Approve Certificated Personnel Report No. 11-16 which covers 2.2 FTE Employment and 10 Variable Services Agreements.

Approve Classified Personnel Report No. 11-16 which covers 1 Employment, 1 Transfer, 3 Resignations, 6 Variable Services Agreements, and possible addendum covering 1 Employment.

The Williams Uniform Complaint Act requires that all school districts report to their governing board and to the County Office of Education on a quarterly basis.  Ed Code 35186(d) states "A school district shall report summarized data on the nature and resolution of all complaints on a quarterly basis to the county superintendent of schools and the governing board of the school district."  The summaries shall be publicly reported on a quarterly basis at a regularly scheduled meeting of the governing board of the school district.  The report shall include the number of complaints by general subject area with the number of resolved and unresolved complaints.  The complaints and written responses shall be available as public records.

The quarterly report is attached.   This form reflects only the required reporting elements.

Approve Agreement for Acoustical and Audiovisual Engineering Consulting Services for the Richard Brunelle Performance Hall Bldg. at Davis High School. 

The Richard Brunelle Performance Hall Building was constructed in 2003 and has a total area of 18,388 Sq.Ft. The building was constructed using the best known acoustic treatments and audio (analog) technology for the period; however, over the last few years this performing arts facility has experienced a continued decrease in acoustical and visual performances.  As a result of technological advancements in theatre acoustic and production systems that has developed since 2003, this facility requires a re-evaluation of the existing system platforms.

Staff has obtained a quote from a local acoustical consulting firm (Charles M. Slater Associates, Inc.) who is well versed in theatre performance analysis and developing system replacement criteria on similar type projects for a fixed fee of $ 16,500.

The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan (Strategy 2) and the Local Control Accountability Plan (Goal 2).

The execution of this agreement for general acoustical & audiovisual engineering consulting services for theatre systems analysis will have no fiscal impact on the General Fund.  Funding for the total project will be through Deferred Maintenance program and paid for by the Redevelopment Fund for restricted facilities funds specifically for these projects. 

Approve Amendment to Master Services Agreement for  Architectural, Civil, and Electrical Engineering Services Agreement between the Davis Joint Unified School District and HMC Architects (HMC) for the Montgomery Elementary School to include Portable Classroom relocation.

On August 27, 2015, the Board of Education approved an agreement with HMC Architects for design services relating for the installation of two new 14’ shade structures and approval for one future 20’ x 40’ shade structure.

The District has elected to increase the architect’s scope of services for this site to include the design planning for the relocation of one 32’ x 30’ surplus classroom from the District’s Corporation yard, making necessary site and interior space design changes to meet current programmatic needs at Montgomery Elementary School.  Since HMC is already working on other design related tasks for site improvements, the addition of this scope of work will enable the necessary review of these plan submissions to be well coordinated and obtain full approval by DSA.

With recent Program uses at Montgomery Elementary School, the need to increase space is required to achieve the small group instructional goals for Montgomery Elementary School and fits the District’s Strategic Plan (Strategy Number 2, plan 3) to optimize interior instructional spaces to increase learning and innovation.  This effort will add four centrally located small group instruction rooms and free up two full size classrooms for future growth needs.

It is recommended that the Board of Education approve the amendment to the agreement as presented.

This project will have no fiscal impact on the General Fund.  The cost of services outlined in Amendment No.1 for $26,400  are to be funded and paid for by the Redevelopment Funding  for growth facility funding  specifically for these types of projects.

Approve  Agreement for Three (3) Portable Building Moves and  Relocation between the Davis Joint Unified School District and Clayton A. Titus, Inc. for the North Davis Elementary School Classroom Replacement Project.

On December 17, 2016 the Board of Education approved the North Davis Elementary School classroom replacement project for Architectural Services and the purchase of new classroom buildings from American Modular Systems.  As part of this project, three of the existing classrooms (Bldgs. G) have been identified as interim housing to be used during construction. Currently these portable classroom buildings are in the new construction area and will be required to be relocated.  Since these buildings were originally installed onsite under DSA application Nos. 48607 and  51278, relocation will be combined under a new DSA application for this purpose.

In accordance with the District’s Strategic Plan (Strategy No. 2(b), Action Step #1 b-d) & Local Control Accountability Plan (Goal 2) for Physical Space & Technology Infrastructure needs, this activity is considered to be part of the District’s Deferred Maintenance Program.  

The District has obtained a quote to disassemble and relocate the three (3) portable classroom buildings from Clayton A. Titus, Inc. to meet DSA approvals. This firm has extensive experience with such work and has performed similar efforts throughout the State.  

This project will have no fiscal impact on the General Fund and will be funded through deferred maintenance program and paid for by the COP borrowing for restricted facilities funds specifically for these types of projects.  Overall Deferred Maintenance Budget for this project is $1.3M with the services outlined in the proposal to complete disassemble and relocate three classroom buildings (on-site) for a cost of $31,000.  

Approve Amendment to Master Services Agreement for Architectural, Civil and Electrical Engineering Services between the Davis Joint Unified School District and HMC Architects for Harper/Emerson/Holmes Jr. High School – Track & Field Improvements.

On May 1, 2014, the Board approved a financial plan via COP borrowing addressing many deferred maintenance projects throughout the District. On October 1, 2015, staff presented a draft 2015/16 Deferred Maintenance work plan which identified on-going tier II level projects.  The District’s three junior high school exterior P.E. and track field facilities have been identified as below standard for programmatic use.   Written program requirements have been received by all three school department chairs for inclusion into a working improvement plan.  HMC Architects have extensive experience in providing programmatic support as well with design capabilities to ensure these programmatic needs are identified and planned.

The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan Strategy 2, d – Enhance exterior spaces for instructional purposes, including gardens and athletics, to optimize learning and school connectedness as well with Local Control Accountability Plan (Goal 2).

The execution of this Amendment No. 8 of $52,500 (7% fee for assumed construction value of $750,000) for general Architectural, Civil and Electrical Engineering Services to HMC Architects for Harper/Emerson/Holmes Jr. High School – Track & Field improvements for design & the preparations of bidding documents will have no fiscal impact on the General Fund.  Funding for the total project will be through deferred maintenance program and paid for by the COP’s borrowing for restricted facilities funds specifically for these projects. Original Deferred Maintenance Budget for these activities is $980,000. 

Approve Resolution No. 39-16 for prepayment of Community Facilities District (CFD) No.1 outstanding bonds.

The District issued Community Facilities District (CFD) No.1 special tax bonds in 1990, 1991, 1993, 1995, and 2001, with refunding bonds issued in 2006 and 2007. Only the bonds issued in 2006 and 2007 are currently outstanding.  Community Facilities District (CFD) No.1 special taxes that are collected but not needed to pay debt service on any outstanding Community Facilities District (CFD) No.1  bonds are deposited into a special fund called the “Prior Redemption Account” until all of the Community Facilities District (CFD) No.1  bonds are repaid.

Funds in the Prior Redemption Account accumulate over time, and are intended to be used to prepay any outstanding Community Facilities District (CFD) No.1 bonds as soon as the balance in the Prior Redemption Account is greater than the amount of Community Facilities District (CFD) No.1  bonds outstanding. Once all of the Community Facilities District (CFD) No.1 bonds are repaid, the special taxes can be used for any lawful purpose.

Funds in the Prior Redemption Account (along with funds in the Community Facilities District (CFD) No.1 reserve account) are now more than the amount of Community Facilities District (CFD) No.1 bonds currently outstanding. The Board is asked to consider a resolution authorizing the prepayment of the Community Facilities District (CFD) No.1  bonds issued in 2006 and 2007.

The prepayment of the Community Facilities District (CFD) No.1 bonds in fiscal year 2015-2016 is part of the District’s long-term facilities financing plan. The District has planned for the prepayment of the outstanding Community Facilities District (CFD) No.1 bonds to occur in fiscal year 2015-2016 for many years. As a result, the District has already allocated the Community Facilities District (CFD) No.1 special taxes available after the prepayment of the outstanding Community Facilities District (CFD) No.1 bonds to pay debt service on certificates of participation issued in 2005, 2007, 2009 and 2014.

Reduction of $16 million in Fund Balance from the Debt Service Fund ( Fund 52) to reduce liabilities for long term debt,  and future interest payable ($2.6 million).  Savings in debt payment funds are being used to make future payments for outstanding Certificate of Participation (COPS).

Pursuant to Board Policy 3312 and California Education Code, all contracts and agreements need to be approved and ratified by the Board of Education.  The following are the current contracts and agreements which are being presented to the Board for ratification:

All West Coachlines

Government Financial Strategies, Inc.

Parker & Covert LLP

Washington Unified School District

Yolo County Office of Education

During the Board meeting on January 7, 2016, the Board of Education will recognize certificated and classified retirees for their dedicated service to the students, the District, and the community.  Each employee's supervisor will briefly share highlights about the employee's contributions. Each employee will receive a certificate in recognition of his/her service.  The retirees are: 

Name, Site/Position; Years of Service 

Ashley Nelson, Counselor - Holmes, 23 Years
Kathleen Luna, Secretary - AIM, 4 years
Paula Badham. Paraeducator III, 17 years
Rigoberto Mayorga, Groundskeeper, 19 years

Receive an update from district staff regarding current climate data and activities.

Why is a healthy school climate important to DJUSD?

The district has committed to a positive district and school climate in several important ways including, but not limited to our mission, beliefs and goals:

• The mission of Davis Joint Unified School District, a leading center of educational innovation, is to ignite a love of learning and equip each student with the knowledge, skills, character, and well-being to thrive and contribute to an evolving and increasingly-connected world, through a system characterized by: Optimal conditions and environments for all students to learn and a diverse and inclusive culture

• The Davis Joint School District believes: that every human being is unique and has inherent value, we are connected and have responsibility to ourselves, one another, and the whole, that a community has responsibility for the well-being of its members, that trust is essential to healthy relationships, that diverse perspectives enrich our community and that every person deserves to be treated with respect.
• LCAP Goal 6: Improve School Climate.

The National School Climate Center and the Davis Joint Unified School District believe that a sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This climate includes:

• Norms, values and expectations that support people feeling socially, emotionally and physically safe.
• People being engaged and respected.
• Students, families and educators working together to develop, live and contribute to a shared school vision.
• Educators modeling and nurturing attitudes that emphasize the benefits and satisfaction gained from learning.
• Each person contributing to the operations of the school and the care of the physical environment.

DJUSD continually assesses, analyzes and responds to indicators of school climate in a variety of ways.

How do we assess climate?

Research suggests that there are four major areas that school climate assessments need to include: Safety, Relationships, Teaching and Learning and the external (organizational) environment. 

These areas are assessed both formally and informally throughout the year.   Our two formal climate assessment tools (YouthTruth and California Healthy Kids Surveys) measure students’  perceptions of school climate. Student perceptions are important because they inform us of the effects of curriculum and school environment on students themselves. Informal assessment occurs day in and day out, both directly by the Climate Office, site leaders, administrators, teachers and climate committees, as we visit classrooms, meet with leaders and support learning in our various roles. 

We are currently exploring formal assessment tools to expand our understanding of staff and parent perceptions of school/district climate. The district also collects and analyzes other data including, but not limited to attendance, discipline rates and types, etc.

What does our analysis of the current data of CHKS show?

Key findings from spring 2015 administration of the California Healthy Kids Survey include:

• The number of student risk behaviors such as alcohol and other drug consumption continues to be at or below most of the national averages.  Student reports of fights and weapons at school are low, and continue to be lower than earlier levels.
• The percentage of students reporting a high level of connectedness is higher overall since the first year of administering CHKS (2003).  Feelings of safety have also generally risen over time, with 5^th grade consistently having the greatest percent of respondents feeling safe, followed by 11^th grade.
• Since 2003 DJUSD 5^th graders who report having “a teacher or some other adult at school who cares about me” at between 50 and 60 percent (currently at 57%). For secondary students, that percentage ranges from a low of 28% (9^th graders in 2005) to a high of 50% (11^th graders in 2011), with current percentages at 41, 36 and 43 for 7^th, 9^th and 11^th graders respectively.
• During the same time, the percentage of secondary students who report being harassed or bullied has ranged within a band of 10 and 16 percentage points in the last 7 administrations of the survey, rising slightly, falling some, and then rising with this most recent administration.
• When connectedness is analyzed by ethnicity, a ‘climate gap’ exists between students who are white and Asian and those who are Hispanic/Latino and of two or more races or ethnicities.  This gap is persistent over the surveys administrations for which we have data.
• It is notable that none of the four key indicators (Connectedness, Caring Adult, Feeling of Safety, and Harassment/Bullying) have improved since the 2013 administration. Also of note, certain indicators are consistently lower for 7^th and 9^th graders than for 5^th and 11^th graders.
• Finally, levels of feelings of chronic sadness or hopelessness and thoughts of suicide are to be noted.

YouthTruth survey results from the October administration are currently being analyzed at each site through January. We expect site principals will share this information with students and parents in February and will have developed plans of action to begin implementation in March/April. District staff will be bringing another update to the board with specific site and district level actions arising from these survey results in late spring.

What are DJUSD responses to the data?

The District’s ongoing responses to needs for improving school climate are varied and multi-dimensional. While some may be more visible, such as the implementation of classroom-specific activities, site-level initiatives and district-level professional development, others are individual or experiential efforts to change perceptions, build understanding, and shift behavior in order to create a more welcoming, pluralistic environment for all staff and students.

Specific domains through which DJUSD works to improve school climate include:

Professional Development

Staff continue to be trained in a variety of specific areas, including restorative practices and principles, gender inclusiveness, cultural responsiveness, support for undocumented students and others, all under the goal of creating optimal conditions and environments for students to learn and staff to teach.

Support for students who are homeless or in foster care

As one of the groups of students who have the potential to be marginalized with our system, the Climate Office provides transportation and other support for these students to feel fully valued and included in the school community.

Site and District Climate Committees

Sites are charged with having climate committees made up of students, parents, staff and site leadership. We are committed to having active and meaningful climate committees that review and respond to data in a timely way as appropriate to each site and grade level, and are working toward that end.

Restorative Practices

Restorative practices grow out of a long effort to move us away from inhumane discipline, dysfunctional relationships and lack of respect. Our goal is to create a culture where there is full respect for each other and robust tools for manifesting this respect.  This is part of a larger movement of society, and based in ideas from a variety of cultures.  It is as much a shift in our philosophy as it is in our practices. 

As we move toward being a district that fully embodies restorative principles, we endeavor to do so in a way that is restorative itself: inclusive, and done with our staff, students and community; by providing training and enriching understanding. We will continue to train staff and students, adapt policies and change procedures to embed restorative principles in our district culture. We will also deepen the practice by supporting the use of restorative concepts in staff interactions, in our encouragement of people to employ the ideas on the playground, in classrooms and in offices, and in the ways we ask questions at every turn about our policies, procedures, regard for each other. Ultimately we aim to improve DJUSD’s ways of holding difference, otherness, power and privilege as we move forward together to support student learning and growth for all humans.

None

Receive Status Report related to Schematic Design Programming Space and Budget for Davis High School MPR Project.

Review Project Schedule and Milestone Events.

Recently, staff presented relative information to the Governing Board regarding the project programming efforts and stakeholder input for the proposed multipurpose replacement building at Davis High School.  The Governing Board commissioned the services of HMC Architects to guide Davis High School Staff in developing a proposed program document that would reflect the needs and size of this replacement facility.  At the August 6^th Board meeting, the Board of Trustees authorized staff to continue work on the Davis High School’s All Student Center Project maximizing the flexible space needs identified by the stakeholder group. 

 HMC Architects has prepared a general presentation outlining progress on the options in space programming relative to the approved project budget of $7.2M and requested space needs of the DHS Stakeholder group.  

 The District is committed to providing safe and healthy facilities for optimal learning conditions. This commitment is included in the District’s Strategic Plan (Strategy 2) and the Local Control Accountability Plan (Goal 2).

In the next steps of design development, the Architect will continue the design process through Design Development and Construction Documents with input by the Davis High School Stakeholder group.  Additional efforts to secure supplemental funds by submission of the project scope to the Office of Public School Construction for any project eligibility that may exist within the State.  Other sources of funding will be pursued via community groups and donations.  The entire project costs is to be funded through the sale of surplus property (Grande Land Sale) and other Deferred Maintenance Funding (COPs), and do not have any fiscal impact on the General Fund.  

The Rodda Act provides that the public has a right to know what is being negtotiated and also have an opportunity to comment on the proposal before it is negotiated. 

The Davis Joint Unified School District Proposal was "sunshined" at the December 17, 2015 Board meeting and has been available to the public through the Human Resources Office. 

The CSEA Proposal was "sunshined" at the December 17, 2015 Board meeting and has been available to the public through the Human Resources Office. 

The District Proposal was "sunshined" at the December 17, 2015 Board meeting and has been available to the public through the Human Resources Office. 

The DTA Proposal was "sunshined" at the December 17, 2015 Board meeting and has been available to the public through the Human Resources Office.