowledge (p.110 in Tellez et al., 2015). Lucas & Villagas (2010) offer a framework for the preparation of linguistically responsive teachers which includes essential elements to be effective: a) sociolinguistic consciousness; b) value for linguistic diversity; c) inclination to advocate for EL students; d) learning about EL students’ language backgrounds, experiences, and proficiencies; e) identifying the language demands of classroom discourse and tasks; f) knowing and applying key principles of second language learning; and g) scaffolding instruction to promote EL students; learning (p.103 in Tellez et al, 2015). Monarch teachers’ inquiry into language acquisition and language learners incorporates the above named elements into a multi-year design. This design facilitates a close examination of current practices, assessments and teacher beliefs, as well as current literature and standards; ongoing development of teachers’ methods for working with a range of language learners, culminating in a curricular redesign of their theme units . This ongoing inquiry will be grounded in well-researched theories about language and language learning as outlined below:

1. Second language acquisition is a long- term, complex, and socially- mediated process (Samway, 2007; Walqui & Heritage, http://ell.stanford.edu/papers/language). Therefore, curriculum and instruction must include time and space for ELLs to participate in social activities with a range of learners at different language levels engaging collaboratively on purposeful and meaningful tasks. Therefore, all participants in the school must learn how to interact with, learn with and from their ELL classmates.

2. Language use and subject- matter learning are inextricable and mutually reinforcing (Bunch, 2013). Learning about language must occur in the context of a larger, meaningful activity, project or text (Halliday, 1978; Knapp & Watkins, 2005; Brisk, 2015) . Moreover, language use differs across the subject areas in order to meet the demands of the content being studied. Therefore, language forms and functions must be taught in the context of content (Schleppergrell, 2004; Coffin, 2006; Fang, 2006, Gebhard & Martin, 2011; Bunch & Willett, 2013). Teachers must integrate the learning of content with the learning of language in ways that provide ELLs with genuine access to the school curriculum.

3. English language learners are most successful when they are challenged at a level that is cognitively demanding but linguistically accessible with skillful instructional scaffolding (Gibbons, 2014), including attention to: how to make input comprehensible through multiple modes for communicating (symbols, gestures, signs, oral and written together, etc.); breaking down the oral and written text types of school; providing supported opportunities for speaking and listening; useful and meaningful templates for the production of texts.

4. Multi-faceted assessment practices sensitive to ELLs’ linguistic and academic strengths (Tellez & Mosqueda, 2015) are key to effective placement, instruction, and student success. Development of assessment literacy (Mertler & Campbell, 2005; Stiggins,1991), in which teachers develop an awareness of the specific language demands of content area assessments (Martiniello, 2009; Shaw, Bunch & Geaney, 2010) is essential in teachers so they may utilize meaningful and appropriate assessment practices. These might include a variety of formative (Black, Harrison, Lee, Marshall, & Wiliam, 2004) and summative assessments (Walqui, Heritage & Lanquanti, 2015), designed in such a way that help teachers distinguish between their students’ content knowledge and language knowledge: collection and systematic analysis of student texts using knowledge of language development; case study observations and conferences; developmental rubrics across the speaking, listening, reading and writing skill strands; student goal setting; holistic or performance-based assessment that allow students to draw upon their multiple resources for meaning making including their home language resources. Tellez & Mosqueda (2015) posit that with a range of language-sensitive assessments, teachers can ask and address the following vital questions: a) How much English do my ELL’s know?; b) Do my ELL’s have relative strengths within their English capacities?; c) Can my ELL’s read in their native language and how well?; d) How much content knowledge do ELL”s have and understand in their native language?; e) How is their growing knowledge of English influencing their learning?; f) Are my ELL’s making average growth in learning English?; g) If I don’t know the answers to these questions, how can I find out?

DESIGN OF THE PROJECT:

OVERALL TIME LINETeacher development/inquiry Curriculum development Assessment developmentYr 1 2014-2015 Read Gibbons (2014) Scaffolding Language, Scaffolding Learning

Critical Examination of practice

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Identified areas that are strong and those that could use development

Participated in district ELD training, utilized LRT and ISP

Contacted experts in language acquisition and teacher development for supporting multi-year plan

Interviews with teachers- what are your areas of challenge? What do feel confident about? Which students are particularly interested/concerned by? Began trying out specific structures/ strategies from Gibbons and integrated into curriculum and practice Began to identify assessment practices at Monarch that support ELLs. Began to explore alternative options for assessment to add in subsequent years.

Yr 2 2015-2016 Unpack the ELD standards and ELL proficiency levels.

Begin to align ELD standards, Common Core standards and ELLP.

Review selected literature- language acquisition and exemplar programs and methods

Ongoing coaching of teaching practices that align with ELD theory and practice.

Inquiry into Assessment options: Gottlieb, M. (2012) Common language assessment for English Learners (see bibliography for other choices)Continue to try out new scaffolding ideas and best practices for ELD

Continue to identify areas of challenge and track areas of success.

Begin to analyze thematic units Collect student data, using the ELLP

Analyze student data with support of collaboration team. Design next steps.

Begin to think through development or adoption of new rubrics that might align with ELD standardsYr 3 2016-2017 Teachers participate in a five month long, Cycle of Inquiry, involving the design, implementation and reflection of lessons aligned with five modalities: listening, speaking, reading, writing & collaborative conversations. The PLC utilizes Stanford’s Understanding Language MOOC to direct teacher learning with support from an outside consultant/coach.

Ongoing support through collaboration meetings including troubleshooting, critical reflection, student data analysis, next steps, dissemination ideas.

Ongoing support with weekly in-classroom coaching and feedback for every teacher.

Dissemination of learning and student outcomes in a well-supported forum to share successes and challenges. Continue to develop scaffolding ideas and best practices for ELD based on the five modality modules learned through participation in the Stanford MOOC.

Continue to identify areas of challenge and track areas of success.

Continue to design and redesign meaningful activities that can be adapted for Monarch’s Theme Units and Lucy Calkins Units of Study.

Utilize the Communicativeness Design and Observation Tool for ELD Activities (CDOT) developed by Stanford’s Understanding Language team to design and evaluate ELD activities in 5 modalities.

Collect student data for each modality module. Evaluate lesson effectiveness and student impact with and present back to PLC for professional feedback.

Analyze student data with support of collaboration team. Design next steps.

Continue to design and try out new rubrics/assessments and take note of challenges and successes.

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YEAR 1/ 2014-2015 (already completed)Essential Questions for Teacher Inquiry:

? What are we already doing that supports language learners and meaning making in the context of the new ELD standards?? What have we identified as our challenges and what information or knowledge do we need in order to work through these challenges?? What is our plan for assessing the specific language needs of our ELL students, what kind of scaffolding do they require to support their learning and for how long?? According to current research and theory, how do children learn language in the context of academic content?

In year one of this proposal Monarch teachers read Scaffolding Language, Scaffolding Learning by Pauline Gibbons. They engaged in discussion around key themes in the text. They critically examined their practice and identified areas of strength in their practice, the Monarch curriculum, assessment practices and the overall program model in terms of supporting language learners and language acquisition. Strengths included but were not limited to (some strengths are overlapping across categories):? Practice:? Diversified instruction tailored to the needs of learners through a variety of configurations; both leveled and heterogenous grouping, depending on purpose of the task or learning segment.? Hands on multimodal activities using realia, visuals, kinesthetic movement such acting out, songs, music.? Students apprenticed into a variety of expert roles including facilitator/ expert mentor in student centered inquiry and research.? Scaffolded production of authentic texts, products, and presentations for real audiences (community, parents, other students).? Curriculum:? The use of Lucy Calkins Units of Study and the Writing Workshop model facilitated individualized instruction for ELL’s in academic language and genre study through the use of mini lessons, one on one conferencing and revision.? Interrelated genre study in reading, writing, and theme, aligned with Common Core requirements for the three text types.? CGI (Cognitively Guided Instruction) in Math facilitated the development of English language speaking and listening skills through practices such as explaining one’s thinking and offering multiple ways to solve a problem.? Model:? Strong community for supporting diversity of families, educationally and emotionally with the aid of a community coordinator to facilitate and reinforce community practices such as whole school events, information nights, and learning celebrations.? Collaborative, apprenticeship model in which students are expected and supported to engage in group work with peers at different levels. Older or more experienced students model interaction, collaboration and leadership and serve as, language role models.? Use of content based theme units, in which students are engaged in authentic tasks for real audiences; are exposed to high levels of academic language in the context of meaningful learning; are engaged in deep conceptual learning through the use of inquiry questions, careful observations, scientific process skills and integrated reading and writing opportunities.? Assessment:? The use of a range of a range of formative and summative assessments to track the development of individual children over time. These include: developmental rubrics, ongoing fluency and comprehensive assessments in reading (DRA), writing (adjusted from portfolio sampling system)/ Lucy Calkins Writing Rubrics/ Johnson’s Spelling Development assessment/ Alphabet Phonemic checklist/ sight word assessment), math (SCMI math tasks/ teacher-developed assessments with units of study/ SCMI placement and summative test with math tasks throughout/ Holistic portfolio over time K-5/ thematic assessment- essential questions before and after/ rubrics for collaboration, content.

Teachers also identified areas of challenge that could be further developed. These included adjusting instruction to allow for more student talk time; a more nuanced understanding of language development and what could be expected of students across grade levels and in different content areas; more effective ways to incorporate language study into the existing curriculum; and better use of environmental print and other visuals and forms of realia to support understanding for ELL’s.. The teachers continue to identify areas of development and will build upon these in year two of the plan. Additionally, three of the four teachers trained in systematic ELD with the district. They learned to engage with the new Language Review Process (LRT), which included writing individual goals for students. They attended follow up meetings. They also used ISP (Instructional Service Plan) for every child, in which six goals were identified from the ELPP and teacher monitored over the course of the year.

Teachers and principal continued the process of reading, understanding and designing their curriculum around the Common Core standards through school and teacher collaboration with strategic redesign of their activities, texts and assessments. They continue to identify areas of instruction and curriculum that need developing to meet the requirements of the Common Core standards in all areas. They have begun to read and unpack the new CA ELD standards in an effort to identify areas of strength and areas in need of development in their practice, curriculum, assessment and program model. They began to unpack the ELPP (rubric based on the state standards) in order to reflect and redesign their internal rubrics and other assessments with their ELLs in mind.

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Teachers and principal initiated contact with language acquisition expert, UCSC Professor, Dr. George Bunch and CCWP Grants and Professional Development Coordinator and UCSC ELD instructor, Dr. Kara Willett in order to develop a multi-year plan for curricular re-design and teacher professional development around English language development, grounded in current literature about second language acquisition. They began the process of securing grant funds to support the multi-year plan, including a research strand in which UCSC doctoral students will collect data on teacher development and student achievement over time. Dr. Willett observed teachers and students in each classroom informally and conferenced with each teacher in an effort to understand how the school and teachers are currently functioning in regards to ELL’s and to collect information about what kinds of support they might need in their development.

Finally, teachers and parent support staff continued to make community building and inclusion a focus of their work. This included continuing to build connection to Spanish speaking parent community; providing parenting skills in English and Spanish; including Dia de los Ninos as a school wide celebration of Latino culture; providing translation of all school materials (bulletin, email, newsletters, school documents; implemented an inclusion survey for families; held a parent ed night focused on equity and inclusion and each teacher worked on an equity inquiry focused on inclusion.

YEAR 2/ 2015-2016:Essential Questions for Teachers’ Professional Learning:? What are our ELL students’ language resources? How do they differ from English and from other students?? What are the specific academic language demands in each writing unit?? In what ways do the academic tasks, routines, structures in place already support students in understanding the difference between informal and academic registers?? What kinds of scaffolds might be further developed to support our ELL’s in a variety of content areas, with a variety of modes and text types? And how do utilize a plan to remove scaffolds when students are ready?

In year two of the multi-year plan, teachers and support participants met to agree upon specific steps in their plan of action. They created a timeline for their year two inquiry with a focus on understanding the new CA ELD standards in order to critically reflect on developing their practice, the curriculum and related assessments to meet the needs of existing ELLs.

First, teachers, with support from principal and Writing Project representative, Dr. Willett, collaborated on reading and analyzing the English language learning proficiency levels (ELPP), and the ELD standards (including Appendix B, How English Works) in conjunction with key texts related to English language acquisition, selected by language experts, including Dr. George Bunch and Dr. Meg Gebhard of University of Massachusetts, Amherst. Dr. Willett utilized Systemic Functional Linguistics (SFL) as a meaning-based theory of language framework to help teachers unpack the ELD standards and appendix B in particular, as well as language learning in the context of content area instruction and genre pedagogy. Additionally, the Monarch team continued their exploration of potential formative assessments that can be incorporated in their assessment practices that will support language learners in linguistically sensitive ways. They identified one key text for their assessment into inquiry: Gottlieb, M. (2012) Common language assessment for English Learners. Bloomington, IN: Solution Tree Press. Work was conducted at regularly scheduled collaborative meetings throughout the year, with ongoing coaching, provided by Dr. Willett.

Second, each teacher collected student data with help from the ELPP tool, provided by the district. By following one or more focal students closely, teachers benefit from the opportunity to apply and reflect on what they are learning about in practical, focused ways. Teachers collected data on student progress, challenges and overall issues in instruction and assessment and analyzed this data with the school team throughout the year.

Third, the Monarch team, with support from Dr. Willett, began the process of reflecting on Lucy Calkins writing units as well as their content theme units with a goal of identifying places where integration of ELD would be effective and useful. Teachers discussed language usage in the context of content and social interaction. Using the English Language Proficiency Level Continuum and the ELD standards, teachers identified challenges that their ELLs had in these units , including academic language forms and functions. This included:? attention to the specific language demands of different language modes (both oral and written) that align with the expectations of the Common Core for the processes of listening, speaking, reading and writing.? attention to the variety of skills needed for ELLs to develop, and categorized by the ELD standards as: collaborative, interpretive, productive, metalinguistic, accuracy of production.Then, reflecting on current research, teachers identified what strategies/scaffolding might support ELLs. They engaged in an inquiry process in which each teacher modified instruction and/or curriculum to experiment with new strategies and scaffolds, reporting back to the Monarch team on the outcome.

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Fourth, teachers continued to focus on issues of equity in the classroom and school community through the use of equity questions. The Monarch team also continued to seek out ways to bridge the home/school community, including with those families who do not speak English. This occurred through the translation of documents, by providing parent education courses in Spanish and English, by fostering community building activities amongst and between families and with the targeted support of the bilingual school community coordinator in home visits and when needed.

YEAR 3/ 2016-2017:Essential Questions for Teachers’ Professional Learning:? How can I better develop routines and scaffolds to support collaborative academic conversations amongst and between students with different language capabilities?? How can I design language rich activities in a variety of modes during communication workshop that help provide access to my range of learners?? How can I better model what is expected in specific projects or tasks or find ways to use exemplary texts or mentor texts systematically?? How can I develop a metalanguage I can use with my students to talk about how authors use language to make meaning with particular text types?

In year three of the multi-year plan, teachers and support participants will continue developing the Monarch program model, teacher practice and curriculum theme units to meet the unique needs of their ELL population. Year three is primarily devoted to expanding and strengthening the scaffolds, strategies and practices identified in year one and two as well as disseminating knowledge about the learning and outcomes that emerge from participation in the multi-year plan.

In year three Monarch teachers, with help from Dr. Willett, will revisit instructional methods in communication-focused meaning-making (listening, speaking, reading, writing) learned about in year one and two but supported by five, structured modules from a MOOC designed by Stanford’s, Understanding Language Institute. During the five-month cycle of inquiry, teachers will work with a grade level partner to develop language-rich activities in five modes for their ELL’s in the context of Writing Workshop and Communication Workshop. They will have the chance to implement each of these activities and then evaluate their effectiveness. As part of the MOOC program, teachers will focus on three facets of curricular design, important for supporting English learners: 1) designing language activities with a context-driven, meaningful purpose; 2) designing language activities with an information gap that drives communication between and amongst students; and 3) designing language activities that focus attention on context-relevant language choices within each mode.

Additionally, teachers will learn about and use the Communicativeness Design and Observation Tool for ELD Activities (CDOT), developed by Stanford’s Understanding Language Institute, in each of the five modules. This tool will help them both design and critically reflect upon their lessons, as well as evaluate the effectiveness of the lesson for their students. Finally, teachers will share their instructional methods and the outcomes of these methods, as well as collected student data, with the PLC in an effort to critically reflect on their learning and create next steps for instruction. All students (and particularly English learners) will have increased opportunities to strategically develop their use of oral and written academic language in the context of meaningful literacy activities within the Writing Workshop model.

Dr Willett will continue to serve as a consultant and coach throughout the five month inquiry cycle. She will participate in the MOOC, plan for and facilitate the bi-monthly PLC meetings and coach individual teachers as they experiment with new ideas in their classrooms on a weekly basis. Additionally she will serve as a resource for student data collection and analysis.

At the end of year three, teachers will evaluate their own learning and come up with next steps for continued development. Dr. Willett will complete a final report on the PLC process and progress made in the area of ELD.

BIBLIOGRAPHY

APPENDIX A: Participants

1. Lysa Tabachnic, principal2. Kara Willett, consultant3. Suzie Heady, K-1 teacher4. Shannon Blake, 1-2 teacher5. Jamie Andres Larsen, 1-2 teacher

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6. Denise Blaire, 3-5 teacher7. Michelle McKinney, 3-5 teacher

APPENDIX B

Spencer Foundation Small Grant- up to $50,000http://www.spencer.org/content.cfm/teaching-learning-and-instructional-resources

Teaching, Learning, and Instructional ResourcesConcerned with advancing the learning and development of children and adults, Spencer is interested in studies that lead to better understanding and improvements in the intellectual, material, and organizational resources that contribute to successful teaching and learning. A key aim of research in this initiative is to support investigations of questions that are grounded directly in teaching practice as well as in research about important aspects of teaching and learning processes that hold promise for enriching opportunities to learn and for guiding informed policy making.The Foundation is particularly interested in studies of teaching and teacher development. We seek to understand what teachers need to know and do in order to enable all students to learn. What sorts of inquiry about teaching and learning are most important for professionals to be able to make, in and around their practice, in order to do good work? What will it take to enable such inquiries? What sorts of academic inquiry can best inform and improve teachers' and students' practices, including the inquiries that they undertake to improve those practices? Creating usable professional knowledge will entail drawing on and integrating across research findings and between research findings and the results of practical experiments.New designs in curriculum and subject-matter standards as well as developments in computing and communication technologies may provide instructional resources that enrich students' learning and support teaching practice. Key developments in text and tools offer new opportunities, for example, for fashioning technology-mediated learning experiences, for advancing disciplinary understanding and sense making, and for formative assessment of students' progress in learning. Improved abilities to record and review classroom activities and interactions also expand opportunities for teachers themselves as well as for external researchers to study their practices systematically. A major challenge is to realize the potential of emerging technologies to make classrooms dynamic arenas of learning and growth, for teachers and students alike.We want to stress that studies inspired by a concern with understanding and improving practices of teaching and learning need not be narrowly instrumental or immediately "practical". Indeed, such studies naturally open into deep questions both about individual psychological development and about the fundamental ways in which learning is shaped by the social and material contexts in which it is embedded. It is our judgment that in the long run imaginative and thoughtful studies that pursue these difficult questions can point the way to important advancements in education.

Academic School goal:Although 78% of students (74/95) moved one column on the developmental writing rubric last year we did not meet our goal of 80%. In addition when looking at CELDT scores writing continues to be the area of greatest struggle for our ELL students. Because of this data we are refocusing our and refining our academic goal in writing to :Identify and implement common strategies in Writers Workshop that support the needs of ELL studentsWhich we will measure by:• 80% of students will move one column on the writing rubric demonstrating one years growth.

• At least 80% of students will make growth on the English Language Proficiency Profile rubric based on student work reviewed at regular Language Review Team meetings.

Additional ELL data to consider from 15-16:22 of 26 (85%) English Language Learning students scored higher on the Systematic ELD Express test.

16 of 16 (100%) scored higher on the Phonics assessments between September and May.

24 of 26 (92%) English Language Learners improved on the Developmental Reading Assessment.

On the Spelling Inventory, 20 of 21 (95%) English Language Learner scores improved.

School Climate & Culture:15-16 goal and measures:

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Research, develop and implement school wide culture and climate practices to meet the needs of our increasingly diverse population.1.Teacher/staff pre and post survey of understanding and implementation of trauma informed care will demonstrate deeper understanding and implementation of Trauma Informed strategies.2. Yearly parent survey results will indicate that 90% of families are satisfied with school culture and climate practices.

Although this goal was met in terms of measurements we are only in year two of implementing Trauma informed strategies in our program. As a campus we will work on the following goal:IMPROVE STUDENTS’ SCHOOL PERFORMANCE BY INCREASING FEELINGS OF WELLBEING, SAFETY AND COMMUNITY THROUGH IMPLEMENTATION OF NEURORESILIENT EDUCATION (AND/OR POSITIVE DISCIPLINE TENETS)and at Monarch we will measure it by:90% of parents in yearly parent survey will continue to indicate that they are satisfied with the school climate and inclusivity90% of students will be able to demonstrate grounding strategies and explain when to use themStaff will collect data on student experience of grounding strategies.

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Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 19 4 21.1 4 * * * * *

Grade 4 17 3 17.6 3 * * * * *

Grade 5 10 6 60 6 * * * * *

All Grades 46 13 28.3 13 38 23 23 15






LevelAbove

Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 3 * * * * * * * * * * * *

Grade 4 * * * * * * * * * * * *

Grade 5 * * * * * * * * * * * *

All Grades 46 31 23 33 58 8 46 46 8 23 54 23


1. Not statistically significant

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Mathematics

Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 19 4 21.1 4 * * * * *

Grade 4 17 3 17.6 2 * * * * *

Grade 5 10 6 60 6 * * * * *

All Grades 46 13 28.3 12 25 25 25 25






problems


Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 3 * * * * * * * * *

Grade 4 * * * * * * * * *

Grade 5 * * * * * * * * *

All Grades 25 25 50 33 33 33 33 42 25


1. Not statistically significant sample size

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# % # % # % # % # % #

K ********

*** ********

*** ********

1 1 10 5 50 3 30 1 10 10

2 2 33 4 67 6

3 ********

*** ********

*** ********

4 ********

*** ********

*** ********

Total 3 13 6 25 9 38 6 25 24


1. Not statistically significant sample

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# % # % # % # % # % #

K 2 40 2 40 1 20 5

1 1 10 5 50 3 30 1 10 10

2 2 33 4 67 6

3 ********

*** ********

*** ********

4 ********

*** ********

*** ********

Total 3 12 6 23 10 38 7 27 26


1.

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16




Number Met -- 11 11

Percent Met -- 84.6% 45.8%

NCLB Target 59.0 60.5 62.0%

Met Target -- Yes No


2013-14 2014-15 2014-15




Number Met -- -- 4 -- 9 --

Percent Met -- -- 17.4% -- 36.0% --

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target -- -- No -- Yes --


2013-14 2014-15 2015-16




Mathematics




1. Not statistically significant

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16


Percent with Prior Year Data 99.6 99.4 99.8



Percent Met 55.8 56.0 53.2

NCLB Target 59.0 60.5 62.0%



2013-14 2014-15 2015-16



Number in Cohort 517 79 510 74 500 67

Number Met 116 37 95 39 115 24

Percent Met 22.4 46.8 18.6 52.7 23 35.8

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target No No No Yes N/A N/A


2013-14 2014-15 2015-16




Mathematics





1.

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Single Plan for Student Achievement for Monarch Elementary School 31 of 50





% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status






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Single Plan for Student Achievement for Monarch Elementary School 32 of 50





% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status






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School Goal #1


SUBJECT: Writing Instruction and Assessment

LEA GOAL:

Coordinates with SCCS District goal #1, #4Goal #1 All Santa Cruz City School students will be college-ready and will successfully access post secondary educational and career opportunities.Goal # 4 We will develop a highly collaborative, professional culture focused on supporting effective teaching.

--------

SCHOOL GOAL #1:

Continue to improve writing instruction and assessment for all students through the implementation of shared writers workshop instructional strategies and Common Core curriculum. (old 15-16)

Identify and implement common strategies in Writers Workshop that support the needs of ELL students. (new 16-17)--------


1. Student progress on Developmental Writing Rubric.2. Teacher self-evaluation on Writers Workshop Mini-Lesson Effectiveness continuum.3. English Language Proficiency Profile rubric based on student work reviewed at regular Language Review Team meetings.--------


In 14-15:1. 56% of students made one column of growth on the developmental writing rubric.2. 100% of teachers reported improvement in the following areas: planned, focused 10-15 minute mini-lessons; strong community of writers; students refer to attribute charts, rubrics, word walls, and editing checklists; frequent, multiple opportunities to interact with each other and use oral language purposefully during whole and small group work.In 15-16:1. 74/95 (78%) students moved at least one column2. 100% of staff showed improvement Lesson Effectiveness continuum3. 75% of students will made growth on the English Language Proficiency Profile rubric--------

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• 80% of students will move one column on the writing rubric demonstrating one years growth.

• At least 80% of students will make growth on the English Language Proficiency Profile rubric based on student work reviewed at regular Language Review Team meetings.

--------




Teacher participation in Stanford MOOC

June 2016 Consultant, Teachers and Site Admin

Staff time, sub pay for teacher observation time

5800: Professional/Consulting Services And Operating Expenditures

Title I Part A: Professional Development (PI Schools)

1,826

Dr Willett will continue to serve as a consultant and coach throughout the five month inquiry cycle. She will participate in the MOOC, plan for and facilitate the bi-monthly PLC meetings and coach individual teachers as they experiment with new ideas in their classrooms on a weekly basis. Additionally she will serve as a resource for student data collection and analysis.



Targeted small group intervention for struggling second and third graders

Jan - June instructional tech or credentialed teacher

Targeted small group intervention for struggling second and third graders




Title I Part A: Allocation

9,000

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Continue to Integrate ELD standards into Writers Workshop mini-lessons

Year long SCIL team leaders and teachers

PD/PLC time None Specified None Specified

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School Goal #2


SUBJECT: Scool Culture/Climate

LEA GOAL:


SCHOOL GOAL #2:

IMPROVE STUDENTS’ SCHOOL PERFORMANCE BY INCREASING FEELINGS OF WELLBEING, SAFETY AND COMMUNITY THROUGH IMPLEMENTATION OF NEURORESILIENT EDUCATION (AND/OR POSITIVE DISCIPLINE TENETS)--------


14-15 Inclusion survey of parents15-16 parent surveyOffice referrals 15-16

--------


Although parents feel the school is safe overall there is room for improvement in the areas of classroom management and inclusion. Office referrals indicate that the same students are often asked to leave the classroom for behavioral reasons and there was a spike in referrals at the end of the 15-16 school year. --------


90% of parents in yearly parent survey will continue to indicate that they are satisfied with the school climate and inclusivity90% of students will be able to demonstrate grounding strategies and explain when to use themStaff will collect data on student experience of grounding strategies50% decline in office referrals for behavior--------

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Continue implementation of Trauma Informed Schools Model:School Wide Grounding strategiesFamily Education nightNeruo Resilient Study group

ongoing 16-17 Admin, SCIL leader Teachers will teach and implement grounding strategies with students, admin will provide parent education night on NRE, SCIL team and other teachers will form study group to plan for third year of implementation



Mindfulness in the classroom training online program

16-17 three teachers Teachers will complete online Mindful Classroom training sharing with other staff what they are learning as they go along.


Positive Discipline Training and review

Aug 2016- Jan . 2017

Stephanie Tam Rosas, Lysa Tabachnick

Joint PD trainings with CSH to revisit skills



Cassroom Management coaching ongoing 16-17 Robert Ellingston, January Handel, Lysa Tabachnick

All teachers will have coaching experience with the intent of improving their classroom management.


District Funded


Site Based Gifts and Donations

Coaching for Classroom Equity and Inclusion

Oct 2016- April 2017

Enid Lee Two teacher will work on improving inclusivity and equity in the classroom working with this coach


District Funded

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Implement Sanford Harmony SEL Curriculum

Fall 2016 Admin, Ben Kushman

Materials for this program will be distributed and teacher swill use them as they see fit to compliment Positive Discipline


Peer observation on site and at other sites

ongoing 16-17 admin, SCIL leader Teachers will have the opportunity to observe teachers at our site or at other sites to learn new techniques


Community Inclusion Task Force jan- june 2017 Parents volunteers, staff rep

Parents will organize a group that will create a check list to be used when organizing events to insure inclusivity


Family Education nights on:Neuro Diversity and Trauma Informed SchoolsCyber Safety

Nov, Jan. and March

outside presenter and admin

Parent education presentations will occur in the evenings on these two topics


The Community building committee will continue to work with the parent community to promote inclusion and equity

all year long parent volunteers and staff

VP of Community Building,parent volunteers and staff


Improve ELAC, SSC and MCB communication via laison and yearly joint meeting

Monthly communication and one yearly meeting

ELAC, SSC and MCB presidents, admin.

parents, teachers, staff None Specified None Specified

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School Goal #3


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #3:

--------


--------


--------


--------




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SCHOOL GOAL #1:

--------




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SCHOOL GOAL #2:

--------




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SCHOOL GOAL #3:

--------




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SCHOOL GOAL #4:

--------




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SCHOOL GOAL #5:

--------




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2000-2999: Classified Personnel Salaries Title I Part A: Allocation 9,000.00



1,826.00

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Title I Part A: Allocation 9,000.00

Title I Part A: Professional Development (PI Schools) 1,826.00

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Object Type Total Expenditures2000-2999: Classified Personnel Salaries 11,000.00


10,000.00

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Goal 2 500.00

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Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Lysa Tabachnick X

Michelle McKinney X

Barney Levy X

Gail Mabrouk X

Dominic Yarbourough X



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Attested:

Lysa TabachnickTyped Name of School Principal Signature of School Principal Date

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

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School: Bay View Elementary School

CDS Code: 44698156049860


Principal: Mike Perez

Revision Date: November 28, 2016



Contact Person: Mike Perez

Position: Principal

Phone Number: 831.429.3991

Address: 1231 Bay St.Santa Cruz, CA 95060-4708



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Table of Contents


School Profile..........................................................................................................................................................................4


Data Analysis .................................................................................................................................................................4

Surveys ..........................................................................................................................................................................4













School Goal #1.............................................................................................................................................................16

School Goal #2.............................................................................................................................................................25

School Goal #3.............................................................................................................................................................29

School Goal #4.............................................................................................................................................................33

School Goal #5.............................................................................................................................................................37

School Goal #6.............................................................................................................................................................38











Total Expenditures by Goal .........................................................................................................................................47430 of 820




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Bay View Elementary School’s Vision and Mission StatementsBay View School is a safe and welcoming community where everyone is respected, and learning is valued. Our school is a dynamic learning environment where everyone is engaged and inspired to do their personal best. Our rich academic curriculum includes the arts, field trips, library, Life Lab, nutrition, and music. Diversity is embraced; it enriches our learning community. Students, families, and staff work together as a team to ensure academic success and social responsibility for everyone.At Bay View School, "Everybody is Somebody."

School Profile

Bay View Elementary is a TK-5 public school with an enrollment of 538 students. Approximately 51% of our students participate in the federal school lunch program, and about 40% come from Spanish-speaking homes. We have a primary language program (Puentes) in grades Kinder through third. Our primary class size is limited to 23 students. In fourth and fifth grades, we do not exceed a district average of 27 students. Our 22 classrooms are taught by highly qualified staff of veteran and novice teachers. In addition to our K-5 classrooms, we have a full time credentialed librarian, school counselor, and RTI (Response To Intervention) Coordinator. Bay View also houses a preschool SDC class of children from three to five years of age and an Emotionally Disturbed classroom that serves 2-5th-grade students.Our instructional program includes a well organized Walk to Read program in grades one through five, in which all students are leveled according to their reading ability. All teachers, Title 1 teacher, four support staff, Librarian, and Special Ed staff provide reading instruction. Bay View has an after-school program which serves over 90 children in grades Kinder through 5th grade daily. First through fifth graders from the end of school until 6:00. Kinder students stay an additional 50 minutes of intervention. First through fifth graders in our ASES program receive homework support, nutrition, physical education, and enrichment. We collaborate closely with the University of California, Santa Cruz through supporting student teachers as well as partnering with programs such as Corre la Voz, Classroom Connection, and UCSC ED 180.




District-wide surveys of staff were conducted about technology needs, facility needs, and district operations. The results were examined by district level personnel. Students were given a technology survey from our Curriculum Director. Because of a new math adoption- Eureka Math- professional development has been focused around math. We are also maintaining a PBIS school climate focus.


Classrooms observations are ongoing throughout the school year. Administrative staff of one visits twelve classrooms weekly, on average, in addition to formal observations as part of the evaluation process.

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SBAC, SRI, SMI, CELDT, DRA, DIBELS, and MASI-R.


Local Assessments (Writing, Reading, and Math), Data cycles, Student Learning Teams, Trimester Assessments, Ongoing formative and summative assessments, and Professional Learning Communities.



All staff are NCLB Highly qualified.


Staff is trained on Professional Development days - eight afternoons per year and receive ongoing support from Title 1 teacher, district elementary Math Coach, English Learner Resource Teacher (ELRT), and Technology Coach. Furthermore, all staff participates in peer observations and professional learning communities. We have added additional ongoing math professional development focused on Eureka Math. Each grade level (district-wide) comes together once every six weeks for this math PD. SCIL leadership and SCIL PD is centered around Eureka Math and Visible Learning.


Curricula aligned to Common Core state standards, staff participate in visits to other sites and peer observations.


Staff receive support and coaching from district Math Coach, Technology Coach, ELRT, and the Santa Cruz New Teacher Project.


Grade level Professional Learning Communities meet semi-monthly to plan instruction and monitor student progress on grade level aligned SMART goals.

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Math: Eureka Math, Power Standards, Number talks, CRLP Units - local curriculum developmentELA: Houghton Mifflin Reading Series, standards-aligned thematic units based on California Reading and Literature Project, Non-Fiction readingSocial Studies: Scott ForesmanScience: FOSSELD: English Now! (adopted), Systematic ELD (supplemental), and ACT Now!


All students are provided grade level core instruction in math and English language arts, additional instructional time for Tier 2 and 3 students.In addition students in grades 1 - 5 are provided with differentiated instruction in Reading through the Walk to Read Program. Targeted Kinder students receive additional instruction after the regular school day.


Math pacing calendar for Eureka Math being created this yearCRLP ELA Units, Writing AssessmentsELD Pacing Guide with Systematic ELDWalk to Read CalendarWriting assessments - scheduled


ELA: Houghton Mifflin Reading Series, standards-aligned thematic units based on California Reading and Literature Project, Non-Fiction readingMath: Eureka Math, CGISocial Studies-online CCSS- Scott ForesmanELD: English Now!; Supplemental Systematic ELD, and ACT Now!Science: FOSS


ELA: Language! Live, SIPPS, Read Naturally,Scholastic Reading Inventory and Reading Counts, Rosetta Stone, Lexia, and Moby MaxMath: Pearson Scott-Foresman Investigations, Zearn.com, Moby Max, and Khan Academy



In addition to Tier 1 strategies, Bay View students receive leveled reading instruction in Walk to Read, after school intervention through ASES, Lexia, Read Naturally, and Moby Max

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Differentiated instruction, Walk to read, Systematic ELD, Second Step, SIPPS, DIBELS, Language!, Language! Live, Cognitively Guided Instruction in math, ACT Now!, Lexia, and Moby Max.



After School Education and Safety (ASES), Corre la Voz, Bilingual Community Coordinator, Elementary Counselor, Quarterly Newsletter to the BV Community, Spanish/English Website.


District Advisory Committee, ELAC / DELAC, Site Council, and Parent Teacher Organization.

Funding


Small group instruction in classroom with learning assistants, Leveled reading in Walk to Read, and After School Education and Safety.


Title I, LCFF, and Title III


Many students enter school with a variety of academic and social needs. A significant number of students come with skill gaps in ELA and Math. Approximately 45% of our students come from Spanish-speaking homes. We serve many children whose families are in transitional, substandard, or temporary housing as the high cost of housing in our community greatly affects the stability of low-income households. While children at Bay View generally feel safe, a small percentage of our students are affected by homelessness, crime, and drug abuse so prevalent in our area.

We have four goals: Improvement in ELA, improvement in Mathematics, improvement in English Language Development, and improvement in school climate. In addition to our academic supports, we continue to create a positive school culture where every child belongs and is a welcomed member of our school community.

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Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 76 74 97.4 74 2424.7 27 15 31 27

Grade 4 115 108 93.9 108 2477.6 38 16 19 27

Grade 5 90 86 95.6 86 2522.1 24 31 27 17

All Grades 281 268 95.4 268 2474.8 31 21 25 24






LevelAbove

Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 3 24 42 34 20 49 31 20 62 18 26 47 27

Grade 4 33 39 28 32 42 26 19 65 16 31 47 21

Grade 5 30 45 24 31 50 19 21 66 13 44 45 10

All Grades 87 126 86 83 141 76 60 193 47 101 139 58


1. Slightly more than 50% of students in grades 4 (54%) and 5 (55%) met or exceeded the standard in ELA and 42% of third-graders met or exceeded the standard in ELA.

2. 84% of BV students were near to above standard in Listening, and 80% were near to above standard in research/inquiry.

3. The areas with most need are Reading with 71% near to above standard (Demonstrating understanding of literary and non fictional texts) and Writing with 74% near to above standard (Producing clear and purposeful writing).

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Mathematics

Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 76 74 97.4 74 2435.9 19 31 27 23

Grade 4 115 108 93.9 108 2461.9 13 27 33 27

Grade 5 90 86 95.6 86 2497.7 13 26 28 34

All Grades 281 268 95.4 268 2464.8 15 28 30 28






problems


Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 3 28 38 34 28 57 15 31 51 18

Grade 4 24 31 44 25 52 23 19 48 33

Grade 5 20 38 42 15 49 36 14 52 34

All Grades 72 107 120 68 158 74 64 151 85


1. Third grade outperformed the other grades with 50% at or above standard in Math, and 85% near to above standard in problem solving & modeling/data analysis.

2. Our greatest area of need is in applying mathematical concepts and procedures, with only 59% of BV students near to above standard.

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# % # % # % # % # % #

K 1 10 6 60 1 10 2 20 10

1 1 6 9 50 5 28 3 17 18

2 2 8 5 21 12 50 4 17 1 4 24

3 3 15 10 50 6 30 1 5 20

4 9 33 13 48 3 11 2 7 27

5 2 13 5 31 8 50 1 6 16

Total 5 4 32 28 54 47 18 16 6 5 115


1. The number of students at the Intermediate level peaks at kinder (60%) and declines each year. 50% of our 5th graders are intermediate while 44% tested advanced or early advanced at 5th grade.

2. The total number of students k-5th grades at the intermediate level is 57 of 115 students or 46%.

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# % # % # % # % # % #

K 1 3 14 37 3 8 20 53 38

1 1 5 9 43 5 24 3 14 3 14 21

2 2 7 5 18 14 50 5 18 2 7 28

3 3 14 11 52 6 29 1 5 21

4 9 30 13 43 4 13 4 13 30

5 2 12 5 29 9 53 1 6 17

Total 5 3 32 21 66 43 22 14 30 19 155


1. The majority of our students in k-5th grades are in Intermediate 66 of 155 or 43%.

2. 41% of 5th graders are in early advance or advance.

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16


Percent with Prior Year Data 100.0% 100% 100.0%


Number Met 69 66 53

Percent Met 54.8% 56.4% 46.1%

NCLB Target 59.0 60.5 62.0%

Met Target No No No


2013-14 2014-15 2014-15



Number in Cohort 135 23 123 22 131 22

Number Met 34 -- 20 13 28 5

Percent Met 25.2% -- 16.3% 59.1% 21.4% 22.7%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target Yes -- No Yes No No


2013-14 2014-15 2015-16


Met Participation Rate Yes


Mathematics




1. While the number of students meeting AMAO 1 (percent of ELs making annual progress on CELDT) in 2014 (56.4%), decreased in 2015 to 46.1%, below the 62.0% target.

2. The percent of students meeting AMAO 2 (achieving proficiency in under 5 years) increased from 16.3% in 2014 to 21.1% in 2015. Still below target.

3. The percent of students meeting AMAO 2 (achieving proficiency in over 5 years) decreased from 59.1% in 2014 to 22.7% in 2015, below target of 52.8%. Area of concern.

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16





Percent Met 55.8 56.0 53.2

NCLB Target 59.0 60.5 62.0%



2013-14 2014-15 2015-16



Number in Cohort 517 79 510 74 500 67

Number Met 116 37 95 39 115 24

Percent Met 22.4 46.8 18.6 52.7 23 35.8

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%



2013-14 2014-15 2015-16




Mathematics





1.

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Single Plan for Student Achievement for Bay View Elementary School 14 of 49





% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status






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Single Plan for Student Achievement for Bay View Elementary School 15 of 49





% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status






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School Goal #1


SUBJECT: English Language Arts - Literacy

LEA GOAL:

Goal #1: All SCCS students will be prepared to successfully access post-secondary college and career opportunities.1.9 Students will achieve grade level standards in Reading and English Language Arts--------

SCHOOL GOAL #1:

1A). 90% of all Kindergarten students will meet the benchmarks for blending words (7/10 words) by the end of the year in their language of instruction or meet their IEP goals.1B). By June 2017, the percentage of students in grade 1 achieving Proficient or Advanced on the DRA Diagnostic Reading Assessment will maintain 65% Pro and Adv. in the language of instruction (Performance bands have increased in DRA proficiency from 16 to 18).1C). By June 2017, the percentage of students in grades 2 – 5 Achieving Proficient or Advanced on the Scholastic Reading Inventory will increase by 5% from 66% Pro and Adv. to 71% Pro and Adv.SRI Data (proficient/advance)Second-grade Initial 28% SpringThird -grade Initial 49% SpringFourth -grade Initial 40% SpringFifth-grade Initial 62% Spring(Beginning year initial SRI score in proficiency-advance percentages are always lower since the new grade proficiency band goes up at the beginning of each school year)1D). Bay View's English Learners Annual progress in learning English (1 level growth on CELDT over one year's time, as measured by CELDT). target for 16-17 = 50%.

--------

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SBAC scale score.SCCS Text Reading Assessments (4x/year)Scholastic Reading Inventory: Computer Adaptive reading comprehension assessment (4x/year minimum, grades 2 – 5)SIPPS (Systematic Instruction in Phonological Awareness, Phonics and Sight Words) AssessmentsRead Naturally Progress MeasuresFormative classroom literacy assessmentsLexia computer-based literacy program (grades K-3)DIBELS (Dynamic Indicators of Basic Early Literacy Skills) grades K-2Peer Observations/Evidence of student engagement and checking for understanding

--------


There is an achievement gap in the performance between Hispanic and non-Hispanic students.--------


The number of students reaching proficiency on the SRI in grades 2 - 5 will improve by 5% compared to the proficiency /advanced at the end of the year 2016-2017.The number of students reaching proficiency on the DRA in grades K and 1 will improve by 5% compared to the proficiency /advanced at the end of the year 2016-2017.The achievement gap between Hispanic and non-Hispanic students will decrease in the 2016-2017 school year as measured by the SRI. Increase at least one grade level on the SRI.--------




Classified and certificated staff will be available for staff development, substituting, and assessments as needed.

9/2016 - 6/2017 Classified and Certificated Staff

Certificated Extra Hourly 1000-1999: Certificated Personnel Salaries


Classified Extra Hourly 2000-2999: Classified Personnel Salaries


Teachers will participate in peer observations and use them to share best practices. They will participate in no fewer than two peer observations and will be observing topics identified as focus areas by our site based professional development team (SCIL).

9/2016 – 6/2017 Certificated Staff Subs for releasing teachers



2,000

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Long Term English LearnersTeachers will review the files of our L-TELS and AL-TELSTeachers will contact parents to make sure they understand the implications of lack of progress to prevent these students becoming long term English learners or, if not ELL, unable to pass minimum standards on local assessments. Teachers will track their progress on no less than 3 literacy measures three times a year. They will identify and document both in class modifications and out of class interventions in which their Focus students will be included. (should funding be available)

9/2016 – 6/2017 Certificated Staff Subs for Student Learning Team (SLT) meetings (all grade level teachers come at same time)



3,000

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Title I teacher, certificated staff, and classified support staff will provide small group instruction in ELA, based on identified student needs. (Walk to Read) All students in grades 1 – 5 not meeting grade level standards will receive leveled small group instruction for 35 minutes 4x week. Students’ response to intervention will be communicated regularly with the classroom teachers. Enrichment lessons will be provided to students exceeding grade level standards.Title I teachers will support classroom teachers in articulation and definition of core grade level programs in English Language Arts. Classroom teachers will receive support from Title 1 teacher to develop curriculum for WTR to support students in reaching proficiency.

9/2016 – 6/2017 Certificated Staff Certificated• Title I Teacher: 1.0

FTE


Title I 53,100

Classified Support Staff 2000-2999: Classified Personnel Salaries


• Supplemental pay for certificated staff to develop curriculum for differentiated instruction during RtI


Title I 2,000

Additional Intervention materials (SIPPS, Read Naturally


Title I 2,000

Classified staff will provide small group instruction in ELA in kindergarten and first grade classrooms.

9/2016 – 6/2017 Classified Staff Classified Learning Assistants



Networked computers will be available in both classrooms, library, and labs and will run programs to support literacy. The computers are available during school hours and after school to be used in the ASES program.

9/2016 – 6/2017 Library Media Teacher

• Site licenses, software, hardware, upgrades

• Technology Support


Title I 6,000

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Our ASES program will continue to provide after school academics and enrichment to approximately 90 students from end of school until 6:00. Students will receive homework support, reading comprehension, and literacy practice.

9/2016 – 6/2017 ASES Staff • Classified salaries: Program coordinator, four instructional techs


After School and Education Safety (ASES)

93,000

• Supplies and Materials 4000-4999: Books And Supplies


3,000

Classified extra hours to support ASES



10,000

PLCs will align homework expectations at each grade level, and ASES personnel will support successful completion of homework.

9/2016 – 6/2017 Certificated Staff Staff training in homework support.

0

After school Wednesday class, tutoring, and ASES will provide additional support for identified students in literacy. The Library Media Center will provide support to the ASES program by additional book checkouts and access to networked learning programs.

9/2016 – 6/2017 Library Media Teacher, ASES Staff

• Certificated Title I teacher

0

• Technology, Copier costs



1,000

• Classified staff; ASES staff



2,000

ASES staff, certificated staff, and classified staff will be trained in Reading Counts, Read Naturally, and strategies to support reading comprehension, and will have access to core textbooks and literature to support literacy.

9/2016 – 6/2017 ASES Staff Staff Training 0

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Instructional materials, such as supplemental literature, student newspapers, expository texts, and audio books will be purchased to support copious amounts of reading in school each day. Titles will include expository, or informational, texts as well as literature texts.

9/2016 – 6/2017 Title 1 teacher, Library Media Teacher

Materials and supplies 4000-4999: Books And Supplies

Title I 5,000

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• Transitional kinder will be offered and staffed by a bilingual HQT. Transitional kinder class will provide instruction for children whose birthdays fall between October 1 and December TK staff is included in all professional development and is part of the kinder PLC.

Students in TK will be served in their primary language to begin literacy skills. Additional classified personnel will be provide support to the classroom teacher in differentiated instruction by home language.• A kinder round up will be held in

June, 2015 to assess incoming kinder students

• A kinder orientation will be offered in the spring or summer to inform parents about the program options for their child: Traditional kinder classes or our Puentes program (transitional bilingual education)

• Pre-K and kinder teachers participate in a county-wide Early Childhood conference to network with preschool professionals. Preschools send K teachers entry level data and notes for placement.

(should funding be available)

9/2016 – 6/2017 Kinder Staff Classified Staff - Learning Assistant for TK classroom



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Parent education classes will be offered to parents of English Learners, and staff will be available at all ELAC meetings for book checkout to promote literacy and use of the library. Parent education could include Latino Family Literacy, Cara y Corazón, or Disciplina Positiva.(should funding be available)

9/2016 – 6/2017 Classified staff • Teacher Stipend• Certificate Extra

Hourly• Classified Extra

Hourly



English learners whose primary language is Spanish will have the opportunity to acquire literacy skills in their own language. Entering Kinder parents can opt for an alternative course of study. Literacy in Spanish will be supported in the core instructional program from Kinder through third grade, and outside of the core in 4th and 5th grades.(should funding be available)

9/2016 – 6/2017 Certificated staff Certificated Extra Hourly 1000-1999: Certificated Personnel Salaries


Classified Extra Hourly 2000-2999: Classified Personnel Salaries


Kinder teachers will support identified students (1st graders and/or parents in the fall and kinder students in winter and spring) in after school interventions

9/2016 – 6/2017 Kinder Teachers

After school literacy classes will be offered in primary language after students transition to English reading to support biliteracy. Additionally, after school classes will be offered to English speakers. (should funding be available)

9/2016 – 6/2017 Classified Staff Classified extra hourly 2000-2999: Classified Personnel Salaries


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At Risk Long Term English Learners will be identified and their parents will be informed of their own child’s path to reclassification. Parent meetings, letters home, and conferences with staff will ensure that each parent knows the learning goals of their child. (should funding be available)

9/2016 – 6/2017 Site Admin and Certificated staff

Certificated Extra Hourly 1000-1999: Certificated Personnel Salaries


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School Goal #2


SUBJECT: Mathematics

LEA GOAL:

Goal #1: All SCCS students will be prepared to successfully access post-secondary college and career opportunities.1.3 Students will achieve grade level standards in Mathematics.--------

SCHOOL GOAL #2:

Our primary area of focus is to Improve student achievement in Math number sense, to prepare students for Algebra with the implementation of Eureka with fidelity.Action Steps:All Teachers trained on Eureka Math. 9/7: Kindergarten and RSP. 9/8: 3-5. 9/9 1-2.Evidence that PLCs are referencing Eureka in their notes. They should be using the pre/post assessments from Eureka as part of their data cycle.Teachers released half day every six weeks to develop common lesson planning and pacing, common assessments (monthly, pre/post) and instructional routines. Teachers will develop anchor dates for some lessons and curriculum to cover before their next release day. Teachers will identify major and supporting clusters, and essential standards, to teach.Instructional Rounds to observe the use of Eureka. Elementary Principals will rotate sites and visit classrooms every 2nd Friday of the month starting 10/14 until May to support Eureka Math implementation. This process is not meant to be evaluative.Teacher group/self-assessment Mid-year and end-of-year on the implementation of Eureka. To be given at the February and May PD (during Wednesday math PD) sessions.Ongoing PD releases by grade level on a 6-week cycle. PLC work, colleague observations vertical alignment, teacher observations and evaluations with Principals.

--------


• Eureka Math exit tickets, mid, and end of year module assessmentsSMART goals created by grade level PLCs• Student work samples• Scholastic Math Inventory (SMI)• CAASPP Math Assessments (Interim and Summative)Math observations for certificated evaluationAlignment of instruction with grade level Standards

--------

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There is achievement gap between Hispanic and Non-Hispanic students at Bay View as the Scholastic Math Inventory (SMI).--------


• CAASPP Summative Testing• SMART goals created by grade level PLCs• Scholastic Math Inventory (SMI)• Student work samplesObservation data from Instructional Rounds--------




Monthly professional development will focus on developing effective PLCs that are in alignment with Eureka math, led by SCIL team. Teachers will work in their Professional Learning Communities to identify standards, develop curriculum, create formative assessments, reteach, and extend learning using oral and written language techniques.Grade Level PLCs will complete 4 cycles of inquiry. Our school-wide focus is math, number sense. Each cycle will be focused around Eureka Math exit tickets, mid and end of module assessments. PLCs will compare final writing in each cycle.

9/2016 – 6/2017 Certificated staff Support materials, e.g.:• Professional

literature



3,000

Teachers will participate in peer observations and use them to share best practices.

9/2016 – 6/2017 Certificated Staff Subs for releasing teachers


Title I Part A: Parent Involvement

3,000

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As resources allow, we will implement a Tier 2 math intervention to help students with mathematics. Intervention will include computer based resources as well as instruction by certificated and classified staff. (should funding be available)

9/16 - 6/17 Walk to Read Staff, SPED staff

• Computer based math intervention materials and resources



Teachers in grades 3 - 5 will assess their students on the SMI four times a year, analyze data, and use data to plan instruction.

9/16 - 6/17 Certificated teachers

• Computer based math assessment: SMI

0

Classified support staff will available to provide small group instruction in Mathematics in grades K and 1. (should funding be available)

9/16 - 6/17 Classified Staff • Classified Learning Assistants



10,000

• Additional Intervention materials.


500

Training in Eureka Math and CGI (Cognitively Guided Instruction) will be offered to interested staff, and coaching in CGI will be offered. A PLC around CGI will meet on 2nd Wednesdays. Teachers will observe peers and give feedback in Mathematics instruction. We will have one staff at each grade level who has received training in CGI and can share back with grade level teams. Trained staff will work with identified students in upper grades after school to provide CGI in mathematics.

9/16-6/17 Certificated Staff

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Networked computers in classroom and labs will host software to allow individualized instruction in Mathematics

9/16-6/17 Admin/Tech • Site licenses, software, hardware, upgrades



• Tech Support

Teachers will enter the results of Mathematics assessments in Illuminate, and will use Illuminate to prepare topic tests, standards based assessments, and test prep. Exams created by grade level teams can be with other teachers at their grade level.

9/16-6/17 Certificated Staff Teacher stipends 0

Parent education will be offered at ELAC meetings and other parent meetings to teach parents how to support their students in Common Core math and developing numerical concepts. Workshops will be offered by BV certificated staff at a minimum of 2x/year

ongoing-monthly Bilingual Community Coordinator

Bilingual Community Coordinator

0

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School Goal #3



LEA GOAL:

Goal #3: We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS school community.3.1) English Learners will achieve proficiency in English.--------

SCHOOL GOAL #3:

English Learners will make yearly Improvement in their mastery of the English LanguageA. By Fall 2017, 50% of Bay View EL students show at least one level of growth as measured by the Fall 2016 CELDT. (SCCS District Goal 3.10)2013 - 2014 2014 - 2015 2015-2016 2016-201746% 54% 44.2% 50%B. By Spring 2017, the number of 1-5 grade English Learners at proficient or above as measured by SRI or DRA will increase by 10%.

--------


AMAO results from CELDTELD assessments from Systematic ELD and Language!DRA assessmentsSCCS Language Arts assessmentsEnglish Learner Progress ProfileSRI assessmentDIBELS assessment

--------


E.L. at Bay View did not meet target growth as measured by CELDT. Target was 62%, however 44.2% met the target.--------

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AMAO results from CELDTELD assessments from Systematic ELD and Systematic ELDSCCS Language Arts assessmentsEnglish Learner Progress ProfileFormative and Summative Assessments from Language!Winter 2016 CELDT examination result--------




Teachers will team to deliver ELD as appropriate for grade level. Other materials, such as ACT (Accessing Complex Texts) will be used at the upper grades to give students support in close reading.

9/16-6/17 Certificated staff Support materials for ELD



Teachers will participate in peer observations and use them to share best practices. (should funding be available)

9/16-6/17 Certificated staff Subs for releasing teachers



Staff will translate for parent conferences, newsletters, meetings, SSTs, and other events to include our Spanish speaking community

9/16 - 6/17 Classified staff Classified extra hourlyClassified professional development



Teachers will be trained in Systematic ELD. Teachers will team to provide leveled ELD instruction at each grade level using the district adopted Systematic ELD Program. Emphasis will be on developing academic language to support vocabulary and comprehension. Teachers will use release time to plan and coordinate units of study

9/16 - 6/17 Certificated staff Title I support for teaming


Title I Part A: Basic Grants Low-Income and Neglected

1,000

Additional materials 4000-4999: Books And Supplies


2,000

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Teachers will be trained in and use Illuminate and other data programs to access current CELDT levels, targets for reclassification, and EL progress in English.

9/16 - 6/17 Certificated staff Datawise TrainingTeacher stipendsComputer/Technology costs

0

Networked computers will be available in both classrooms and labs to support students in ELD with programs such as Rosetta Stone, Lexia and Moby Max. (should funding be available).

9/16 - 6/17 • Computer lab teachers



• Site licenses, software, hardware, upgrades



• Technology Support

Staff will be given the opportunity to attend trainings, such as GLAD, Kate Kinsella, and Nancy Fetzer, that promote the learning of English Language Learners and their academic oral language development. Focus will be on Productive Student Talk.

9/16 - 6/17 Certificated staff Training feesRelease time for training and collaborationMaterials, professional literature

0

Parents will be informed of the importance of Reclassification, A – G requirements, college and career readiness, and other long term goals affecting their child’s success in secondary school and beyond. All materials going home will be available in Spanish, including teacher newsletters.

9/16 - 6/17 Certificated and Classified staff

Teacher stipendsCertificated extra hourlyClassified extra hourly (translations)Bilingual Community Coordinator



500



500

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ASES staff and volunteers will be trained to support students in ELD. (should funding be available)

9/16 -6/17 Classified staff Classified extra hourlyClassified professional development



1,000

Teachers will be released to meet to discuss progress of English Language Learners.

9/16-6/17 Release time for LRT meetings

Subs for releasing teachers



3,000

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School Goal #4


SUBJECT: School Climate

LEA GOAL:

Goal #3: All Santa Cruz City School students will motivated learners who leave our system as well-rounded citizens with a broad spectrum of interests and abilities.3.2 We will achieve equitable outcomes for all subgroups.--------

SCHOOL GOAL #4:

By May 2017, the number of students reporting that they have opportunities for meaningful participation in school will increase. The school created a survey to measure success.By May 2017, the number of students with three or more unexcused absences will decrease by 10%, as measured by attendance data.Staff will continue with PBIS implementation by providing Tier 1 and Tier 2 behavior supports--------


SWIS DataPBIS School Climate DataAttendance Data--------


According to the CHKS, Bay View students do not feel they have adequate opportunities for meaningful participation. The majority of our behavior referrals come from the classrooms. A high number of students have excessive absences and tardies - unexcused, apc, and excused. --------


Improvement on the PBIS School Climate Survey given to grades 2 - 4 in the 2015- 2016 year and to grades 3 - 5 in the 2016-2017 year.Improved attendance for Tier 2 target students.Student (PBIS School Climate Survey), Parent, and Staff SurveysIncreased learning timeLeadership Opportunities for StudentsEvidence of Expectations and Procedures in place schoolwideClear Rules, Mission Statement in all classroomsPositive Behavior Support System implementationParticipation in science fair, math contest, spelling bee, and other grade appropriate academic competitions--------

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PBIS team will meet monthly to plan and implement Positive Behavior systems.

9/16-6/17 Certificated staff • Support materials, e.g.:

• Rethinking Classroom Management



500

Tier 1 & 2 Student team meetings will be held every 6-8 weeks with the goal of implementing an intervention and documentation of the effectiveness.

9/16-6/17 Certificated staff Subs for releasing teachers



2,000

Students will be trained in new rules and school procedures.

9/16 - 6/17 Certificated staff Meet to review current school rules and practices.

0

Purchase materials for intervention program.



Staff will review Mission Statement and modify, if necessary. Staff will translate Mission into Vision, and all staff will give input into what our school should look like.

9/16-12/16 Certificated staff

Committee will attend PBIS Tier 3 training in 2016-2017 school year to continue schoolwide implementation.

9/16-6/17 Certificated and Classified staff

Staff will receive training in developmental discipline, classroom management, and instructional practices that enhance a student’s sense of safety, belonging, academic competence, and choice. Staff will also implement Second Step, a universal social skills curriculum

9/16-6/17 Certificated staff Consultant Services AgreementsRelease time for peer observations and collaboration

0

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Certificated, Classified, and ASES staff will be trained in Playworks and will develop a recess model that includes playground coaching, problem solving, and student leadership. District will support training for yard supervisors and playground staff.

9/16-6/17 Certificated and Classified staff

Consultant Services Agreements

0

Certificated, Classified Extra hourly

0

Playground Coach 0

Playground and yard supervisors will be trained in PBIS and developmental discipline and the implementation of procedures that promote success. (should funding be available)

9/16-6/17 Classified and Certificated Extra Hourly

Certificated Extra HourlyClassified Extra Hourly





Elementary counselor will be able to work with PBIS team, student referrals, and Tier 1 meetings.

9/16-6/17 Elementary Counselor

Release time for Teacher observations



Teacher Extra Hourly, Stipends



Materials, copier costs 4000-4999: Books And Supplies


Positive parenting classes will be offered as appropriate throughout the school year. (should funding be available)

9/16-6/17 Certificated and classified staff

Consultant Services AgreementsTeacher Stipends, Extra HourlyTranslations, Conferencing





Schoolwide assemblies, student store, celebrations, spirit days, and recognitions will be scheduled in the fall to honor and recognize appropriate student behavior and academic achievement.

9/16-6/17 Certificated and classified staff

Assembly costsRecognition awards



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School Goal #5


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #5:

--------


--------


--------


--------




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School Goal #6


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #6:

--------


--------


--------


--------




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SCHOOL GOAL #1:

--------




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SCHOOL GOAL #2:

--------




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SCHOOL GOAL #3:

--------




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SCHOOL GOAL #4:

--------




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SCHOOL GOAL #5:

--------




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After School and Education Safety (ASES) 500.00

2000-2999: Classified Personnel Salaries After School and Education Safety (ASES) 116,000.00

4000-4999: Books And Supplies After School and Education Safety (ASES) 4,000.00



4000-4999: Books And Supplies LCFF - Supplemental 11,000.00

1000-1999: Certificated Personnel Salaries Title I 55,100.00

4000-4999: Books And Supplies Title I 7,000.00


Title I 6,000.00

1000-1999: Certificated Personnel Salaries Title I Part A: Basic Grants Low-Income and Neglected

1,500.00

2000-2999: Classified Personnel Salaries Title I Part A: Basic Grants Low-Income and Neglected

500.00

4000-4999: Books And Supplies Title I Part A: Basic Grants Low-Income and Neglected

2,000.00

1000-1999: Certificated Personnel Salaries Title I Part A: Parent Involvement 5,000.00

1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (PI Schools)

8,000.00

4000-4999: Books And Supplies Title I Part A: Professional Development (PI Schools)

3,500.00

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Funding Source Total ExpendituresAfter School and Education Safety (ASES) 120,500.00


Title I 68,100.00

Title I Part A: Basic Grants Low-Income and Neglected 4,000.00

Title I Part A: Parent Involvement 5,000.00


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Object Type Total Expenditures1000-1999: Certificated Personnel Salaries 81,600.00




6,000.00

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Goal 2 25,500.00

Goal 3 21,000.00

Goal 4 7,500.00

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Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Mike Perez X

Lisa Dyer X

Lacie Gray X

Steve Kingsley-Jones X

Kristina Quilici X

Malena Vega X

Angie Chafe X

Stu Branoff X



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X Special Education Advisory CommitteeSignature


X District/School Liaison Team for schools in Program ImprovementSignature



X Other committees established by the school or district (list):

Bay View Staff Signature



6. This SPSA was adopted by the SSC at a public meeting on 11/28/16.

Attested:

Mike PerezTyped Name of School Principal Signature of School Principal Date

Steve Kingsley-JonesTyped Name of SSC Chairperson Signature of SSC Chairperson Date

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School: De Laveaga Elementary School

CDS Code: 44698156049886


Principal: Jose Quevedo

Revision Date: 11/6/2016



Contact Person: José Quevedo

Position: Principal

Phone Number: (831) 429-3807 ext. 3103

Address: 1145 Morrissey Blvd. Santa Cruz, CA 95065-1498


The District Governing Board approved this revision of the SPSA on June 17, 2015.

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Table of Contents


School Profile..........................................................................................................................................................................3




CELDT (Annual Assessment) Results..............................................................................................................................6

CELDT (All Assessment) Results .....................................................................................................................................7

Title III Accountability (School Data) .............................................................................................................................8

Planned Improvements in Student Performance ...................................................................................................................9

School Goal #1...............................................................................................................................................................9

School Goal #2.............................................................................................................................................................13

School Goal #3.............................................................................................................................................................16

School Goal #4.............................................................................................................................................................19

School Goal #5.............................................................................................................................................................22

School Goal #6.............................................................................................................................................................23








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De Laveaga Elementary School’s Vision and Mission StatementsDeLaveaga Elementary School is located on the east side of Santa Cruz near DeLaveaga City Park. The highly skilled and collaborative teaching staff has many years of professional experience. We emphasize a strong, enriched educational program, supplemented by the arts and sciences, which enables all children to reach their academic, social, and emotional potential, based on California Content Standards. DeLaveaga houses the district’s K-5 Spanish Dual Immersion program, a program strand within our school. The goal of the program is for all students to be bilingual/bicultural in English and Spanish. We are fortunate to have a high rate of active parent participation to support the classrooms and programs at our school.

VISION STATEMENTThe DeLaveaga School Community considers every child unique and deserving of the highest quality education available so that they may reach their own full potential, both academically and socially.

MISSION STATEMENTAt DeLaveaga, we believe every person has value and the potential to achieve their goals. We believe families are equal partners who support their children, as well as the needs of the whole school community. We collaborate as a team so that all children can learn. School should be safe and fun, a place where each child wants to be each day. We celebrate our diverse world in which children’s languages and cultures, talents and dreams, are fostered and valued. We believe the transformative power of excellent teaching makes our beliefs become reality to support high levels of achievement for all students.

School Profile

DeLaveaga Elementary School is located on the east side of Santa Cruz near DeLaveaga City Park. The highly skilled and collaborative teaching staff has many years of professional experience. We emphasize a strong, enriched educational program, supplemented by the arts and sciences, which enables all children to reach their academic, social, and emotional potential, based on California Content Standards. DeLaveaga houses the district’s K-5 Spanish Dual Immersion program, a program strand within our school. The goal of the program is for all students to be bilingual/bicultural in English and Spanish. We are fortunate to have a high rate of active parent participation to support the classrooms and programs at our school. In the academic year 2016-2017, approximately 608 students registered in the fall for its transitional kindergarten through fifth grades.


Many students enter our school with a variety of academic and social needs. A significant number of students come with skill gaps in ELA and Math. We serve many children whose families are in transitional, substandard, or temporary housing as the high cost of housing in our community greatly affects the stability of low income families.

We have four goals: Improvement in ELA, improvement in Mathematics, improvement in English Language Development, and improvement in student behavior and school climate. In addition to our academic supports, we continue to create a positive school culture where every child belongs and is a welcomed member of our school community.

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Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 90 88 97.8 88 2411.3 25 16 30 30

Grade 4 108 106 98.1 106 2473.0 32 17 22 29

Grade 5 103 96 93.2 95 2524.3 34 32 11 24

All Grades 301 290 96.3 289 30 21 20 28






LevelAbove

Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 3 20 39 41 16 47 38 18 67 15 20 49 31

Grade 4 33 33 34 26 48 25 21 62 17 28 52 20

Grade 5 35 40 25 45 32 23 26 60 14 36 49 15

All Grades 30 37 33 29 42 28 22 63 15 28 50 21


1.

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Mathematics

Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 90 88 97.8 88 2431.4 17 33 24 26

Grade 4 108 106 98.1 106 2480.3 15 37 29 19

Grade 5 103 98 95.1 97 2519.8 24 26 28 23

All Grades 301 292 97 291 19 32 27 22






problems


Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 3 30 42 28 24 48 28 26 49 25

Grade 4 25 47 28 27 50 23 25 54 22

Grade 5 31 35 34 28 41 31 23 54 24

All Grades 28 42 30 26 46 27 24 52 23


1.

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# % # % # % # % # % #

K 1 14 2 29 2 29 2 29 7

1 5 17 12 40 8 27 4 13 1 3 30

2 1 5 6 27 13 59 2 9 22

3 1 8 2 15 5 38 3 23 2 15 13

4 2 8 5 20 18 72 25

5 1 7 7 47 5 33 1 7 1 7 15

Total 11 10 34 30 51 46 10 9 6 5 112


1.

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# % # % # % # % # % #

K 3 6 7 15 9 19 9 19 20 42 48

1 5 16 12 39 9 29 4 13 1 3 31

2 1 4 6 26 13 57 2 9 1 4 23

3 1 7 3 21 5 36 3 21 2 14 14

4 2 7 5 19 19 70 1 4 27

5 1 6 7 41 5 29 1 6 3 18 17

Total 13 8 40 25 60 38 19 12 28 18 160


1.

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16




Number Met 65 58 66

Percent Met 56.5% 51.3% 58.9%

NCLB Target 59.0 60.5 62.0%

Met Target No No No


2013-14 2014-15 2014-15



Number in Cohort 133 26 127 12 132 18

Number Met 24 -- 22 3 31 8

Percent Met 18.0% -- 17.3% 25.0% 23.5% 44.4%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target No -- No No No No


2013-14 2014-15 2015-16




Mathematics




1.

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School Goal #1


SUBJECT: English Language Arts

LEA GOAL:


SCHOOL GOAL #1:

All students in grades K-5 will make growth in reading by spring 2017. The percent of students at each grade level scoring proficient or above for the end of year benchmark will increase each trimester. The end of year goal will be for all students scoring basic at the end of trimester 1 to reach proficient by the end of the school year and for all students scoring proficient or above to stay proficient or above.

--------

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Spring 2016 Assessment Results

SRI Average % Proficient and Advanced in Grades:3rd - EO = 68%, TWI 68%4th - EO = 64%, TWI 69%5th - EO = 58%, TWI 70%

DRA Average % Proficient and Advanced in Grades:2nd - EO = 74%, TWI 64%1st - EO = 59%, TWI 34%K - EO = 39%, TWI 61%

Spring 2015 Assessment Results

SRI Average % Proficient and Advanced in Grades:3rd - EO = 86%, TWI 66%4th - EO = 86%, TWI 66%5th - EO = 78%, TWI 82%

DRA Average % Proficient and Advanced in Grades:2nd - EO = 84%, TWI 49%1st - EO = 61%, TWI 37%K - EO = 40%, TWI 77%

--------


An average of 60% of students in grades K-5 in the EO program, and an average of 61% of students in grades K-5 of the TWI program reached proficient or advanced on reading assessments at their grade level by June of the 2015-16 school year.

An average of 73% of students in grades K-5 in the EO program, and an average of 63% of students in grades K-5 of the TWI program reached proficient or advanced on reading assessments at their grade level by June of the 2014-15 school year.--------


Teachers will administer assessments to students at the end of each trimester in November, March and June. Grade level teams will meet at the end of each trimester to evaluate student progress and target interventions. The assessments to be monitored are: K-2: DRA, 3-5 MASI and SRI--------

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Standards-based assessments will be used to guide and modify language arts instruction

Sept.--June Classroom teachers

All students will participate in universal assessment to determine instructional needs, and placement in Response to Intervention (Rti)

Nov.--June Intervention, classroom and RSP teachers:

0000: Unrestricted Unrestricted 0.00

All students will participate in the RtI Walk to Learn model, according to need. (Rti Tier 1 core curriculum)

Sept.--May

Learning assistants will support English Learners’ progress towards proficiency in English Language Arts.

School Principal 4 Learning Assistants-RtI 2000-2999: Classified Personnel Salaries


Literacy Intervention will address needs of struggling learners by providing phonics based instruction through SIPPS, comprehension and fluency support through Read Naturally, Reading Counts and writing support. Fund one Title 1 Intervention Coordinator/ teacher; fund learning asst. to provide small group support for Walk to Read

R t I Intervention Coordinator/ Teacher


Title I Part A: Allocation


LCFF - Supplemental

Purchase leveled reading materials to support Tier I instruction.

As needed School Principal Materials 4000-4999: Books And Supplies


2,000

Translate parent newsletter Monthly Bilingual Community Coordinator supplemental hours (30)

None Specified LCFF - Supplemental 600.00

Parent information nights about bilingual programs

4 events Bilingual Community CoordinatorSupplemental hours (20)


Support parent involvement through bus transportation and childcare

Sept.-June Bus costs None Specified LCFF - Supplemental 350.00

Childcare – (45) hours None Specified LCFF - Supplemental 675.00

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Provide trainings and information nights to assist preschool students through the transition from early childhood programs to local elementary school programs.

May 2017 Extra hourly for TK/Kinder teachers 8 hours (5 teachers 1.5 hours each)


Refine and implement components of an effective reading intervention program, including writing strategies. (RTI Academic Tier 1 goal)Teachers will identify, implement and measure results of common writing strategies at each grade level.

Sept-June grade level meetings

Classroom teachers

Teachers will use universal assessments to group students, monitor growth, and plan instruction.

Ongoing Classroom teachers

Student Review Teams (3 x year) Grade level teams meet with R t I Coordinator to review student data following trimester assessments

November, April and June

Release time to review data

None Specified LCFF - Supplemental 5,000

Release time for teachers to conduct peer observations focused on engagement strategies

Oct., Jan., April Release for peer observation 6 release days


1.17 Release time for SST coordinator and teacher to conduct monthly meetings

Sept – May Two guest teachers for SST meetings

LCFF - Supplemental 2600.00

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School Goal #2


SUBJECT: Mathematics

LEA GOAL:

LEA Goal #1: All SCCS students will be prepared to successfully access post-secondary college and career opportunities.LEA Goal #3: We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS school community.--------

SCHOOL GOAL #2:

By June 2016:Implementation Goal-100% of elementary classrooms will work for proficiency as evidenced implement Eureka math as

2. A. 87% of all student school wide in grades 2-5 will be performing at the Proficient/Advanced level in Mathematics as evidenced by trimester 3 math assessments.2. B. In addition, each significant subgroup will demonstrate a 5-10% growth, as measured by the trimester 3 math assessments, based on the number of current non-proficient students in each subgroups2. C. 90% of all kindergarten and first grade students will reach the benchmark for 3 key math standards at their grade level.--------


In order to assess the progress in reaching the school goal, at DeLaveaga Elementary we will use:• SMART goals created by grade level PLCs• Math Placement Assessments• Trimester Math Assessments• MARS Assessments• Student work samples• Scholastic Math Inventory• CAASPP Math Assessments (Interim and Summative)Math observations for certificated evaluationAlignment of instruction with grade level StandardsAdopted textbook (Envision).

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--------


Visible Learning, Instructional rounds.

Different assessments will provide ways to evaluate the progress of this goal including:CAASPP Summative Testing• SMART goals created by grade level PLCs• Math Placement Assessments• Trimester Math Assessments• MARS Assessments• Scholastic Math Inventory (SMI) 3rd-5th grade• Student work samples

--------




All students receive standards-based math instruction with Envisions as core curriculum

Aug.-June Classroom teacher

Students will be assessed using performance tasks to measure critical thinking.

Three times a year

Teachers include research based engagement strategies in their instruction to support student learning.

Sept.-June Stipends for SCIL team to facilitate grade level meetings


Learning Assistant placed in TK/Kindergarten will support math learning through centers.

Sept.—June Learning Assistant None Specified LCFF - Supplemental 11,000

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Teachers will enter the results of Mathematics assessments in Illuminate, and will use Illuminate to prepare topic tests, standards based assessments, and test prep. Exams created by grade level teams can be with other teachers at their grade level.

Three times a year Classroom teachers

Teachers will review student work and outcome data in math with colleagues each trimester, with the goal of modifying their practice to provide differentiated support.

Monthly Grade level teams

After school tutoring/homework support.

Oct.-May Supplemental hours for teacher to coordinate

None Specified LCFF - Supplemental 1,000

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School Goal #3



LEA GOAL:

--------

SCHOOL GOAL #3:

English learners will make yearly improvement in their mastery of English-language arts, and English language development, as reported by the federal Annual Measurable Academic Objectives (AMAO’s).--------


Group data will be collected to measure academic growth, monitored through trimester Student Learning Team (SLT) meetings.1. AMAO #1: 69.7% of our English learners (AMAO 2015-16 target) will move up one level in English proficiency as measured by the 2014 CELDT (SCCS District Goal 3.1)2. AMAO #2: 35% of our English learners (AMAO 2015-16 target) will become proficient in English, (reclassify), within 5 years as measured by the 2015 CELDT (Cohort 1—students less than 5 years learning English.)--------


--------


ELD assessment from English Now, ADEPT, and Systematic ELDDRA reading assessmentSCCS Language Arts Trimester assessmentsEnglish Learner Progress Profile

--------

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All English learners, grouped by proficiency level, will receive 45 minutes systematic English language development instruction four times a week. English Learners in Kindergarten will receive 35 minutes of instruction four times a week.

Sept. - June

Students at higher levels of English proficiency will receive an Individual Service Plan (ISP) identifying standards to be learned.

Sept. - June

All students will be assessed annually on the California English Language Development Test (CELDT)

October 2015

English learners will be assessed on ELD using the ADEPT and EXPRESS assessments.

September 2015 and May 2016

Language Review Teams (LRT) will include monitoring EL student needs in language arts, possible student reclassification, and supporting teachers in identifying effective strategies to support literacy. Meets 2 times annually to review English learner progress.

Jan and June 2016 Release time for LRT None Specified LCFF - Supplemental 3,000

Provide parent education and training throughELAC, parent nights, and workshops.

monthly See Goal I

Monthly Parent newsletter will be translated

Ensure that parents attend school events by providing bus transportation for parent nights (Back to School, Open House)

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Staffing and materials to support an after school intervention program for 3rd-5thgrade English Learners

Oct - May See Goal 2

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School Goal #4


SUBJECT: Improving Student Behavior and School Climate

LEA GOAL:

--------

SCHOOL GOAL #4:

Increase student safety as measured by a decrease in office referrals and suspension rate.All teachers will participate in a school wide Positive Behavior Interventions and Supports framework as a foundation to enhance student achievement through improved classroom and playground behavior.

Decrease number of Office Referrals by 10 % each month, as measured by SWIS. 2014-15 baseline is 221 level 2 (major) referrals, average is 22 per month.Decrease suspensions by 10% from 2014-15. Baseline is 15 suspensions.

--------


We will use the number of referrals submitted as baseline. This information will be compiled using SWIS for all infractions, and Infinite Campus for all major infractions.--------


As a school, we need to ensure that our students understand our behavior expectations. The staff needs to be consistent in presenting and enforcing our school expectations both in the classroom and in the playground. We also understand the need to implement Tier II interventions once we have consistently applied Tier I PBIS interventions at DeLaveaga.--------


The PBIS team will evaluate the data on a monthly basis using SWIS.--------

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Team of teachers will facilitate during each staff meeting focused on the articulation of PBIS principles and school wide expectations as well as classroom strategies that will allow for instruction to continue when a misbehavior occurs. Counselor and principal will present PBIS video on school wide expectations at grade level assemblies in September.PBIS team will analyze behavior data from office referrals to monitor locations and types of behavior that needs attention.

Aug.-June PBIS Team

All teachers and support personnel will implement common rules and referral process to ensure a safe learning environment (RtI Tier 1 Behavior)

Aug.-June Teachers, personnel

Provide all parents with school plan of Stages of Behavior and consequences (parent newsletter)Offer a parent training in Spring and Fall

August, November, January, April

PBIS Team

Provide support for implementation of 2nd step CurriculumPBIS team meeting in August

August 2015 School Counselor

PBIS Team will meet to develop a year-long plan of activities to support full implementation of PBIS at DeLaveaga.

August, 2015 PBIS Team 1000-1999: Certificated Personnel Salaries


1500.00

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PBIS Team members will participate in Professional Development opportunities geared to implementing Tier II level interventions.

October, December, January, March.

6 Team Members 3000.00

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School Goal #5


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #5:

--------


--------


--------


--------




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School Goal #6


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #6:

--------


--------


--------


--------




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None Specified LCFF - Supplemental 23,105.00

4000-4999: Books And Supplies Lottery: Instructional Materials 2,000.00

1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (PI Schools)

1,500.00

0000: Unrestricted Unrestricted 0.00

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Unrestricted 0.00

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Object Type Total Expenditures0000: Unrestricted 0.00

1000-1999: Certificated Personnel Salaries 1,500.00



None Specified 23,105.00

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Goal 2 12,000.00

Goal 3 3,000.00

Goal 4 1,500.00

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Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

José A Quevedo X

Laurie Puretz X

Sharon Reeves X

Carmen Zuniga X

Rosario Weckler X

Sumita Jaggar X

Nicole Lawrence X

Tracie Root X

Anne Weidlich X

Viva Harris X



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X Other committees established by the school or district (list):

Faculty Leadership Team Signature




Attested:

Jose QuevedoTyped Name of School Principal Signature of School Principal Date

Nicole LawrenceTyped Name of SSC Chairperson Signature of SSC Chairperson Date

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School: Gault Elementary School

CDS Code: 44698156049894


Principal: Amariah Hernandez

Revision Date: November 16, 2016



Contact Person: Amariah Hernandez

Position: Principal

Phone Number: (831) 429-3856

Address: 1320 Seabright Ave. Santa Cruz, CA 95062-2525


The District Governing Board approved this revision of the SPSA on June 17, 2015.

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Table of Contents


School Profile..........................................................................................................................................................................4


Data Analysis .................................................................................................................................................................5

Surveys ..........................................................................................................................................................................5




School and Student Performance Data ................................................................................................................................11

CAASPP Results (All Students) .....................................................................................................................................11








School Goal #1.............................................................................................................................................................19

School Goal #2.............................................................................................................................................................24

School Goal #3.............................................................................................................................................................27

School Goal #4.............................................................................................................................................................31

School Goal #5.............................................................................................................................................................33

School Goal #6.............................................................................................................................................................34











Total Expenditures by Goal .........................................................................................................................................43510 of 820




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Gault Elementary School’s Vision and Mission StatementsMISSION STATEMENT:We are a collaborative, creative community of professional educators committed to academic excellence in all areas. We build a strong foundation in literacy and mathematics for all children through a meaningful curriculum, focusing on the visual performing arts and sciences. We create a challenging and engaging environment that honors diversity, encourages community building, and inspires each students personal best. We use effective educational practices based on the state standards, creative expression through the arts and social understanding.

OUR VISIONGault is a safe and nurturing community that academically challenges students to become inspired life long learners and creative problem solvers.DISTRICT GOALSListed below are the district goals that are supported by our school goals:

All SCCS students will be prepared to successfully access post-secondary college and career opportunities.SCCS will create positive, engaging school environments that promote the development of cognitive skills and the social emotional well-being of all students.We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS student community.We will develop a highly collaborative, professional culture focused on supporting effective teaching.SCCS will maintain a balanced budget and efficient and effective management.SCCS will maintain strong communication and partnerships with its diverse community.

School Profile

Gault Elementary is a K-5 neighborhood school of about 450 students. Gault School was constructed in 1928 and covers one city block on the eastside of the coastal city of Santa Cruz. We serve students from our local neighborhood as well as those that reside in Beach Flats and Lower Ocean St.

The Gault School programs emerge from a commitment to educating the whole child. All students receive instruction in art by a credentialed art teacher and students in 3rd-5th grades receive music lessons during the school week. We partner with EL Sistema music program to offer free after school music lessons to all students grades k-5. Gault students participate in our nutrition program, as well as hands on science in the life lab garden, which includes a kitchen. Over 90 students daily participate in our ASES afterschool program until 6:00 every evening. During the ASES program our students receive homework support, academic help, enrichment, physical activity and enrichment classes.We have a library/media center staffed with a full time credentialed library teacher and a 4-hour library assistant.

Our Special Education staff includes 2 Resource Specialists, 1 Speech/Language Therapists, two part time instructional aides, and services of Adaptive PE, OT, providing services to approximately 40 students. Student Study Team meetings are held monthly during the school day with English and Spanish speaking teams of regular education and special education teachers. We meet with grade levels and our Student Learning Team three times a year to discuss progress of all students, focusing on students approaching benchmark and those that are far behind.Additionally we hold language review team meetings 4x a year to monitor the growth of our ENglish Language learner students.

As a program improvement school we offer many intervention services before, during, and after school as part of our instructional program. We have an RTI model that includes interventions during the instructional and after school day. Through categorical funds we provide reading support services with additional staff including 7 classroom tutors, direct services from an intervention coordinator/teacher, Mathematics tutorial, English Language Development, ASES, one before school tutorial and several Supplemental Education Service (SES) classes in reading and mathematics.All grade levels K-5 provide leveled instruction of English Language Development (30 minutes for grades K-3 and 45 minutes grades

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4-5) to English Learners through grade level teams.

Our continuing Life Lab program, including garden and kitchen, is enhanced by the collaboration with the Nutrition Network Grant Coordinator. We partner with several community partners including the Santa Cruz Warriors, Second Harvest food bank, Dientes, Food What!, PAMF and other local businesses to enrich our students lives.





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SRI,CELDTMid and Summative Modules from Eureka MathEureka math exit ticketsDibelsDRAMASI-RSBAC


Local Assessments, Data cycles, Student Learning Teams, Trimester Assessments, Ongoing assessments



All teachers employed to teach core academics subjects are " highly qualified" as defined by federal law and State Board of Education


PD DaysMath Coach - observationsPeer observationsNew teacher projectFormal evaluations/ projects according to contract

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Common CoreSite visitspeer observations


Math CoachLiteracy CoachNew TEacher ProjectELIRT


PLCsGrade level teamsProfessional development first Wednesday of the MonthRelease time for GLAD strategies planning



Math: Envision and Investigations, Pearson Scott Foresman, Power Standards, Number talksELA: Houghton Mifflin Reading Series, standards-aligned thematic units based on California Reading and Literature Project, Non-Fiction readingPower standards in Math, K-2 Envision, 3-5 Transitioning to Common Core StandardsSocial Studies: Scott ForesmanScience: FOSSELD: English Now! (adopted), Systematic ELD (supplemental)CST Science Standards, FOSS kits, SMART Goals- Number TalksSystematic ELDCRLP Units - local curriculum development


All students are provided grade level core instruction in math and English language arts,Additional instructional time for tier 2 and 3In addition students are provided with differentiated instruction in Reading through the Walk To Read Program

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Math pacing calendar for common coreCRLP ELA Units, Writing AssessmentsELD Pacing Guide with Systematic ELDWalk to Read CalendarWriting assessments - schedule


ELA: Houghton Mifflin Reading Series, standards-aligned thematic units based on California Reading and Literature Project, Non-Fiction readingMath: Common Core Envision K-2, CGISocial Studies-online CCSS- Scott ForesmanELD: English Now!; Supplemental Systematic ELDScience: FOSS


ELA: Houghton Mifflin Reading Series, standards-aligned thematic units based on California Reading and Literature Project, Non-Fiction readingMath: Common Core Envision K-2Social Studies-online CCSS- Scott ForesmanELD: English Now! (adopted); Systematic ELD (supplemental)FOSS Science



In addition to Tier 1 strategiesWalk to Read: Leveled reading instructionExtended day instruction for kindergarten students not meeting standardsLexia, Read Naturally,Math small group intervention


Differentiated instructionWalk to readSystematic ELDSecond Step,SIPPS, DIBELS, Language!Language!CGI

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ASESChurch ladiesListos interventionCorre la Voz, Quantum Leap (University of California collaborations)Newsletters to CommunityWebsitePartners with Beach Flats Community Center


District Advisory CommitteeELAC / DELACSite Council

Funding


RTI coordinator, Math Coach, translation of written materials, parent meetings, conferences, release time for professional development, peer observations, technology, math materials.


LCFF supplemental


Professional Development Goals for 2016-17

Goals:Gault’s professional development goals for this year are to continue to define and support systemic high-quality instruction and intervention strategies that match student needs, focusing on needs of English Learners, and address both academic and behavioral success as analyzed through relevant student data. Specifically teachers are working on professional development to implement Eureka math curriculum and visible learning strategies.Outcomes:• Teachers will continue to use data driven dialogue as a basis for sharing student outcome data.• Teachers will collaborate and share best practices to meet the math needs of students during math time other subjects during

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• Student achievement levels will improve based upon teacher observation of each other and sharing/coaching in effective practice.

• Teachers will more effectively use collaboration time to pursue a cycle of inquiry and learn together.• Using data, teachers will continue to learn strategies to best support the emotional needs of the students while as a school

community we will continue to gain strategies to support the needs of students through PBIS and Second Step.

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Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 74 74 100 74 2375.6 5 19 15 61

Grade 4 63 62 98.4 61 2446.0 10 33 28 30

Grade 5 64 62 96.9 62 2471.5 13 27 19 40

All Grades 201 198 98.5 197 9 26 20 45






LevelAbove

Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Above Standard

At or Near

Standard

Below Standard

Grade 3 9 36 54 8 38 53 12 57 31 9 49 42

Grade 4 15 49 36 15 59 26 11 66 23 16 56 28

Grade 5 11 37 52 18 42 40 8 68 24 23 53 24

All Grades 12 41 48 13 46 41 11 63 26 16 52 32


1.

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Mathematics

Overall Achievement




# of Students

With Scores

Mean Scale Score

Standard Exceeded

Standard Met

Standard Nearly Met

Standard Not Met

Grade 3 74 74 100 74 2383.3 5 19 23 53

Grade 4 63 62 98.4 61 2443.6 5 28 36 31

Grade 5 64 63 98.4 63 2452.1 2 14 25 59

All Grades 201 199 99 198 4 20 28 48






problems


Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Above Standard

At or Near Standard

Below Standard

Grade 3 12 28 59 16 43 41 11 59 30

Grade 4 11 34 54 10 54 36 15 46 39

Grade 5 13 16 71 3 25 71 3 46 51

All Grades 12 26 62 10 41 49 10 51 39


1.

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# % # % # % # % # % #

K 2 29 1 14 4 57 7

1 2 8 5 19 9 35 7 27 3 12 26

2 6 19 13 42 4 13 8 26 31

3 1 3 4 11 14 40 12 34 4 11 35

4 4 13 12 38 11 34 3 9 2 6 32

5 1 4 8 32 13 52 2 8 1 4 25

Total 10 6 36 23 64 41 28 18 18 12 156


1.

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# % # % # % # % # % #

K 2 4 3 7 6 13 11 24 23 51 45

1 2 8 5 19 9 35 7 27 3 12 26

2 6 19 13 42 4 13 8 26 31

3 1 3 4 11 14 39 13 36 4 11 36

4 4 13 12 38 11 34 3 9 2 6 32

5 1 4 8 31 13 50 2 8 2 8 26

Total 10 5 38 19 66 34 40 20 42 21 196


1.

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Annual GrowthAMAO 1

2013-14 2014-15 2015-16





Percent Met 53.1% 54.8% 51.6%

NCLB Target 59.0 60.5 62.0%

Met Target No No No


2013-14 2014-15 2014-15



Number in Cohort 195 26 185 35 168 24

Number Met 40 -- 34 20 33 10

Percent Met 20.5% -- 18.4% 57.1% 19.6% 41.7%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target No -- No Yes No No


2013-14 2014-15 2015-16




Mathematics




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Annual GrowthAMAO 1

2013-14 2014-15 2015-16





Percent Met 55.8 56.0 53.2

NCLB Target 59.0 60.5 62.0%



2013-14 2014-15 2015-16



Number in Cohort 517 79 510 74 500 67

Number Met 116 37 95 39 115 24

Percent Met 22.4 46.8 18.6 52.7 23 35.8

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%



2013-14 2014-15 2015-16




Mathematics





1.

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Single Plan for Student Achievement for Gault Elementary School 17 of 45





% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status






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Single Plan for Student Achievement for Gault Elementary School 18 of 45





% Prof. andAbove

All Students Tested

Race/Ethnicity


Pacific Islander

Filipino

Hispanic / Latino

African American

Declined to State

Language Fluency





Economic Status






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School Goal #1


SUBJECT: ENGLISH LANGUAGE ARTS

LEA GOAL:

All SCCS students will be prepared to successfully access post-secondary college and career opportunities.--------

SCHOOL GOAL #1:

1A. 85% of all Kindergarten students will meet the benchmarks for blending words (7/10 words) by the end of the year in their language of instruction or meet their IEP goals.1B. By June, 2017, the percentage of students in grades 2 – 5 achieving Proficient or Advanced on the Scholastic Reading Inventory will increase by 5%.1C. 40% of first grade students will pass a DRA Level 18

--------


Report cardsText Reading Levels on BRI and SRI

--------


--------

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Means of evaluating progress toward this goal:1A. Results on Illuminate and Student Learning Team Meetings1B. Results on SRI and Student Learning Team Meetings1C. Results on DRA and Student Learning Team Meetings1D. Results on CEDLT and Student Learning Team Meetings

--------




Grade levels will collaborate, give input and implement SRI to have on going reading assessments to identify students who are in need of additional support.

Sept, Nov, March and June

RTI Coordinator, Tier 1 /Tier 2 meetings

None Specified LCFF - Supplemental 2000

None Specified Title I Part A: Professional Development (PI Schools)Title II Part A: Improving Teacher Quality

HQT will attend initial GLAD training TBD by grade levels and calendar

Classroom Teachers None Specified Title II Part A: Improving Teacher Quality

4000

LCFF - Supplemental


None Specified

None Specified

Positive Behavior Support to help engage students in learning. Teachers will attend trainings, collaborate to extend programs, lesson planning and teacher education. Release time for PBIS team members (certificated and classified).

August- June Principal, PBIS Team

None Specified Title II Part A: Improving Teacher Quality

1000

LCFF - Supplemental

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Peer observations to support highly qualified teachers in developing best practices to support struggling students or curriculum area focus.

November- June Principal,Teacher None Specified Title II Part A: Improving Teacher Quality

2000

LCFF - Supplemental

November- June Principal. Staff t None Specified Title II Part A: Improving Teacher Quality LCFF - Supplemental

ASES Conference: September/October ASES Coord/staff staff will attend ASES conference other professional development opportunity to ensure additional quality instruction in the after school hours

None Specified After School and Education Safety (ASES)

1500

Student Learning Teams, collaborative grade level meetings to discuss progress of all students focusing on target students. Teachers learn best practices for all students.

Nov., March and May

Principal/RTI Coordinator

None Specified Title II Part A: Improving Teacher Quality

4000

August- May Principal, counselor None Specified Title I Part A: Professional Development (PI Schools)

Purchase materials and technology need to support the full implementation of common core components, including practice for SBAC

August- June None Specified None Specified 3000

LCFF - Supplemental


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Teachers will modify and differentiate instruction using research-based strategies to best meet the individual needs of the students. Students identified to need more academic challenge or intervention will be a part of a tier 2 or tier intervention group

August-June Teachers None Specified LCFF - Supplemental 4000

Title II Part A: Improving Teacher Quality After School and Education Safety (ASES)

Learning goals will be implemented in all classrooms for content lesson. Teachers will post them on the board and students should be able to explain the learning goal.

August-June SCIL Team, Principal, All staff

None Specified

Reading and writing supplemental materials and programs to support intervention and core reading program.

August- June RTI Coordinator, Principal



1000

Supplemental instructional supplies, equipment and technology to support core and intervention programs.

August-June Principal None Specified LCFF - Supplemental 2000

Materials such as classroom supplies and books for meeting the varied needs in classrooms.

August-June Principal, ASES Coord


Instructional aides will be hired to conduct small group reading lessons as part of Walk to Read (RTI).

August-June Principal None Specified LCFF - Supplemental 2000

Title I 40,000

December- May Principal None Specified LCFF - Base

August-June Principal/RTICoordinator

None Specified Title I

Use Language! as an alternative ELD program and intervention


Title I Part A: Disadvantaged Students

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School Goal #2


SUBJECT: ENGLISH LANGUAGE DEVELOPMENT

LEA GOAL:

We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS student community.--------

SCHOOL GOAL #2:

1D. Gault’s English Learners Annual progress on the SRI for grades 3-5 will increase by 100 points from June 2016-June 2017--------


SRI

--------


--------


Scholastic Reading inventory

--------




Teachers will have input on how to best use the ELD assessments to monitor the progress of the students. Teachers will meet with grade level teams to evaluate the progress and the implications the results have on their instruction.

September-June Grade level teams LCFF - Supplemental 0

None Specified

Teachers will provide ELD instruction by proficiency level.

September- June Teachers None Specified

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District policy requires a minimum of 30 minutes daily of ELD instruction for Kindergarten and 45 minutes 1st-5th grades. Teachers will augment classroom based ELD to meet the required minutes by using district adopted curriculum.

September -June Teachers, Title 1, Principal

None Specified

Teachers will collaborate and observe each other to modify instructional program as needed based on data.

September -June Principal None Specified LCFF - Supplemental 1000

Teachers will meet 3 times a year to formally monitor ELL student progress

Sept-June Principal None Specified Title II Part A: Improving Teacher Quality

5000

All HQT will participate in Guided Language Acquisition Design follow up training days and collaboration (see professional Development for ELA). Any new teachers will be trained in GLAD.

September- June Principal

September-June Principal None Specified LCFF - Supplemental

Teachers will be trained on a new program or strategies to better meet the needs of English Learners along with collaboration time to develop the program, as well as trainings in Science to support English Learners assessing all curricular areas.

November-June Principal/Teachers None Specified LCFF - Supplemental 2000


September- June Principal, Teachers None Specified LCFF - Supplemental

Materials will be purchased to support academic English instruction as developed through GLAD plus printing & lamination costs.

September-June Staff None Specified LCFF - Supplemental 1000

Materials to support the RFEP students

September-June Principal, Teachers None Specified LCFF - Supplemental 2000

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Materials and supplies for ASES to support student learning, including music activities.

September- June ASES Coord. None Specified After School and Education Safety (ASES)

First year newcomer students receive additional small group instruction during school day to practice English

Sept-June Principal None Specified LCFF - Supplemental 500

Nov., March, June Teachers None Specified LCFF - Supplemental

Students in ASES program will have an additional tutorial with ASES staff on Wednesday afternoon.

September-June Principal/ASES Coord.

None Specified After School and Education Safety (ASES)

5000

October-May Principal/Staff None Specified LCFF - Supplemental 500

Principal will present information to parents in ELAC about ELD program, assessments, and student results. Handouts will be sent home.

September-June Principal/Comm. Coord.


Training in reclassification requirements will be provided to parents via ELAC meetings.

September-June Principal None Specified LCFF - Supplemental 100

Outreach will be provided to increase involvement of parents of English Learners in all school wide events such as Cafecitos, Family Fridays, ELAC/GPTA, conferences, childcare and van expenses for transportation to parent events.

September-June Principal/CoSchool Coord.



September-June Principal/Comm Coord.

None Specified LCFF - Supplemental

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School Goal #3


SUBJECT: MATHEMATICS

LEA GOAL:

We will develop a highly collaborative, professional culture focused on supporting effective teaching.--------

SCHOOL GOAL #3:

100% of elementary classrooms k-5 will work towards proficiency in common core math standards with the implementation of Eureka math curriculum.

--------


Different assessments will provide ways to evaluate the progress of this goal including:CAASPP Summative Testing (maybe)• SMART goals created by grade level PLCs• Math Placement Assessments• Scholastic Math Inventory (SMI) 3rd-5th grade• Student work samplesExit tickets from program

--------


--------


SMART goals from PLCObservational data from Instructional Rounds

--------

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Teachers will collaborate about math during PLC time

November – May Teachers LCFF - Base

None Specified

None Specified

Teachers will collaboratively use formative assessments from Eureka math to help drive the instruction for all students.

September-May Grade Level Team LCFF - Supplemental

To retain and attract HQT teachers opportunities to observe Cognitively Guided Lessons and Eurkea math PD trainings

September- June Principal, teachers None Specified LCFF - Supplemental 3000


To retain and attract HQT and Admin may research and pursue professional development trainings in Math, Science, Reading, Writing, ELD and common core standards. When needed and appropriate, housing and meals will be covered for staff, including classified and management.

October-May Principal, Teachers None Specified LCFF - Supplemental 1000


Teachers will have the opportunity to observe math lessons and be able to discuss best practices with colleagues and examine vertical alignment with supplemental materials such as equations, math games, Khan Academy, Eureka math

October-May Teachers None Specified LCFF - Supplemental 1000

Title I 1000

August-May Teachers/ Principal None Specified LCFF - Supplemental

October-May Teachers/Principal None Specified Title I


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Teachers will utilize GLAD strategies in developing Math Materials may be needed, release time for making materials

September-May Teachers None Specified LCFF - Supplemental 1000


1000

Teachers will train students in grades 2-5 in Math test taking strategies.

September-May Teachers None Specified None Specified

ASES staff will observe and participate in regular day lessons to best align the after school program with the regular day program and other trainings

September-May Teacher, ASES Staff None Specified None Specified

Use technology and other means to enhance Math lessons for students with current/updated hardware, software and tech support. New technology may need to be bought to allow students access to the math curriculum in the library and in the classrooms. This includes computers as a teaching tool for all classrooms.

September-May Principal, Teachers None Specified LCFF - Supplemental 10000

After School and Education Safety (ASES)Lottery: Instructional Materials

Use after school and during school intervention and enrichment programs such as Khan Academy in Math gradesK-5. (academic Tier 2)

September-May Principal None Specified LCFF - Supplemental 1000


2000


2000

Provide parent trainings in Math during parent meetings in Spanish and English.

September- May Staff None Specified LCFF - Supplemental 1000


1000

Provide parent education and enrichment around Common Core Math, such as family math night and new standards education

September-May Staff None Specified LCFF - Supplemental 1000


500

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Provide after school and tier 3 small group intervention in the area of math/ LA/Science


2000

LCFF - Supplemental

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School Goal #4


SUBJECT: Culture and Climate

LEA GOAL:

SCCS will create positive, engaging school environments that promote the development of cognitive skills and the social emotional well-being of all students.--------

SCHOOL GOAL #4:

By February 2017 the number of Gault Good to Great tickets given to students for Showing respect, Solving a problem and Making good decisions will increase by 25%. As measured by the frequency of School wide celebrations when the “ School wide bin” is full. --------


SWISSReferral dataAmount of times the School wide Gault Good to Great container is filled--------


--------


We count how many times the container if filled. It was filled twice in 2016.--------




Education of all staff regarding appropriate referral criteria



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Continued implementation and professional development regarding PBIS for all staff


After School and Education Safety (ASES)Title I Part A: Professional Development (PI Schools)Title II Part A: Improving Teacher Quality

School Wide incentives LCFF - Supplemental 2000

Materials for lunch bunch, other recess social emotional interventions


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School Goal #5


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #5:

--------


--------


--------


--------




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School Goal #6


SUBJECT:

LEA GOAL:

--------

SCHOOL GOAL #6:

--------


--------


--------


--------




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SCHOOL GOAL #1:

--------




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SCHOOL GOAL #2:

--------




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SCHOOL GOAL #3:

--------




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SCHOOL GOAL #4:

--------




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SCHOOL GOAL #5:

--------




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After School and Education Safety (ASES) 5,500.00

None Specified After School and Education Safety (ASES) 6,500.00


None Specified LCFF - Supplemental 44,200.00


None Specified None Specified 3,000.00

Title I 41,000.00



None Specified Title II Part A: Improving Teacher Quality 16,000.00

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Funding Source Total ExpendituresAfter School and Education Safety (ASES) 12,000.00



None Specified 3,000.00

Title I 41,000.00



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Object Type Total ExpendituresNone Specified 69,700.00

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Goal 2 18,200.00

Goal 3 28,500.00

Goal 4 4,500.00

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Name of Members

Prin

cipa

l

Clas

sroo

mTe

ache

r

Oth

erSc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

ts

Amariah Hernandez X

Ebby Della Mora X

Lacie Wheeler X

Isabelle Tuncer X

Kenee Houser X

Rina Natkin X

Jolene Kemos X



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X State Compensatory Education Advisory CommitteeSignature










6. This SPSA was adopted by the SSC at a public meeting on May 25, 2013.

Attested:

Amariah HernandezTyped Name of School Principal Signature of School Principal Date

Lacie WheelerTyped Name of SSC Chairperson Signature of SSC Chairperson Date

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AGENDA ITEM: 8.3.1.


AGENDA ITEM: Resolution 14-16-17 in Support of Immigrant Students MEETING DATE: December 14, 2016 FROM: Kris Munro, Superintendent RECOMMENDATION: Approve Resolution 14-16-17 Immigration Status, which resolves that Santa Cruz City Schools will advocate on behalf of the rights of all students and their families.

BACKGROUND: Pursuant to Family Educational Rights and Privacy Act (FERPA), Santa Cruz City Schools staff shall not ask about a student’s immigration status or that of the student’s family members, and shall not disclose, without parental consent, the immigration status of any Santa Cruz City Schools student or any other personal information.

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Board President: Alisun Thompson _______________________________________ Date: ________________

SANTA CRUZ CITY SCHOOLS Resolution 14-16-17

In Support of All Students WHEREAS the Board of Education for Santa Cruz City Schools is committed to the success of every student in each of our schools, and our District vision is that we create and support a learning environment that challenges and enables students to achieve their highest potentials, and WHEREAS our core values are that public schools are the foundation of our democracy, that every person has intrinsic worth, that we believe in treating people with dignity and respect, that high standards and expectations foster greater achievement, that each of us shares responsibility for the welfare of our community, that diversity is an asset in our community, that honesty and integrity are essential in building relationships, that schools must provide access and equity, that people thrive in safe environments, and WHEREAS the Board believes that the physical safety and the emotional well-being of all children in the District, and ensuring that our schools are safe and welcoming for all students and their families is paramount to students being able to achieve, and Santa Cruz City Schools does not tolerate any form of discrimination, harassment or bullying as outlined in Board Policy 5145.3, and WHEREAS Santa Cruz City Schools staff shall not ask about a student’s immigration status or that of the student’s family members, and pursuant to Family Educational Rights and Privacy Act (FERPA) shall not disclose without parental consent, the immigration status of any Santa Cruz City Schools student or any other personal information, and WHEREAS the Superintendent will ensure the annual review of FERPA with all teachers and school office employees, THEREFORE BE IT RESOLVED that the Governing Board of the Santa Cruz City Schools go on record in support of all immigrant and undocumented students and their families, as well as students from other vulnerable communities; and Be it resolved that the District will not cooperate with any federal effort to create a registry based on any protected characteristics including religion, national origin, race, or sexual orientation. BE IT FURTHER RESOLVED that the Governing Board of Santa Cruz City Schools, the Superintendent and staff will continue to work every day to create positive school climates and cultures where every student, family and staff member is respected as a valued member of the school community, and BE IT FINALLY RESOLVED that the Governing Board of Santa Cruz City Schools will advocate on behalf of the rights of all students and their families. AYES: NOES: ABSTAIN: ABSENT:

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AGENDA ITEM: 8.3.2 C:\USERS\BSSEC\DESKTOP\BOARDPAD 121416\AUDIT REPORT 15-16 COVER.DOC

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Accept the 2015-16 Audit Report MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Accept the 2015-16 Audit Report. BACKGROUND: The District is required to have an independent financial audit performed annually in accordance with audit standards established for K-12 schools by the State Controller. The audit is due to the County Office of Education and the State Controller by December 15. A written analysis of the audit prepared by Crowe Horwath will accompany this packet. FISCAL IMPACT: There was one (1) audit finding in the 2015-16 Audit, which did not result in any fiscal impact to the District.

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FINANCIAL STATEMENTSJune 30, 2016

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FINANCIAL STATEMENTSWITH SUPPLEMENTARY INFORMATION

For the Year Ended June 30, 2016

CONTENTS

INDEPENDENT AUDITOR'S REPORT..................................................................................................... 1

MANAGEMENT'S DISCUSSION AND ANALYSIS.................................................................................... 4

BASIC FINANCIAL STATEMENTS:

GOVERNMENT-WIDE FINANCIAL STATEMENTS:

STATEMENT OF NET POSITION................................................................................................... 10

STATEMENT OF ACTIVITIES......................................................................................................... 11

FUND FINANCIAL STATEMENTS:

BALANCE SHEET - GOVERNMENTAL FUNDS............................................................................. 12

RECONCILIATION OF THE GOVERNMENTAL FUNDS BALANCE SHEET TO THESTATEMENT OF NET POSITION.............................................................................................. 13

STATEMENT OF REVENUES, EXPENDITURES AND CHANGE IN FUNDBALANCES - GOVERNMENTAL FUNDS.................................................................................. 14

RECONCILIATION OF THE STATEMENT OF REVENUES, EXPENDITURES ANDCHANGE IN FUND BALANCES - GOVERNMENTAL FUNDS - TO THESTATEMENT OF ACTIVITIES.................................................................................................... 15

STATEMENT OF FIDUCIARY NET POSITION - TRUST AND AGENCY FUNDS......................... 16

STATEMENT OF CHANGE IN FIDUCIARY NET POSITION - TRUST FUND............................... 17

NOTES TO FINANCIAL STATEMENTS............................................................................................... 18

REQUIRED SUPPLEMENTARY INFORMATION:

GENERAL FUND BUDGETARY COMPARISON SCHEDULE............................................................. 47

SCHEDULE OF OTHER POSTEMPLOYMENT BENEFITS (OPEB) FUNDING PROGRESS............ 48

SCHEDULE OF THE DISTRICT'S PROPORTIONATE SHARE OF THE NET PENSION LIABILITY....................................................................................................... 49

SCHEDULE OF THE DISTRICT'S CONTRIBUTIONS......................................................................... 51

NOTE TO REQUIRED SUPPLEMENTARY INFORMATION............................................................... 53

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FINANCIAL STATEMENTSWITH SUPPLEMENTARY INFORMATION


CONTENTS

SUPPLEMENTARY INFORMATION:

COMBINING BALANCE SHEET - ALL NON-MAJOR FUNDS............................................................. 54

COMBINING STATEMENT OF REVENUES, EXPENDITURES AND CHANGE INFUND BALANCES - ALL NON-MAJOR FUNDS............................................................................. 55

COMBINING STATEMENT OF CHANGES IN ASSETS AND LIABILITIES - ALL AGENCY FUNDS..................................................................................................................... 56

ORGANIZATION................................................................................................................................... 58

SCHEDULE OF AVERAGE DAILY ATTENDANCE.............................................................................. 59

SCHEDULE OF INSTRUCTIONAL TIME............................................................................................. 60

SCHEDULE OF EXPENDITURE OF FEDERAL AWARDS..................................................................

RECONCILIATION OF UNAUDITED ACTUAL FINANCIAL REPORT WITH AUDITEDFINANCIAL STATEMENTS............................................................................................................. 61

SCHEDULE OF FINANCIAL TRENDS AND ANALYSIS - UNAUDITED.............................................. 63

SCHEDULE OF CHARTER SCHOOLS................................................................................................ 65

NOTES TO SUPPLEMENTARY INFORMATION................................................................................. 66

INDEPENDENT AUDITOR'S REPORT ON COMPLIANCE WITH STATE LAWS AND REGULATIONS..................................................................................................................................... 68

INDEPENDENT AUDITOR'S REPORT ON INTERNAL CONTROL OVER FINANCIALREPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON ANAUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS........................................................................................... 71

INDEPENDENT AUDITOR'S REPORT ON COMPLIANCE FOR EACH MAJORFEDERAL PROGRAM AND REPORT ON INTERNAL CONTROL OVER COMPLIANCE.................. 73

FINDINGS AND RECOMMENDATIONS:

SCHEDULE OF AUDIT FINDINGS AND QUESTIONED COSTS........................................................ 75

STATUS OF PRIOR YEAR FINDINGS AND RECOMMENDATIONS.................................................. 79

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INDEPENDENT AUDITOR'S REPORT

Board of EducationSanta Cruz City SchoolsSoquel, California

Report on the Financial Statements

We have audited the accompanying financial statements of the governmental activities, each major fund,and the aggregate remaining fund information of Santa Cruz City Schools, as of and for the year endedJune 30, 2016 and the related notes to the financial statements, which collectively comprise Santa CruzCity Schools’ basic financial statements as listed in the table of contents.

Management’s Responsibility for the Financial Statements

Management is responsible for the preparation and fair presentation of these financial statements inaccordance with accounting principles generally accepted in the United States of America; this includesthe design, implementation, and maintenance of internal control relevant to the preparation and fairpresentation of financial statements that are free from material misstatement, whether due to fraud orerror.

Auditor’s Responsibility

Our responsibility is to express opinions on these financial statements based on our audit. We conductedour audit in accordance with auditing standards generally accepted in the United States of America andthe standards applicable to financial audits contained in Government Auditing Standards, issued by theComptroller General of the United States. Those standards require that we plan and perform the audit toobtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures inthe financial statements. The procedures selected depend on the auditor’s judgment, including theassessment of the risks of material misstatement of the financial statements, whether due to fraud orerror. In making those risk assessments, the auditor considers internal control relevant to the entity’spreparation and fair presentation of the financial statements in order to design audit procedures that areappropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness ofthe entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluatingthe appropriateness of accounting policies used and the reasonableness of significant accountingestimates made by management, as well as evaluating the overall presentation of the financialstatements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis forour audit opinions.

Opinions

In our opinion, the financial statements referred to above present fairly, in all material respects, therespective financial position of the governmental activities, each major fund, and the aggregate remainingfund information of Santa Cruz City Schools, as of June 30, 2016, and the respective changes infinancial position for the year then ended in accordance with accounting principles generally accepted inthe United States of America.

(Continued)

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Other Matters

Required Supplementary Information

Accounting principles generally accepted in the United States of America require that the Management’sDiscussion and Analysis on pages 4 to __ and the General Fund Budgetary Comparison Schedule,Schedule of Other Postemployment Benefits (OPEB) Funding Progress, Schedule of the District'sProportionate Share of the Net Pension Liability, and Schedule of the District's Contributions on pages __to __ be presented to supplement the basic financial statements. Such information, although not a part ofthe basic financial statements, is required by Governmental Accounting Standards Board who considers itto be an essential part of financial reporting for placing the basic financial statements in an appropriateoperational, economic, or historical context. We have applied certain limited procedures to the requiredsupplementary information in accordance with auditing standards generally accepted in the United Statesof America, which consisted of inquiries of management about the methods of preparing the informationand comparing the information for consistency with management’s responses to our inquiries, the basicfinancial statements, and other knowledge we obtained during our audit of the basic financial statements.We do not express an opinion or provide any assurance on the information because the limitedprocedures do not provide us with sufficient evidence to express an opinion or provide any assurance.

Supplementary Information

Our audit was conducted for the purpose of forming opinions on the financial statements that collectivelycomprise Santa Cruz City Schools’ basic financial statements. The accompanying schedule ofexpenditure of federal awards as required by Title 2 U.S. Code of Federal Regulations (CFR) Part 200,Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, andthe other supplementary information listed in the table of contents are presented for purposes ofadditional analysis and are not a required part of the basic financial statements.

The schedule of expenditure of federal awards and other supplementary information as listed in the tableof contents are the responsibility of management and were derived from and relate directly to theunderlying accounting and other records used to prepare the basic financial statements. Suchinformation, except for the Schedule of Financial Trends and Analysis, has been subjected to the auditingprocedures applied in the audit of the basic financial statements and certain additional procedures,including comparing and reconciling such information directly to the underlying accounting and otherrecords used to prepare the basic financial statements or to the basic financial statements themselves,and other additional procedures in accordance with auditing standards generally accepted in the UnitedStates of America. In our opinion, the schedule of expenditure of federal awards and other supplementaryinformation as listed in the table of contents, except for the Schedule of Financial Trends and Analysis,are fairly stated, in all material respects, in relation to the basic financial statements as a whole.

The Schedule of Financial Trends and Analysis has not been subjected to the auditing proceduresapplied in the audit of the basic financial statements, and accordingly, we do not express an opinion orprovide any assurance on it.

(Continued)

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Other Reporting Required by Government Auditing Standards

In accordance with Government Auditing Standards, we have also issued our report dated December 5,2016 on our consideration of Santa Cruz City Schools’ internal control over financial reporting and on ourtests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements andother matters. The purpose of that report is to describe the scope of our testing of internal control overfinancial reporting and compliance and the results of that testing, and not to provide an opinion on internalcontrol over financial reporting or on compliance. That report is an integral part of an audit performed inaccordance with Government Auditing Standards in considering Santa Cruz City Schools' internal controlover financial reporting and compliance.

Crowe Horwath LLP

Sacramento, CaliforniaDecember 5, 2016

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Santa Cruz City Schools

Management’s Discussion and Analysis June 30, 2016

- 4 -

This section of Santa Cruz City Schools’ annual financial report presents our discussion and analysis of the District’s financial performance during the fiscal year that ended on June 30, 2016. Please read it in conjunction with the District’s financial statements, which immediately follow this section.

OVERVIEW OF THE FINANCIAL STATEMENTS

The Financial Statements

The financial statements presented herein include all of the activities of the District and its component units using the integrated approach as prescribed by Governmental Accounting Standards Board (GASB) Statement No. 34.

The Government -Wide Financial Statements present the financial picture of the District from the economic resources measurement focus using the accrual basis of accounting. These statements include all assets of the District (including capital assets), as well as all liabilities (including long-term obligations). Additionally, certain eliminations have occurred as prescribed by the statement in regards to interfund activity, payables and receivables.

The Fund Financial Statements i n c l u d e statements for each of the two categories of activities: governmental and fiduciary.

The Governmental Activities are prepared using the current financial resources measurement focus and modified accrual basis of accounting.

The Fiduciary Activities report a balance sheet, a statement of change in fiduciary net position for the scholarship fund and do not have a measurement focus.

Reconciliation of the Fund Financial Statements to the Government -Wide Financial Statements is provided to explain the differences created by the integrated approach.

The Primary unit of the government is the Santa Cruz City Schools.

REPORTING THE DISTRICT AS A WHOLE

The Statement of Net Position and the Statement of Activities

The Statement of Net Position and the Statement of Activities report information about the District as a whole and about its activities. These statements include all assets, deferred outflows of resources, liabilities and deferred inflows of resources of the District using the accrual basis of accounting which is similar to the accounting used by most private -sector companies. All of the current year’s revenues and expenses are taken into account regardless of when cash is received or paid.

These two statements report the District’s net position and changes in them. Net position is the difference between assets, deferred outflows of resources, liabilities and deferred inflows of resources, which is one way to measure the District’s financial health, or financial position. Over time, increases or decreases in the District’s net position are one indicator of whether its financial health is improving or deteriorating. Other factors to consider are changes in the District’s property tax base and the condition of the District’s facilities.

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- 5 -

The relationship between revenues and expenses is the District’s net income. Since the governing board’s responsibility is to provide services to our students and not to generate profit as commercial entities do, one must consider other factors when evaluating the overall health of the District. The quality of the education and the safety of our schools will likely be important components in this evaluation.

In the Statement of Net Position and the Statement of Activities, the District activities are reported as follows:

Governmental Activities – The District reports all of its services in this category. This includes the education of students, the operation of child development activities, and the on-going effort to improve and maintain buildings and sites. Property taxes, State income taxes, user fees, interest income, Federal, State, and local grants, as well as general obligation bonds, finance these activities.

REPORTING THE DISTRICT’S MOST SIGNIFICANT FUNDS Fund

Financial Statements

The fund financial statements provide detailed information about the most significant funds – not the District as a whole. Some funds are required to be established by State law and by bond covenants. However, management establishes many other funds to help it control and manage money for particular purposes or to show that it is meeting legal responsibilities for using certain taxes, grants, and other money that it receives from the U.S. Department of Education.

Governmental Funds – Most of the District’s basic services are reported in governmental funds, which focus on how money flows into and out of those funds and the balances left at year -end that are available for spending. These funds are reported using an accounting method called modified accrual accounting, which measures cash and all other financial assets that can readily be converted to cash. The governmental fund statements provide a detailed short -term view of the District’s general government operations and the basic service it provides. Governmental fund information helps determine whether there are more or fewer financial resources that can be spent in the near future to finance the District’s programs. We describe the relationship (or differences) between governmental activities (reported in the Statement of Net Assets and the Statement of Activities) and governmental funds in a reconciliation following each governmental fund financial statement.

THE DISTRICT AS A TRUSTEE

Reporting the District’s Fiduciary Responsibilities

The District is the trustee, or fiduciary, for funds held on behalf of others, like our funds for associated student body activities and scholarships. The District’s fiduciary activities are reported in separate Statement of Fiduciary Net Position. We exclude these activities from the District’s other financial statements because the District cannot use these assets to finance its operations. The District is responsible for ensuring that the assets reported in these funds are used for their intended purposes.

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- 6 -

FINANCIAL HIGHLIGHTS

• On the Statement of Activities, total current year revenues exceeded total current year expenditures by $2,221,741.

• Capital assets, net of depreciation, decreased $3,656,050 due to accumulated depreciation increasing more than acquisitions and improvements.

• Total long-term liabilities i n c r e a s e d by $4,436,807 million mainly due to issuance of Certificates of Participation of $3.3

million

• The District’s P-2 ADA decreased b y 2 . 1 % ; from 6,557 ADA in fiscal year 2014-15 to 6,420 in 2015-16.

• The District maintains sufficient reserves for a district its size. It meets the State required minimum reserve for economic uncertainty of 3 % of general fund expenditures, transfers out, and other uses (total outgo). During fiscal year 2015-16, total General Fund expenditures and other financing uses totaled $73,320,243. At June 30, 2016, the District’s available reserves of $9,049,995 in the General Fund, equate to an 12.3% reserve.

Net Position

The District’s net position increased from ($3,908,390) at June 30, 2015 to $(1,686,649) at June 30, 2016.

Governmental Activities

2016 2015 Net Change

Assets

Current and other assets $ 31,860,501 $ 26,809,490 $ 5,051,011

Capital assets 102,401,704 106,057,754 (3,656,050)

Total Assets 134,262,205 132,867,244 1,394,961

Deferred outflows of resources 7,993,422 4,088,178 1,958,844

Liabilities

Current Liabilities 13,155,694 13,044,897 110,797

Long-term obligations 118,934,182 114,464,665 4,469,517

Total Liabilities 132,089,876 127,509,562 4,580,314

Deferred inflows of resources 11,852,400 13,354,250 (7,660,250)

Net Position

Net invested in capital assets 40,800,158 38,500,860 2,299,298

Restricted 14,130,776 12,657,058 1,473,718

Unrestricted (56,617,583) (55,066,308) 2,660,725

Total Net Position $ (1,686,649) $ (3,908,390) $ 6,433,741

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Change Net Position

District net position i n c r e a s e d $2,221,741 during fiscal year 2015-16. The revenue sources of the District activities are presented below:



Revenues

Program revenues:

Charges for services $ 634,047 $ 577,409 $ 56,638

Operating and capital grants

and contributions 12,044,188 10,784,639 1,259,549

General revenue:

Federal and State aid not restricted 16,299,858 11,228,866 5,070,992

Property taxes 58,579,855 54,232,491 4,347,364

Other general revenues 274,751 1,401,802 (1,127,051)

Total Revenues 87,832,699 78,225,207 9,607,492

Expenses

Instruction-related 54,027,962 51,156,402 2,871,560

Student support services 9,020,985 8,178,707 842,278

Administration 4,832,053 4,204,913 627,140

Maintenance and operations 8,185,342 7,037,452 1,147,890

Other 9,544,616 5,261,176 4,283,440

Total Expenses 85,610,958 75,838,650 9,772,308

Change in Net Position $ 2,221,741 $ 2,386,557 $ (164,816)

Program revenues financed 16% of the total cost of providing the services listed above, while the remaining 84% was financed by the general revenues of the District.

Capital Assets

Capital assets, net of depreciation, decreased $3,656,050.



Land and construction in progress $ 1,129,958 $ 1,129,958 $ -

Buildings and improvements 100,872,077 104,406,989 (3,534,912)

Equipment 399,669 520,807 (121,138)

$ 102,401,704 $ 106,057,754 $ (3,656,050)

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Long -Term Liabilities

Total long-term liabilities decreased by $4,436,807.



General obligation bonds $ 50,632,099 $ 53,681,939 $ (3,049,840)

Premiums on GO bonds 4,265,968 4,517,147 (251,179)

Accreted interest 4,890,993 4,955,842 (64,849)

COPs 7,718,249 5,461,000 2,257,249

Compensated absences 686,776 628,011 58,765

OPEB 4,095,239 3,191,578 903,661

Pension Liability 51,391,000 46,808,000 4,583,000

Total $ 123,680,324 $ 119,243,517 $ 4,436,807

The notes to the financial statements are an integral part of the financial presentation and contain more detailed information as to interest, principal, retirement amounts and future debt retirement dates.

GENERAL FUND BUDGETA RY HIGHLIGHTS

The District’s budget is prepared in accordance with California law and is based on the modified accrual basis of accounting. Over the course of the year, the District revises its budget based on updated financial information. The original budget, approved at the end of June for July 1, is based on May Revise figures and updated 45 days after the State approves its final budget. In addition, the District revises its budget at First and Second Interim. The original budgets, presented on page 47, include only new revenues for 2015-2016.

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GOVERNMENTAL FUNDS At the end of the current fiscal year, the District’s governmental funds reported combined ending fund balances of $24,165,173, an increase of $4,867,337 in comparison with the prior year.

Governmental Funds - Fund Balance


General $ 13,032,046 $ 8,723,964 $ 4,308,082

Building 5,778,873 4,470,974 1,307,899

Bond Interest and Redemption 4,169,188 4,081,620 87,568

Adult Education 75,973 16,694 59,279

Cafeteria 59,177 284,994 (225,817)

Deferred Maintenance 98,296 998,752 (900,456)

Capital Facilities 801,620 720,838 80,782

Special Reserve for Capital Outlay Projects 150,000 - 150,000

Total $ 24,165,173 $ 19,297,836 $ 4,867,337

ECONOMIC FACTORS BEARING ON THE DISTRICT’S FUTURE

With Local Control Funding Formula (LCFF), calculating entitlements is now becoming routine; however each district needs to address its own risk factors when developing budget priorities and building multiyear projections. We have developed a Local Control Accountability Plan (LCAP) that is tied directly to our budget, the eight State priorities, and that ensures that all stakeholders are involved in this process. High populations of English Learners, Foster Youth and low-income students are primary factors in the computation of any additional funding for public schools in the state of California. Dependence on these groups adds a level of complexity to revenue forecasting that wasn’t there with the old revenue limit system. In Santa Cruz City Schools we have low populations of these groups.

The future will continue to require that management plans carefully and prudently to provide the resources to meet our students’ needs while accounting for the uncertainty from the State. Santa Cruz City Schools has an excellent track record in meeting this challenge in what has proven to be a cycle of lean years.

CONTACTING THE DISTRICT’S FINANCIAL MANAGEMENT

This financial report is designed to provide our citizens, taxpayers, parents, investors, and creditors with a general overview of the District’s finances and to show the District’s accountability for the money it receives. If you have questions regarding this report or need additional financial information, contact the District Office, Santa Cruz City Schools, at 405 Old San Jose Road, Soquel, CA 95073.

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BASIC FINANCIAL STATEMENTS

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SANTA CRUZ CITY SCHOOLSSTATEMENT OF NET POSITION

June 30, 2016

GovernmentalActivities

ASSETS

Cash and investments (Note 2) $ 27,326,692Receivables 3,994,672Prepaid expenses 478,061Stores inventory 61,076Non-depreciable capital assets (Note 4) 1,129,958Depreciable capital assets, net of accumulated depreciation (Note 4) 101,271,746

Total assets 134,262,205

DEFERRED OUTFLOWS OF RESOURCES

Deferred outflows of resources - pensions (Notes 7 and 8) 7,417,996Deferred loss from debt refunding 575,426

Total deferred outflows 7,993,422

LIABILITIES

Accounts payable 8,341,313Unearned revenue 68,239Long-term liabilities (Note 5):

Due within one year 4,746,142Due after one year 118,934,182

Total liabilities 132,089,876

DEFERRED INFLOWS OF RESOURCES

Deferred inflows of resources - pensions (Notes 7 and 8) 11,852,400

NET POSITION

Net investment in capital assets 40,800,158Restricted:

Legally restricted programs 3,670,439Capital projects 6,291,149Debt service 4,169,188

Unrestricted (56,617,583)

Total net position $ (1,686,649)

See accompanying notes to financial statements.

10.574 of 820

SANTA CRUZ CITY SCHOOLSSTATEMENT OF ACTIVITIES


Net (Expense)Revenues and

Changes in Program Revenues Net Position

Charges Operating Capitalfor Grants and Grants and Governmental

Expenses Services Contributions Contributions Activities

Governmental activities:Instruction $ 43,259,793 $ 44,859 $ 5,689,737 $ - $ (37,525,197)Instruction-related services:

Supervision of instruction 3,427,732 1,253 920,764 - (2,505,715)Instructional library, media and technology 1,804,508 2,062 67,985 - (1,734,461)School site administration 5,535,929 1,406 542,547 - (4,991,976)

Pupil services:Home-to-school transportation 1,289,946 747 6,223 - (1,282,976)Food services 2,112,742 356,801 1,415,097 - (340,844)All other pupil services 5,618,297 7,611 1,019,600 - (4,591,086)

General administration:Data processing 682,904 87 714 - (682,103)All other general administration 4,149,149 21,422 357,282 - (3,770,445)

Plant services 8,185,342 100,127 1,196,794 - (6,888,421)Ancillary services 847,996 21,617 192,257 - (634,122)Enterprise activities 217,748 5,454 55,148 - (157,146)Interest on long-term liabilities 2,422,497 - - - (2,422,497)Other outgo 94,524 70,601 580,040 - 556,117Depreciation (unallocated) (Note 4) 5,961,851 - - - (5,961,851)

Total governmental activities $ 85,610,958 $ 634,047 $ 12,044,188 $ - (72,932,723)

General revenues:Taxes and subventions:

Taxes levied for general purposes 46,303,838Taxes levied for debt service 5,502,959Taxes levied for other specific purposes 6,773,058

Federal and state aid not restricted to specific purposes 16,299,858Interest and investment earnings 96,111Interagency revenues 178,640

Total general revenues 75,154,464

Change in net position 2,221,741

Net position, July 1, 2015 (3,908,390)

Net position, June 30, 2016 $ (1,686,649)


11.575 of 820

SANTA CRUZ CITY SCHOOLSBALANCE SHEET

GOVERNMENTAL FUNDSJune 30, 2016

BondInterest and All Total

General Building Redemption Non-major GovernmentalFund Fund Fund Funds Funds

ASSETS

Cash and investments:Cash in County Treasury $ 15,683,649 $ 5,437,592 $ 4,169,188 $ 1,571,074 $ 26,861,503Cash with Fiscal Agent - 439,344 - - 439,344Cash on hand and in banks 3 - - 5,842 5,845Cash in revolving fund 20,000 - - - 20,000

Receivables 3,637,607 - 357,065 3,994,672Prepaid expenditures 478,061 - - - 478,061Due from other funds 619,875 - 253,125 873,000Stores inventory 37,743 - - 23,333 61,076

Total assets $ 20,476,938 $ 5,876,936 $ 4,169,188 $ 2,210,439 $ 32,733,501

LIABILITIES AND FUND BALANCES

Liabilities:Accounts payable $ 7,171,211 $ 98,063 $ - $ 357,815 $ 7,627,089Unearned revenue 20,556 - - 47,683 68,239Due to other funds 253,125 - 619,875 873,000

Total liabilities 7,444,892 98,063 - 1,025,373 8,568,328

Fund balances:Nonspendable 535,804 - - 23,333 559,137Restricted 3,436,993 5,778,873 4,169,188 1,161,733 14,546,787Assigned 9,254 - - - 9,254Unassigned 9,049,995 - - - 9,049,995

Total fund balances 13,032,046 5,778,873 4,169,188 1,185,066 24,165,173

Total liabilities and fund balances $ 20,476,938 $ 5,876,936 $ 4,169,188 $ 2,210,439 $ 32,733,501


12.576 of 820

SANTA CRUZ CITY SCHOOLSRECONCILIATION OF THE GOVERNMENTAL FUNDS BALANCE SHEET

TO THE STATEMENT OF NET POSITIONJune 30, 2016

Total fund balances - Governmental Funds $ 24,165,173

Amounts reported for governmental activities in the statement ofnet position are different because:

Capital assets used for governmental activities are not financialresources and, therefore, are not reported as assets ingovernmental funds. The cost of the assets is $181,493,363and the accumulated depreciation is $79,091,659 (Note 4). 102,401,704

Long-term liabilities are not due and payable in the currentperiod and, therefore, are not reported as liabilities in thefunds. Long-term liabilities at June 30, 2016 consisted of(Note 5):

General Obligation bonds $ (50,632,099)Accreted interest (4,890,993)Premiums on General Obligation bonds (4,265,968)Certificates of participation (7,718,249)Other postemployment benefits (Note 9) (4,095,239)Net pension liability (Notes 7 and 8) (51,391,000)Compensated absences (686,776)

(123,680,324)

In governmental funds, advanced debt refundings, thedifference between the reacquisition price and the netcarrying amount of the old debt is recognized in the periodthey are incurred. In the government-wide statements, theamount is deferred and amortized. 575,426

In government funds, deferred outflows and inflows ofresources relating to pensions are not reported because theyare applicable to future periods. In the statement of netposition, deferred outflows and inflows of resources relatingto pensions are reported (Notes 7 and 8).

Deferred outflows of resources relating to pensions $ 7,417,996Deferred inflows of resources relating to pensions (11,852,400)

(4,434,404)

Unmatured interest is not recognized until it is due and,therefore, is not accrued as a payable in governmental funds. (714,224)

Total net position - governmental activities $ (1,686,649)


13.577 of 820

SANTA CRUZ CITY SCHOOLSSTATEMENT OF REVENUES, EXPENDITURES

AND CHANGE IN FUND BALANCESGOVERNMENTAL FUNDS


BondInterest and All Total

General Building Redemption Non-Major GovernmentalFund Fund Fund Funds Funds

Revenues:Local control funding formula:

State apportionment $ 14,657,804 $ - $ - $ - $ 14,657,804Local sources 43,231,123 - - - 43,231,123

Total local control funding formula 57,888,927 - - - 57,888,927

Federal sources 3,221,209 - - 1,383,241 4,604,450Other state sources 8,651,164 - 36,460 687,486 9,375,110Other local sources 7,569,740 2,469,324 5,485,591 1,610,212 17,134,867

Total revenues 77,331,040 2,469,324 5,522,051 3,680,939 89,003,354

Expenditures:Current:

Certificated salaries 33,888,829 - - 466,019 34,354,848Classified salaries 10,811,635 - - 994,694 11,806,329Employee benefits 17,777,328 - - 780,087 18,557,415Books and supplies 3,197,281 5,516 - 881,541 4,084,338Contract services and

operating expenditures 7,174,324 169,862 - 850,908 8,195,094Other outgo 15,170 - - - 15,170

Capital outlay 155,500 3,096,608 - 546,793 3,798,901Debt service:

Principal retirement - 1,101,000 3,049,840 - 4,150,840Interest - 146,688 2,384,643 - 2,531,331

Total expenditures 73,020,067 4,519,674 5,434,483 4,520,042 87,494,266

Excess (deficiency) of revenues over (under) expenditures 4,310,973 (2,050,350) 87,568 (839,103) 1,509,088

Other financing sources (uses):Transfers in 297,285 - - 300,176 597,461Transfers out (300,176) - - (297,285) (597,461)Proceeds from issuance

of debt - 3,358,249 - - 3,358,249

Total other financing sources (uses) (2,891) 3,358,249 - 2,891 3,358,249

Net change in fund balances 4,308,082 1,307,899 87,568 (836,212) 4,867,337

Fund balances, July 1, 2015 8,723,964 4,470,974 4,081,620 2,021,278 19,297,836

Fund balances, June 30, 2016 $ 13,032,046 $ 5,778,873 $ 4,169,188 $ 1,185,066 $ 24,165,173


14.578 of 820

SANTA CRUZ CITY SCHOOLSRECONCILIATION OF THE STATEMENT OF REVENUES, EXPENDITURES AND

CHANGE IN FUND BALANCES - GOVERNMENTAL FUNDS -TO THE STATEMENT OF ACTIVITIES


Net change in fund balances - Total Governmental Funds $ 4,867,337

Amounts reported for governmental activities in the statement ofactivities are different because:

Acquisition of capital assets is an expenditure in thegovernmental funds, but increases capital assets in thestatement of net position (Note 4). $ 2,305,801

Depreciation of capital assets is an expense that is notrecorded in the governmental funds (Note 4). (5,961,851)

Proceeds from debt are recognized as other financing sourcesin the governmental funds, but increases the long-termliabilities in the statement of net position (Note 5). (3,358,249)

In governmental funds, current debt refundings, the differencebetween the reacquisition price and the net carrying amountof the old debt is recognized in the period they are incurred.In the government-wide statements, the amount is deferredand amortized. (44,264)

Debt issued at a premium is recognized as an other financingsource in the governmental funds, but the premium isamortized as interest in the statement of net position (Note 5) 251,179

Repayment of principal on long-term liabilities is anexpenditure in the governmental funds, but decreases thelong-term liabilities in the statement of net position (Note 5). 4,150,840

Accreted interest is an expense that is not recognized in thegovernmental funds (Note 5). 64,849

Interest on long-term liabilities is recognized in the periodincurred, in governmental funds it is recognized when due. 40,167

Other postemployment benefits are recognized when employercontributions are made in the governmental funds, and in thestatement of activities are recognized on the accrual basis(Notes 5 and 9). (903,661)

In government funds, pension costs are recognized whenemployer contributions are made. In the statement ofactivities, pension costs are recognized on the accrual basis.This year, the difference between accrual-basis pensioncosts and actual employer contributions was: 868,358

In the statement of activities, expenses related to compensatedabsences are measured by the amounts earned during theyear. In the governmental funds, expenditures are measuredby the amount of financial resources used (Note 5). (58,765) (2,645,596)

Change in net position of governmental activities $ 2,221,741


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SANTA CRUZ CITY SCHOOLSSTATEMENT OF FIDUCIARY NET POSITION

TRUST AND AGENCY FUNDSJune 30, 2016

Trust AgencyScholar-

ship StudentFund Body

ASSETS

Cash and investments (Note 2):Cash in County Treasury $ 1,458,542 $ -Cash on hand and in banks - 293,198Investments 413,453 -

Total assets 1,871,995 $ 293,198

LIABILITIES

Due to students/student groups 500 $ 293,198

NET POSITION

Restricted for scholarships $ 1,871,495


16.580 of 820

SANTA CRUZ CITY SCHOOLSSTATEMENT OF CHANGE IN FIDUCIARY NET POSITION

TRUST FUNDFor the Year Ended June 30, 2016

ScholarshipFund

Revenues:Other local sources $ 37,093

Expenditures:Contract services and operating expenditures 60,350

Change in net position (23,257)

Net position, July 1, 2015 1,894,752

Net position, June 30, 2016 $ 1,871,495


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SANTA CRUZ CITY SCHOOLSNOTES TO FINANCIAL STATEMENTS

June 30, 2016

NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

Santa Cruz City Schools accounts for its financial transactions in accordance with the policies andprocedures of the California Department of Education's California School Accounting Manual. Theaccounting policies of the District conform to accounting principles generally accepted in the UnitedStates of America as prescribed by the Governmental Accounting Standards Board. The following is asummary of the more significant policies:

Reporting Entity: Santa Cruz City Schools (the "District") is a consolidation of the Santa Cruz City HighSchool District and Santa Cruz City Elementary School District. The Districts have not unified, but areconsolidated due to the fact that the Districts share a common governing board. These two entities arereferred to collectively as Santa Cruz City Schools, and for purposes of these financial statements, will bereferred to collectively as the District.

The Board of Education is the level of government which has governance responsibilities over allactivities related to public school education in the Santa Cruz City Schools. The Board is not included inany other governmental "reporting entity" as defined by the Governmental Accounting Standards Boardsince Board members have decision-making authority, the power to designate management, theresponsibility to significantly influence operations and primary accountability for fiscal matters.

The District's Board of Education formed a non-profit public benefit corporation known as the Santa CruzCity Schools Financing Authority ("Authority"). The District and the Authority have a financial andoperational relationship which meet the reporting entity definition criteria of Codification of GovernmentalAccounting and Financial Reporting Standards, Section 2100, for inclusion of Corporation as a blendedcomponent unit of the District. Therefore, the financial activities of Authority have been included in theBuilding Fund in the financial statements of the District as a blended component unit.

The following are those aspects of the relationship between the District and Authority which satisfyCodification of Governmental Accounting and Financial Reporting Standards, Section 2100, as amendedby criteria:

A - Manifestations of Oversight

1. The Authority's Board of Directors were appointed by the District's Board of Education.

2. The Authority has no employees. The District's Superintendent functions as an agent of the Corporation. The individual did not receive additional compensation for work performed in this capacity.

B - Accounting for Fiscal Matters

1. All major financing arrangements, contracts, and other transactions of the Authority must have theconsent of the District.

2. Any deficits incurred by the Authority will be reflected in the lease payments of the District. Anysurpluses of the Authority revert to the District at the end of the lease period.

3. It is anticipated that the District's lease payments will be the sole revenue source of the Authority.

4. The District has assumed a "moral obligation," and potentially a legal obligation, for any debtincurred by the Authority.

(Continued)

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June 30, 2016

NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES (Continued)

C - Scope of Public Service and Financial Presentation

1. The Authority was created for the sole purpose of financially assisting the District.

2. The Authority's financial activity is presented in the financial statements in the Building Fund.Certificates of Participation issued by the Authority are included in the government-wide financialstatements.

Basis of Presentation - Financial Statements: The basic financial statements include a Management'sDiscussion and Analysis (MD & A) section providing an analysis of the District's overall financial positionand results of operations; financial statements prepared using full accrual accounting for all of theDistrict's activities, including infrastructure, and a focus on the major funds.

Basis of Presentation - Government-Wide Financial Statements: The Statement of Net Position and theStatement of Activities display information about the reporting government as a whole. Fiduciary fundsare not included in the government-wide financial statements. Fiduciary funds are reported only in theStatement of Fiduciary Net Position and the Statement of Change in Fiduciary Net Position at the fundfinancial statement level.

The Statement of Net Position and the Statement of Activities are prepared using the economic resourcesmeasurement focus and the accrual basis of accounting. Revenues, expenses, gains, losses, assets andliabilities resulting from exchange and exchange-like transactions are recognized when the exchangetakes place. Revenues, expenses, gains, losses, assets and liabilities resulting from nonexchangetransactions are recognized in accordance with the requirements of Governmental Accounting StandardsBoard Codification Section (GASB Cod. Sec.) N50.118-.121.

Program revenues: Program revenues included in the Statement of Activities derive directly from theprogram itself or from parties outside the District's taxpayers or citizenry, as a whole; program revenuesreduce the cost of the function to be financed from the District's general revenues.

Allocation of indirect expenses: The District reports all direct expenses by function in the Statement ofActivities. Direct expenses are those that are clearly identifiable with a function. Depreciation andinterest on general long-term liabilities are considered an indirect expense and are reported separately onthe Statement of Activities.

Basis of Presentation - Fund Accounting: The accounts of the District are organized on the basis offunds, each of which is considered to be a separate accounting entity. The operations of each fund areaccounted for with a separate set of self-balancing accounts that comprise its assets, liabilities, fundequity, revenues and expenditures or expenses, as appropriate. District resources are allocated to andaccounted for in individual funds based upon the purpose for which they are to be spent and the meansby which spending activities are controlled.

A - Major Funds

General Fund:

The General Fund is the general operating fund of the District and accounts for all revenues andexpenditures of the District not encompassed within other funds. All general tax revenues and otherreceipts that are not allocated by law or contractual agreement to some other fund are accounted for inthis fund. General operating expenditures and the capital improvement costs that are not paid throughother funds are paid from the General Fund. For financial reporting purposes, the current year activityand year-end balance of the Special Reserve for Postemployment Benefits Fund is combined with theGeneral Fund.

(Continued)

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June 30, 2016


Building Fund:

The Building Fund is a capital projects fund used to account for resources used for the acquisition orconstruction of major capital facilities and equipment.

Bond Interest and Redemption Fund:

The Bond Interest and Redemption Fund is a debt service fund used to account for the accumulation ofresources for, and the payment of, general long-term debt principal, interest and related costs.

B - Other Funds:

Special Revenue Funds are used to account for the proceeds of specific revenue sources that are legallyrestricted to expenditures for specified purposes. This includes the Adult Education, Cafeteria andDeferred Maintenance Funds.

Capital Projects Fund are used to account for resources used for the acquisition or construction of majorcapital facilities and equipment by the District. This includes Capital Facilities and Special Reserve forCapital Outlay Projects Funds.

The Scholarship Trust Fund is a Fiduciary Fund for which the District acts as an trustee. All cash activityand assets are accounted for in the Scholarship Trust Fund.

The Student Body Fund is a Fiduciary Fund for which the District acts as an agent. All cash activity andassets of the various student bodies of the District are accounted for in the Student Body Fund.

Basis of Accounting: Basis of accounting refers to when revenues and expenditures are recognized inthe accounts and reported in the financial statements. Basis of accounting relates to the timing of themeasurement made, regardless of the measurement focus applied.

Accrual: Governmental activities in the government-wide financial statements and the proprietary andfiduciary fund financial statements are presented on the accrual basis of accounting. Revenues arerecognized when earned and expenses are recognized when incurred.

Modified Accrual: The governmental funds financial statements are presented on the modified accrualbasis of accounting. Under the modified accrual basis of accounting, revenues are recorded whensusceptible to accrual; i.e., both measurable and available. "Available" means collectible in the currentperiod or within 60 days after year end. Expenditures are generally recognized under the modifiedaccrual basis of accounting when the related liability is incurred. The exception to this general rule is thatprincipal and interest on general obligation long-term liabilities, if any, is recognized when due.

Budgets and Budgetary Accounting: By state law, the Board of Education must adopt a final budget byJuly 1. A public hearing is conducted to receive comments prior to adoption. The Board of Educationcomplied with these requirements.

Receivables: Receivables are made up principally of amounts due from the State of California andCategorical programs. The District has determined that no allowance for doubtful accounts was neededas of June 30, 2016.

(Continued)

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June 30, 2016


Stores Inventory: Inventory is stated at cost (average cost) which does not exceed replacement cost.Inventory consists of expendable supplies held for future use in the following period by the District'soperating units, transportation supplies, and food held for consumption. Maintenance and other suppliesheld for physical plant repair are not included in inventory; rather, these amounts are recorded asexpenditures when purchased.

Capital Assets: Capital assets purchased or acquired, with an original cost of $5,000 or more, arerecorded at historical cost or estimated historical cost. Contributed assets are reported at acquisitionvalue for the contributed asset. Additions, improvements and other capital outlay that significantly extendthe useful life of an asset are capitalized. Other costs incurred for repairs and maintenance are expensedas incurred. Capital assets are depreciated using the straight-line method over 5 - 30 years dependingon asset types.

Deferred Outflows/Inflows of Resources: In addition to assets, the Statement of Net Position includes aseparate section for deferred outflows of resources. This separate financial statement element, deferredoutflows of resources, represents a consumption of net position that applies to a future period(s), and assuch will not be recognized as an outflow of resources (expense/expenditures) until then. The Districthas recognized a deferred loss on refunding of debt, which is in the Statement of Net Position. Adeferred loss on refunding results from the difference in the carrying value of refunded debt and itsreacquisition price. This amount is deferred and amortized over the shortened life of the refunded orrefunding debt. Amortization for the year ended June 30, 2016 totaled $44,264. Additionally, the Districthas recognized a deferred outflow of resources related to the recognition of the pension liability reportedin the Statement of Net Position. Amortization for the year ended June 30, 2016 totaled $226,000.

In addition to liabilities, the Statement of Net Position includes a separate section for deferred inflows ofresources. This separate financial statement element, deferred inflows of resources, represents anacquisition of net position that applies to a future period(s) and as such, will not be recognized as aninflow of resources (revenue) until that time. The District has recognized a deferred inflow of resourcesrelated to the recognition of the pension liability reported in the Statement of Net Position. Amortization forthe year ended June 30, 2016 totaled $3,075,000.

Pensions: For purposes of measuring the net pension liability, deferred outflows of resources anddeferred inflows of resources related to pensions, and pension expense, information about the fiduciarynet position of the State Teachers’ Retirement Plan (STRP) and Public Employers Retirement Fund B(PERF B) and additions to/deductions from STRP’s and PERF B’s fiduciary net position have beendetermined on the same basis as they are reported by STRP and PERF B. For this purpose, benefitpayments (including refunds of employee contributions) are recognized when due and payable inaccordance with the benefit terms. Investments are reported at fair value.

STRP PERF B Total

Deferred outflows of resources $ 3,541,186 $ 3,876,810 $ 7,417,996Deferred inflows of resources $ 7,065,000 $ 4,787,400 $ 11,852,400Net pension liability $ 39,538,000 $ 11,853,000 $ 51,391,000Pension expense $ 4,781,886 $ 1,382,699 $ 6,164,585

(Continued)

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Interfund Activity: Interfund activity is reported as either loans, services provided, reimbursements ortransfers. Loans are reported as interfund receivables and payables as appropriate and are subject toelimination upon consolidation. Services provided, deemed to be at market or near market rates, aretreated as revenues and expenditures/expenses. Reimbursements are when one fund incurs a cost,charges the appropriate benefiting fund and reduces its related cost as a reimbursement. All otherinterfund transactions are treated as transfers. Transfers between governmental funds are netted as partof the reconciliation to the government-wide financial statements.

Compensated Absences: Compensated absences benefits totaling $686,776 are recorded as a liabilityof the District.

Accumulated Sick Leave: Accumulated sick leave benefits are not recognized as liabilities of the District.The District's policy is to record sick leave as an operating expenditure in the period taken since suchbenefits do not vest nor is payment probable. However, unused sick leave is added to the creditableservice period for calculation of retirement benefits for vested STRS and CalPERS employees, when theemployee retires.

Unearned Revenue: Revenue from federal, state, and local special projects and programs is recognizedwhen qualified expenditures have been incurred. Funds received but not earned are recorded asunearned revenue until earned.

Net Position: Net position is displayed in three components:

1 - Net Investment in Capital Assets - Consists of capital assets including restricted capital assets, net ofaccumulated depreciation and reduced by the outstanding balances (excluding unspent bond proceeds)of any bonds, mortgages, notes or other borrowings that are attributable to the acquisition, construction,or improvement of those assets.

2- Restricted Net Position - Restrictions of the ending net position indicate the portions of net position notappropriate for expenditure or amounts legally segregated for a specific future use. The restriction forlegally restricted programs represents the portion of net position restricted to specific programexpenditures. The restriction for capital projects represents the portion of net position restricted forcapital projects. The restriction for debt service represents the portion of net position available for theretirement of debt. The restriction for scholarships represents the portion of net position restricted forscholarships. It is the District's policy to use restricted net position first when allowable expenditures areincurred.

3 - Unrestricted Net Position - All other net position that does not meet the definitions of "restricted" or"net investment in capital assets".

Fund Balance Classifications: Governmental Accounting Standards Board Codification Sections 1300and 1800, Fund Balance Reporting and Governmental Fund Type Definitions (GASB Cod. Sec. 1300 and1800) implements a five-tier fund balance classification hierarchy that depicts the extent to which agovernment is bound by spending constraints imposed on the use of its resources. The fiveclassifications, discussed in more detail below, are nonspendable, restricted, committed, assigned andunassigned.

A - Nonspendable Fund Balance:

The nonspendable fund balance classification reflects amounts that are not in spendable form, such asrevolving fund cash, prepaid expenditures and stores inventory.

(Continued)

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B - Restricted Fund Balance:

The restricted fund balance classification reflects amounts subject to externally imposed and legallyenforceable constraints. Such constraints may be imposed by creditors, grantors, contributors, or laws orregulations of other governments, or may be imposed by law through constitutional provisions or enablinglegislation. These are the same restrictions used to determine restricted net position as reported in thegovernment-wide and fiduciary trust fund statements.

C - Committed Fund Balance:

The committed fund balance classification reflects amounts subject to internal constraints self-imposed byformal action of the Board of Education. The constraints giving rise to committed fund balance must beimposed no later than the end of the reporting period. The actual amounts may be determinedsubsequent to that date but prior to the issuance of the financial statements. Formal action by the Boardof Education is required to remove any commitment from any fund balance. At June 30, 2016, the Districthad no committed fund balances.

D - Assigned Fund Balance:

The assigned fund balance classification reflects amounts that the District's Board of Education hasapproved to be used for specific purposes, based on the District's intent related to those specificpurposes. As of June 30, 2016, the Board of Education can designate personnel with the authority toassign fund balances. As of June 30, 2016 no such designation has occurred.

E - Unassigned Fund Balance:

In the General Fund only, the unassigned fund balance classification reflects the residual balance thathas not been assigned to other funds and that is not restricted, committed, or assigned to specificpurposes.

In any fund other than the General Fund, a positive unassigned fund balance is never reported becauseamounts in any other fund are assumed to have been assigned, at least, to the purpose of that fund.However, deficits in any fund, including the General Fund that cannot be eliminated by reducing oreliminating amounts assigned to other purposes are reported as negative unassigned fund balance.

Fund Balance Policy: The District has an expenditure policy relating to fund balances. For purposes offund balance classifications, expenditures are to be spent from restricted fund balances first, followed inorder by committed fund balances (if any), assigned fund balances and lastly unassigned fund balances.

While GASB Cod. Sec. 1300 and 1800 do not require districts to establish a minimum fund balance policyor a stabilization arrangement, GASB Cod. Sec. 1300 and 1800 do require the disclosure of a minimumfund balance policy and stabilization arrangements, if they have been adopted by the Board of Education.At June 30, 2016, the District has not established a minimum fund balance policy nor has it established astabilization arrangement.

(Continued)

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Property Taxes: Secured property taxes are attached as an enforceable lien on property as of March 1.Taxes are due in two installments on or before December 10 and April 10. Unsecured property taxes aredue in one installment on or before August 31. The County of Santa Cruz bills and collects taxes for theDistrict. Tax revenues are recognized by the District when received.

Eliminations and Reclassifications: In the process of aggregating data for the Statement of Net Positionand the Statement of Activities, some amounts reported as interfund activity and balances in the fundswere eliminated or reclassified. Interfund receivables and payables were eliminated to minimize the"grossing up" effect on assets and liabilities within the governmental activities column.

Estimates: The preparation of financial statements in conformity with accounting principles generallyaccepted in the United States of America requires management to make estimates and assumptions.These estimates and assumptions affect the reported amounts of assets and liabilities and disclosure ofcontingent assets and liabilities at the date of the financial statements and the reported amounts ofrevenues and expenditures during the reporting period. Accordingly, actual results may differ from thoseestimates.

NOTE 2 - CASH, CASH EQUIVALENTS AND INVESTMENTS

Cash and investments at June 30, 2016 consisted of the following:

Governmental FiduciaryActivities Activities

Pooled Funds:Cash in County Treasury $ 26,861,503 $ 1,458,542

Deposits:Cash on hand and in banks 5,845 293,198Revolving cash fund 20,000 -

Investments:Cash with Fiscal Agent 439,344 -Investments - 413,453

Total cash and cash equivalents $ 27,326,692 $ 2,165,193

Pooled Funds: In accordance with Education Code Section 41001, the District maintains substantially allof its cash in the interest bearing Santa Cruz County Treasurer's Pooled Investment Fund. The District isconsidered to be an involuntary participant in an external investment pool. The fair value of the District’sinvestment in the pool is reported in the financial statements at amounts based upon the District’s pro-rata share of the fair value provided by the County Treasurer for the entire portfolio (in relation to theamortized cost of that portfolio). The balance available for withdrawal is based on the accounting recordsmaintained by the County Treasurer, which is recorded on the amortized cost basis.

Deposits - Custodial Credit Risk: The District limits custodial credit risk by ensuring uninsured balancesare collateralized by the respective financial institution. Cash balances held in banks are insured up to$250,000 by the Federal Deposit Insurance Corporation (FDIC) and are collateralized by the respectivefinancial institution. At June 30, 2016, the carrying amount of the District's accounts were $319,043 andthe bank balances were $385,620, all of which was insured.

(Continued)

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NOTE 2 - CASH AND CASH EQUIVALENTS AND INVESTMENTS (Continued)

Cash with Fiscal Agent: Cash with Fiscal Agent represents funds held by Fiscal Agents restricted forcapital projects. The District holds their funds with the Santa Cruz County Treasurer. The balanceavailable for withdrawal is based on the accounting records maintained by the County Treasurer, which isrecorded on the amortized cost basis.

Investments: The District categorizes its fair value measurements within the fair value hierarchyestablished by generally accepted accounting principles. The hierarchy is based on the valuation inputsused to measure the fair value of the asset. Level 1 inputs are quoted prices in active markets foridentical assets; Level 2 inputs are significant other observable inputs; Level 3 inputs are significantunobservable inputs.

The District has the following recurring fair value measurements as of June 30, 2016:

Stocks of $3,377 are valued using quoted market prices (Level 1 inputs).Mutual funds of $410,076 are valued using a matrix pricing model (Level 2 inputs).

Investment Interest Rate Risk: The District does not have a formal investment policy that limits cash andinvestment maturities as a means of managing its exposure to fair value losses arising from increasinginterest rates. At June 30, 2016, the District had no significant interest rate risk related to cash andinvestments held.

Investment Credit Risk: The District has adopted the County Treasurer's formal investment policy thatlimits its investment choices other than the limitations of state law.

Concentration of Investment Credit Risk: The District does not place limits on the amount it may invest inany one issuer. At June 30, 2016, the District had no concentration of investment credit risk.

NOTE 3 - INTERFUND TRANSACTIONS

Interfund Activity: Transactions between funds of the District are recorded as interfund transfers. Theunpaid balances at year end, as a result of such transactions, are shown as due to and due from otherfunds.

Interfund Receivables/Payables: Interfund receivable and payable balances at June 30, 2016 were asfollows:

Interfund InterfundFund Receivables Payables

Major Fund:General $ 619,875 $ 253,125

Non-Major Funds:Adult Education 102,332 327,652Cafeteria 793 142,223Deferred Maintenance - 150,000Special Reserve for Capital Outlay Projects 150,000 -

Total $ 873,000 $ 873,000

(Continued)

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NOTE 3 - INTERFUND TRANSACTIONS (Continued)

Interfund Transfers: Interfund transfers for the 2015-2016 fiscal year were as follows:

Transfer from the General Fund to the Cafeteria Fund for annualcontribution. $ 150,000

Transfer from the General Fund to the Deferred maintenance Fund tocover negative cash. 176

Transfer from the General Fund to the Special Reserve for CapitalOutlay Projects Fund for a bus purchase. 150,000

Transfer from Adult Education fund to the General Fund for indirectcost. 43,506

Transfer from the Cafeteria Fund to the General Fund for indirectcosts. 103,779

Transfer from the Deferred Maintenance Fund to the General Fundfor a bus purchase. 150,000

$ 597,461

(Continued)

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NOTE 4 - CAPITAL ASSETS

A schedule of changes in capital assets for the year ended June 30, 2016 is shown below:

Balance BalanceJuly 1, June 30,2015 Additions Deletions 2016

Non-depreciable:Land $ 1,129,958 $ - $ - $ 1,129,958

Depreciable:Land improvements 25,692,431 2,060,214 - 27,752,645Buildings 146,040,891 142,830 - 146,183,721Equipment 6,324,282 102,757 - 6,427,039

Totals, at cost 179,187,562 2,305,801 - 181,493,363

Less accumulated depreciation:

Improvement of sites (12,910,964) (1,129,681) - (14,040,645)Buildings (54,415,369) (4,608,275) - (59,023,644)Equipment (5,803,475) (223,895) - (6,027,370)

Total accumulated depreciation (73,129,808) (5,961,851) - (79,091,659)

Capital assets, net $ 106,057,754 $ (3,656,050) $ - $ 102,401,704

Depreciation expense was charged to governmental activities as follows:

Unallocated $ 5,961,851

NOTE 5 - LONG-TERM LIABILITIES

General Obligation Bonds: On October 9, 2001, the Santa Cruz City High School District issued$11,997,433 of Capital Appreciation General Obligation Bonds, Election of 1998, Series C, to raisemoney for the cost of acquisition, construction, and equipping of certain facilities and improvements. Thebonds mature serially in varying amounts during the succeeding years through February 1, 2026, withinterest rates ranging from 2.4% to 5.4% and require no current interest payments.

Year Ending MaturityJune 30, Principal Interest Amount

2017 $ 410,313 $ 449,687 $ 860,0002018 384,764 475,236 860,0002019 360,099 499,901 860,0002020 336,363 523,637 860,0002021 316,540 543,460 860,000

2022-2026 1,320,970 2,979,030 4,300,000

$ 3,129,049 $ 5,470,951 $ 8,600,000

(Continued)

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NOTE 5 - LONG-TERM LIABILITIES (Continued)

On October 9, 2001, the Santa Cruz City Elementary School District issued $5,598,115 of CapitalAppreciation General Obligation Bonds, Election of 1998, Series C, to raise money for the cost ofacquisition, construction, and equipping of certain facilities and improvements. The bonds mature seriallyin varying amounts during the succeeding years through February 1, 2026, with interest rates rangingfrom 2.4% to 5.35% and require no current interest payments.

Year Ending MaturityJune 30, Principal Interest Amount

2017 $ 193,230 $ 206,770 $ 400,0002018 178,960 221,040 400,0002019 167,488 232,512 400,0002020 156,448 243,552 400,0002021 147,228 252,772 400,000

2022-2026 619,696 1,380,304 2,000,000

$ 1,463,050 $ 2,536,950 $ 4,000,000

On April 23, 2013, the Santa Cruz City High School District issued 2013 General Obligation RefundingBonds, in the amount of $34,350,000 to partially refund the 2005 General Obligation Refunding Bondsissuances. The Refunding Bonds mature serially in varying amounts during the succeeding yearsthrough August 1, 2029, with interest rates ranging from 2.6% to 4.24%. Future payments on the 2013Refunding Bonds are scheduled as follows:

Year EndingJune 30, Principal Interest Total

2017 $ 1,665,000 $ 1,116,688 $ 2,781,6882018 1,740,000 1,048,588 2,788,5882019 1,810,000 977,588 2,787,5882020 1,880,000 903,788 2,783,7882021 1,970,000 826,788 2,796,788

2022-2026 11,085,000 2,863,438 13,948,4382027-2030 10,520,000 668,456 11,188,456

$ 30,670,000 $ 8,405,334 $ 39,075,334

(Continued)

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On April 23, 2013, the Santa Cruz City Elementary School District issued 2013 General ObligationRefunding Bonds, in the amount of $17,195,000 to partially refund the 2005 General ObligationRefunding Bonds issuance. The Refunding Bonds mature serially in varying amounts during thesucceeding years through August 1, 2029, with interest rates ranging from 2.6% to 4.24%. Futurepayments on the 2013 Refunding Bonds are scheduled as follows:

Year EndingJune 30, Principal Interest Total

2017 $ 840,000 $ 547,350 $ 1,387,3502018 875,000 513,050 1,388,0502019 910,000 477,350 1,387,3502020 950,000 440,150 1,390,1502021 985,000 401,450 1,386,450

2022-2026 5,575,000 1,369,250 6,944,2502027-2030 5,235,000 325,525 5,560,525

$ 15,370,000 $ 4,074,125 $ 19,444,125

Certificates of Participation (COPs): In 1998, the District issued $6,720,000 in Certificates of Participationfor the purpose of providing funds for the District's capital projects. In 2010, the District issued$4,530,000 in COPs for the refinancing of the 1998 COPs. The District is required to make leasepayments of principal and interest in conjunction with these COPs. Interest and principal amounts aredue each May 1 beginning in 2011 and ending in 2024. Interest rates range from 2.0% to 4.25%.

Schedule payments for the COPs are as follows:

Year Ending COPsJune 30, Payments

2017 $ 420,3692018 420,2942019 414,0942020 416,0942021 422,493

2022-2024 1,263,400

Total payments 3,356,744

Less amount representing interest (536,744)

Net present value of minimum payments $ 2,820,000

(Continued)

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In 2010, the District issued $2,346,000 in Certificates of Participation for the purpose of providing fundsfor the acquisition, construction, installation, modernization and equipping of improvements to certaineducational facilities. The District is required to make lease payments of principal and interest inconjunction with these Certificates of Participation. Interest and principal amounts are due each May 1beginning in 2016 and ending in 2027. Interest rates range from 5.17% to 7.26%.

Scheduled payments for the COPs are as follows:


2017 $ 235,7952018 228,3432019 220,4322020 212,2512021 208,800

2022-2026 913,8602027 160,890




In May 2016, the District issued $1,583,000 in Certificates of Participation (COPs) for the purpose ofproviding funds to lease purchase certain facilities. The District is required to make lease payments ofprincipal and interest in conjunction with these Certificates of Participation. Interest and principalamounts are due each May 1 and November 1 beginning in November 2016 and ending in May 2026.



2017 $ 105,8412018 183,9682019 183,9682020 183,9682021 183,968

2022-2026 919,841




(Continued)

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In October 2015, the District issued $1,775,249 in Certificates of Participation (COPs) for the purpose ofproviding funds to finance construction of certain capital projects and pay a portion of the 2010Certificates of Participation. The District is required to make lease payments of principal and interest inconjunction with these Certificates of Participation. Interest and principal amounts are due each May 1and November 1 beginning in May 2016 and ending in November 2025.



2017 $ 208,5302018 208,5312019 208,5312020 208,5312021 208,531

2022-2026 937,968




Schedule of Changes in Long-Term Liabilities: A schedule of changes in long-term liabilities for the yearended June 30, 2016 is shown below:

Balance AmountsBalance June 30, Due Within

July 1, 2014 Additions Deductions 2016 One Year

General obligation bonds $ 53,681,939 $ - $ 3,049,840 $ 50,632,099 $ 3,108,543Accreted interest 4,955,842 555,310 620,159 4,890,993 -Premiums on GO bonds 4,517,147 - 251,179 4,265,968 260,112Certificates of participation 5,461,000 3,358,249 1,101,000 7,718,249 690,711Other postemployment benefits (Note 9) 3,191,578 1,605,410 701,749 4,095,239 -Net pension liability (Notes 7 and 8 ) 46,808,000 4,583,000 - 51,391,000 -Compensated absences 628,011 58,765 - 686,776 686,776

Totals $119,243,517 $ 10,160,734 $ 5,723,927 $123,680,324 $ 4,746,142

Payments on the General Obligation bonds are made from the Bond Interest and Redemption Fund.Premiums on General Obligation Bonds are amortized over the life of the related debt. Payments on theCertificates of Participation are made from the Building Fund. Payments for compensated absences andother postemployment benefits are made from the fund for which the related employee worked.

(Continued)

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NOTE 6 - FUND BALANCES

Fund balances, by category, at June 30, 2016 consisted of the following:

BondInterest and All

General Building Redemption Non-MajorFund Fund Fund Funds Total

Nonspendable:Revolving cash fund $ 20,000 $ - $ - $ - $ 20,000Prepaid expenditures 478,061 - - - 478,061Stores inventory 37,743 - - 23,333 61,076

Subtotal nonspendable 535,804 - - 23,333 559,137

Restricted:Legally restricted programs 3,436,993 - - 210,113 3,647,106Capital projects - 5,778,873 - 951,620 6,730,493Debt service - - 4,169,188 - 4,169,188

Subtotal restricted 3,436,993 5,778,873 4,169,188 1,161,733 14,546,787

Assigned:Other assignments 9,254 - - - 9,254

Unassigned:Designated for economic uncertainty 2,195,189 - - - 2,195,189Undesignated 6,854,806 - - - 6,854,806

Subtotal unassigned 9,049,995 - - - 9,049,995

Total fund balances $ 13,032,046 $ 5,778,873 $ 4,169,188 $ 1,185,066 $ 24,165,173

(Continued)

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June 30, 2016

NOTE 7 – NET PENSION LIABILITY – STATE TEACHERS' RETIREMENT PLAN

General Information about the State Teachers’ Retirement Plan

Plan Description: Teaching-certified employees of the District are provided with pensions through theState Teachers’ Retirement Plan (STRP) – a cost-sharing multiple-employer defined benefit pension planadministered by the California State Teachers’ Retirement System (CalSTRS). The Teachers'Retirement Law (California Education Code Section 22000 et seq.), as enacted and amended by theCalifornia Legislature, established this plan and CalSTRS as the administrator. The benefit terms of theplans may be amended through legislation. CalSTRS issues a publicly available financial report that canbe obtained at http://www.calstrs.com/comprehensive-annual-financial-report.

Benefits Provided: The STRP Defined Benefit Program has two benefit formulas:

CalSTRS 2% at 60: Members first hired on or before December 31, 2012, to perform service thatcould be creditable to CalSTRS.

CalSTRS 2% at 62: Members first hired on or after January 1, 2013, to perform service that could becreditable to CalSTRS.

The Defined Benefit Program provides retirement benefits based on members' final compensation, ageand years of service credit. In addition, the retirement program provides benefits to members upondisability and to survivors/beneficiaries upon the death of eligible members. There are several differencesbetween the two benefit formulas which are noted below.

CalSTRS 2% at 60

CalSTRS 2% at 60 members are eligible for normal retirement at age 60, with a minimum of five years ofcredited service. The normal retirement benefit is equal to 2.0 percent of final compensation for each yearof credited service. Early retirement options are available at age 55 with five years of credited service oras early as age 50 with 30 years of credited service. The age factor for retirements after age 60 increaseswith each quarter year of age to 2.4 percent at age 63 or older. Members who have 30 years or more ofcredited service receive an additional increase of up to 0.2 percent to the age factor, known as the careerfactor. The maximum benefit with the career factor is 2.4 percent of final compensation.

CalSTRS calculates retirement benefits based on a one-year final compensation for members who retiredon or after January 1, 2001, with 25 or more years of credited service, or for classroom teachers with lessthan 25 years of credited service if the employer elected to pay the additional benefit cost prior to January1, 2014. One-year final compensation means a member’s highest average annual compensationearnable for 12 consecutive months calculated by taking the creditable compensation that a membercould earn in a school year while employed on a fulltime basis, for a position in which the person worked.For members with less than 25 years of credited service, final compensation is the highest averageannual compensation earnable for any three consecutive years of credited service.

(Continued)

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NOTE 7 – NET PENSION LIABILITY – STATE TEACHERS' RETIREMENT PLAN (Continued)

CalSTRS 2% at 62

CalSTRS 2% at 62 members are eligible for normal retirement at age 62, with a minimum of five years ofcredited service. The normal retirement benefit is equal to 2.0 percent of final compensation for each yearof credited service. An early retirement option is available at age 55. The age factor for retirement afterage 62 increases with each quarter year of age to 2.4 percent at age 65 or older.

All CalSTRS 2% at 62 members have their final compensation based on their highest average annualcompensation earnable for three consecutive years of credited service.

Contributions: Required member, employer and state contribution rates are set by the CaliforniaLegislature and Governor and detailed in Teachers' Retirement Law. Contribution rates are expressed asa level percentage of payroll using the entry age normal actuarial cost method.

A summary of statutory contribution rates and other sources of contributions to the Defined BenefitProgram are as follows:

Members - Under CalSTRS 2% at 60, the member contribution rate was 9.20 percent of applicablemember earnings for fiscal year 2015-16. Under CalSTRS 2% at 62, members contribute 50 percent ofthe normal cost of their retirement plan, which resulted in a contribution rate of 8.56 percent of applicablemember earnings for fiscal year 2015-16.

In general, member contributions cannot increase unless members are provided with some type of“comparable advantage” in exchange for such increases. Under previous law, the Legislature couldreduce or eliminate the 2 percent annual increase to retirement benefits. As a result of AB 1469, effectiveJuly 1, 2014, the Legislature cannot reduce the 2 percent annual benefit adjustment for members whoretire on or after January 1, 2014, and in exchange for this “comparable advantage,” the membercontribution rates have been increased by an amount that covers a portion of the cost of the 2 percentannual benefit adjustment.

Effective July 1, 2014, with the passage of AB 1469, member contributions for those under the 2% at 60benefit structure increase from 8.0 percent to a total of 10.25 percent of applicable member earnings,phased in over the next three years. For members under the 2% at 62 benefit structure, contributions willincrease from 8.0 percent to 9.205 percent of applicable member earnings, again phased in over threeyears, if there is no change to normal cost.

Employers – 10.73 percent of applicable member earnings.

In accordance with AB 1469, employer contributions will increase from 8.88 percent to a total of 19.1percent of applicable member earnings phased in over seven years starting in 2014. The new legislationalso gives the board limited authority to adjust employer contribution rates from July 1, 2021 through June2046 in order to eliminate the remaining unfunded actuarial obligation related to service credited tomembers prior to July 1, 2014. The board cannot adjust the rate by more than 1 percent in a fiscal year,and the total contribution rate in addition to the 8.88 percent cannot exceed 12 percent.

(Continued)

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The CalSTRS employer contribution rate increases effective for fiscal year 2015-16 through fiscal year2045-46 are summarized in the table below:

Effective Date Prior Rate Increase Total

July 01, 2015 8.25% 2.48% 10.73%July 01, 2016 8.25% 4.33% 12.58%July 01, 2017 8.25% 6.18% 14.43%July 01, 2018 8.25% 8.03% 16.28%July 01, 2019 8.25% 9.88% 18.13%July 01, 2020 8.25% 10.85% 19.10%July 01, 2046 8.25% Increase from prior rate ceases in 2046-47

The District contributed $3,541,186 to the plan for the fiscal year ended June 30, 2016.

State - 7.391 percent of the members’ creditable earnings from the fiscal year ending in the prior calendaryear.

Additionally, beginning October 1, 1998, a statutory contribution rate of 0.524 percent, adjustableannually in 0.25 percent increments up to a maximum of 1.505 percent, of the creditable earnings fromthe fiscal year ending in the prior calendar year per Education Code Section 22955(b). This contribution isreduced to zero if there is no unfunded actuarial obligation and no normal cost deficit for benefits in placeas of July 1, 1990. Based on the actuarial valuation, as of June 30, 2012 there was no normal cost deficit,but there was an unfunded obligation for benefits in place as of July 1, 1990. As a result, the state wasrequired to make quarterly payments starting October 1, 2013, at an additional contribution rate of 1.024percent. As of June 30, 2014, the state contributed $200.7 million of the $267.6 million total amount forfiscal year 2013-14. As a result of AB 1469, the fourth quarterly payment of $66.9 million was included inan increased first quarter payment of $94 million for the 2014-15 fiscal year, which was transferred onJuly 1, 2014.

In accordance with AB 1469, the portion of the state appropriation under Education Code Section22955(b) that is in addition to the 2.017 percent has been replaced by section 22955.1(b) in order to fullyfund the benefits in effect as of 1990 by 2046. The additional state contribution will increase from 1.437percent in 2014-15 to 4.311 percent in 2016-17. The increased contributions end as of fiscal year 2046-2047.

(Continued)

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The CalSTRS state contribution rates effective for fiscal year 2015-16 and beyond are summarized in thetable below:

AB 1469Increase For Total State

Base 1990 Benefit SBMA AppropriationEffective Date Rate Structure Funding to DB Program

July 01, 2015 2.017% 2.874% 2.50% 7.391%July 01, 2016 2.017% 4.311% 2.50% 8.828% July 01, 2017 to June 30, 2046 2.017% 4.311%* 2.50% 8.828%* July 01, 2046 and thereafter 2.017% * 2.50% 4.517%*

* The new legislation also gives the board limited authority to adjust state contribution rates fromJuly 1, 2017, through June 2046 in order to eliminate the remaining unfunded actuarial obligationassociated with the 1990 benefit structure. The board cannot increase the rate by more than 0.50percent in a fiscal year, and if there is no unfunded actuarial obligation, the contribution rate imposedto pay for the 1990 benefit structure shall be reduced to zero percent. Rates in effect prior to July 1,2014, are reinstated if necessary to address any remaining 1990 unfunded actuarial obligation fromJuly 1, 2046, and thereafter.

Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows ofResources Related to Pensions

At June 30, 2016, the District reported a liability for its proportionate share of the net pension liability thatreflected a reduction for State pension support provided to the District. The amount recognized by theDistrict as its proportionate share of the net pension liability, the related State support, and the totalportion of the net pension liability that was associated with the District were as follows:

District’s proportionate share of the net pension liability $ 39,538,000State’s proportionate share of the net pension liability associated with the District 20,911,000

Total $ 60,449,000

The net pension liability was measured as of June 30, 2015, and the total pension liability used tocalculate the net pension liability was determined by an actuarial valuation as of June 30, 2014. TheDistrict’s proportion of the net pension liability was based on the District’s share of contributions to thepension plan relative to the contributions of all participating school Districts and the State. At June 30,2015, the District’s proportion was 0.059 percent, which was an decrease of 0.005 percent from itsproportion measured as of June 30, 2014.

(Continued)

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June 30, 2016


For the year ended June 30, 2016, the District recognized pension expense of $4,781,886 and revenue of$2,238,344 for support provided by the State. At June 30, 2016, the District reported deferred outflows ofresources and deferred inflows of resources related to pensions from the following sources:

Deferred Outflows Deferred Inflowsof Resources of Resources

Difference between expected and actual experience $ - $ 661,000

Changes of assumptions - -

Net differences between projected and actual earnings on investments - 3,223,000

Changes in proportion and differences between District contributions and proportionate share of contributions - 3,181,000

Contributions made subsequent to measurement date 3,541,186 -

Total $ 3,541,186 $ 7,065,000

$3,541,186 reported as deferred outflows of resources related to pensions resulting from contributionssubsequent to the measurement date will be recognized as a reduction of the net pension liability in theyear ended June 30, 2016. Other amounts reported as deferred outflows of resources and deferredinflows of resources related to pensions will be recognized in pension expense as follows:

Years EndedJune 30,

2017 $ (1,974,100)2018 $ (1,974,100)2019 $ (1,974,100)2020 $ 138,6332021 $ (640,167)2022 $ (641,166)

Differences between expected and actual experience and changes in assumptions are amortized over aclosed period equal to the average remaining service life of plan members, which is 7 years as of theJune 30, 2015 measurement date. Deferred outflows and inflows related to differences betweenprojected and actual earnings on plan investments are netted and amortized over a closed 5-year period.

(Continued)

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June 30, 2016


Actuarial Methods and Assumptions: The total pension liability for the STRP was determined by applyingupdate procedures to a financial reporting actuarial valuation as of June 30, 2014, and rolling forward thetotal pension liability to June 30, 2015. The financial reporting actuarial valuation as of June 30, 2014,used the following actuarial methods and assumptions, applied to all prior periods included in themeasurement:

Valuation Date June 30, 2014Experience Study July 1, 2006, through June 30, 2010Actuarial Cost Method Entry age normalInvestment Rate of Return 7.60%Consumer Price Inflation 3.00%Wage Growth 3.75%Post-retirement Benefit Increases 2.00% simple for DB

Not applicable for DBS/CBB

CalSTRS uses custom mortality tables to best fit the patterns of mortality among its members. Thesecustom tables are based on RP2000 series tables adjusted to fit CalSTRS experience. RP2000 seriestables are an industry standard set of mortality rates published by the Society of Actuaries. See CalSTRSJuly 1, 2006 – June 30, 2010 experience analysis for more information.

The long-term expected rate of return on pension plan investments was determined using a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, netof pension plan investment expense and inflation) are developed for each major asset class. The bestestimate ranges were developed using capital market assumptions from CalSTRS general investmentconsultant as an input to the process. Based on the model from CalSTRS consulting actuary’sinvestment practice, a best estimate range was determined by assuming the portfolio is re-balancedannually and that annual returns are log normally distributed and independent from year to year todevelop expected percentiles for the long-term distribution of annualized returns. The assumed assetallocation by PCA is based on board policy for target asset allocation in effect on February 2, 2012, thedate the current experience study was approved by the board. Best estimates of 10-year geometric realrates of return and the assumed asset allocation for each major asset class used as input to develop theactuarial investment rate of return are summarized in the following table:

Long-Term*Assumed Asset Expected Real

Asset Class Allocation Rate of Return

Global Equity 47% 4.50%Private Equity 12 6.20Real Estate 15 4.35Inflation Sensitive 5 3.20Fixed Income 20 0.20Cash / Liquidity 1 0.00

* 10-year geometric average

(Continued)

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June 30, 2016


Discount Rate: The discount rate used to measure the total pension liability was 7.60 percent. Theprojection of cash flows used to determine the discount rate assumed that contributions from planmembers and employers will be made at statutory contribution rates in accordance with the rate increaseper Assembly Bill 1469. Projected inflows from investment earnings were calculated using the long-termassumed investment rate of return (7.60 percent) and assuming that contributions, benefit payments, andadministrative expense occur midyear. Based on those assumptions, the STRP’s fiduciary net positionwas projected to be available to make all projected future benefit payments to current plan members.Therefore, the long-term assumed investment rate of return was applied to all periods of projected benefitpayments to determine the total pension liability.

Sensitivity of the District’s Proportionate Share of the Net Pension Liability to Changes in the DiscountRate: The following presents the District’s proportionate share of the net pension liability calculated usingthe discount rate of 7.60 percent, as well as what the District’s proportionate share of the net pensionliability would be if it were calculated using a discount rate that is 1-percentage-point lower (6.60 percent)or 1-percentage-point higher (8.60 percent) than the current rate:

1% Current 1%Decrease Discount Increase(6.60%) Rate (7.60%) (8.60%)

District’s proportionate share of the net pension liability $ 59,699,000 $ 39,538,000 $ 22,782,000

Pension Plan Fiduciary Net Position: Detailed information about the pension plan’s fiduciary net positionis available in the separately issued CalSTRS financial report.

NOTE 8 – NET PENSION LIABILITY – PUBLIC EMPLOYER’S RETIREMENT FUND B

General Information about the Public Employer’s Retirement Fund B

Plan Description: The schools cost-sharing multiple-employer defined benefit pension plan PublicEmployer’s Retirement Fund B (PERF B) is administered by the California Public Employees’ RetirementSystem (CalPERS). Plan membership consists of non-teaching and non-certified employees of publicschools (K-12), community college districts, offices of education, charter and private schools (elective) inthe State of California.

The Plan was established to provide retirement, death and disability benefits to non-teaching andnoncertified employees in schools. The benefit provisions for Plan employees are established by statute.CalPERS issues a publicly available financial report that can be obtained athttps://www.calpers.ca.gov/docs/forms-publications/cafr-2015.pdf.

Benefits Provided: The benefits for the defined benefit plans are based on members’ years of service,age, final compensation, and benefit formula. Benefits are provided for disability, death, and survivors ofeligible members or beneficiaries. Members become fully vested in their retirement benefits earned todate after five years (10 years for State Second Tier members) of credited service.

(Continued)

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June 30, 2016

NOTE 8 – NET PENSION LIABILITY – PUBLIC EMPLOYER’S RETIREMENT FUND B (Continued)

Contributions: The benefits for the defined benefit pension plans are funded by contributions frommembers and employers, and earnings from investments. Member and employer contributions are apercentage of applicable member compensation. Member contribution rates are defined by law anddepend on the respective employer’s benefit formulas. Employer contribution rates are determined byperiodic actuarial valuations or by state statute. Actuarial valuations are based on the benefit formulasand employee groups of each employer. Employer contributions, including lump sum contributions madewhen agencies first join the PERF, are credited with a market value adjustment in determiningcontribution rates.

The required contribution rates of most active plan members are based on a percentage of salary inexcess of a base compensation amount ranging from zero dollars to $863 monthly.

Required contribution rates for active plan members and employers as a percentage of payroll for theyear ended June 30, 2016 were as follows:

Members - The member contribution rate was 6.0 or 7.0 percent of applicable member earnings for fiscalyear 2015-16.

Employers - The employer contribution rate was 11.847 percent of applicable member earnings.

The District contributed $1,253,410 to the plan for the fiscal year ended June 30, 2016.

Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows ofResources Related to Pensions

At June 30, 2016, the District reported a liability of $11,853,000 for its proportionate share of the netpension liability. The net pension liability was measured as of June 30, 2015, and the total pensionliability used to calculate the net pension liability was determined by an actuarial valuation as of June 30,2014. The District’s proportion of the net pension liability was based on the District’s share ofcontributions to the pension plan relative to the contributions of all participating school Districts. AtJune 30, 2015, the District’s proportion was 0.080 percent, which was a decrease of 0.004 percent fromits proportion measured as of June 30, 2014.

For the year ended June 30, 2016, the District recognized pension expense of $1,382,699. At June 30,2016, the District reported deferred outflows of resources and deferred inflows of resources related topensions from the following sources:

Deferred Outflows Deferred Inflowsof Resources of Resources

Difference between expected and actual experience $ 677,000 $ -

Changes of assumptions - 728,000

Net differences between projected and actual earnings on investments 1,946,400 2,352,400

Changes in proportion and differences between District contributions and proportionate share of contributions - 1,707,000

Contributions made subsequent to measurement date 1,253,410 -

Total $ 3,876,810 $ 4,787,400

(Continued)

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June 30, 2016


$1,253,410 reported as deferred outflows of resources related to pensions resulting from contributionssubsequent to the measurement date will be recognized as a reduction of the net pension liability in theyear ended June 30, 2017. Other amounts reported as deferred outflows of resources and deferredinflows of resources related to pensions will be recognized in pension expense as follows:

Years EndedJune 30,

2017 $ (788,500)2018 $ (788,500)2019 $ (485,500)2020 $ (101,500)

Differences between expected and actual experience and changes in assumptions are amortized over aclosed period equal to the average remaining service life of plan members, which is 4 years as of theJune 30, 2015 measurement date. Deferred outflows and inflows related to differences between projectedand actual earnings on plan investments are netted and amortized over a closed 5-year period.

Actuarial Methods and Assumptions: The total pension liability for the Plan was determined by applyingupdate procedures to a financial reporting actuarial valuation as of June 30, 2014, and rolling forward thetotal pension liability to June 30, 2015. The financial reporting actuarial valuation as of June 30, 2014,used the following actuarial methods and assumptions, applied to all prior periods included in themeasurement:

Valuation Date June 30, 2014Experience Study July 1, 2006, through June 30, 2010Actuarial Cost Method Entry age normalInvestment Rate of Return 7.65%Consumer Price Inflation 2.75%Wage Growth Varies by entry age and servicePost-retirement Benefit Increases Contract COLA up to 2.00% until Purchasing

Power Protection Allowance Floor on Purchasing Power applies 2.75% thereafter

The mortality table used was developed based on CalPERS specific data. The table includes 20 years ofmortality improvements using Society of Actuaries Scale BB. For more details on this table, please referto the 2014 experience study report.

All other actuarial assumptions used in the June 30, 2014 valuation were based on the results of anactuarial experience study for the period from 1997 to 2011, including updates to salary increase,mortality and retirement rates. Further details of the Experience Study can be found at CalPERS’website.

(Continued)

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June 30, 2016


The table below reflects long-term expected real rate of return by asset class. The rate of return wascalculated using the capital market assumptions applied to determine the discount rate and assetallocation.

Long-Term*Assumed Asset Expected Real

Asset Class Allocation Rate of Return

Global Equity 51% 5.25%Global Fixed Income 19 0.99Inflation Sensitive 6 0.45Private Equity 10 6.83Real Estate 10 4.50Infrastructure & Forestland 2 4.50Liquidity 2 (0.55)

* 10-year geometric average

Discount Rate: The discount rate used to measure the total pension liability was 7.65 percent. Aprojection of the expected benefit payments and contributions was performed to determine if assetswould run out. The test revealed the assets would not run out. Therefore the long-term expected rate ofreturn on pension plan investments was applied to all periods of projected benefit payments to determinethe total pension liability for the Plan. The results of the crossover testing for the Plan are presented in adetailed report that can be obtained at CalPERS’ website.

The discount rate was 7.50 and 7.65 percent in the June 30, 2013 and June 30, 2014 actuarial reports,respectively.

The long-term expected rate of return on pension plan investments was determined using a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, netof pension plan investment expense and inflation) are developed for each major asset class.

In determining the long-term expected rate of return, CalPERS took into account both short-term andlong-term market return expectations as well as the expected cash flows of the Plan. Such cash flowswere developed assuming that both members and employers will make their required contributions ontime and as scheduled in all future years. Using historical returns of all the Plan’s asset classes, expectedcompound (geometric) returns were calculated over the short-term (first 10 years) and the long-term (11-60 years) using a building-block approach. Using the expected nominal returns for both short-term andlong-term, the present value of benefits was calculated. The expected rate of return was set bycalculating the single equivalent expected return that arrived at the same present value of benefits forcash flows as the one calculated using both short-term and long-term returns. The expected rate of returnwas then set equivalent to the single equivalent rate calculated above and rounded down to the nearestone quarter of one percent.

(Continued)

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June 30, 2016


Sensitivity of the District’s Proportionate Share of the Net Pension Liability to Changes in the DiscountRate: The following presents the District’s proportionate share of the net pension liability calculated usingthe discount rate of 7.65 percent, as well as what the District’s proportionate share of the net pensionliability would be if it were calculated using a discount rate that is 1-percentage-point lower (6.65 percent)or 1-percentage-point higher (8.65 percent) than the current rate:

1% Current 1%Decrease Discount Increase(6.65%) Rate (7.65%) (8.65%)

District’s proportionate share of the net pension liability $ 19,292,000 $ 11,853,000 $ 5,667,000

Pension Plan Fiduciary Net Position: Detailed information about the pension plan’s fiduciary net positionis available in the separately issued CalPERS financial report.

NOTE 9 - OTHER POSTEMPLOYMENT BENEFITS

Plan Description: Certificated employees who retire under a single employer defined benefit OPEB planon or after age 58 with at least 12 years of service in the District are entitled to reimbursement forCalPERS medical benefits until age 65 or when Medicare/Medi-Cal commences. The reimbursementcategories are $250 per month for retirees with 12-19 years District service, $292 for 20-29 years Districtservice, and $334 for at least 30 years District service.

Classified employees who retire under a single employer defined benefit OPEB plan on or after age 62with at least 10 years of service in the District are entitled to $250 per month reimbursement for CalPERSmedical benefits until age 65 or when Medicare/Medi-Cal commences.

Management and Confidential employees who retire under a single employer defined benefit OPEB planon or after age 58 with at least 10 years of service in the District are entitled to reimbursement forCalPERS medical benefits until age 65 or when Medicare/Medi-Cal commences. The plan reimbursesthe covered retiree for the monthly CalPERS medical premium.

All retirees may choose to continue enrollment in a CalPERS medical plan after age 65. For as long asthe retiree is enrolled, the District will pay a monthly administrative cost. The amount of the annualincrease is projected to increase each year by 9.5%.

Funding Policy: The contribution requirements of plan members and the District are established and maybe amended by the Board of Education. The required contribution is based on projected "pay-as-you-go"financing requirements. For the fiscal year ended June 30, 2016, the District's "pay-as-you-go" expenseswere $701,749.

(Continued)

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June 30, 2016

NOTE 9 - OTHER POSTEMPLOYMENT BENEFITS (Continued)

Annual OPEB Cost and Net OPEB Obligation: The District's annual other post-employment benefit(OPEB) cost (expense) is calculated based on the annual required contribution of the employer (ARC), anamount actuarially determined in accordance with the parameters of GASB Cod. Sec. P50.108-.109. TheARC represents a level of funding that, if paid on an ongoing basis, is projected to cover normal costeach year and amortize any unfunded actuarial liabilities (or funding excess) over a period not to exceedthirty years. The following table shows the components of the District's annual OPEB cost for the year,the amount actually contributed to the plan, and changes in the District's net OPEB obligation related tothe District provided plan:

Annual required contribution $ 1,662,316

Interest on net OPEB obligation 127,663

Adjustment to annual required contribution (184,569)

Annual OPEB cost (expense) 1,605,410

Contributions made (701,749)

Increase in net OPEB obligation 903,661

Net OPEB obligation - beginning of year 3,191,578

Net OPEB obligation - end of year $ 4,095,239

The District's annual OPEB cost, the percentage of annual OPEB cost contributed to the plan, and the netOPEB obligation for the year ended June 30, 2016 and preceding two years were as follows:

Percentageof Annual

Fiscal Year Annual OPEB Cost Net OPEBEnded OPEB Cost Contributed Obligation

June 30, 2014 $ 1,847,012 50.0% $ 2,262,910June 30, 2015 $ 1,885,711 50.8% $ 3,191,578June 30, 2016 $ 1,605,410 43.7% $ 4,095,239

Funded Status and Funding Progress: As of July 1, 2015, the most recent actuarial valuation date, theplan was unfunded. The actuarial accrued liability for benefits was $13.9 million, and the actuarial valueof assets was zero, resulting in an unfunded actuarial accrued liability (UAAL) of $13.9 million. Thecovered payroll (annual payroll of active employees covered by the Plan) was $43,765,584, and the ratioof the UAAL to the covered payroll was 32 percent. The OPEB plan is currently operated as a pay-as-you-go plan and does not prepare stand-alone financial statements.

(Continued)

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June 30, 2016

NOTE 9 - OTHER POSTEMPLOYMENT BENEFITS (Continued)

Actuarial valuations of an ongoing plan involve estimates of the value of reported amounts andassumptions about the probability of occurrence of events far into the future. Examples includeassumptions about future employment, mortality, and the healthcare cost trend. Amounts determinedregarding the funded status of the plan and the annual required contributions of the employer are subjectto continual revision as actual results are compared with past expectations and new estimates are madeabout the future. The schedule of funding progress, presented as required supplementary informationfollowing the notes to the financial statements, presents multiyear trend information about whether theactuarial value of plan assets is increasing or decreasing over time relative to the actuarial accruedliabilities for benefits.

Actuarial Methods and Assumptions: Projections of benefits for financial reporting purposes are basedon the substantive plan (the plan as understood by the employer and the plan members) and include thetypes of benefits provided at the time of each valuation and the historical pattern of sharing of benefitcosts between the employer and plan members to that point. The actuarial methods and assumptionsused include techniques that are designed to reduce the effects of short-term volatility in actuarialaccrued liabilities and the actuarial value of assets, consistent with the long-term perspective of thecalculations.

In the July 1, 2015 actuarial valuation, the actuarial assumptions included an annual healthcare cost trendrate of 4 percent and a 3 percent inflation assumption. The UAAL is being amortized as a flat dollaramount over 30 years.

NOTE 10 - JOINT POWERS AGREEMENTS

The District is a member of a Joint Powers Authority (JPA), Santa Cruz-San Benito County SchoolsInsurance Group (SC-SBCSIG) for workers' compensation. The District pays an annual premium to theJPA for their coverage. Settled claims resulting from these risks have not exceeded commercialinsurance coverage in any of the past three fiscal years. There have been no significant reductions ininsurance coverage from coverage in the prior year.

The following is a summary of financial information for SC-SBCSIG at June 30, 2015, the most recentinformation available:

Total assets $ 3,972,673Total liabilities $ 1,054,171Total net position $ 2,147,554Total revenue $ 3,417,687Total expenses $ 3,159,558

(Continued)

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June 30, 2016

NOTE 10 - JOINT POWERS AGREEMENTS (Continued)

Southern Peninsula Region Insurance Group: The District is a member of a Joint Powers Authority(JPA), Southern Peninsula Region Insurance Group (SPRIG) for health and welfare benefits. The Districtpays an annual premium to the JPA for their coverage. Settled claims resulting from these risks have notexceeded commercial insurance coverage in any of the past three fiscal years. There have been nosignificant reductions in insurance coverage from coverage in the prior year.

The following is a summary of financial information for SPRIG at June 30, 2015, the most recentinformation available:

Total assets $ 1,721,609Total liabilities $ 327,968Total net position $ 1,393,641Total revenue $ 1,378,853Total expenses $ 302,092

Self-Insured Schools of California: The District is a member of a Joint Powers Authority (JPA), Self-Insured Schools of California (SISC III) for health and welfare benefits. The District pays an annualpremium to the JPA for their coverage. Settled claims resulting from these risks have not exceededcommercial insurance coverage in any of the past three fiscal years. There have been no significantreductions in insurance coverage from coverage in the prior year.

The following is a summary of financial information for SISC III at June 30, 2015, the most recentinformation available:

Total assets $ 344,609,638Total liabilities $ 147,784,306Total net position $ 196,825,332Total revenue $ 1,642,782,008Total expenses $ 1,591,548,088

The relationship between the District and the Joint Powers Authority is such that the Joint PowersAuthority is not a component unit of the District for financial reporting purposes.

NOTE 11 - CONTINGENCIES

The District is subject to legal proceedings and claims which arise in the ordinary course of business. Inthe opinion of management, the amount of ultimate liability with respect to these actions will not materiallyaffect the financial position or results of operations of the District.

Also, the District has received federal and state funds for specific purposes that are subject to review oraudit by the grantor agencies. Although such audits could generate expenditure disallowances underterms of the grants, it is believed that any required reimbursements will not be material.

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REQUIRED SUPPLEMENTARY INFORMATION

611 of 820

SANTA CRUZ CITY SCHOOLSGENERAL FUND

BUDGETARY COMPARISON SCHEDULEFor the Year Ended June 30, 2016

Budget Variance Favorable

Original Final Actual (Unfavorable)

Revenues:Local Control Funding Formula (LCFF):

State apportionment $ 16,674,635 $ 15,330,307 $ 14,657,804 $ (672,503)Local sources 39,617,035 40,998,043 43,231,123 2,233,080

Total LCFF 56,291,670 56,328,350 57,888,927 1,560,577

Federal sources 2,954,450 3,295,521 3,221,209 (74,312)Other state sources 6,172,713 6,560,198 8,651,164 2,090,966Other local sources 4,909,450 6,133,603 7,569,740 1,436,137

Total revenues 70,328,283 72,317,672 77,331,040 5,013,368


Certificated salaries 28,179,024 33,401,662 33,888,829 (487,167)Classified salaries 9,326,626 10,837,106 10,811,635 25,471Employee benefits 19,066,297 16,128,167 17,777,328 (1,649,161)Books and supplies 3,405,341 2,224,971 3,197,281 (972,310)Contract services and

operating expenditures 6,911,007 8,863,336 7,174,324 1,689,012Other outgo 82,587 84,059 15,170 68,889

Capital outlay 110,986 248,150 155,500 92,650

Total expenditures 67,081,868 71,787,451 73,020,067 (1,232,616)

Excess of revenues over expenditures 3,246,415 530,221 4,310,973 3,780,752

Other financing sources (uses):Transfers in - 150,000 297,285 147,285Transfers out (200,000) (395,000) (300,176) 94,824

Total other financing sources (uses) (200,000) (245,000) (2,891) 242,109

Net change in fund balance 3,046,415 285,221 4,308,082 4,022,861

Fund balance, July 1, 2015 8,714,770 8,723,964 8,723,964 -

Fund balance, June 30, 2016 $ 11,761,185 $ 9,009,185 $ 13,032,046 $ 4,022,861

47.612 of 820

SANTA CRUZ CITY SCHOOLSSCHEDULE OF OTHER POSTEMPLOYMENT BENEFITS (OPEB)

FUNDING PROGRESSFor the Year Ended June 30, 2016

Schedule of Funding ProgressUnfunded UAAL as a

Actuarial Actuarial PercentageActuarial Actuarial Accrued Accrued ofValuation Value of Liability Liability Funded Covered Covered

Date Assets (AAL) (UAAL) Ratio Payroll Payroll

December 7, 2010 $ - $ 9,783,803 $ 9,783,803 0% $ 35,538,678 28%April 13, 2012 $ - $12,168,745 $12,168,745 0% $ 35,743,642 34%March 1, 2014 $ - $12,752,976 $12,752,976 0% $ 37,799,856 34%July 1, 2015 $ - $13,902,682 $13,902,682 0% $ 43,765,584 32%

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SANTA CRUZ CITY SCHOOLSSCHEDULE OF THE DISTRICT’S PROPORTIONATE

SHARE OF THE NET PENSION LIABILITYFor the Year Ended June 30, 2016

State Teachers' Retirement PlanLast 10 Fiscal Years

2015 2016

District's proportion of the net pension liability 0.064% 0.059%

District's proportionate share of the net pension liability $ 37,296,000 $ 39,538,000

State's proportionate share of the net pension liability associated with the District 22,521,000 20,911,000

Total net pension liability $ 59,817,000 $ 60,449,000

District's covered-employee payroll $ 28,427,000 $ 27,258,000

District's proportionate share of the net pension liability as a percentage of its covered-employee payroll 131.20% 145.05%

Plan fiduciary net position as a percentage of the total pension liability 76.52% 74.02%

The amounts presented for each fiscal year were determined as of the year-end that occurred one yearprior.

All years prior to 2015 are not available.

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SANTA CRUZ CITY SCHOOLSSCHEDULE OF THE DISTRICT’S PROPORTIONATE

SHARE OF THE NET PENSION LIABILITYFor the Year Ended June 30, 2016

Public Employer's Retirement Fund BLast 10 Fiscal Years

2015 2016

District's proportion of the net pension liability 0.084% 0.080%

District's proportionate share of the net pension liability $ 9,512,000 $ 11,853,000


District's proportionate share of the net pension liability as a percentage of its covered-employee payroll 108.15% 133.13%

Plan fiduciary net position as a percentage of the total pension liability 83.38% 79.43%

The amounts presented for each fiscal year were determined as of the year-end that occurred one yearprior.


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SANTA CRUZ CITY SCHOOLSSCHEDULE OF THE DISTRICT’S CONTRIBUTIONS


State Teachers' Retirement PlanLast 10 Fiscal Years

2015 2016

Contractually required contribution $ 2,420,540 $ 3,541,186

Contributions in relation to the contractually required contribution 2,420,540 3,541,186

Difference $ - $ -


Contributions as a percentage of covered-employee payroll 8.88% 10.73%


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SANTA CRUZ CITY SCHOOLSSCHEDULE OF THE DISTRICT’S CONTRIBUTIONS


Public Employer's Retirement Fund BLast 10 Fiscal Years

2015 2016

Contractually required contribution $ 1,047,948 $ 1,253,410

Contributions in relation to the contractually required contribution 1,047,948 1,253,410

Difference $ - $ -


Contributions as a percentage of covered-employee payroll 11.77% 11.85%


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SANTA CRUZ CITY SCHOOLSNOTE TO REQUIRED SUPPLEMENTARY INFORMATION

June 30, 2016

NOTE 1 - PURPOSE OF SCHEDULES

A - Budgetary Comparison Schedule

The District employs budget control by object codes and by individual appropriation accounts. Budgetsare prepared on the modified accrual basis of accounting in accordance with accounting principlesgenerally accepted in the United States of America as prescribed by the Governmental AccountingStandards Board. The budgets are revised during the year by the Board of Education to provide forrevised priorities. Expenditures cannot legally exceed appropriations by major object code. Theoriginally adopted and final revised budgets for the General Fund is presented as RequiredSupplementary Information. The basis of budgeting is the same as GAAP.

Excess of expenditure over appropriation in the General Fund for the year ended June 30, 2016 was asfollows:

Certificated salaries $ 487,167Employee benefits $1,649,161Books and supplies $ 972,310

These excesses are not in accordance with Education Code Section 42600.

B - Schedule of Other Postemployment Benefits Funding Progress

The Schedule of Other Postemployment Benefits Funding Progress presents multi-year trend informationwhich compares, over time, the actuarially accrued liability for benefits with the actuarial value ofaccumulated plan assets.

C - Schedule of the District’s Proportionate Share of the Net Pension Liability

The Schedule of the District’s Proportionate Share of the Net Pension Liability is presented to illustratethe elements of the District’s Net Pension Liability. There is a requirement to show information for 10years. However, until a full 10-year trend is compiled, governments should present information for thoseyears for which information is available.

D – Schedule of the District's Contributions

The Schedule of the District's Contributions is presented to illustrate the District’s required contributionsrelating to the pensions. There is a requirement to show information for 10 years. However, until a full 10-year trend is compiled, governments should present information for those years for which information isavailable.

E – Changes of Benefit Terms

There are no changes in benefit terms reported in the Required Supplementary Information.

F - Changes of Assumptions

The discount rate for Public Employer's Retirement Fund B was 7.50 and 7.65 percent in the June 30,2013 and June 30, 2014 actuarial reports, respectively. There are no changes in assumptions reportedfor the State Teachers' Retirement Plan.

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SUPPLEMENTARY INFORMATION

619 of 820

SANTA CRUZ CITY SCHOOLSCOMBINING BALANCE SHEET

ALL NON-MAJOR FUNDSJune 30, 2016

SpecialReserve

forCapital

Adult Deferred Capital OutlayEducation Cafeteria Maintenance Facilities Projects

Fund Fund Fund Fund Fund Total

ASSETS

Cash in County Treasury $ 197,270 $ 151,383 $ 402,831 $ 819,590 $ - $ 1,571,074Cash on hand and in banks 52 5,790 - - - 5,842Receivables 160,295 196,770 - - - 357,065Due from other funds 102,332 793 - - 150,000 253,125Stores inventory - 23,333 - - - 23,333

Total assets $ 459,949 $ 378,069 $ 402,831 $ 819,590 $ 150,000 $ 2,210,439

LIABILITIES AND FUND BALANCES

Liabilities:Accounts payable $ 21,410 $ 163,900 $ 154,535 $ 17,970 - $ 357,815Due to other funds 327,652 142,223 150,000 - - 619,875Unearned revenue 34,914 12,769 - - - 47,683

Total liabilities 383,976 318,892 304,535 17,970 - 1,025,373

Fund balances:Restricted 75,973 59,177 98,296 801,620 150,000 1,185,066

Total liabilities and fund balances $ 459,949 $ 378,069 $ 402,831 $ 819,590 $ 150,000 $ 2,210,439

54.620 of 820

SANTA CRUZ CITY SCHOOLSCOMBINING STATEMENT OF REVENUES, EXPENDITURES AND CHANGE IN FUND BALANCES

ALL NON-MAJOR FUNDSFor the Year Ended June 30, 2016

SpecialReserve

forCapital

Adult Deferred Capital OutlayEducation Cafeteria Maintenance Facilities Projects

Fund Fund Fund Fund Fund Total

Revenues:Federal sources $ 156,088 $ 1,227,153 $ - $ - $ - $ 1,383,241Other state sources 588,183 99,303 - - - 687,486Other local sources 660,491 534,077 4,946 410,698 - 1,610,212

Total revenues 1,404,762 1,860,533 4,946 410,698 - 3,680,939


Certificated salaries 466,019 - - - - 466,019Classified salaries 273,509 721,185 - - - 994,694Employee benefits 250,813 529,274 - - - 780,087Books and supplies 38,021 830,929 3,730 8,861 - 881,541Contract services and operating expenditures 273,615 24,139 274,354 278,800 - 850,908

Capital outlay - 27,044 477,494 42,255 - 546,793

Total expenditures 1,301,977 2,132,571 755,578 329,916 - 4,520,042

Excess (deficiency) of revenues over (under) expenditures 102,785 (272,038) (750,632) 80,782 - (839,103)

Other financing sources (uses):Transfers in - 150,000 176 - 150,000 300,176Transfers out (43,506) (103,779) (150,000) - - (297,285)

Total other financing sources (uses) (43,506) 46,221 (149,824) - 150,000 2,891

Net change in fund balances 59,279 (225,817) (900,456) 80,782 150,000 (836,212)

Fund balances, July 1, 2015 16,694 284,994 998,752 720,838 - 2,021,278

Fund balances, June 30, 2016 $ 75,973 $ 59,177 $ 98,296 $ 801,620 $ 150,000 $ 1,185,066

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SANTA CRUZ CITY SCHOOLSCOMBINING STATEMENT OF CHANGES IN ASSETS AND LIABILITIES

ALL AGENCY FUNDSFor the Year Ended June 30, 2016

Balance BalanceJuly 1, June 30,2015 Additions Deductions 2016

Student Body Funds

Branciforte Middle School

Assets:Cash on hand and in banks $ 26,872 $ 33,728 $ 34,613 $ 25,987

Liabilities:Due to students/student groups $ 26,872 $ 33,728 $ 34,613 $ 25,987

Mission Hills Middle School



Harbor High School



(Continued)

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SANTA CRUZ CITY SCHOOLSCOMBINING STATEMENT OF CHANGES IN ASSETS AND LIABILITIES

ALL AGENCY FUNDSFor the Year Ended June 30, 2016

Balance BalanceJuly 1, June 30,2015 Additions Deductions 2016

Santa Cruz High School



Soquel High School



Constanoa Continuation High School



Total Agency Funds



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SANTA CRUZ CITY SCHOOLSORGANIZATION

June 30, 2016

Santa Cruz City Schools was established in 1857. The District is a political subdivision of the State ofCalifornia. The territory covered by the District includes Santa Cruz City Elementary School District andthe Santa Cruz City High School District. There were no changes in District boundaries during thecurrent year. The District operates four elementary, two middle schools, three comprehensive highschools, one continuation high school, and three alternative schools.

The Board of Education of Santa Cruz City Schools is composed of seven members. Although all sevenmembers are elected at large, the District is divided into seven geographical areas and the Boardmembers representing an area must reside within its boundaries. The Board and the Cabinet manageand control the affairs of the District.

GOVERNING BOARD

Name Office Term Expires

Alisun Thompson President 2018Claudia Vestal Vice President 2016Deborah Tracy-Proulx Member 2018Jeremy Shonick Member 2018Shelia Coonerty Member 2016Deedee Perez-Granados Member 2018Patricia Threet Member 2016

ADMINISTRATION

Kris MunroSuperintendent

Patrick GaffneyAssistant Superintendent, Business Services

Frank WellsAssistant Superintendent, Education Services

Molly ParksAssistant Superintendent, Human Resources

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SANTA CRUZ CITY SCHOOLSSCHEDULE OF AVERAGE DAILY ATTENDANCE


AuditedSecond SecondPeriod Period AnnualReport Report Report

Elementary:Transitional Kindergarten through Third 1,467 1,468 1,466Fourth through Sixth 1,131 1,132 1,131Seventh and Eighth 750 750 751

Subtotal Elementary 3,348 3,350 3,348

Secondary:Ninth through Twelfth 3,074 3,070 3,059

Total District 6,422 6,420 6,407

See accompanying notes to supplementary information.

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SANTA CRUZ CITY SCHOOLSSCHEDULE OF INSTRUCTIONAL TIME


Statutory1986-87 NumberMinutes 2015-16 of DaysRequire- Actual Traditional

Grade Level ment Minutes Calendar Status

DISTRICT

Kindergarten 36,000 41,130 180 In ComplianceGrade 1 50,400 50,449 180 In ComplianceGrade 2 50,400 50,449 180 In ComplianceGrade 3 50,400 50,449 180 In ComplianceGrade 4 54,000 54,049 180 In ComplianceGrade 5 54,000 54,049 180 In ComplianceGrade 6 54,000 57,060 180 In ComplianceGrade 7 54,000 57,683 180 In ComplianceGrade 8 54,000 57,683 180 In ComplianceGrade 9 64,800 64,940 180 In ComplianceGrade 10 64,800 64,940 180 In ComplianceGrade 11 64,800 64,940 180 In ComplianceGrade 12 64,800 64,940 180 In Compliance


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SANTA CRUZ CITY SCHOOLSSCHEDULE OF EXPENDITURE OF FEDERAL AWARDS


Pass-Through

Federal Entity FederalCatalog Federal Grantor/Pass-Through Identifying ExpendNumber Grantor/Program or Cluster Title Number itures

U.S. Department of Education - Passed through California Department of Education

Special Education Cluster:84.027 IDEA Basic Local Assistance Entitlement, Part B,

Section 611 13379 $ 1,004,47784.027 IDEA Part B, Local Assistance, Part B, Section

611, Private School ISPs 10115 11,59784.027 IDEA Part B, Local Assistance, Part B, Section

611, Early Intervening 10119 52,18584.027A IDEA Mental Health Services ADA 15197 64,87884.027A IDEA Preschool Local Entitlement, Part B,

Section 611 13682 75,54284.173 IDEA Preschool Grants, Part B, Section 619 13430 34,882

84.173A IDEA Preschool Staff Development, Part B, Section 619 13431 575

Subtotal Special Education Cluster 1,244,136

NCLB: Title III Programs:84.365 NCLB: Title III, Immigrant Education Program 15146 6,79684.365 NCLB: Title III, Limited English Proficient Student

Program 14346 80,043

Subtotal NCLB: Title III Programs 86,839

Adult Education Programs:84.002A Adult Education: Adult Basic Education and ESL 14508 78,93784.002A Adult Education: English Literacy & Civics Education

Local Grant 14109 36,59884.002 Adult Education: Adult Secondary Education 13978 40,553

Subtotal Adult Education Programs 156,088

NCLB: Title I, Part C Programs:84.011 NCLB: Title I, Part C, Migrant Education 14326 234,23584.011 NCLB: Title I, Migrant Ed Summer Program 14838 45,03784.011 NCLB: Title I, Part C, Even Start Migrant Education 10005 30,000

Subtotal NCLB: Title I, Part C, Programs 309,272

84.367 NCLB: Title II, Part A, Improving Teacher Quality Local Grants 14341 341,944

84.010 NCLB: Title I, Part A, Basic Grants, Low-Income and Neglected 14329 884,019

84.048 Carl D. Perkins Career and Technical Education: Secondary, Section 131 14894 81,654

(Continued)

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SANTA CRUZ CITY SCHOOLSSCHEDULE OF EXPENDITURE OF FEDERAL AWARDS


Pass-Through

Federal Entity FederalCatalog Federal Grantor/Pass-Through Identifying Expend-Number Grantor/Program or Cluster Title Number itures

U.S. Department of Education - Passed through California Department of Education (Continued)

84.158 Department of Rehabilitation: Workability II, Transitions Partnership Program 10006 $ 130,614

Total U.S. Department of Education 3,234,566

U.S. Department of Health and Human Services - Passed through California Department of Education

93.778 Medi-Cal Billing Option 10013 244,574

U.S. Department of Agriculture - Passed through California Department of Education

10.555 Child Nutrition: School Programs 15332 1,226,76310.574 Child Nutrition: Team Nutrition Grant 15332 390

Total U.S. Department of Agriculture Programs 1,227,153

Total Federal Programs $ 4,706,293


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SANTA CRUZ CITY SCHOOLSRECONCILIATION OF UNAUDITED ACTUAL FINANCIAL REPORT

WITH AUDITED FINANCIAL STATEMENTSFor the Year Ended June 30, 2016

There were no audit adjustments proposed to any funds of the District.


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SANTA CRUZ CITY SCHOOLSSCHEDULE OF FINANCIAL TRENDS AND ANALYSIS

For the Year Ended June 30, 2016(UNAUDITED)

(Budgeted)2017 2016 2015 2014

General Fund

Revenues and other financing sources $ 73,270,143 $ 77,628,325 $ 67,185,292 $ 64,627,885

Expenditures 74,522,610 73,020,067 66,284,140 66,467,386Other uses and transfers out 250,000 300,176 450,000 1,030,735

Total outgo 74,772,610 73,320,243 66,734,140 67,498,121

Change in fund balance $ (1,502,467) $ 4,308,082 $ 451,152 $ (2,870,236)

Ending fund balance $ 11,529,579 $ 13,032,046 $ 8,723,964 $ 8,272,812

Available reserves $ 7,994,766 $ 9,049,995 $ 5,645,413 $ 5,043,248

Designated for economic uncertainties $ 2,243,178 $ 2,195,189 $ 1,998,030 $ 2,021,131

Undesignated fund balance $ 5,751,588 $ 6,854,806 $ 3,647,383 $ 3,022,117

Available reserves as percentages of total outgo 10.7% 12.3% 8.5% 7.5%

All Funds

Total long-term liabilities $ 118,934,182 $ 123,680,324 $ 119,243,517 $ 75,598,666

Average daily attendance at P-2 6,390 6,420 6,557 6,529

The General Fund fund balance has increased by $1,888,998 over the past three years. The fiscal year2016-2017 budget, as originally adopted, projects an decrease of $1,502,467. For a district this size, thestate recommends available reserves of at least three percent of total General Fund expenditures,transfers out, and other uses (total outgo). The District has met this requirement. The District has incurred operating surpluses in two of the past three years, and anticipates an operatingdeficit during the 2016-2017 fiscal year.

Total long-term liabilities have increased by $48,081,658 over the past two years.

Average daily attendance has decreased by 109 over the past two years. An decrease of 30 ADA isprojected for the 2016-2017 fiscal year.


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SANTA CRUZ CITY SCHOOLSSCHEDULE OF CHARTER SCHOOLS


Included in DistrictFinancial Statements, or

Charter # Charter Schools Chartered by District Separate Report

0059 Delta Charter School Included in separate report.


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SANTA CRUZ CITY SCHOOLSNOTES TO SUPPLEMENTARY INFORMATION

NOTE 1 - PURPOSE OF SCHEDULES

A - Schedule of Average Daily Attendance

Average daily attendance is a measurement of the number of pupils attending classes of the District. Thepurpose of attendance accounting from a fiscal standpoint is to provide the basis on whichapportionments of state funds are made to school districts. This schedule provides information regardingthe attendance of students at various grade levels and in different programs.

B - Schedule of Instructional Time

The District has received incentive funding for increasing instructional time as provided by the Incentivesfor Longer Instructional Day. The District neither met nor exceeded its target funding. This schedulepresents information on the amount of instructional time offered by the District and whether the Districtcomplied with the provisions of Education Code Sections 46201 through 46206.

C - Schedule of Expenditure of Federal Awards

The Schedule of Expenditure of Federal Awards includes the federal award activity of Santa Cruz CitySchools, and is presented on the accrual basis of accounting. The information in this schedule ispresented in accordance with the requirements of Title 2 U.S. Code of Federal Regulations Part 200,Uniform Administrative Requirements, Cost Principles, and Audit Requirements for FederalAwards (Uniform Guidance). Expenditures are recognized following, as applicable, either the costprinciples in OMB Circular A-21, Cost Principles for Educational Institutions or the cost principlescontained in the Uniform Guidance, wherein certain types of expenditures are not allowable or are limitedas to reimbursement. The District has elected not to use the 10-percent de minimis indirect cost rateallowed under the Uniform Guidance.

The following schedule provides a reconciliation between revenues reported on the Statement ofRevenues, Expenditures and Change in Fund Balances and the related expenditures reported on theSchedule of Expenditure of Federal Awards. The reconciling amounts represent Federal funds that havebeen recorded as revenues that have not been expended by June 30, 2016.

CFDADescription Number Amount

Total Federal revenues, Statement of Revenues, Expenditures and Change in Fund Balances $ 4,604,450

Add: Medi-Cal Billing funds spent from prior year 93.778 101,843

Total Schedule of Expenditure of Federal Awards $ 4,706,293

D - Reconciliation of Unaudited Actual Financial Report with Audited Financial Statements

This schedule provides the information necessary to reconcile the Unaudited Actual Financial Report tothe audited financial statements.

(Continued)

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SANTA CRUZ CITY SCHOOLSNOTES TO SUPPLEMENTARY INFORMATION

NOTE 1 - PURPOSE OF SCHEDULES (Continued)

E - Schedule of Financial Trends and Analysis - Unaudited

This schedule provides trend information on District's financial condition over the past three years and itsanticipated condition for the 2016-2017 fiscal year, as required by the State Controller's Office. Theinformation in this schedule has been derived from audited information.

F - Schedule of Charter Schools

This schedule provides information for the California Department of Education to monitor financialreporting by Charter Schools.

NOTE 2 - EARLY RETIREMENT INCENTIVE PROGRAM

Education Code Section 14502 requires certain disclosure in the financial statements of districts whichadopt Early Retirement Incentive Programs pursuant to Education Code Sections 22714 and 44929. Forthe year ended June 30, 2016, the District did not adopt this program.

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INDEPENDENT AUDITOR'S REPORTON COMPLIANCE WITH STATE LAWS AND REGULATION


Report on Compliance with State Laws and Regulations

We have audited Santa Cruz City Schools’ compliance with the types of compliance requirementsdescribed in the State of California's 2015-16 Guide for Annual Audits of K-12 Local Education Agenciesand State Compliance Reporting to the state laws and regulations listed below for the year endedJune 30, 2016.

ProceduresDescription Performed

Attendance YesTeacher Certification and Misassignments YesKindergarten Continuance YesIndependent Study YesContinuation Education YesInstructional Time YesInstructional Materials YesRatio of Administrative Employees to Teachers YesClassroom Teacher Salaries YesEarly Retirement Incentive No, see belowGann Limit Calculation YesSchool Accountability Report Card YesJuvenile Court Schools No, see belowMiddle or Early College High Schools No, see belowK3 Grade Span Adjustment YesTransportation Maintenance of Effort YesEducator Effectiveness YesCalifornia Clean Energy Jobs Act YesAfter School Education and Safety Program:

General requirements YesAfter school YesBefore school No, see below

Proper Expenditure of Education Protection Account Funds YesUnduplicated Local Control Funding Formula Pupil Counts YesLocal Control and Accountability Plan YesIndependent Study – Course Based No, see belowImmunizations No, see belowAttendance, for charter schools No, see belowMode of Instruction, for charter schools No, see belowNonclassroom-Based Instruction/Independent Study,

for charter schools No, see belowDetermination of Funding for Nonclassroom-Based

Instruction, for charter schools No, see belowAnnual Instructional Minutes Classroom-Based,

for charter schools No, see belowCharter School Facility Grant Program No, see below

(Continued)

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The District does not offer an Early Retirement Incentive Program; therefore we did not performprocedures related to Early Retirement Incentive Program.

The District does not operate a Juvenile Court Schools program; therefore we did not perform proceduresrelated to Juvenile Court Schools.

The District does not have any Middle or Early College High Schools, therefore, we did not perform anyprocedures related to Middle or Early College High Schools.

The District does not offer a Before School Education and Safety Program; therefore, we did not performany procedures relating to the Before School Education and Safety Program.

The District did not offer an Independent Study-Course Based program; therefore, we did not perform anyprocedures related to this program.

The District submitted all required immunization assessment reports to the California Department ofPublic Health; therefore, we did not perform any procedures relating to Immunizations

The District does not have any Charter Schools; therefore, we did not perform any procedures related toCharter Schools.

The District did not receive Charter School Facility Grant Program funding in the current year, therefore,we did not perform any procedures related to Charter School Facility Grant Program.

Management’s Responsibility

Management is responsible for compliance with the requirements of state laws and regulations, as listedabove.


Our responsibility is to express an opinion on Santa Cruz City Schools’ compliance with state laws andregulations as listed above based on our audit of the types of compliance requirements referred to above.We conducted our audit of compliance in accordance with auditing standards generally accepted in theUnited States of America; the standards applicable to financial audits contained in Government AuditingStandards, issued by the Comptroller General of the United States; and the 2015-16 Guide for AnnualAudits of K12 Local Education Agencies and State Compliance Reporting (Audit Guide). Thosestandards and the Audit Guide require that we plan and perform the audit to obtain reasonable assuranceabout whether noncompliance with the compliance requirements referred to above that could have amaterial effect on Santa Cruz City Schools’ compliance with the state laws and regulations listed aboveoccurred. An audit includes examining, on a test basis, evidence about Santa Cruz City Schools'compliance with those requirements and performing such other procedures as we considered necessaryin the circumstances.

We believe that our audit provides a reasonable basis for our opinion on compliance with state laws andregulations. However, our audit does not provide a legal determination of Santa Cruz City Schools'compliance.

Basis for Qualified Opinion on Compliance with State Laws and Regulations

As described in Finding 2016-001 in the accompanying Schedule of Audit Findings and QuestionedCosts, Santa Cruz City Schools' did not comply with requirements regarding Attendance Reporting.Compliance with such requirement is necessary, in our opinion, for Santa Cruz City Schools' to complywith the requirements applicable to the state laws and regulations applicable to Attendance Reporting.

(Continued)

69.635 of 820

Qualified Opinion on Compliance with State Laws and Regulations

In our opinion, except for the noncompliance described in the Basis for Qualified Opinion paragraph,Santa Cruz City Schools' complied, in all material respects, with the compliance requirements referred toabove that are applicable to the state laws and regulations referred to above for the year endedJune 30, 2016.

District Response to Finding

Santa Cruz City Schools' response to the noncompliance finding identified in our audit is described in theaccompanying Schedule of Audit Findings and Questioned Costs. Santa Cruz City Schools' responsewas not subject to the auditing procedures applied in the audit of compliance and, accordingly, weexpress no opinion on it.

Purpose of this Report

The purpose of this report on compliance is solely to describe the scope of our testing of compliance andthe results of that testing based on the requirements of the State of California’s 2015-16 Guide for AnnualAudits of K-12 Local Education Agencies and State Compliance Reporting. Accordingly, this report is notsuitable for any other purpose.

Crowe Horwath LLP


(Continued)

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INDEPENDENT AUDITOR'S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING ANDON COMPLIANCE AND OTHER MATTERS BASED ON AN

AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITHGOVERNMENT AUDITING STANDARDS


We have audited, in accordance with the auditing standards generally accepted in the United States ofAmerica and the standards applicable to financial audits contained in Government Auditing Standardsissued by the Comptroller General of the United States, the financial statements of the governmentalactivities, each major fund, and the aggregate remaining fund information of Santa Cruz City Schools asof and for the year ended June 30, 2016, and the related notes to the financial statements, whichcollectively comprise Santa Cruz City Schools’ basic financial statements, and have issued our reportthereon dated December 5, 2016.

Internal Control Over Financial Reporting

In planning and performing our audit of the financial statements, we considered Santa Cruz City Schools'internal control over financial reporting (internal control) to determine the audit procedures that areappropriate in the circumstances for the purpose of expressing our opinions on the financial statements,but not for the purpose of expressing an opinion on the effectiveness of Santa Cruz City Schools’ internalcontrol. Accordingly, we do not express an opinion on the effectiveness of Santa Cruz City Schools’internal control.

A deficiency in internal control exists when the design or operation of a control does not allowmanagement or employees, in the normal course of performing their assigned functions, to prevent, ordetect and correct, misstatements on a timely basis. A material weakness is a deficiency, or acombination of deficiencies, in internal control, such that there is a reasonable possibility that a materialmisstatement of the entity’s financial statements will not be prevented, or detected and corrected on atimely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal controlthat is less severe than a material weakness, yet important enough to merit attention by those chargedwith governance.

Our consideration of internal control was for the limited purpose described in the first paragraph of thissection and was not designed to identify all deficiencies in internal control that might be materialweaknesses or significant deficiencies. Given these limitations, during our audit we did not identify anydeficiencies in internal control that we consider to be material weaknesses. However, materialweaknesses may exist that have not been identified.

(Continued)

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Compliance and Other Matters

As part of obtaining reasonable assurance about whether Santa Cruz City Schools' financial statementsare free of material misstatement, we performed tests of its compliance with certain provisions of laws,regulations, contracts, and grant agreements, noncompliance with which could have a direct and materialeffect on the determination of financial statement amounts. However, providing an opinion on compliancewith those provisions was not an objective of our audit, and accordingly, we do not express such anopinion. The results of our tests disclosed instances of noncompliance or other matters that are requiredto be reported under Government Auditing Standards.

Purpose of this Report

The purpose of this report is solely to describe the scope of our testing of internal control over financialreporting and compliance and the results of that testing, and not to provide an opinion on theeffectiveness of the entity’s internal control or on compliance. This report is an integral part of an auditperformed in accordance with Government Auditing Standards in considering the entity’s internal controland compliance. Accordingly, this communication is not suitable for any other purpose.

Crowe Horwath LLP


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INDEPENDENT AUDITOR’S REPORT ON COMPLIANCE FOR EACH MAJOR FEDERAL PROGRAMAND REPORT ON INTERNAL CONTROL OVER COMPLIANCE


Report on Compliance for Each Major Federal Program

We have audited Santa Cruz City Schools’ compliance with the types of compliance requirementsdescribed in the OMB Compliance Supplement that could have a direct and material effect on each ofSanta Cruz City Schools’ major federal programs for the year ended June 30, 2016. Santa Cruz CitySchools’ major federal programs are identified in the summary of auditor’s results section of theaccompanying schedule of findings and questioned costs.

Management’s Responsibility

Management is responsible for compliance with federal statues, regulations, and the terms andconditions of its federal awards applicable to its federal programs.


Our responsibility is to express an opinion on compliance for each of Santa Cruz City Schools’ majorfederal programs based on our audit of the types of compliance requirements referred to above. Weconducted our audit of compliance in accordance with auditing standards generally accepted in theUnited States of America; the standards applicable to financial audits contained in Government AuditingStandards, issued by the Comptroller General of the United States; and the audit requirements of Title 2U.S. Code of Federal Regulations Part 200, Uniform Administrative Requirements, Cost Principles, andAudit Requirements for Federal Awards (Uniform Guidance). Those standards and the UniformGuidance require that we plan and perform the audit to obtain reasonable assurance about whethernoncompliance with the types of compliance requirements referred to above that could have a direct andmaterial effect on a major federal program occurred. An audit includes examining, on a test basis,evidence about Santa Cruz City Schools’ compliance with those requirements and performing such otherprocedures as we considered necessary in the circumstances.

We believe that our audit provides a reasonable basis for our opinion on compliance for each majorfederal program. However, our audit does not provide a legal determination of Santa Cruz City Schools’compliance.

Opinion on Each Major Federal Program

In our opinion, Santa Cruz City Schools complied, in all material respects, with the types of compliancerequirements referred to above that could have a direct and material effect on each of its major federalprograms for the year ended June 30, 2016.

(Continued)

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Report on Internal Control Over Compliance

Management of Santa Cruz City Schools is responsible for establishing and maintaining effective internalcontrol over compliance with the types of compliance requirements referred to above. In planning andperforming our audit of compliance, we considered Santa Cruz City Schools’ internal control overcompliance with the types of requirements that could have a direct and material effect on each majorfederal program to determine the auditing procedures that are appropriate in the circumstances for thepurpose of expressing an opinion on compliance for each major federal program and to test and report oninternal control over compliance in accordance with the Uniform Guidance, but not for the purpose ofexpressing an opinion on the effectiveness of internal control over compliance. Accordingly, we do notexpress an opinion on the effectiveness of Santa Cruz City Schools’ internal control over compliance.

A deficiency in internal control over compliance exists when the design or operation of a control overcompliance does not allow management or employees, in the normal course of performing their assignedfunctions, to prevent, or detect and correct, noncompliance with a type of compliance requirement of afederal program on a timely basis. A material weakness in internal control over compliance is adeficiency, or combination of deficiencies, in internal control over compliance, such that there is areasonable possibility that material noncompliance with a type of compliance requirement of a federalprogram will not be prevented, or detected and corrected, on a timely basis. A significant deficiency ininternal control over compliance is a deficiency, or a combination of deficiencies, in internal control overcompliance with a type of compliance requirement of a federal program that is less severe than a materialweakness in internal control over compliance, yet important enough to merit attention by those chargedwith governance.

Our consideration of internal control over compliance was for the limited purpose described in the firstparagraph of this section and was not designed to identify all deficiencies in internal control overcompliance that might be material weaknesses or significant deficiencies. We did not identify anydeficiencies in internal control over compliance that we consider to be material weaknesses. However,material weaknesses may exist that have not been identified.

The purpose of this report on internal control over compliance is solely to describe the scope of ourtesting of internal control over compliance and the results of that testing based on the requirements of theUniform Guidance. Accordingly, this report is not suitable for any other purpose.

Crowe Horwath LLP


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FINDINGS AND RECOMMENDATIONS

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SANTA CRUZ CITY SCHOOLSSCHEDULE OF AUDIT FINDINGS AND QUESTIONED COSTS

Year Ended June 30, 2016

SECTION I - SUMMARY OF AUDITOR'S RESULTS

FINANCIAL STATEMENTS

Type of auditor's report issued: Unmodified

Internal control over financial reporting:Material weakness(es) identified? Yes X NoSignificant deficiency(ies) identified not considered to be material weakness(es)? Yes X None reported

Noncompliance material to financial statements noted? Yes X No

FEDERAL AWARDS

Internal control over major programs:Material weakness(es) identified? Yes X NoSignificant deficiency(ies) identified not considered to be material weakness(es)? Yes X None reported

Type of auditor's report issued on compliance for major programs: Unmodified

Any audit findings disclosed that are required to be reported in accordance with 2 CFR 200.516(a)? Yes X No

Identification of major programs:

CFDA Number(s) Name of Federal Program or Cluster

10.555 Child Nutrition: School Programs

Dollar threshold used to distinguish between Type A and Type B programs: $ 750,000

Auditee qualified as low-risk auditee? X Yes No

STATE AWARDS

Type of auditor's report issued on compliance for state programs: Qualified

(Continued)

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SECTION II - FINANCIAL STATEMENT FINDINGS

No matters were reported.

(Continued)

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SECTION III - FEDERAL AWARD FINDINGS AND QUESTIONED COSTS

No matters were reported.

(Continued)

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SECTION IV - STATE AWARD FINDINGS AND QUESTIONED COSTS

2016-001 DEFICIENCY - ATTENDANCE REPORTING (10000)

Criteria

Attendance Accounting and Reporting in California Public Schools, Title 5, CCR, Sections 401 and 421(b), and Education Code Section 44809 - Each LEA must develop and maintain accurate and adequaterecords to support attendance reported to the State.

Condition

At Mission Hill Middle School one student was improperly included for a total misstatement of one day.

Effect

The effect of this finding is an overstatement of 0.01 ADA in the seventh and eighth grade span.

Cause

The errors were the result of clerical errors in accounting for attendance.

Fiscal Impact

There is no fiscal impact as the effect is less than 0.5 ADA.

Recommendation

The District should reinforce the importance of verifying the accuracy of Attendance Reports.

Corrective Action Plan

District office staff will perform an annual on-site audit of all attendance sites to ensure attendance isproperly accounted for. The District will have attendance training for the Elementary sites and will do thesame for the High School District

(Continued)

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STATUS OF PRIOR YEAR

FINDINGS AND RECOMMENDATIONS

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SANTA CRUZ CITY SCHOOLSSTATUS OF PRIOR YEAR FINDINGS AND RECOMMENDATIONS


Finding/Recommendation Current StatusDistrict ExplanationIf Not Implemented

2015-001

Condition at various school sites visited: No evidence of formal approval over

revenue-producing activities. Dual count is not performed

concurrently or within the same day asmoney turned in.

No evidence of a cash receipt issuedupon receipt of money.

No formal documentation approvingexpenditures.

Recommendation

All revenue -producing activitiesshould be approved by the Principal.

Dually count money concurrently orwithin the same day it is turned in.

Issue cash receipt upon receipt ofmoney.

Maintain formal documentation forexpenditure approvals.

2015-002

Condition: At Soquel High School,support for one student's English Learnerstatus could not be located.

Recommendation: The District shouldensure that all appropriate documentationis retained and updated for all Englishlearner students.

2015-003

Condition: At Soquel High School onestudent was improperly included for atotal misstatement of 1 day.

Recommendation: The District shouldensure attendance records are correct.

Implemented.

Implemented.

Partially implemented. See current year finding2016-001.

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Crowe Horwath LLP Independent Member Crowe Horwath International

1.

Board of Education Santa Cruz City Schools Soquel, California Professional standards require that we communicate certain matters to keep you adequately informed about matters related to the financial statement audit that are, in our professional judgment, significant and relevant to your responsibilities in overseeing the financial reporting process. We communicate such matters in this report.

AUDITOR’S RESPONSIBILITY UNDER AUDITING STANDARDS GENERALLY ACCEPTED IN THE UNITED STATES OF AMERICA

Our responsibility is to form and express an opinion about whether the financial statements that have been prepared by management with your oversight are presented fairly, in all material respects, in conformity with accounting principles generally accepted in the United States of America. The audit of the financial statements does not relieve you of your responsibilities and does not relieve management of their responsibilities. Refer to our engagement letter with the District for further information on the responsibilities of management and of Crowe Horwath LLP. AUDITOR’S RESPONSIBILITY UNDER GOVERNMENT AUDITING STANDARDS As part of obtaining reasonable assurance about whether the District’s financial statements are free of material misstatement, we performed tests of the District’s compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts or disclosures. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. PLANNED SCOPE AND TIMING OF THE AUDIT We are to communicate an overview of the planned scope and timing of the audit. Accordingly, the following matters will be discussed during our meeting with you. How we addressed the significant risks of material misstatement, whether due to fraud or error.

Our approach to internal control relevant to the audit.

The concept of materiality in planning and executing the audit, focusing on the factors considered rather than on specific thresholds or amounts.

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2.

Your views and knowledge about matters you consider warrant our attention during the audit, as well as your views on:

o The allocation of responsibilities between you and management.

o The entity's objectives and strategies, and the related business risks that may result in material misstatements.

o Significant communications with regulators.

o Other matters you believe are relevant to the audit of the financial statements.

SIGNIFICANT ACCOUNTING POLICIES AND MANAGEMENT JUDGMENTS AND ACCOUNTING ESTIMATES

Significant Accounting Policies: The Board of Education should be informed of the initial selection of and changes in significant accounting policies or their application. Also, the Board of Education should be aware of methods used to account for significant unusual transactions and the effect of significant accounting policies in controversial or emerging areas where there is a lack of authoritative consensus. We believe management has the primary responsibility to inform the Board of Education about such matters. To assist the Board of Education in its oversight role, we also provide the following.

Accounting Standard Impact of Adoption

GASB Statement No. 72, Fair Value Measurement and Application. This Statement defines fair value, provides guidance on different valuation approaches, establishes a hierarchy of inputs used to measure fair value, and requires additional disclosures to be made about fair value measurements.

Upon adoption of this Statement, the District included the required additional disclosures for fair value measurements.

Significant Unusual Transactions. No such matters noted.

Significant Accounting Policies in Controversial or Emerging Areas.

No such matters noted.

Management Judgments and Accounting Estimates: Further, accounting estimates are an integral part of the financial statements prepared by management and are based upon management’s current judgments. These judgments are based upon knowledge and experience about past and current events and assumptions about future events. Certain estimates are particularly sensitive because of their significance and because of the possibility that future events affecting them may differ markedly from management’s current judgments and may be subject to significant change in the near term. The following describes the significant accounting estimates reflected in the District’s year-end financial statements, the process used by management in formulating these particularly sensitive accounting estimates and the primary basis for our conclusions regarding the reasonableness of those estimates.

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3.

Significant Accounting Estimate

Process Used by Management Basis for Our Conclusions

Local Control Funding Formula

Management calculates a LCFF Target and LCFF Floor to determine their funding amount. The LCFF Target is calculated using a Base Grant Funding, Supplemental Grant Funding, Concentration Grant Funding, and Add-On Funding. The LFCC Floor is calculated using a Floor Entitlement, Current Year Gap Funding, Economic Recovery Target, and Additional LCFF State Aid to Meet the Minimum. The LCFF calculation also assumes a cost-of-living adjustment.

We tested the propriety of information underlying management’s estimates.

Useful Lives of Fixed Assets

Management has determined the economic useful lives of fixed assets based on past history of similar types of assets, future plans as to their use, and other factors that impact their economic value to the District.

We tested the propriety of information underlying management’s estimates.

Pension and Postretirement Obligations

Amounts reported for pension and postretirement obligations require management to use estimates that may be subject to significant change in the near term. These estimates are based on projection of the weighted average discount rate, rate of increase in future compensation levels, and weighted average expected long-term rate of return on pension assets.

We reviewed the reasonableness of these estimates and assumptions.

AUDITOR’S JUDGMENTS ABOUT QUALITATIVE ASPECTS OF SIGNIFICANT ACCOUNTING PRACTICES

We are to discuss with you our comments about the following matters related to the District’s accounting policies and financial statement disclosures. Accordingly, these matters will be discussed during our meeting with you. The appropriateness of the accounting policies to the particular circumstances of the entity,

considering the need to balance the cost of providing information with the likely benefit to users of the entity's financial statements.

The overall neutrality, consistency, and clarity of the disclosures in the financial statements.

The effect of the timing of transactions in relation to the period in which they are recorded.

The potential effect on the financial statements of significant risks and exposures, and uncertainties that are disclosed in the financial statements.

The extent to which the financial statements are affected by unusual transactions including nonrecurring amounts recognized during the period, and the extent to which such transactions are separately disclosed in the financial statements.

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4.

The issues involved, and related judgments made, in formulating particularly sensitive financial statement disclosures.

The factors affecting asset and liability carrying values, including the entity's basis for determining useful lives assigned to tangible and intangible assets.

The selective correction of misstatements, for example, correcting misstatements with the effect of increasing reported earnings, but not those that have the effect of decreasing reported earnings.

CORRECTED AND UNCORRECTED MISSTATEMENTS Corrected Misstatements: We are to inform you of material corrected misstatements that were brought to the attention of management as a result of our audit procedures. There was one misstatement related to recording of the $1,583,000 Certificate of Participation within the fund financials. There was no impact on fund balance. Uncorrected Misstatements: We are to inform you of uncorrected misstatements that were aggregated by us during the current engagement and pertaining to the latest and prior period(s) presented that were determined by management to be immaterial, both individually and in the aggregate, to the financial statements taken as a whole. For your consideration, we have distinguished misstatements between known misstatements and likely misstatements. There were no such misstatements. OTHER COMMUNICATIONS

Communication Item Results

Other Information In Documents Containing Audited Financial Statements

Information may be prepared by management that accompanies the financial statements. To assist your consideration of this information, you should know that we are required by audit standards to read such information and consider whether such information, or the manner of its presentation, is materially inconsistent with information in the financial statements. If we consider the information materially inconsistent based on this reading, we are to seek a resolution of the matter.

We read the following items and noted no material inconsistencies or misstatement of facts in such information based on our reading thereof.

Management’s Discussion and Analysis.

Significant Difficulties Encountered During the Audit

We are to inform you of any significant difficulties encountered in dealing with management related to the performance of the audit.

There were no significant difficulties encountered in dealing with management related to the performance of the audit.

Disagreements With Management

We are to discuss with you any disagreements with management, whether or not satisfactorily resolved, about matters that individually or in the aggregate could be significant to the District’s financial statements or the auditor’s report.

During our audit, there were no such disagreements with management.

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5.

Communication Item Results

Consultations With Other Accountants

If management consulted with other accountants about auditing and accounting matters, we are to inform you of such consultation, if we are aware of it, and provide our views on the significant matters that were the subject of such consultation.

We are not aware of any instances where management consulted with other accountants about auditing or accounting matters since no other accountants contacted us, which they are required to do by Statement on Auditing Standards No. 50, before they provide written or oral advice.

Representations The Auditor Is Requesting From Management

We are to provide you with a copy of management’s requested written representations to us.

We direct your attention to a copy of the letter of management’s representation to us provided separately.

Significant Issues Discussed, or Subject to Correspondence, With Management

We are to communicate to you any significant issues that were discussed or were the subject of correspondence with management.

There were no such significant issues discussed, or subject to correspondence, with management.

Significant Related Party Findings and Issues

We are to communicate to you significant findings and issues arising during the audit in connection with the District’s related parties.

There were no such findings or issues that are, in our judgment, significant and relevant to you regarding your oversight of the financial reporting process.

Other Findings or Issues We Find Relevant or Significant

We are to communicate to you other findings or issues, if any, arising from the audit that are, in our professional judgment, significant and relevant to you regarding your oversight of the financial reporting process.

There were no such other findings or issues that are, in our judgment, significant and relevant to you regarding your oversight of the financial reporting process.

We are pleased to serve your District as its independent auditor and look forward to our continued relationship. We provide the above information to assist you in performing your oversight responsibilities, and would be pleased to discuss this letter or any matters further, should you desire. This letter is intended solely for the information and use of the Board of Education and, if appropriate, management, and is not intended to be and should not be used by anyone other than these specified parties. Crowe Horwath LLP Sacramento, California December 5, 2016

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Agenda Item: 8.3.3.


AGENDA ITEM: College Readiness Block Grant (CRBG)

MEETING DATE: December 14, 2016

FROM: Frank Wells, Assistant Superintendent of Educational Services

THROUGH: Kris Munro, Superintendent

RECOMMENDATION: Approve the spending plan for fund received through the CRBG. BACKGROUND: Governor Brown signed Senate Bill 828 into law in June 2016. SB 828 authorizes the allocation of a $200 million College Readiness Block Grant (CRBG), in the 2016–17 fiscal year (FY), to provide California’s high school pupils, particularly underrepresented pupils, as defined in Education Code sections 42238.01 and 42238.02, additional supports to increase the number of students that enroll at institutions of higher education and complete an undergraduate degree within four years. The California Department of Education will apportion CRBG funds in two installments. The first apportionment reflecting approximately 50 percent of each LEA’s entitlement was released in October 2016. Remaining funds will be released in spring 2017. Funds are available for expenditure or encumbrance through the 2018–19 FY. Among other things, allowable uses for the funds include paying for Advanced Placement exam fees; developing or purchasing materials that support readiness, including college entrance exam preparation; counseling services for students; expanding access to coursework or other opportunities to satisfy A-G course requirements; and sending teachers, counselors, and administrators to professional development opportunities related to college and career readiness. This work is supported by the following District Goals and their accompanying metrics: #1: All SCCS students will be prepared to successfully access post-secondary college and career opportunities. #3: We will eliminate the achievement gaps that currently exist between demographic groups within the SCCS student community.

Fiscal Impact: $195,161 – CRBG Funding

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Agenda Item: 8.3.3.

College Readiness Block Grant (CRBG) Budget: Our District: The high school principals were consulted as to their sites’ needs, and the following priorities were identified:

Soquel, Santa Cruz, and Harbor- 1. AP test subsidies for economically disadvantaged students 2. PSAT test costs for all 10th and 11th graders 3. Use of ‘AP Potential’ to identify students who are ready to take on the rigor of

AP courses 4. Costs of AP Teacher Institutes for professional development 5. Two day CTE pathway workshop for all CTE teachers 6. SAT & ACT preparation courses for students

Costanoa- 1. Online VAPA course done through Cabrillo 2. Stipend for a coordinator to oversee the ‘Your Future Is Our Business’

partnership allowing students to shadow prospective jobs, participate in mock interviews, and receive hands-on work experience.

Projected Costs: Items Harbor SCHS Soquel Costanoa District-wide

AP Test Subsidies $26,100 78,300

* 3 years 36,450 11,100 30,750

PSAT: 10 & 11 8000 2470 17710

*3 years 8100 7140

AP Potential 0 0 0 0 0

AP Teacher Institutes $49,950 16,650 16,650 16,650 49,950

2 Day Pathway WKSHP $3,700 1234 1234 1234 3702

SAT Prep Course 1600/school 1600 1600 1600 4800

ACT Prep Course 1600/school 1600 1600 1600 4800

VAPA online Cabrillo Course

$1,500

4500

*3 Years 4,500 4,500

YFIOB Coordinator Stipend

$1,500

4500

*3 years 4,500 4,500

Total Cost 65,634 39,324 54,304 9,000 168,262

Budget from block grant $80,945.80 $50,220.30 $53,610.70 $10,384.20 $195,161.00

Prepared by Ann Mekis, Director of Secondary Curriculum, Intervention, and Assessment

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AGENDA ITEM: 8.3.4 1st INTERIM 2016-17

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: 2016-17 1st Interim Financial Report MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Approve the 2016-17 1st Interim Report with a Positive Certification. A positive certification is assigned when the District will meet its financial obligations for the current year and the two subsequent fiscal years. BACKGROUND: The Board receives three statutorily mandated reports of the financial status of the District during the year:

Report

Period Covered

Report to Board by

First Interim

7/1/16-10/31/16

12/14/16

Second Interim

7/1/16-1/31/17

3/9/17

Year-End

7/1/15-6/30/17

6/15/17

The enclosed is the 2016-17 1st Interim Financial Report for all funds. A copy of the report on the State SACS forms is available in the Business Office. FISCAL IMPACT:

The Santa Cruz City Schools will submit a positive certification for the 1st Interim Report, which is based on financial activity through October 31, 2016.. The Report is based on the assumptions of the State Enacted Budget, which includes the newly enacted Local Control Funding Formula “LCFF”. The District’s fund balance is projected to be $11.3 million in 2016-17. The reserve is projected to fall to $10.3 million in 2017-18, and we are currently projecting that we will meet out required statutory reserve to 3.00% in all years through 2018-19. Conclusion The 1st Interim Report will be submitted with a positive certification relying on the assumptions made in the 2016-17 budget.

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AGENDA ITEM: 8.4.4 Cert of Measure A bond results cover

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Resolution No. 15-16-17 – Certification of Election Results – Measure A MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Approve Resolution No. 15-16-17 – Certification of Election Results – Measure A. BACKGROUND: On November 8, 2016, Santa Cruz voters approved Measure A, a bond measure for $140 million to benefit the High School District, in the County’s general election. A margin of 55% was required for passage. Measure A was approved by voters with a margin of 75.80%, demonstrating the community’s continuing support of its schools. The Resolution documents the results of the election and orders entry of the results in the Board minutes. It also certifies that the election complied with all legal requirements, and requests that the County Clerk of the Board deliver a copy of the Resolution to the County Superintendent of Schools, and that the County Superintendent deliver a copy of the Resolution to the Clerk of the County Board of Supervisors. FISCAL IMPACT: Measure A will generate revenue of $140 million.

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-1-

RESOLUTION # 15-16-17

RESOLUTION OF THE BOARD OF TRUSTEES OF THE SANTA CRUZ CITY HIGH SCHOOL DISTRICT CERTIFYING

TO THE BOARD OF SUPERVISORS OF SANTA CRUZ COUNTY ALL PROCEEDINGS IN THE NOVEMBER 8, 2016 GENERAL OBLIGATION BOND ELECTION ON MEASURE A

WHEREAS, the Board of Trustees of the Santa Cruz City High School District

(the “District”) adopted its Resolution #02-16-17 on July 27, 2016, ordering an election for general obligation bonds which was held in the District on November 8, 2016 (the “Bond Election”); and

WHEREAS, the Bond Election was duly held and conducted for the purpose of

voting on Measure A, being the ballot measure approving the issuance of general obligation bonds of the District in the aggregate principal amount of $140,000,000 (the “Bonds”); and

WHEREAS, the Board of Trustees of the District has received a canvass and

statement of results of the election from appropriate officials of Santa Cruz County, from which it appears that more than 55% of the votes cast at the Bond Election on Measure A were in favor of issuing the Bonds; and

WHEREAS, the Board of Trustees is required at this time to certify the election

results in accordance with Section 15274 of the Education Code; NOW, THEREFORE, THE BOARD OF TRUSTEES THE SANTA CRUZ CITY

HIGH SCHOOL DISTRICT DOES HEREBY FIND, DETERMINE AND CERTIFY AS FOLLOWS:

Section 1. Entry of Results in Board Minutes. The Board hereby orders that

entry be made upon the minutes of this meeting that Measure A, being the ballot measure authorizing the issuance of the Bonds, was approved by more than 55% of the votes cast at the Bond Election.

Section 2. Finding of Compliance. The Board hereby finds and determines

that all proceedings of the District in connection with the Bond Election have been held, conducted and accomplished according to law.

Section 3. Delivery of this Resolution. The Clerk of the Board is hereby

requested to deliver a copy of this Resolution to the Santa Cruz County Superintendent of Schools with a request that, under Education Code Section 15274, the County Superintendent deliver a copy of this Resolution, including the Certificate of Election Results attached hereto as Exhibit A, to the Clerk of the Board Supervisors of Santa Cruz County.

Section 4. Effective Date. This Resolution shall take effect on and after its

adoption.

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-2-

* * * * * * * * I hereby certify that the foregoing Resolution was passed and adopted by the

Board of Trustees of the Santa Cruz City High School District at a regular meeting thereof duly held on December 14, 2016.

Adopted by the following votes: AYES: NOES: ABSENT:

Clerk of the Board of Trustees of the Santa Cruz City High School District

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-3-

EXHIBIT A

COUNTY CERTIFICATION OF ELECTION RESULTS AS ATTACHMENT

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AGENDA ITEM: 8.3.6 Cert of Measure B bond results cover

SANTA CRUZ CITY SCHOOL DISTRICT AGENDA ITEM: Resolution No. 16-16-17 – Certification of Election Results – Measure B MEETING DATE: December 14, 2016 FROM: Patrick K. Gaffney, Assistant Superintendent, Business Services THROUGH: Kris Munro, Superintendent RECOMMENDATION: Approve Resolution No. 16-16-17 – Certification of Election Results – Measure B BACKGROUND: On November 8, 2016, Santa Cruz voters approved Measure B, a bond measure for $68 million to benefit the Elementary School District, in the County’s general election. A margin of 55% was required for passage. Measure B was approved by voters with a margin of 79.50%, demonstrating the community’s continuing support of its schools. The Resolution documents the results of the election and orders entry of the results in the Board minutes. It also certifies that the election complied with all legal requirements, and requests that the County Clerk of the Board deliver a copy of the Resolution to the County Superintendent of Schools, and that the County Superintendent deliver a copy of the Resolution to the Clerk of the County Board of Supervisors. FISCAL IMPACT: Measure A will generate revenue of $68 million.

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-1-

RESOLUTION # 16-16-17

RESOLUTION OF THE BOARD OF TRUSTEES OF THE SANTA CRUZ CITY ELEMENTARY SCHOOL DISTRICT CERTIFYING TO THE BOARD OF SUPERVISORS OF SANTA CRUZ COUNTY ALL PROCEEDINGS IN THE NOVEMBER 8, 2016 GENERAL OBLIGATION BOND

ELECTION ON MEASURE B WHEREAS, the Board of Trustees of the Santa Cruz City Elementary School

District (the “District”) adopted its Resolution #01-16-17 on July 27, 2016, ordering an election for general obligation bonds which was held in the District on November 8, 2016 (the “Bond Election”); and

WHEREAS, the Bond Election was duly held and conducted for the purpose of

voting on Measure B, being the ballot measure approving the issuance of general obligation bonds of the District in the aggregate principal amount of $68,000,000 (the “Bonds”); and

WHEREAS, the Board of Trustees of the District has received a canvass and

statement of results of the election from appropriate officials of Santa Cruz County, from which it appears that more than 55% of the votes cast at the Bond Election on Measure B were in favor of issuing the Bonds; and

WHEREAS, the Board of Trustees is required at this time to certify the election

results in accordance with Section 15274 of the Education Code; NOW, THEREFORE, THE BOARD OF TRUSTEES THE SANTA CRUZ CITY

ELEMENTARY SCHOOL DISTRICT DOES HEREBY FIND, DETERMINE AND CERTIFY AS FOLLOWS:

Section 1. Entry of Results in Board Minutes. The Board hereby orders that

entry be made upon the minutes of this meeting that Measure B, being the ballot measure authorizing the issuance of the Bonds, was approved by more than 55% of the votes cast at the Bond Election.

Section 2. Finding of Compliance. The Board hereby finds and determines

that all proceedings of the District in connection with the Bond Election have been held, conducted and accomplished according to law.

Section 3. Delivery of this Resolution. The Clerk of the Board is hereby

requested to deliver a copy of this Resolution to the Santa Cruz County Superintendent of Schools with a request that, under Education Code Section 15274, the County Superintendent deliver a copy of this Resolution, including the Certificate of Election Results attached hereto as Exhibit A, to the Clerk of the Board Supervisors of Santa Cruz County.

Section 4. Effective Date. This Resolution shall take effect on and after its

adoption.

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-2-

* * * * * * * *

I hereby certify that the foregoing Resolution was passed and adopted by the

Board of Trustees of the Santa Cruz City Elementary School District at a regular meeting thereof duly held on December 14, 2016.

Adopted by the following votes: AYES: NOES: ABSENT:

Clerk of the Board of Trustees of the Santa Cruz City Elementary School

District

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-3-

EXHIBIT A

COUNTY CERTIFICATION OF ELECTION RESULTS AS ATTACHMENT

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AGENDA ITEM: 8.3.7.


AGENDA ITEM: Annual Board Organization MEETING DATE: December 14, 2016 FROM: Kris Munro, Superintendent RECOMMENDATION: Action to elect a Board President, Vice-President and Clerk of the Board for service from December 2016 – December 2017. BACKGROUND: Each year in December, the Board of Education elects a Board President, Vice-President and Clerk of the Board in accordance with Board Bylaw 9100 Organization.

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Board Bylaw

Organization

BB 9100

Board Bylaws

The Santa Cruz City Schools consist of the Santa Cruz City Elementary School District and the

Santa Cruz City High School District. Each district has a separate budget and taxing authority

and is a separate legal school district for the general purposes of the Education Code. The

minutes of meetings are kept in one Official Minutes Book.

1. Government of Both Districts by the Santa Cruz City Schools Board of Education

Under the Santa Cruz City Charter provision #1603, both the high school and the

elementary districts shall be governed by a single Board of Education, called the Santa Cruz City

Schools Board of Education.

2. Membership of Board

The Board shall consist of seven members, of which three members shall be qualified

Electors and residents of the City of Santa Cruz, three members shall be qualified electors and

residents of the territory governed by the Board which lies outside the boundaries of the city of

Santa Cruz, and one member who resides anywhere within the territory governed by the Board.

This last member cannot be simultaneously a candidate for this position and any other position

on the Board, and must state in his/her declaration of candidacy or nomination papers that he/she

seeks nomination to this position.

3. Student Board Members

The Board believes it is important to seek out and consider students' ideas, viewpoints

and reactions to the education program. In order to provide student input and involvement, the

Board shall include at least one Student Board Member selected in accordance with procedures

approved by the Board and detailed in California Education Code section 35012. The Student

Board Member(s) shall be make recommendations on matters before the Board and will be asked

before each Board vote for his/her recommendation on all matters except those discussed in

closed session. The term of the Student Board Member(s) shall be one year commencing on July

1 of each year. The Student Board Member(s) shall have the right to attend all Board meetings,

committee meetings, and workshops except closed sessions. The Student Board Member(s) shall

also be eligible for training provided by state and regional organizations at the expense of the

District. The Student Board Member(s) shall be seated with the regular Board members and may

participate in questions and discussions pertaining to issues and shall receive all materials given

to Board Members, with the exception of matters for closed sessions. In addition to support from

the administration, the Student Board Member(s) may have a mentor assigned to him/her. The

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student representative's mentor shall be a current SCCS Board Trustee.

4. Term of Office

The Board shall consist of seven members whose terms shall be staggered so that as

nearly as practicable one half of the members shall be elected every two years. The term of office

for members elected in regular elections or appointed in lieu of an election (i.e., running for

position unopposed) shall be four years commencing on the first Friday in December next

succeeding their election. A Board member's term expires four years after his/her initial election

on the first Friday in December following the election of new members. A member whose term

has expired shall continue to discharge the duties of the office until a successor has qualified by

taking the oath of office.

5. Annual Organizational Meeting

Each year, the Board shall hold an annual organizational meeting. In any year in which a

regular election of district Board members is conducted, the organizational meeting shall be held

within a 15-day period beginning from the date upon which a Board member elected at that

election takes office. During non-election years, the meeting shall be held within the same 15-

day period on the calendar. (Education Code 35143)

The day and time of the annual meeting shall be selected by the Board at its regular

meeting held immediately prior to the first day of the 15-day period. On behalf of the Board, the

Superintendent shall notify the County Superintendent of Schools of the day and time selected.

Within 15 days prior to the date of the annual meeting, the clerk of the Board, with the assistance

of the Superintendent, shall notify in writing all Board members and members-elect of the date

and time selected for the meeting. (Education Code 35143)

At this meeting the Board shall:

a. Hold a discussion to identify members potentially interested in serving as officers, prior

to taking nominations.

b. Elect a president and a clerk and/or vice president from its members

c. Appoint the Superintendent as secretary to the Board

d. Authorize signatures

6. Annual Governance Meetings

During bi-annual governance meetings in January or February and May or June, the

Board shall:

a. Review the Board governance calendar stating the time when the Board will address

important government matters in May or June

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b. Designate Board representatives to serve on committees or commissions of the district,

other public agencies, or organizations with which the district partners or collaborates

c. Review and/or consider resources that define and clarify the Board's governance and

leadership roles and responsibilities including, but not limited to, governance standards, meeting

protocols, Board rules and bylaws, and other Board development materials

(cf. 9000 - Role of the Board)

(cf. 9005 - Governance Standards)

(cf. 9230 - Orientation)

(cf. 9240 - Board Development)

(cf. 9320 - Meetings and Notices)

(cf. 9323 - Meeting Conduct)

7 Election of Officers

The Board shall each year elect its entire slate of officers.

No Board member shall serve more than one consecutive year in the same office.

(cf. 9224 - Oath or Affirmation)

The election of Board officers shall be conducted during an open session of the annual

organizational meeting.

Legal Reference:

EDUCATION CODE

5017 Term of office

35143 Annual organizational meeting date, and notice

35145 Public meetings

GOVERNMENT CODE

54953 Meetings to be open and public; attendance

ATTORNEY GENERAL OPINIONS

68 Ops.Cal.Atty.Gen. 65 (1985)

59 Ops.Cal.Atty.Gen. 619, 621-622 (1976)

Bylaw SANTA CRUZ CITY SCHOOLS

adopted: February 23, 2011 Soquel, California

revised: October 14, 2015

revised: February 10, 2016

819 of 820

Company Profile - Santa Cruz City Schools

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