IN LIGHT OF THE FLLOWING FACTS:
1. THE SSC SITE PLAN COMMITTEE MET FOR TWO WEEKS AND REVISED THE
2008-2009 SITE PLAN GOALS, STRATEGIES AND ACTIONS TO CONTINUE TO
INCLUDE THE SSC AS PART OF THE SHARED DECISION MAKING BODY ALONG WITH
ADMINISTRATION, UBC AND SSC TO REVIEW, DISCUSS AND REVISE RELEVANT
INFORMATION REGARDING EACH GOALS IMP;EMENTATION TO INSURE SFUSD/UESF
CONTRACT REQUIREMENTS PERTAINING TO EACH GOAL ÉETC
2. OUR ONGOING APPROVED SSC BYLAWS STAETE AND INCLUDE THE FOLLOWING:
Appendix A
MLK SSC DOMAINS (And Decision-making Groups)
Ò STATE THAT ÒUESF Staff Domain: All decision-making activities and
roles specified in the UESF Contract, including (but not limited to)
concurrence on the common planning time schedule and the goal of shared
consensus with administration on areas of curriculum, budget,
scheduling, staffing, assignment, and professional developmentÓ
ARTICLE VI: Committees
a) The SSC may as needed establish standing or special committees. Such
committees will make recommendations for action to the SSC, but the
decision-making authority still rests with the SSC.
3. 52853. (a) The schoolsite council shall develop a school plan which
shall include all of the following:
(1) Curricula, instructional strategies and materials responsive
to the individual needs and learning styles of each pupil.
(2) Instructional and auxiliary services to meet the special needs
of non-English-speaking or limited-English-speaking pupils,
including instruction in a language these pupils understand;
educationally disadvantaged pupils; gifted and talented pupils; and
pupils with exceptional needs.
(3) A staff development program for teachers, other school
personnel, paraprofessionals, and volunteers, including those
participating in special programs. Staff development programs may
include the use of program guidelines that have been developed by the
superintendent for specific learning disabilities, including
dyslexia, and other related disorders. The strategies included in
the guidelines and instructional materials that focus on successful
approaches for working with pupils who have been prenatally substance
exposed, as well as other at-risk pupils, may also be provided to
teachers.
(4) Ongoing evaluation of the educational program of the school.
(5) Other activities and objectives as established by the council.
(6) The proposed expenditures of funds available to the school
through the programs described in Section 52851. For purposes of
this subdivision, proposed expenditures of funds available to the
school through the programs described in Section 52851 shall include,
but not be limited to, salaries and staff benefits for persons
providing services for those programs.
(7) The proposed expenditure of funds available to the school
through the federal Improving America's Schools Act of 1994 (IASA)
(20 U.S.C. Sec. 6301 et seq.) and its amendments. If the school
operates a state-approved schoolwide program pursuant to Section 6314
of Title 20 of the United States Code in a manner consistent with
the expenditure of funds available to the school pursuant to Section
52851, employees of the schoolwide program may be deemed funded by a
single cost objective.
(b) The schoolsite council shall annually review the school plan,
establish a new budget, and if necessary, make other modifications in
the plan to reflect changing needs and priorities.
4) 52855. The school district governing board shall review and approve
or disapprove school plans. A school plan shall not be approved
unless it was developed and recommended by the school site council.
If a plan is not approved by the governing board, specific reasons
for that action shall be communicated to the council. Modifications
to any school plan shall be developed, recommended and approved or
disapproved in the same manner.
5) SFUSD > Departments > State and Federal Funded Projects > Advisory
Committee Information
School Site Council (SSC)
ÒThe basic principle underlying the establishment of the School Site
Council (SSC) is that those individuals who are most affected by the
operation of their school should have a major role in the decisions
regarding how their school functions. This involvement occurs through
the development of a school improvement plan, including a budget which
is reflective and supportive of the plan, the continuous review of the
implementation of the plan, and the assessment of the effectiveness of
the plan, and the ongoing review and updating of the school plan.Ó
6) ÒTASKS - The SSC:
1 Considers participation in SBCP.
2 Considers which state approved funding sources to be used and how
services will be coordinated at the school site.
3 Develops a new or revise a previously approved comprehensive school
plan designed to effectively coordinate school services and resources.
4 Annually establishes a school budget.
5 May request, as part of the school plan, release days to advise
students or conduct staff development activities.
6 Consults with other school advisory committees on the contents of
the school plan affecting their programs.
7 Designs a system to monitor and evaluate the effectiveness of the
school plan.
8 Annually recommends the school plan to the governing board for
approval.
9 Requests through the governing board, waivers on the SBCP law. Ò
7) Ò52016 and subdivisions (a) and (b) of Section 52017; the capacity
of school personnel to implement school improvement programs; and the
capacity of school site councils to monitor and evaluate programs
authorized by this chapter.
(b) Be designed and implemented by classroom teachers and other
participating school personnel, including the school principal, with
the aid of outside personnel as necessary. Classroom teachers shall
comprise the majority of any group designated to design staff
development programs for instructional personnel to be established
pursuant to this article. Development activities for members of the
school site council shall be designed in conjunction with such members.
(c) Allow for diversity in staff development activities, including,
but not limited to, small groups, self-directed learning, and
systematic observation during visits to other classrooms or schools.
(d) Be conducted during time when is set aside throughout the school
year, including, but not limited to, time on a continuing basis when
school personnel are released from their regular duties.
(e) Be evaluated and modified on a continuing basis by participating
school personnel, paraprofessionals, and volunteers with the aid of
outside personnel as necessary.Ó
8) Ò 52021. The school site council, following approval of a school
improvement plan by the governing board, shall have ongoing
responsibility to review with the principal, teachers, other school
personnel and pupils the implementation of the school improvement
program and to assess periodically the effectiveness of such program.
The council shall annually review the school improvement plan,
establish a new school improvement budget consistent with subdivision
(f) of Section 52015, and, if necessary, make other modifications in
the plan to reflect changing improvement needs and priorities.Ó
9)Ó 52034. Participating school district governing boards shall:
(a) Review and approve or disapprove planning applications and
school improvement plans consistent with, but not limited to, rules and
regulations adopted by the State Board of Education pursuant to Section
52039.
No plan shall be approved unless it was developed and recommended by
a school site council. In the event any plan is not approved by the
governing board, specific reasons for this action shall be communicated
to the council. Modifications to any school improvement plan shall be
developed, recommended, and approved or disapproved in the same
manner.Ó
10) Ò32281. (a) Each school district and county office of education is
responsible for the overall development of all comprehensive school
safety plans for its schools operating kindergarten or any of grades
1 to 12, inclusive.
(b) (1) Except as provided in subdivision (d) with regard to a
small school district, the schoolsite council established pursuant to
Section 52012 or 52852 shall write and develop a comprehensive school
safety plan relevant to the needs and resources of that
particular school.
(2) The schoolsite council may delegate this responsibility to a
school safety planning committee made up of the following members:
(A) The principal or the principal's designee.
(B) One teacher who is a representative of the recognized
certificated employee organization.
(C) One parent whose child attends the school.
(D) One classified employee who is a representative of the
recognized classified employee organization.
(E) Other members, if desired.
(3) The schoolsite council shall consult with a representative from
a law enforcement agency in the writing and development of the
comprehensive school safety plan.
(4) In the absence of a schoolsite council, the members specified
in paragraph (2) shall serve as the school safety planning committee.
32282. (a) The comprehensive school safety plan shall include, but
not be limited to, both of the following:
(1) Assessing the current status of school crime committed on
school campuses and at school-related functions.
(2) Identifying appropriate strategies and programs that will
provide or maintain a high level of school safety and address the
school's procedures for complying with existing laws related to
school safety, which shall include the development of all of the
following:
(A) Child abuse reporting procedures consistent with Article 2.5
(commencing with Section 11164) of Title 1 of Part 4 of the Penal
Code.
(B) Disaster procedures, routine and emergency, including
adaptations for pupils with disabilities in accordance with the
Americans with Disabilities Act of 1990 (42 U.S.C. Sec. 12101 et
seq.). The disaster procedures shall also include, but not be
limited to, both of the following:
(i) Establishing an earthquake emergency procedure system in every
public school building having an occupant capacity of 50 or more
pupils or more than one classroom. A district or county office may
work with the Office of Emergency Services and the Seismic Safety
Commission to develop and establish the earthquake emergency
procedure system. The system shall include, but not be limited to,
all of the following:
(I) A school building disaster plan, ready for implementation at
any time, for maintaining the safety and care of pupils and staff.
(II) A drop procedure whereby each pupil and staff member takes
cover under a table or desk, dropping to his or her knees, with the
head protected by the arms, and the back to the windows. A drop
procedure practice shall be held at least once each school quarter in
elementary schools and at least once a semester in secondary
schools.
(III) Protective measures to be taken before, during, and
following an earthquake.
(IV) A program to ensure that pupils and both the certificated and
classified staff are aware of, and properly trained in, the
earthquake emergency procedure system.
(ii) Establishing a procedure to allow a public agency, including
the American Red Cross, to use school buildings, grounds, and
equipment for mass care and welfare shelters during disasters or
other emergencies affecting the public health and welfare. The
district or county office shall cooperate with the public agency in
furnishing and maintaining the services as the district or county
office may deem necessary to meet the needs of the community.
(C) Policies pursuant to subdivision (d) of Section 48915 for
pupils who committed an act listed in subdivision (c) of Section
48915 and other school-designated serious acts which would lead to
suspension, expulsion, or mandatory expulsion recommendations
pursuant to Article 1 (commencing with Section 48900) of Chapter 6 of
Part 27.
(D) Procedures to notify teachers of dangerous pupils pursuant to
Section 49079.
(E) A discrimination and harassment policy consistent with the
prohibition against discrimination contained in Chapter 2 (commencing
with Section 200) of Part 1.
(F) The provisions of any schoolwide dress code, pursuant to
Section 35183, that prohibits pupils from wearing "gang-related
apparel," if the school has adopted that type of a dress code. For
those purposes, the comprehensive school safety plan shall define
"gang-related apparel." The definition shall be limited to apparel
that, if worn or displayed on a school campus, reasonably could be
determined to threaten the health and safety of the school
environment. Any schoolwide dress code established pursuant to this
section and Section 35183 shall be enforced on the school campus and
at any school-sponsored activity by the principal of the school or
the person designated by the principal. For the purposes of this
paragraph, "gang-related apparel" shall not be considered a protected
form of speech pursuant to Section 48950.
(G) Procedures for safe ingress and egress of pupils, parents, and
school employees to and from school.
(H) A safe and orderly environment conducive to learning at the
school.
(I) The rules and procedures on school discipline adopted pursuant
to Sections 35291 and 35291.5.
(J) Hate crime reporting procedures pursuant to Chapter 1.2
(commencing with Section 628) of Title 15 of Part 1 of the Penal
Code.
(b) It is the intent of the Legislature that schools develop
comprehensive school safety plans using existing resources, including
the materials and services of the partnership, pursuant to this
chapter. It is also the intent of the Legislature that schools use
the handbook developed and distributed by the School/Law Enforcement
Partnership Program entitled "Safe Schools: A Planning Guide for
Action" in conjunction with developing their plan for school safety.
(c) Grants to assist schools in implementing their comprehensive
school safety plan shall be made available through the partnership as
authorized by Section 32285.
(d) Each schoolsite council or school safety planning committee in
developing and updating a comprehensive school safety plan shall,
where practical, consult, cooperate, and coordinate with other
schoolsite councils or school safety planning committees.
(e) The comprehensive school safety plan may be evaluated and
amended, as needed, by the school safety planning committee, but
shall be evaluated at least once a year, to ensure that the
comprehensive school safety plan is properly implemented. An updated
file of all safety-related plans and materials shall be readily
available for inspection by the public.
(f) The comprehensive school safety plan, as written and updated
by the schoolsite council or school safety planning committee, shall
be submitted for approval under subdivision (a) of Section 32288.
32289. A complaint of noncompliance with the school safety planning
requirements of Title IV of the federal No Child Left Behind Act of
2001, 20 U.S.C. Sec. 7114(d)(7), may be filed with the department
under the Uniform Complaint Procedures as set forth in Chapter 5.1
(commencing with Section 4600) of Title 5 of the California Code of
Regulations. Ò
11) ÒSB 65 SB 65
School-Based Pupil Motivation and Maintenance Program Guidelines
1. What is a school site council?
The school site council (SSC) is an essential element of SB 65 M&M
schools,
School Improvement Programs (SIPs), and School-Based Coordinated
Programs (SBCPs). The underlying principle of the SSC is that those
individuals most affected by the operation of a specific categorical
program should have a major role in the decisions on how that program
should function. This involvement occurs through the development of the
school plan, including a budget that reflects and supports the plan;
continuous review of the planÕsimplementation; assessment of the planÕs
effectiveness; and ongoing review and revision of the plan. The SSC is
a council of school employees, parents, and community members. In
secondary schools the SSC includes students. Each school receiving an
SB 65 School-Based Pupil Motivation and Maintenance (M&M) Program grant
or SIP funding or any school identifying itself as
Òschool-based-coordinatedÓ agrees to abide by the related provisions of
the School-Based Program Coordination (SBPC) Act incorporated into the
provisions of SB 65. Among these provisions is the requirement to set
up a duly constituted school site council and to submit an annual plan
and budget.
2. What is the role of the SSC in an SB 65 school?
The SSC is both a consultative and a determinative body constituted to
provide recommendations for the use of state categorical funds and
services. It is made up of all elements of the school community (i.e.,
the principal, teachers, other staff, parents, and, at the secondary
level, students). The SSC oversees the SB 65 M&M program at the school
site. Specifically, it must approve (1) the annual school dropout
prevention plan; (2) the SB 65 budget for the year and the expenditure
for the salary and expenses of the outreach consultant position; and
(3) the duties of the outreach consultant at the school. The SSC may
also perform the functions of the school advisory committee required of
all Title I schools (EC sections 52858 and 54723). If
English learner services are coordinated in a school-based program, the
SSC must first consult with the schoolÕs bilingual advisory committee
(EC Section
52858.5). Specifically, the SSC is required to approve the dropout
prevention plan mentioned previously to meet the needs of those
students Òat high risk of
not succeeding in the regular school programÓ (EC Section 54726 (d)).
Those students are the low performing, educationally disadvantaged
(Title I identifiable
students); the non-English-speaking or limited-English-speaking
students (English learners); the gifted and talented (GATE) students;
the individuals with exceptional needs (special education); and all
other students who are not succeeding and are in danger of failing or
dropping out of school. Ò
12) Ò52855. The school district governing board shall review and
approve
or disapprove school plans. A school plan shall not be approved
unless it was developed and recommended by the school site council.
If a plan is not approved by the governing board, specific reasons
for that action shall be communicated to the council. Modifications
to any school plan shall be developed, recommended and approved or
disapproved in the same manner.Ó
13) Ò SFUSD SITE PLANÉ. Decision-Making Guidelines
School Site Councils are required at every school as a condition for
participation in certain
state and federally funded programs. SFUSD has expanded the role of the
SSC to include
oversight of the academic plan and budget, a recognition that all
stakeholders (students,
parents, community members, teachers, other staff and principals) must
contribute to the
success of the school.
School principals are the critical leaders at school sites. They are
responsible for
establishing a vision for improving achievement for all students.
Principals are ultimately
accountable for achieving the goals of the school and the district.
Therefore, principals
must ensure that the academic plan and budget are focused on meeting
the identified needs
of all students.
If principals or any other members of School Site Councils are not
confident that an
academic plan, as drafted, is adequately focused needs of all students,
they should use the
dispute resolution process described on page 11 to have their concerns
heard.
The following table outlines the respective roles of the District,
School Site Councils, and
school principals in developing plans for raising student achievement
and for carrying out
those plans.
Dispute Resolution
Any concerns about the decisions of School Site Councils (e.g., an SSC
reaches an impasse
or a party affected by an SSC decision raises a procedural question)
shall be directed to the
Assistant Superintendent supervising the school. The Assistant
Superintendent will
determine what next steps are necessary, including but not limited to
mediation or dispute
resolution.
If dispute resolution is necessary, the following process will apply:
¥ A Dispute Resolution Team will be formed consisting of the Chief of
School
Operations, the supervising Assistant Superintendent for the school, a
representative from SFUSDÕs Equity Assurance Office, and (where
relevant)
representatives of bargaining units.
¥ The Team will assemble a meeting within one week of contact to hear
from the
disputants. Meetings will be open to all elected members of the SSC. The
structure of the meeting will be as follows:
o Presentations by disputants (including any written materials that the
parties
to the dispute wish for the Team to review)
o Presentation by mediator, where applicable, including the process of
mediation and the suggested resolution
o Deliberation and decision (without disputants or other SSC members
present) by the Dispute Resolution Team
¥ Within one week of the meeting, the Team will communicate its
decision in
writing to all disputants and members of the SSC. Grievance procedures
and the
Uniform Complaint process represent an opportunity for appeal.Ó
14) Ò(Education Code Section 35147)
Records
The school needs to maintain the following documentation for 5 years:
l Orientation and election notifications
l Council roster and ballots
l By-laws (if adopted)
l Meetings flyers/notification
l Agendas of council meetings
l Minutes of meetings
(discussions, recommendations and actions)
l Recordings of attendance (sign-in sheets)
l Evidence of input from school advisory committees
(CEAC, ELAC, other advisory committees)
l Official correspondence
l School plan including budgets
Other Committees
The SSC may appoint committees or individuals to serve and advise at
their discretion. SSC minutes must document the purpose and decisions
of appointees.
Appointees may:
1. Gather and analyze data.
2. Propose strategies for improving instruction.
3. Examine materials and funding to determine effectiveness.
4. Draft portions of the SPSA for council consideration.
SSC Bylaws
Bylaws should clarify such matters as:
l Duration of terms for members and officers
l Election procedures
l Meeting times
l Quorum requirements
l Attendance procedures
l Means of electing members and officers
l Notice of elections for each peer group
l Responsibilities of the council
l A policy of non-discrimination
l Election of alternate members
The Consolidated Application
The Consolidated Application (ConApp) is an
agreement between the District and the State
Board of Education on the use of categorical
funds.
- The approved Con App is the document that auditors and compliance
review personnel use to determine compliance with state and federal
mandates.
Single Plan for Student Achievement
Senate Bill 374
Requires each school to consolidate all plans required by Consolidated
Application Programs into a Single Plan for Student Achievement (SPSA).
(Education Code Sections 64001 [d],[f])
The intent of the Single Plan for Student Achievement (SPSA) is to
create a cycle of continuous improvement of student performance, and to
ensure that all students succeed in reaching state academic standards.
The school plan serves as an official document in audits to determine
appropriate expenditures of categorical funds, including equipment
purchases, and personnel responsible to complete multifunded and
semiannual certifications
Step 1: Measure the Effectiveness of Current Improvement
Strategies
l Analyze Student Performance
l Analyze the Instructional Program
Step 2: Seek Input from School Advisory Committees
The SSC must document the following actions:
l Written recommendations from advisory committee(s)
l Consideration of recommendations at SSC meeting
l Dissemination of information regarding the SPSA to advisory
committee(s)
l Share final draft with advisory committee(s)
l Recommendation for approval of the SPSA to Local District
Note: If the SSC chairperson refuses to certify input, the minutes and
sign-in sheets from the meeting where the approval was granted must be
submitted with the SPSA. The local district superintendent or designee
will decide whether to approve or send SPSA back to SSC for revision.
Step 3: Reaffirm or Revise School Goals
School goals must be based on comprehensive assessment of student
academic achievement, using multiple measures of student performance.
Step 4: Revise Improvement Strategies and Expenditures
The SSC will adopt specific actions to reach each goal, specify dates
by which actions are to be started and completed, identify expenditures
needed to implement the action, and identify the funding source.
Step 5: Approve and Recommend the SPSA to the Governing Board
After appropriate advisory committees have reviewed the proposed SPSA,
the SSC must approve it at a meeting for which a public notice has been
posted.
The Board of Education has delegated to the general superintendent and
the local district superintendents responsibility for budget and
program decisions related to SB1X and Title I Program Improvement
schools, which includes schools in corrective action and restructuring.
Restructuring Plans must be approved by the local district
superintendent before implementation.
Note: For schools identified as Program Improvement (PI), the SSC
remains in place
Step 6: Monitor Implementation
Once the plan is approved, the responsibility of the SSC
is to monitor the effectiveness of planned activities and
modify those that prove ineffective.
Monitoring should follow the calendar of events
established by the SPSA to verify timely implementation
and achievement of objectives critical to the success of
the plan.
[Education Code Section 64001(g)]
Local District Office Responsibilities
l Certify the election and monitor the proper functioning of the SSC.
l Investigate and resolve concerns relating to the SSC.
l Provide leadership and training for SSC members.
l Assist with the analysis of school data to determine student needs.
l Provide guidance and assistance in the development, including
expenditures, of the SPSA.
l Review and recommend the SPSA for approval to Specially Funded
Programs
l Maintain SSC Certification forms.
l Approve the Single Plan for Student Achievement and its subsequent
revisions
l Review SPSA for compliance with the Local Educational Agency (LEA)
plan required for federal funding.
l Provide technical assistance to the local district on all federal and
state mandates.
Maintain SSC/CEAC/ELAC Certification forms. Ò
15) YOUR FOLLOWING STAEMENT FROM DECEMBER 2007 AS SSC CHAIR:
ÒMy Two Cents Worth: 9 DEC'07 (Regarding the Drawing up of the '08
Site Plan)
Ò The UBC has been a part of the MLK SSC from the start. And that is
largely because site leadership in the past held dual positions, both
as UBC site representative and as SSC chairperson. Mr. Chris Miller,
our recent IRF is a case in point. And both sides seemed to have been
well served during his tenure and that of others. I learned much from
Mr. Miller as he served ably in both roles.
As SSC chair, I came to appreciate the authentic voice the UBC offered
on current site matters, taking over as it did from the Leadership
Committee of earlier days. I learned that a great deal of "buy in" from
the faculty and staff on issues, came with faculty SSC members who were
also UBC members. In fact, the first SSC (pioneering) site plan at King
was drawn up largely by UBC members. The integrity of this first
document and the support it received from site parents, faculty,
students and staff was due to the efforts of SSC and UBC members
working together in a common "shared decison-making" effort.
To exclude any stakeholder at site, be they student leaders, parents,
friends of the school or UBC or other affiliated members is to provoke
controversy and bring about division and suspicion. One of the great
attributes of this site has been the transparent and welcoming
opportunities that remain open to any one on or off site who wants to
contribute to the success of this school. This is a small school with a
mighty legacy, made possible by the cooperation shown over the years by
the various groups that work together to better this school. After
all, it is still only and all about our students. They require
everyone's input. Mike McCachren, Chair.Ó
16) Ò 21. Restructuring
(See Appendix C and D for Article 21, Restructuring from prior
contracts.)
Appendix C: Faltus Ð Byrd Memo
March 24,1994
To: Restructuring School Communities
From: Mary Welsh Byrd, Program Director State and Federal Funded
Projects (SFFP)
Rudi Faltus, District/Union Coordinator Restructuring Schools
Initiative (RSI)
Re: Restructuring Shared Decision-Making Structures and School Site
Councils
SDM STRUCTURES
An important component of both the Restructuring Schools Initiative
(RSI) and the
School-Based Program Coordination Act is the establishment and use of
sdm structures
involving all of the key members of the school community
(administrators, teachers,
parents, classified staff, and students) to determine what needs
improvement or revision,
and then to make the changes necessary to improve student learning.
Authority for shared
decision-making regarding district programs is derived from RSI.
Authority for shared
decision-making regarding state supplementary programs is derived from
the
School-Based Program Coordination Act.
The sdm structure is the legally responsible decision-making structure
of the school in
Stage Two and Stage Three restructuring (RSI) schools. Schools develop
different names
to identify their site sdm structures. All members of the staff and
school community
members (administrators, teachers, classified staff, students, parents,
community
organizations, etc.) should be involved in work groups reflecting all
of the work that is
important and needs to be done. The sdm structure acts as the
coordinating body,
reflecting all of the needs, plans and activities of the working
groups. The sdm structure
develops processes among itself or for involving others in prioritizing
needs and plans.
Within SFUSD, the onesite (school) plan is the vehicle for expressing
programs and
budget allocations for the district-based and supplemental programs at
the site. A major
piece of the work of the sdm structure, therefore, is planning and
developing this one-site
plan, involving the total school community. The sdm structure in a
restructuring school is the body responsible for decisions made by the
school community, replacing the principal alone.
Option 1: (Ccurrently USED BY OUR SCHOOL SITE)
Form a school governance/restructuring team that meets the statutory
requirements for a school-based coordinated School Site Council (SSC):
50% parents
and community members (or 25% parent and community members and 25%
students
in secondary schools) and 50% school employees, including the
principal, a majority
of teachers, and classified staff. Each SSC would establish written
bylaws for the SSC
that would require all stakeholders (teachers, parents, students,
administration,
classified employees) to come to consensus on major issues before
action is taken. A
fallback provision if consensus cannot be reached and a decision has to
be made also
needs to be written into the bylaws. The SSC will recognize the
importance of having
all existing advisory groups and new committees develop and implement
restructuring and improvement projects connected to the SSC. These
relationships will also be reflected in the siteÕs SSC bylaws.
COMPOSITION
Stage Two restructuring schools develop a shared decision-making (sdm)
structure to
involve key stakeholders in collectively planning, developing,
implementing, and
assessing district programs, processes, and budgets at the site. These
sdm structures work
within district processes unless waivers to the regular process are
obtained. These sdm
structures derive their authority from the Restructuring Council which
was created
through the UESF contract. The specific composition of the structure is
to be determined
by the site, and is guided by the following contract language:
21.2.3. Participation in the process will be open to all with
responsibility for student
outcomes, such as teachers, united support personnel, administrators,
classified staff, parents, students, and others, as determined by the
site.
(UESF Contract, Article 21)
21.2.7. The Union Building Committee will serve as the initial conduit
to the process
of restructuring. A shared decision-making structure must be
established to
include teachers, united support personnel, the UBC representative,
administrators, parents, and others as determined by the site. (UESF
Contract, Article 21, Restructuring.)
2004-2007 Teacher Contract Ð 137 Ð June 30, 2006
The major principle and intent of both RSI and SBCP is inclusion of key
stakeholders in
the shared decision-making process. If the SSC is used as the shared
decision-making
structure for a restructuring school, the following points need to be
kept in mind:
¥ The principal has to be on the SSC.
¥ There should be at least three other than classroom teacher employees
in the other
employee categories: at least one representing united support personnel
(instructional
aides, community relations specialists and security aides), at least
one representing
Local 790 classified employees (secretaries, custodians, cafeteria
workers, etc) and at
least one representing other non-administrative certificated employees
who are not
classroom teachers (counselors, resource teachers, librarians, etc.).
This assumes, of
course, that there are people in all of these roles at the site.
¥ A Union Building Committee (UBC) representative needs to be on the
SSC. If the
UBC representative is the Building Rep, he/she would not need to be
elected to the
SSC, as the Building Rep has already been elected by peers. The
Building Rep would
fill one of the classroom teacher positions, or other staff positions
as applicable.
Students in elementary schools would serve on the SSC on the parent and
community
side, if desired. Student participation in middle and high schools is
required by the
SBCP, and is to be a quarter of the total number of members. The number
of student
representatives in elementary school should be less than the number of
parent and
community representatives, so as not to diminish the number of parent
and
community representatives significantly.
¥ The SSC composition is proportional, but the site has flexibility in
determining
numbers and roles that need to be represented within the state-defined
composition.
Reaching consensus on the numbers, and understanding the differences
between a
SSC for SIP, SB 65 SBCP and a restructuring school is critical.
¥ The Faculty Advisory Council, School Advisory Committee, Bilingual
Advisory Committee, PTSA, Student Council, etc. all represent
constituent voices that need to be heard.
¥ It can be appropriate to move members onto the SSC from other
advisory committees
if they have been elected by their peers if the group is in agreement.
For instance,
teachers elected to a Faculty Advisory Council by teachers can serve on
the SSC,
students elected to a Student Council by students can serve on the SSC,
etc.
¥ Reaching consensus on the numbers of representatives, criteria for
representatives,
nomination process and election procedures or selection process among
the staff and
student community is recommended.
¥ SFFP guidelines for parent and community member elections published
in the WAD
are important and assist in keeping the school in compliance with state
and federal
regulations.
SCOPE OF AUTHORITY
Authority for shared decision-making regarding district programs is
derived from
Restructuring Schools Initiative (RSI), and authority for shared
decision-making
regarding state supplementary programs is derived from the School-Based
Program
Coordination Act. The sdm structure, therefore, derives its authority
from both the
SFUSD and the California State Department of Education. The intent of
both the district
and the state is to shift authority to the school site. As
restructuring schools in SFUSD,
the sdm structure becomes the decision making entity for the school.
¥ If it is not against the law or rules (Ed Code, Board Policy, Union
Contract,
administrative regulations), it can be done. If it is against the
current law or rules and
it makes real educational sense to do it, a waiver can be applied for.
ÒRestructuring
plans as provided for in this article will operate within legal
mandates, economic
opportunities, Board of Education provisions, and requirements of the
Union contract,
unless appropriate waivers are obtained upon mutual agreement.Ó (UESF
contract,
Article 21, Restructuring.)
¥ Waivers to the Ed Code, Board Policy, Union Contract and
administrative regulations
are initiated by the site through the Restructuring Council.
Restructuring plans that
require changes in laws or rules should be sent to the RSI office, and
will be
forwarded to the Restructuring Council and/or other appropriate bodies.
¥ Bylaws of the site sdm structure should reflect how decisions will be
made at the site
including the types of decisions, who will make what decisions (domains
of
decision-making), timelines for decisions recognizing district
timelines for mandated
decisions, etc.
Appendix D: Restructuring
21.1.2 Shared decision-making is a process whereby teachers, united
support
personnel, administrators, classified staff, parents, students, and
others, as
determined by the site, can collaborate in identifying areas in need of
improvement and in developing solutions that will enhance the learning
opportunities for all students.
21.1.3 The parties recognize that the most important interactions that
affect student
performance are those between instructional staff and students.
Instructional
staff must be able to share in decisions at the school site if they are
to share
the responsibility and accountability for the success of the school.
21.2 In order to provide the maximum opportunity for success in
District-wide
restructuring, the Union and the District have developed the following
guidelines:
21.2.1 Dissemination of information designed to develop an
understanding of
restructuring is essential.
21.2.2 Restructuring will not be imposed but allowed to evolve on a
voluntary basis.
Since site specific plans may be developed for restructuring, no single
model
can be specified.
21.2.3 Participation in the process will be open to all with
responsibility for student
outcomes, such as teachers, united support personnel, administrators,
classified staff, parents, students, and others, as determined by the
site.
21.2.4 The process of consensus decision-making or other democratic
decisionmaking
process as determined by each site will be utilized at all levels of
restructuring.
21.2.5 Restructuring plans as provided for in this article will operate
within legal
mandates, economic opportunities, Board of Education policy provisions,
and
requirements of the Union contract, unless appropriate site specific
amendments, including waivers of legal mandates, economic opportunities
and Board of Education Policy, are obtained upon mutual agreement.
21.2.6 Contract language on restructuring will enable the process to
evolve. Other
forms of agreements outside of the contract may facilitate the process
of
restructuring. One form may be a trust agreement between the District
and the Union. Another may be a multilateral agreement whereby the
District and the
Union jointly enter into a contract with other interested parties.
21.2.7 The UBC will serve as the initial conduit to the process of
restructuring. A
shared decision-making structure must be established to include
teachers,
united support personnel, the Union Building Representative,
administrators,
parents, and others, as determined by the site in fulfillment of
District, State
and Federal guidelines. The construction of this structure shall clearly
describe the scope of authority as well as a delineation of roles and
responsibilities of the constituent parties.
21.2.8 Site governance structures. See Article 25, Union Building
Committee.Ó
17) The fact that the following response prepared by Richard Graham,
Education Programs
> Consultant, CDE. STATES:
Ò James, California Education Code Section 64001 requires that the SSC
develop its Single Plan for Student Achievement with the review,
certification, and advice of any applicable school advisory
committees.Various categorical programs may or may not have
requirements for advisory committees. The SSC, therefore must, at
minimum, seek the advice of those groups when they are required by
individual program statute. I was unable to find reference that would
prohibit the SSC from seeking the advice of any specific group.
However, the statute is silent on any requirement that the SSC seek the
advice of groups not required in statute, leaving it to the discretion
of the SSC.Ó
REQUIRES THAT AS REVISED BY THE SSC SITE PLAN COMMITTEE WHICH AGREED
THAT THE LANGUAGE STATING THROUGH EACH SSC SITE PLAN GOAL APPROVED LAST
YEAR AND UNANIMOUSLY AGREED TO THIS YEAR, THE FOLLOWING LANGUAGE BE
PRESENTED TO THE SSC TO REVIEW AND REVISE IF NECESSARY TO INCLUDE THE
FOLLOWING LANGUAGE UNDER EACH SSC SITE PLAN GOAL. STRATEGIES AND
ACTIONS ACCORDINGLYÉÉ
1. The administration, UBC, and SSC will periodically review/discuss
and revise implementation and timelines.
The only intent is to protect our members from any chages which may
violate our contract or pose unfair labor practices ,which will be
averted through this language being included to underscore the UBCÕS
role in protecting memebershipÕs contractual rights.
Please for the sixth time include this on our 3/11/08 SSC AGENDA
ALONG WITH THE FOLLOWING
PRESENTATION OF PROPOSALS READ INTO MINUTES LAST THREE MONTHS REGARDING
CREATION OF
1. IN SCHOOL DETENTION CONSEQUENCE ROOM PROPOSAL
2. AFTERSCHOOL DETENTION PROPOSAL
SINCERELY,
JAMES A. GALGANO
UESF LOCAL 61 BUILDING REPRESENTATIVE
SSC ELECTED MEMBER AND SECRETARY
SSC SITE PLAN COMMITTEE PERSON
SSC BUDGET COMMITTEE PERSON
.
THERE WILL BE A SPECIAL UESF LOCAL 61 UNION BUILDING COMMITTEE MEETING
WITH TOM RUIZ, THIS THURSDAY MARCH 6TH ,2008 AT 12:10PM IN THE SCHOOL
LIBRARY
THE UBC WILL BE DISCUSSING PAST, CURRENT AND CONTINUING PROBLEMS AT OUR
SCHOOL SITE WITH MR RUIZ AS WE HAVE WITH UESF LOCAL 61 LEADERSHIP,
BASED ON ALL YOUR DISCUSSED AND PRESENTED CONCERNS.
SHOULD YOU HAVE ADDITIONAL CONCERNS YOU WISH TO PRESENT THROUGH THE UBC
AND/OR INDIVIDUALLY :
1. DISCUSS TOPIC INFORMATION WITH ONE OF YOUR UBC REPRESENTATIVES IF
YOU WISH THEM TO PRESENT IT
2. DISCUSS AND/OR PROVIDE ADDITIONAL WRITTEN DOCUMENTATION YOU WISH TO
BE COVERED AND OR CONVEYED THROUGH THE UNION VIA ALLAN BRILL TO
SUPERINTENDNT CARLOS GARCIA.
· PLEASE ATTEND THIS MEETING
· PLEASE WEAR YOUR UESF TEE SHIRTS TO SUPPORT ALL MEMBERS CONCERNS AT
OUR SCHOOL SITE
James a. galgano, uesf local 61 building representative
IMPORTANT INFORMATION PLEASE READ BELOW!!!!!
Red with Rage Over Pink Slips
UESF to Rally at the State Building - March 11th - 4:00 p.m.
Say No to Education Cuts! Say No to Layoffs!
Now is the time for teachers, paras, and parents to show the Governor
and State Legislature that the proposed $4.8 billion cuts to education
are unacceptable.
Over 535 teacher and administrator jobs are on the chopping block in San
Francisco, and schools are scrambling district wide to slash their
budgets. If the cuts go through, hundreds of paras will also be laid
off, class sizes will skyrocket, and essential programs will be cut.
LetÕs show the Governor and those in Sacramento that we will fight back
to protect our schools! Look for real solutions, not the easy way out.
Rally details:
Tuesday, March 11, 2008 - 4:00 p.m.
State Building at the corner of McAllister & Van Ness, SF
We have ordered 100 special UESF t-shirts for the event. The pink shirts
with the UESF logo symbolize the pink slips that will go out starting
this Friday.
Organize a carpool or a caravan from your school site. The more in
attendance, the stronger the message!
Wear pink. Bring pink signs. Show your outrage. Bring your friends,
colleagues.
If you are interested in volunteering for the event, please call Matthew
Hardy at 956-8373.
Layoff Notices to Go Out This Friday, March 7
=============================================
UESF has learned that teacher layoff notices will be sent out this
Friday, March 7th. If you are concerned about layoffs, please read the
ÔGuide to Layoffs,Õ posted on the UESF website at
http://www.uesf.org/pdf/layoffs_guide.pdf.
Senior Field Representative Eric Hall will coordinate all teacher
layoffs. Please make sure to read this document before contacting him
with your questions.
Please take the time to read this entire email. It includes important
information about all teacher and para jobs.
What to do if You Receive a Layoff Notice
=========================================
If you receive a layoff notice, there are several important steps
that you should take. It is up to you to make sure the district has your
proper credential, hire date, and job status on file.
Furthermore, district officials have indicated that CLAD certification
will be considered when they determine who is on the layoff list. If you
have not received your CLAD certification, you should submit an
application for an emergency CLAD as soon as possible. Contact Linda
Wells at 415-355-7655 or wellsl@sfusd.edu for more information and for
an application. You may also go to HR, which is on the 2nd floor of the
district offices at 555 Franklin St., from 8:00 a.m. to 5:00 p.m.
Go to the UESF website at www.uesf.org and click on ÔGuide to LayoffsÕ
for more information about layoffs.
By State law, all teachers who receive a layoff notice have the right to
a hearing, which will be held on April 9th and 10th. In order to be
included as a respondent in the process you must demand a hearing or
authorize the union to do so on your behalf. UESF has appointed Senior
Field Representative Eric Hall to help members at these hearings. As
soon as UESF receives the list of teachers to be laid off, he will
contact each teacher individually by mail. SFUSD has told us that the
layoff list will be ready by March 7th.
Para Layoffs to Come in April
=============================
UESF has learned that because of the budget crisis the district intends
to make severe cuts to school site budgets, which will lead to
paraprofessional layoffs. By law, these layoffs must occur 45 days prior
to the end of the school year. This would mean layoff notices would have
to go out by April 9th. Layoffs must be done in order of seniority by
classification. If you do get laid off, you have the right of return to
your classification for up to 39 months. Cuts and all budget changes
have to be approved by the School Site Councils (SSCs). The SSCs have an
obligation to try to limit para layoffs.
The district has suggested that paraprofessionals who receive layoff
notices should consider applying for Special Education positions.
CDP Layoffs Would Come on June 1st
==================================
Any cuts to the Child Development Program funding for next school year
would need to be done by the beginning of the fiscal year, which is July
1, 2008. The decision to make budget cuts to CDP are made at the program
level, then passed down to individual sites. By law, layoff notices must
be sent out 30 days in advance, by June 1st.
SF Rainy Day Fund May Help But Not Prevent All Layoffs
======================================================
Because of the foresight of Supervisor Tom Ammiano, San Francisco has
established a Rainy Day Fund to aid the city in lean budget years. Of
the approximately $122 million currently in the fund, 25% can go to
SFUSD. This could mean upwards of $30 million available to our schools.
However, there are some requirements. First and foremost, the full Board
of Supervisors must approve the distribution of the funds to the SFUSD.
It is likely that this will not happen until May. This means that layoff
notices to teachers and paras will go through, assuming a full $40
million budget deficit.
Furthermore, Superintendent Garcia has informed UESF that because the
Rainy Day Fund is a one-time infusion of money, the district intends to
split the amount it gets over a two-year period. Considering the
worsening state budget outlook, this is sound fiscal policy. However, it
will mean that some layoffs are unavoidable.
UESF, our affiliates the California Teachers Association and the
California Federation of Teachers, and the rest of the labor movement,
are fighting to prevent the budget crisis from being balanced on the
backs of our public schools. You can do your part by coming out to our
rally at the State Building on March 11th at 4:00 p.m. Look for further
details next week.
PLEASE PRINT, COPY, POST, AND SHARE WITH UESF COLLEAGUES WHO ARE NOT
RECEIVING UNION EMAILS.
========================================================================
========================================================
SF Contact List
Governor Arnold Schwarzenegger
State Capitol Building
Sacramento, CA 95814
916-445-2841
916-558-3160 fax
Assemblyman Mark Leno
District 13
State Capitol
P.O. Box 942849
Sacramento, CA 94249-0013
916-319-2013
916-319-2113 fax
455 Golden Gate Ave., Suite 14300
San Francisco, CA 94102
415-557-3013
415-557-3015 fax
Assemblywoman Fiona Ma
District 12
State Capitol
P.O. Box 942849
Sacramento, CA 94249-0012
916-319-2012
916-319-2112 fax
455 Golden Gate Ave., Suite 14600
San Francisco, CA 94102
415-557-2312
415-557-1178
Senator Carol Migden
District 3
State Capitol, Room 5114
Sacramento, CA 95814
916-651-4003
916-445-4722
455 Golden Gate Ave., Suite 14800
San Francisco, CA 94102
415-557-1300
415-557-1252 fax
Senator Leland Yee
District 8
State Capitol, Room 4048
Sacramento, CA 95814
916-651-4008
916-327-2186 fax
455 Golden Gate Avenue, Suite 14200
San Francisco, CA 94102
415-557-7857
415-557-7864 fax
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