coronado unified school district...district office staffing levels in support of the educational...

Coronado Unified School District

Organizational Efficiency and Comparative Staffing Review

April 22, 2015

Prepared By:

Brianna García Director, Management Consulting Services Sheila Vickers Vice President

Coronado Unified School District

Organizational Efficiency and Comparative Staffing Review

April 22, 2015

Prepared By:

Brianna García Director, Management Consulting Services Sheila Vickers Vice President

Copyright © 2015 by School Services of California, Inc. 1121 L Street, Suite 1060 Sacramento, CA 95814 (916) 446-7517 FAX (916) 446-2011 www.sscal.com

All rights reserved. These materials may not be duplicated in any way without the expressed written consent of School Services of California, Inc., except in the form of brief excerpts or quotations or as a teaching guide to employees of the school agency or organization that contracted for this report. Making copies of this report or any portion for any purpose other than your own or as noted above, is a violation of United States copyright laws.

Coronado Unified School District Organizational Efficiency and Comparative Staffing Review April 22, 2015

© 2015 School Services of California, Inc. i

Table of Contents

Executive Summary ....................................................................................................................................... 1

Organizational Review .................................................................................................................................. 3

Purpose ..................................................................................................................................................... 3

Scope of the Review .................................................................................................................................. 3

Methodology ............................................................................................................................................. 4

Organizational Review .................................................................................................................................. 5

Superintendent’s Office ................................................................................................................................ 5

Standard: ............................................................................................................................................... 5

Analysis: ................................................................................................................................................ 6

Recommendation: ................................................................................................................................. 7

Student Services ............................................................................................................................................ 7

Standard: ............................................................................................................................................... 7

Analysis: ................................................................................................................................................ 8

Recommendations: ............................................................................................................................... 9

Learning and Instruction ............................................................................................................................. 10

Standard: ............................................................................................................................................. 10

Analysis: .............................................................................................................................................. 11

Recommendations: ............................................................................................................................. 12

Human Resources ....................................................................................................................................... 13

Standard: ............................................................................................................................................. 13

Analysis: .............................................................................................................................................. 13


Technology .................................................................................................................................................. 20

Standard: ............................................................................................................................................. 20

Analysis: .............................................................................................................................................. 21


Business Services ........................................................................................................................................ 27

Standard: ............................................................................................................................................. 27

Analysis: .............................................................................................................................................. 27


© 2015 School Services of California, Inc. ii


Child Nutrition Services ............................................................................................................................... 35

Standard: ............................................................................................................................................. 35

Analysis: .............................................................................................................................................. 35

Recommendation: ............................................................................................................................... 37

Maintenance, Operations, and Transportation .......................................................................................... 37

Standard: ............................................................................................................................................. 37

Analysis: .............................................................................................................................................. 37


Brian Bent Memorial Aquatics Complex (BBMAC) ..................................................................................... 43

Standard: ............................................................................................................................................. 43

Analysis: .............................................................................................................................................. 43


Appendix A—Organizational Charts ........................................................................................................... 46

Appendix B—Comparative Data ................................................................................................................. 50

Appendix C—Sample Human Resources Annual Calendar ......................................................................... 59


© 2015 School Services of California, Inc. 1

Executive Summary

The Coronado Unified School District (District) requested that School Services of California,

Inc., (SSC) conduct an Organizational Efficiency and Comparative Staffing Review of the

District Office and school site administration. The objective of the review is to assess the

existing organizational structures and the functions within each District Office department, as

well as between departments and at school sites. The review is designed to address the

effectiveness and efficiency of the existing administrative structure, as well as the adequacy of

District Office staffing levels in support of the educational program. The genesis of this project

was to look at District Office staffing levels and efficiencies in light of the expenditure

reductions that have been, and continue to be, needed to balance the budget.

SSC conducted onsite interviews with District Office and school site administrators and support

staff in order to evaluate the effectiveness of the existing organizational structure and its impact

on the current operations and services of the District. SSC also reviewed documents provided by

the District and conducted a staffing survey among a comparative group of districts of

comparable funding level and size across the state. The data supports SSC’s analysis of the

District’s current and future staffing needs.

The comparative analysis, which includes a review of full-time equivalents (FTEs) by

department, is integrated in our review and analysis of the organizational culture and structure of

the District in this report. The comparative staffing tables have been included for reference in

Appendix B.

This report, including our analysis and recommendations, is organized by each District Office

department. The major findings of this report include the following:

The District uses several different software systems that use some of the same data, and the

systems do not interface. This means that staff members are doing duplicate data entry,

which is vulnerable to errors, and reconciliations are required to ensure that the systems are

in sync. We make several recommendations in this report to build interfaces between systems

to gain efficiency and improve service levels.

The District is in the midst of implementing PeopleSoft, which is a significant change in its

administrative support systems. Until it is fully implemented and staff members are

appropriately trained, it is difficult to assess the impact on staffing needs. We make

recommendations in the report to automate other ancillary processes related to PeopleSoft in

order to gain efficiencies, and once that is done we recommend that the District consider

augmenting staff in certain areas of the District Office.

Staffing levels in the District Office have been reduced in recent years, resulting in

reallocated workload and an organizational structure that has been cobbled together as



necessary over time. The comparative data from the other districts in the study also shed

some light on how the District could move to an organizational structure that is more

appropriate for the District’s size. We make a number of recommendations in this report to

reallocate workload and restructure the organization in order to streamline reporting

structures and improve service levels to the rest of the District.

Overall, based upon the staffing data provided from the other districts in this study and in

looking at existing workload, we did not find any areas of the District Office where we could

recommend staffing reductions. We make recommendations to meet the workload demands by

restructuring some of the departments, automating certain functions and gaining efficiencies, and

to augment staff in certain areas in order to provide adequate service levels and/or generate

offsetting savings.

We realize that this report contains numerous recommendations. Some of the recommendations

require lengthy planning and implementation time, while others may require the allocation of

funds to implement, and still others affect incumbents currently in some of the positions. We

encourage the District to consider all of the recommendations and develop a priority list for

getting to the organizational structure and addressing other recommendations in this report, with

an implementation target date and the funding source identified where appropriate.



Organizational Review

Purpose

The District requested that SSC conduct an Organizational Efficiency and Comparative Staffing

Review of the District Office and school site administration. The objective of the review was to

assess the existing organizational structures and the functions within each department as well as

between departments and to school sites. The review is designed to address the effectiveness and

efficiency of the existing administrative structure, as well as the adequacy of District Office

staffing levels in support of the educational program. Upon completion of this review and

evaluation, we offer findings and recommendations, where appropriate, for organizational

changes to improve communication and operational efficiencies that we believe will ensure the

District is positioned for continued success.

Our findings are intended to provide a basis for management decisions and actions. Our goal is

to provide a current evaluation of the District Office organizational structure and functions and to

provide recommendations for improving effectiveness and efficiency of District Office

operations in support of the instructional program.

Scope of the Review

The Organizational Efficiency and Comparative Staffing Review of the District Office includes

the following considerations:

An evaluation of the effectiveness and efficiency of the current organizational structure and

existing staffing levels

Identification and analysis of the functions performed by each position in the District Office

Recommendations for assigning/reassigning work duties, where appropriate

Identification of ways to better integrate and coordinate administrative functions

Detailed implementation suggestions that may include changes in the administrative

structure, the reallocation of essential functions to the District’s major operational divisions, and/or staffing level

Benchmark staffing analysis with three to five similar districts to determine appropriate

staffing levels



Methodology

As part of the research, SSC conducted onsite interviews with District Office and school site

administrators and support staff to discuss job responsibilities, staff workload, use of technology,

channels of communication, division of responsibilities, and the perceived effectiveness and

efficiency of the current organizational structure.

SSC also reviewed documents provided by the District including:

Organizational charts for all District Office functions

Employee rosters and position control documents

Job descriptions

Samples of work products and forms used

In addition, unified school districts were surveyed for comparative staffing data. The

comparative group was selected based upon funding level and district size similar to that of the

District, as identified in Figure 1:

Figure 1: Comparative District ADA

District Average Daily Attendance

Calaveras Unified School District 3,078

Corcoran Unified School District 3,134

Coronado Unified School District 3,057

La Canada Unified School District 4,023

Martinez Unified School District 3,960

Palo Verde Unified School District 3,187

Ripon Unified School District 2,930

San Marino Unified School District 3,086

Southern Kern Unified School District 2,888

Valley-Center Pauma Unified School District 3,977

Source: 2012-13 State Certified Reports J-90, CBEDS, SACS, the latest statewide available data

The comparative review required very detailed district office staffing data from the districts

selected for comparison. Several districts we surveyed were unable to provide some or all of the

data. The results of the survey are determined by participation, and while not all of the data was

made available, we believe that the responding districts provided a good sampling for a fair and

accurate comparative analysis of current staffing levels of the District.

The comparative group analysis, which includes a review of FTEs by department, is incorporated

into our review and analysis of each department included in this report. The comparative tables

are included for reference in Appendix B.



Organizational Review

The organizational structure plays a key role in an agency’s ability to function effectively. A

well-designed organization clearly specifies decision-making authority, information flow, and

the roles and responsibilities of employees. To attract and retain quality people, there needs to be

a clear career path and progression ladder to enhance the knowledge base and personal

development for employees.

The organizational culture also plays a pivotal role in a district’s ability to achieve established

goals. The collective attitudes, values, and behaviors of individuals and groups within any

organization, and the traditions and norms they share, determine its culture. A strong

organization is one where alignment between organizational values and expectations are aligned

with those of individuals and groups resulting in high productivity, operational efficiency, and

personal and organizational satisfaction. The organizational culture of a district is in part

reflected in its leadership and communication structures and the values and norms within the

leadership team.

Our review and analysis of each department at the District Office follows in the sections below,

along with the results based upon the collection of staffing data from the other districts in the

study.

Superintendent’s Office

Standard:

The Superintendent is the chief executive officer of the organization, responsible for working

with the elected Board of Education, with appropriate involvement of the community, to

determine the mission, vision, and overarching goals of the organization. The Superintendent’s

Office is then responsible for implementing the Board’s mission, vision, and overarching goals

by determining objectives and strategies with the leadership team and implementing those

through the organizational structure and staff across the District. The Superintendent’s Office

establishes and demonstrates standards for organizational culture, communication, service, and

accountability that all staff members understand and apply on a daily basis.



Analysis:

The Superintendent’s Office consists of the following positions that report directly to the

Superintendent:

Figure 2: Superintendent’s Office

Title of Position FTE

Executive Assistant 1.00

Principals 5.00

Total FTEs 6.00

In addition, the positions below report directly to the Superintendent and are addressed in other

sections of this report:

Figure 3: Superintendent’s Office


Assistant Superintendent, Business Services 1.0

Assistant Superintendent, Student Services 1.0

Senior Director, Learning and Instruction 1.0

Senior Director, Human Resources 1.0

Director of Aquatics and Facility Use 1.0

Coordinator Technology Services 1.0

Total FTEs 6.00

The current organizational chart can be found in Appendix A. It indicates that the Coronado

School of the Arts (CoSA) Director/Assistant Principal, other Assistant Principals, and the

Director of Adult Education and Regional Occupation Programs (ROP) report to the various

Principals. The Director of Adult Education and ROP is currently vacant and the duties have

been shifted to the CoSA Director/Assistant Principal position. There are no plans to fill the

Director position at this time.

The Superintendent meets with individual Board Members on a regular basis to maintain open

communications, which is a best practice for school districts. The Governing Board agendas and

documents are prepared using Microsoft Word and then converted to PDF documents for

distribution and posting on the website. Many districts and boards have moved to online systems

for managing board agendas, agenda items, and exhibits. There are several online options

available that have been implemented successfully in other school agencies. The District does

use the California School Boards Association’s GAMUT online software application to manage

its Board policies.



The Superintendent’s Cabinet meets weekly to discuss current issues and plan for upcoming

initiatives. The Superintendent holds monthly meetings of all principals and District Office

administrators to disseminate information about board meeting actions or other items of

districtwide impact.

The Superintendent recently prepared a document, “Superintendent’s Statement to the Governing

Board on the Current Wellbeing of the Coronado Unified School District and a Proposal of

Financial Strategy for the Future” and presented it to the Governing Board in October 2014. This

was in response to the lack of community support for a local bond measure and the need to

balance the District’s budget. The Superintendent’s document discusses the complexity of the

revenue side of the budget and the expenditure cuts that have been made in recent years, and

recommends that the Board follow a multiyear approach to resolving the budget deficit. All

indications are that the District is following this plan.

At the time of our field work, the District was conducting its strategic planning and securing

input from a variety of stakeholders. This process will also be used to feed the update to the

District’s Local Control and Accountability Plan (LCAP), which is being coordinated by the

Senior Director, Learning and Instruction, and is discussed further in that section of the report.

We found that there are additional functions performed by the Superintendent’s Office that are

not reflected on the current organizational chart. The Superintendent functions as the lead

technology officer and chief negotiator for the District, and also handles student residency, safety

and security, and student discipline. This is discussed further in other sections of this report.

Recommendation:

1. Consider implementing an automated system for the Governing Board’s agendas and

documents. This should serve to streamline the process of providing information to the

Board and the public as well as reduce the administrative time required for District staff to

handle the various documents being prepared for meetings of the Board.

Student Services

Standard:

The Student Services department provides various support services for the students of the

District, such as health services, student attendance services, counseling services, and special

education services. The District’s goals and objectives for student services programs are

implemented through the leadership structure and staff of the Student Services department,

providing students with access to timely and appropriate services in support of the learning

environment.



Analysis:

The Student Services department consists of the following administrative positions:

Figure 4: Student Services


Assistant Superintendent, Student Services 1.0

Administrative Assistant 1.0

Special Education Coordinator 0.8

Total FTEs 2.80

The Special Education Coordinator positions are certificated bargaining unit staff

members (a transition teacher, two school psychologists, and a speech pathologist) that are

working 120% contracts for part-time coordination of special education services at assigned

school sites.

The Student Services department has prepared a functional chart that shows responsibility for the

following programs in the District:

Section 504

Special education

Child welfare and attendance, which includes guidance and counseling, safety and security,

student discipline, health services, residency, and school attendance review teams/board

Based upon interviews with staff members, it was reported that some of the responsibilities on

the functional chart for the Student Services department have been transferred to the

Superintendent’s Office, such as residency, safety and security, and student discipline. Staff

members seeking assistance from or coordination with the Student Services department report

that the services often are not timely and/or that they receive no responses to phone calls and

emails.

As in any school district, the special education program requires significant staffing to

appropriately support the needs of students in the program and is a very complex area in and of

itself. Recently, the District requested an outside consultant to conduct a more directed and

detailed review of the program to assist the department with determining how it might be

appropriately structured and staffed to continue supporting students in the most effective and

efficient manner going forward. As a result, the District reduced staffing in the special education

program, primarily teaching positions and instructional assistants in an attempt to streamline

staffing related to the number of students in the program and to reduce expenditures.



Also, the District has developed a spreadsheet to manage position control for special education

services, but interviewees report that managing the staffing for the Special Education department

remains challenging because of untimely data and lack of coordination. The District is planning

to transition this position control spreadsheet to the position control database available within the

new PeopleSoft system and is implementing procedures to coordinate position control with the

Special Education Information System (SEIS) by manually entering the staffing data.

Special education staffing is primarily determined by the number of students identified for

special education services and the types of services that are needed. In the past, the District has

been reluctant to transfer staff between sites and programs as student populations and needs

change. This has recently become an area of focus, as staff members involved in Individualized

Education Program (IEP) meetings are prioritizing the use of existing instructional assistants to

provide additional services without assignment to a particular student.

All special education staff, including the Special Education Coordinators, are selected and hired

by District Office staff and then are deployed to the school sites and supervised by the school site

administrators. It is typical in a school district to have this type of structure, but it only works

well if there is strong coordination between the District Office and the school sites. In the

District’s case coordination is lacking—new people are hired, staff members are transferred, and

centralized meetings pull staff members off the campuses during the instructional day without

knowledge or involvement of school site administrators. This results in confusion and

inefficiencies at the school sites. Further, because Special Education Coordinators are bargaining

unit positions, they do not have positional authority to manage the activities or review the

performance of special education staff at the school sites, or to make the programmatic decisions

that are necessary on a day-to-day basis to ensure that services specified in the IEPs are

appropriately implemented. Typically, we find that a Coordinator position in a school district is a

management position, as is the case with the District’s Coordinator of Technology Services

(discussed in other sections of this report).

Based upon the staffing data provided in this study, none of the comparative districts have an

Assistant Superintendent as the top administrator for student services. Most of the comparative

districts have a Director position as the top administrator, and a number of the districts have this

position reporting to the educational services administrator.

Recommendations:

2. Implement procedures to improve position control. This starts with ensuring that IEP

teams are trained on how to staff the services in the IEP most efficiently, which includes

considering the deployment of existing staff to meet the need. Any requests for additional

staff time should be accompanied by data that supports the additional need. Procedures

should be in place to monitor staffing from year to year and during each year so that any shift



of the student population or service needs at any given site or in any given program are

reflected by a commensurate change in staffing, either up or down. PeopleSoft should be

used as the centralized position control system and it must be kept current in order to drive

decision making.

3. Pursue an automated interface between PeopleSoft and SEIS for staffing data. Currently

there is duplicate data entry required to keep these systems in sync, which is inefficient and

results in human errors. Given that position control in the PeopleSoft system should be

driving the decision making, there should be an automated transfer of staffing data from

PeopleSoft to SEIS.

4. Involve school site administrators in decisions that impact special education programs

at school sites. School site administrators should participate in the selection of new special

education staff members that will be working at their school sites and in any discussions that

could result in staffing changes or transfers of staff members at their school sites. In addition,

centralized meetings of special education staff should be coordinated with the school site

administration and avoid the instructional day as much as practical.

5. Consider restructuring the Student Services department. We recommend that the District

restructure the Assistant Superintendent position to a Director position to be more

commensurate with the structure of the comparative districts, and that this position continue

to report to the Superintendent. We also recommend that the Special Education Coordinator

positions be restructured into one full-time Special Education Coordinator with management

responsibilities. This position would be available to all of the school sites to assist school site

administrators with the implementation of special education programs. This restructuring

should allow the Superintendent’s Office to transfer responsibility for student residency,

safety and security, and discipline back to the Student Services Director. The District could

also consider shifting the Student Services department to Learning and Instruction, as a

number of the comparative districts have student services and educational services combined

into one department.

Learning and Instruction

Standard:

The Learning and Instruction department provides the backbone of curriculum development and

implementation, staff development for educational staff, and oversight of various educational

programs of the District. The District’s goals and objectives for educational programs are

implemented through the leadership structure of the departments within Learning and

Instruction, providing timely, relevant, and supportive services to the educational programs at

school sites.



Analysis:

The Learning and Instruction department consists of the following positions:

Figure 5: Learning and Instruction


Senior Director, Learning and Instruction 1.0

Senior Administrative Assistant 1.0

Director, Preschool and Child Care 1.0

Total FTEs 3.00

The Learning and Instruction department coordinates the development and update of the

District’s LCAP. This involves coordination with the District’s strategic planning process, the

local educational agency (LEA) plan, and the site plans for student achievement.

Other functions of the department include overseeing curriculum development and

implementation, conducting student assessments, preparing School Accountability Report Cards

(SARCs), administering online learning, coordinating the Consolidated Application and

Reporting System (CARS), and implementing the Common Core State Standards (CCSS).

Interviewees report that the department, most notably the Senior Director, works extremely hard

and provides tremendous support to school sites.

The department uses Synergy for its student information system, which has been in place for a

number of years and by all accounts is functioning well for the District. It was reported that

Synergy does not interface with SEIS for staffing and student data purposes. Staff members

manually enter data into both systems and there are manual procedures to ensure that they are in

sync. This was a significant issue at the start of this school year, as the position in Human

Resources that was entering the staffing information into Synergy was eliminated and there were

delays in getting the information entered, delaying some services to students.

The Senior Director of Learning and Instruction implemented monthly professional learning

community (PLC) meetings with principals to focus on curriculum and instructional initiatives.

Interviewees indicated that this has provided for a renewed focus on teaching and learning and

the ability to move initiatives forward. There are also standing weekly phone conferences with

each principal individually. School site administrators report that the services and support from

Learning and Instruction are timely and relevant. They would like the ability to propose agenda

items to be considered and discussed during the PLC meetings so that they can address items of

urgency or importance from the school site perspective.



The District previously had an Assistant Superintendent position that was responsible for human

resources and educational services. The scope of this position was too broad for a district of this

size, so the District split the responsibilities between two management positions: the Senior

Director of Human Resources and the Senior Director of Learning and Instruction. Based upon

the information provided by the comparative districts for this study, educational services is

overseen by an Assistant Superintendent or Associate Superintendent position in half of the

districts and by a Director position in the other half of the districts. Three of the eight districts

include special education and/or student services as part of the Educational Services department.

When excluding special education and student services positions, all of the other districts include

more administrative support for educational services than found in the District.

The Director of Preschool and Child Care oversees the preschool and before- and after-school

programs across the District that support about 350 students. The position supervises 13 staff

members in the programs. At the time of our fieldwork, the Director position was proposed to be

shifted out of Learning and Instruction to report directly to the two school sites that house the

programs.

Recommendations:

6. Pursue an automated interface between Synergy and SEIS. Currently there is duplicate

data entry required to keep these systems in sync, which is inefficient and results in human

errors.

7. Restructure the Learning and Instruction department. The District should consider

shifting the Coordinator of Technology Services position into the Learning and Instruction

department (this goes with a recommendation to shift the reporting responsibility of the rest

of the Technology department in the “Business Services” section of this report). Instead of

supervising the Technology department, this position can continue to focus on the

implementation of educational technology and can assume duties in the area of curriculum to

provide the Senior Director with additional support. If the District determines that the

Student Services department is to be shifted into Learning and Instruction (see related

recommendation in the “Student Services” section of this report), we would recommend that

the Senior Director position be restructured to an Assistant Superintendent position.



Human Resources

Standard:

The Human Resources department should be adequately structured and staffed to support the

educational agency in all of its needs with regard to the management of personnel. This includes:

A comprehensive classification and pay system

Clear policies and procedures for the recruitment, selection, and evaluation of employees to

ensure competency, accountability, and productivity

A system of providing ongoing training to enhance employee and supervisor development

and to ensure appropriate implementation of policies and procedures

Standardized policies and practices for compliance with federal and state regulations and

local collective bargaining agreements

A structure and format for collective bargaining that values relationships with collective

bargaining units while ensuring preservation of educational agency management rights and

financial stability

Communication systems, employee recognition programs, quality of life programs, and other

activities to enhance employee relations, productivity, and wellness

Analysis:

In conjunction with site administration, the Human Resources department handles the

recruitment, selection, hiring, and other activities related to managing the District’s

approximately 409 employees. The Human Resources department consists of only two

positions—the Human Resources Technician II that reports to the Senior Director of Human

Resources who in turn reports to the Superintendent. Figure 6 displays the current staffing and

the respective FTEs.

Figure 6: Human Resources Staffing


Senior Director of Human Resources 1.00

Human Resources Technician II 1.00

Total FTEs 2.00



Overall, the Human Resources department handles a heavy workload. In comparing the staffing

level of the department to that of the comparative districts (see Appendix B), at 2.0 FTEs the

District is light compared to the staffing levels of the other districts in the comparison. The fact

that the District’s processes are more antiquated also means that staff members have a higher

workload on the natural.

The current Senior Director of Human Resources is serving in this position in an interim capacity

and will be with the District only through June 30, 2015. The previous Senior Director of Human

Resources resigned from the District due to the discrepancy between the size of the department

and the workload. The Senior Director of Human Resources position handled a great deal of the

day-to-day operations of the department and was therefore unable to attend to the duties typically

managed by a senior-level position.

The Senior Director of Human Resources is the lead negotiator for the District, though the

Superintendent has taken on this role in the absence of a permanent Senior Director of Human

Resources. In addition, the District’s negotiation team consists of the Assistant Superintendent of

Business Services and one of the Assistant Principals, who is participating as part of the

District’s plan to develop people from the ground up. The District administrators and bargaining

unit leadership invest time in developing and maintaining good relations in the interest of all

parties, not the least of which are the District’s students. Though there are no regular meetings

with the unions throughout the year, the District administration communicates with them

regularly. The California School Employees Association (CSEA) settled for 2014-15 in

December 2014, and the agreement was approved by the Board in January 2015. Settlement with

the teachers for the same year was reached in November 2014. At the time of the interviews

conducted by SSC, negotiations for the 2015-16 school were scheduled to begin shortly with the

teachers, but no discussion had been held on the start of negotiations with CSEA.

Previously there were two support positions within the Human Resources department—a

0.75 FTE and a 1.00 FTE; however, the 0.75 FTE position was eliminated due to budget cuts that

went into effect during the last fiscal year. The elimination of this 0.75 FTE position, which

assisted with the processing of new employees and volunteers, placed a larger burden on the

remaining Human Resource Technician II and has had reverberations throughout the

District. The impact of the elimination of this position was felt most acutely this past fiscal year

when the District experienced a several week delay in the implementation of various programs

(e.g., library services, personalized learning plans, and uploading of data to California

Longitudinal Achievement Data System [CalPADS]). When certain staffing data was needed for

the implementation of these programs, it was discovered that some information was missing or

had not been updated in the absence of this position. Other employees had to step away from

their duties and/or work overtime in order to get the corresponding systems updated.

The remaining Human Resources Technician II’s duties include the posting of vacancies, hiring,

and processing of new employees, employee benefits (e.g., medical, vision, dental, and



retirement accounts) enrollment and billings—including retiree benefits, verification of

employment and volunteers, Workers’ Compensation, pre-screening of applicants for credentials,

and entering of some data for newly hired employees. The Human Resources Technician II is

also functioning as the secretary for the department and handles all clerical duties (e.g., filing,

mailings, answering phones, etc.) Lastly, the Human Resources Technician II manages the

processing and distribution of employee badges. Currently, the Human Resources Technician II

is utilizing a cellular phone to take a photograph of the employee, which is then emailed to their

work computer where the photograph and data are entered into the database and a badge is

generated.

Verification for volunteers used to be completed at the school sites, but was brought into the

Human Resources department when the 0.75 FTE position was hired. This function remained

with Human Resources after the elimination of the position. School sites send the volunteers to

the Human Resources department and the Human Resources Technician II verifies the results of

the fingerprinting and tuberculosis tests, as well as confirming that the volunteers have valid

California driver’s licenses. The Human Resources Technician II then sends a list to the school

sites of the approved volunteers.

Strong coordination between the Human Resources and Business Services departments is critical

in ensuring that employee situations are handled correctly, employee transactions are entered

correctly into the systems, and the District’s system of classification and pay is appropriately

implemented through the position control process. In the District, the coordination is adequate,

but services to other departments, school sites, and employees could be significantly improved

with better communication, as represented by interviewees in both departments.

The District has recently transitioned to PeopleSoft for its payroll and human resource functions,

which, most of the employees interviewed agreed, requires more data entry into numerous

screens compared to the previous system. (A majority of the legacy data was loaded into the new

system, however some of the data was not carried over and the Human Resources Technician II

has to enter that data manually.) This transition to PeopleSoft has also resulted in additional and

shifting workload for both Human Resources and other departments that share responsibilities of

certain functions in collaboration with Human Resources. All of this has significantly increased

the work that needs to be completed within the department in the limited number of hours

available in a given day, which has caused delays with the processing functions.

The hiring of school site staff, however, is a split responsibility between Human Resources and

the school sites. (It is worth noting that this split responsibility has developed over the last

several years. Prior to this, each school site completed their own hiring utilizing their own

processes. The shift to incorporate Human Resources was started as a way to apply a more

uniform hiring process throughout the District.) School sites submit personnel requisition—paper

forms—to Human Resources when there is a vacant position that needs to be filled. The use of

paper requisitions results in delays and inefficiencies as the forms often are lost during the



process and copies must then be provided to Human Resources. In addition, interviewees noted

that constant follow up with Human Resources on the status is necessary not only to ensure that

the requisition has been received and the position posted, but also to get updates throughout the

process as information is not automatically provided at critical milestones (e.g., posting, close of

application period, completion of prescreening, etc.).

The Human Resources Technician II posts the positions on EDJOIN and sends a district-wide

email informing current employees of the opening. Once the position has closed, the school sites

print the applications and the administrators review them and determine which candidates to

interview. (Hiring supervisors have access to EDJOIN and can view the candidates that have

applied, however, school site staff would prefer to see the list after the pre-screening has

occurred in Human Resources, which does not always happen. School site staff is also unclear as

to the criteria utilized to conduct the prescreening process.) The school site secretaries contact

the candidates to schedule the interviews and also set up the interview panels. (Each panel for

each position is different as the District does not have a standard list from which the school sites

can select panel members.) For classified staff, the Human Resources Technician II conducts the

assessment tests, if applicable to the position. (The District belongs to the Cooperative

Organization for the Development of Employee Selection Procedures [CODESP] and is

therefore able to access test items for various positions.) The school site administrators check

references for the selected candidate and call the candidate to inform them of the selection, as

well as calling the unsuccessful candidates. Once a candidate is selected, the school site informs

Human Resources who then formally contacts the candidate to offer them the position. In

addition, the school sites must submit another personnel requisition informing Human Resources

of the proposed start date, the panel members, the number of candidates interviewed, and other

details.

On the opposite end—out processing (e.g., turning in badges and keys, removal from District

systems, etc.)—there is no formal process in place for when an employee is terminated or leaves

the District. Some of the school sites have taken on this task and are utilizing their own devised

processes, which is an added burden given the lack of clear guidelines and procedures. It is

unclear how this is being managed at other school sites or in other District departments.

In the absence of an experienced Human Resources director, various departments over the years

have stepped in to assist the Human Resources department. The interim director has spent a great

deal of time reviewing and cleaning up files and processes and is establishing effective policies

and protocols to carry the District into the future.

Given the various backlogs that have occurred in the last year with the elimination of the

0.75 FTE Human Resources Technician II position and the transition to PeopleSoft, it is evident

that the department is in need of some structure and organization. A clear list of responsibilities

for the two positions in the Human Resources department is needed and a department annual



calendar of activities that tracks due dates and significant activities is also necessary to ensure

that the critical deadlines are met and appropriate support is provided to school sites.

The District needs to improve implementation of its performance improvement and progressive

discipline policies, as numerous interviewees noted that the District has been lax in enforcing

disciplinary actions. It is reported that, given the close knit nature of the District and community

as a whole, there has been some reluctance to hold individuals accountable and administer

corrective actions accordingly. Interviewees provided examples of situations where they

documented a performance or behavior issue and, ultimately, no corrective action was taken

and/or supported by the District.

An item that would be useful for the establishment of effective performance improvement and

progressive discipline processes would be the completion of regular evaluations. Most

interviewees could not recall the last time they either conducted or were given an evaluation. We

could not find evidence that the Human Resources department issues lists for the evaluation of

classified and management staff in the District or follows up on evaluations to ensure they are

appropriately completed.

When employees have last-minute absences, they call the absence reporting line and the

employee assigned to the line makes calls to substitutes after work hours (from 5:00 p.m. to

9:00 p.m.) from the established substitute list and informs the school site secretaries when a

substitute cannot be located. However, if an employee knows in advance that they will be absent,

the employee informs their school site secretary who calls into the absence reporting line on their

behalf. In many cases, the employee that calls for substitutes in the evening is unable to locate a

substitute teacher and the school site secretaries eventually take on the task. This makes it

difficult to ensure that there are adequate numbers of qualified staff available for the beginning

of school and other operations for each day, which adds an additional burden to school site staff.

In general, interviews revealed that the District has a difficult time attracting and securing

substitutes, especially for special education and classified positions. Many of the school districts

with which the District competes for substitute teachers have automated systems in place and by

the time the District reaches out to the substitutes, they have already committed to another

District. In addition, many staff members stated that the District’s rate of pay for substitute

teachers is not competitive with the rate of the competing school districts. School site

administrators regularly either step in and act as substitutes (administrators stated they cover at

least one class a week), assign part-time academic support and enrichment teachers to cover the

classes—which requires the cancellation of those intervention programs for the day—or they

combine classes—which can result in safety issues, grievances, and/or parental complaints.

Further, the substitute list is opened only twice per year. This produces a short list from which to

select substitutes that is further reduced by substitutes who pull out or are unavailable during the



year. The Human Resources department has just begun a continuous recruitment announcement

for substitutes.

The hiring of an additional Human Resources Technician or a clerk position could provide

significant relief and allow staff to focus on broader important priorities, such as supporting

implementation of position control, implementing employee wellness programs, and more

proactive support of school site staff. One of the consistent themes we heard from interviewees

was that employee inadequate performance across the District needs more focus and support by

the Human Resources department so that the District’s workforce consists of employees that are

competent and support the overall culture, mission, and goals of the District. However, the

process efficiencies recommended within this report should be implemented first. If after

implementation and the hiring of a permanent Senior Director of Human Resources the workload

still appears to be unsustainable, the addition of an FTE might be warranted.

Recommendations:

8. Recruit and hire a seasoned, classically trained Senior Director of Human Resources.

Given the size of the existing department and the conditions within the District, it is

important that the District hire an individual for the Senior Director of Human Resources

position that has been classically trained in human resources and has extensive experience

with effective performance improvement and progressive discipline processes.

9. Automate personnel requisitions. Personnel requisitions should be incorporated and

automated within the new PeopleSoft software to replace the current process of paper

requisitions. An automated process would reduce the delays and inefficiencies currently

experienced.

10. After the implementation of recommended process efficiencies, evaluate the need for an

additional FTE to the Human Resources department. Based upon the comparative data

from the other districts in the study, the Human Resources department staffing is slightly

lower than the comparative districts. The backlogs experienced this last fiscal year illustrate

that the workload currently experienced by the remaining Human Resources Technician II,

based on the existing processes, is unsustainable if the District seeks an efficient and

effective Human Resources department. Once the recommended process efficiencies are

implemented, the District should objectively evaluate if the workload for the Human

Resources department is sufficient to warrant an additional FTE. If it is decided that an

additional FTE is warranted, then thoughtful consideration should be given to determining

what types of skills to add—clerical, personnel, data entry, and/or other particular skills—

that would best fit the priorities for Human Resources support going into the future. One

consideration is that some department support staff are handling receptionist duties on a



regular basis, so if a person is added to the Human Resources department perhaps they could

be located in the District Office lobby as a receptionist as well.

11. Implement cross-departmental communication structures for Business Services and

Human Resources staff. There are functional areas within the Business Services and the

Human Resources departments that need to have a strong working relationship. The two

departments have to communicate often and effectively since both departments ensure

employees are paid properly and ensure the District’s compliance with federal and state

regulations. One way to accomplish this is to hold weekly meetings to connect about current

events, specific employee situations, system issues, and other important items that need

discussion. This should help to improve the timeliness and accuracy of services from these

departments to other departments, the school sites, and employees.

12. Develop a standard employee hiring and exit process driven by Human Resources.

Human Resources should conduct recruitment and posting for all positions, including the

establishment of a standard list for interview panels, a defined process for conducting

reference checks, procedures for new employee addition to various district systems—

including name badges and technology system user accounts—and procedures for when

employees separate from the District (e.g., exit interview, return of keys and badges, etc.).

13. Establish regular meetings with union leadership. The Human Resources department

should convene monthly meetings with union leadership to address questions and issues that

arise on a day-to-day basis. The agendas should be developed as a group and other top

leadership should attend as the agenda items warrant. This would help to resolve issues

earlier and more collaboratively and pave the way for strong relationships when significant

issues, such as issues that may happen during the collective bargaining process, need to be

addressed.

14. Establish an annual calendar of Human Resources department activities. An annual

calendar of activities in the Human Resources department should reflect, for each month, the

significant activities that need to take place and the statutory or contractual deadlines that

may apply. There will be strands that are consistent across the months—for example, the

collective bargaining strand would include any regularly scheduled meetings with union

leadership, deadlines for sunshining proposals for reopeners or successor agreements, and

information or reports that need to be provided to union leadership. The staffing strand would

consist of developing classroom staffing needs based on enrollment and changes in the

instructional program, determining whether layoffs are needed and then implementing the

layoff process, updating staffing needs as retirements and resignations are known, and then

recruiting and hiring the right number and appropriately credentialed staff members so that

they are in place for the start of school. A sample Human Resources annual calendar is

included in Appendix C, which the District can customize to meet its needs.



15. Ensure that employee performance evaluations are being completed timely and

appropriately. The Human Resources department should issue at the beginning of each

school year a list of employees that each supervisor is scheduled to evaluate, and should

provide adequate training on how to conduct evaluations. The department needs to issue

reminders and follow up to ensure completion. Supervisors and managers need to be held

accountable for completing performance evaluations on time and in an effective manner.

16. Enforce the employee disciplinary process. The overall efficiency and effectiveness of any

organization depends upon the ability to hold employees accountable for their performance.

The Human Resources department needs to play a more active role and provide guidance to

management so that employees can be held accountable and perform according to their job

descriptions and District policies and procedures.

17. Acquire an automated substitute calling system. There are several proven systems

available at a reasonable price, and in other districts the investment has resulted in less staff

time and a higher percentage of placements of substitutes into positions for the start of the

school day. The District should also consider requiring all employees to call absences in to

the substitute calling system, whether a substitute is required or not. This could not only

ensure that the system is used to its full capabilities to automatically assign substitutes and

have them ready for the start of the day, but the data for employee absences would be

available in the system. This could also be used as a start for automating the tracking and

reporting of employee leaves.

18. Continue the ongoing substitute recruitment process and further consider ways in

which the District can attract and retain substitutes. The District should continuously be

recruiting for qualified substitutes and should research and compare the District’s pay scale

with that of surrounding districts with the possibility of increasing the daily pay rate if

necessary.

Technology

Standard:

Information technology (IT) resources are critical in ensuring that students are learning the skills

they need, that management information is timely and accurate, and that staff members are

working efficiently and effectively. Educational agencies should include technology in strategic

plans and shorter term goal setting as the annual budget is developed. Transaction processing

systems should be in place to ensure efficiency, management information systems should be

robust and timely in order to provide pertinent information for decision-making, and procedures

should be built around technology systems in order to ensure their appropriate use and the



validity of data. Users should have pathways for requesting assistance and additional features

with a clear priority scheme used to implement new technology.

Analysis:

The Technology department is charged with implementing new educational and administrative

technology, maintaining the existing technology infrastructure, implementing modernization of

technology, and providing technical support to users.

The Technology department is comprised of six employees: a computer technician that handles

computer (hardware) technical support requests and setup, a network support technician that

manages the network and new cloud-based systems, a network supervisor that performs a variety

of technical duties in support of the District’s networks, the Director, CITV Producer, and a

Clerk Typist II that manages purchasing. While there is a Technology Coordinator position to

which the other employees report, the Superintendent functions as the director of the Technology

department. The table below displays the current staffing and the respective FTEs.

Figure 7: Information Technology Staffing


Technology Coordinator 1.00

Director, CITV Producer 0.75

Computer Technician 1.00

Network Supervisor/Specialist 1.00

Clerk Typist II 1.00

Network Support Technician 1.00

Total FTEs 5.75

In addition to the six employees, the District has a Technology Resource Technician and several

technology resource teachers (discussed in more detail at the end of this section) on staff, and

contracts with a private firm to manage the e-Rate process, the routers, and other services. The

Technology department had a 0.50 FTE position eliminated last year due to the budget cuts. This

position provided assistance to Human Resources by entering new student and employee

accounts.

Based upon the results of the comparative data (see Appendix B), the District’s staffing level for

the Technology department is adequate and, excluding Director, CITV Producer—which appears

to be a unique position among the districts—is actually better staffed than many of the

comparative districts. (It should be noted, however, that we did not ascertain the number of

technology devices being serviced by the Technology departments within the comparative

districts and can therefore not accurately state that the District is overstaffed in comparison.)



The Technology department was restructured more than three years ago from a department with

a director that answered to the Superintendent, to a department run by a Technology Coordinator

with a background in instruction (to better ensure technology supported instruction) but overseen

by the Superintendent. The department’s staffing level has resulted in the Technology

Coordinator being a working manager, performing direct technical and clerical work on a regular

basis. This limits the Technology Coordinator’s ability to manage the “big picture” items needed

to keep the department and District running efficiently.

The existence of both a Technology Coordinator, to whom Technology staff reports, and a

Director of Technology in the Superintendent has created a situation where, as evidenced by the

interviews with Technology staff, there is a lack of clarity as to who is directly responsible for

work assignments, job performance, evaluations, and other supervisory duties. In addition, there

is a Network Supervisor/Specialist position that formerly supervised Technology department

personnel; the successor in the position works in the department but no longer supervises.

The Technology department supports districtwide Internet connectivity, personal computer and

server support and repair, and telecommunications for voice and data. Any work that cannot be

completed by the Technology department staff is contracted out to third party vendors.

Technology department staff support systems and software that are compatible with existing

District systems and that will be utilized by many District staff and/or students. If the systems are

web-based, then the Technology department ensures accessibility from District systems is

available and the outside vendor provides the support. For example, PeopleSoft, which is a

system sponsored by the San Diego County of Education (SDCOE), was implemented with little

need for support and involvement of the Technology department, with the exception of ensuring

that the program could run on the District’s system. Some individual departments have tools and

software systems specific to their area of expertise which are also supported by the vendor that

provides the system once the Technology department ascertains they are compatible with District

hardware.

In addition, while the Technology department provides quotes and orders all technology devices,

including software and software licenses, school sites do on occasion order their own peripheral

hardware, such as printers. In these circumstances, the Technology department tracks the

hardware and software licenses, and keeps an inventory control log of all computing devices and

licenses. It receives the hardware, tags it, and then delivers and installs it at the school sites.

The District is also in the process of providing and updating Chromebooks at school sites in

advance of the Smarter Balanced Assessment System testing. The Technology department is

responsible for ensuring that all computers have been tagged and inventoried, that the

appropriate software and firewalls are installed, and that they are delivered to the appropriate

school sites. The department also annually visits all school sites to update existing devices for

standardized testing. As this is a priority, all other nonurgent work orders are placed on hold



while the department focuses on this task, which creates a backlog of other work that needs to be

completed.

The Technology department supports all computers across the District’s four schools and

numerous departments. The Technology department also manages the video recording and

technical support for all board meetings; therefore, at least one staff member, as well as the

Technology Coordinator, are present at all board meetings.

Users request technical support through the submission of requests in a work order system.

Numerous staff members have noted that if a situation requires immediate attention, they simply

walk over to Technology or call the Technology Coordinator for assistance. While everyone in

the Technology department has access to view the work orders, the Clerk Typist II ensures that if

the appropriate technician does not “grab” a work order that the work order is assigned and

eventually closed out. The position provides the oversight needed to ensure that no work order is

missed or goes unaddressed for too long a period of time.

Staff members in the department report that communications within the department are excellent

and that they feel well-informed about situations or decisions that may affect their jobs. The

department holds regular staff meetings, which are a significant source of this characteristic.

Flexible work hours for staff members that work in Technology can be an effective tool for

ensuring that user needs are addressed in a timely manner, while allowing for off-hours work that

is necessary to occur without impacting users. This flexibility is often a working condition that

employees value. According to interviews with department staff, the Technology department

provides flexible hours in a way that is perceived to be favoritism as opposed to driven by a

legitimate business need, which impacts the morale in the department.

Communication and coordination with other departments is reported to be strong. The

Technology Coordinator works closely and regularly coordinates with Learning and Instruction

prior to the purchase or installation of instructional software programs and is also assisting with

the move toward web-based instructional materials that can be accessed by students on numerous

devices. Once the Technology department and Learning and Instruction identify appropriate

programs that fit the curriculum, they work with Business Services, which manages data

services, to implement the programs and ensure coordination with the District’s student systems.

In addition, the Technology Coordinator acts as a resource to the technology resource teachers at

the school sites.

Lastly, the elimination of the 0.50 FTE position within the department and the previously

mentioned 0.75 FTE Human Resources Technician II position has affected the workload of the

Technology department and caused a lengthening in the department’s response time. This was

illustrated at the beginning of the school year when various new employees and students were

unable to access District systems due to the delay in the establishment of their accounts.



Technology department staff assisted with the input of data which took them away from

preparing sites for the start of school. As this illustrates, there is no one person who has sole

responsibility to enter new employees, students, or other information into the various District

systems. When there is a gap in this process, different employees attempt to assist, but this effort

is not well-coordinated and results in disjointed results. School sites have shared their frustration

and assume it is a lack of efficiency, when in fact it is simply a consequence of needing to

complete more work with less staff.

The addition of the new technologies and the upgrading, updating, and repairing all of the

equipment has also had an impact on the department. While the school sites are thankful the new

technology and assistance, they do not necessarily appreciate the breath and scope of the behind

the scenes work that must occur to keep the system functioning. The Technology Coordinator

has been working to ensure that all District employees are aware of the department’s workload

and projects by communicating through social media, the District website, emails to staff, and

other platforms. The Technology department is developing its digital presence in order to

communicate more effectively with staff.

As briefly mentioned at the beginning of this section, in addition to the six employees housed in

the Technology department, the District employs one Technology Resource Technician position

shared between the elementary schools and the kindergarten sites, and technology resource

teachers at the school sites. The Technology Resource Technician position is a 10-month

position and is designated at 0.50 FTE in Technology and 0.50 FTE at sites, although the

position reports directly to the school sites and augments the Technology department by

providing minor local technical support. However, the position’s responsibilities are focused on

providing software training to the teachers and ensuring the teachers have access to the

appropriate programs and services, as well as providing assistance directly to students and to the

school site administration. This part of the job has increased as “bring your own device” has

been implemented in grades three through five this year (it is already available at the middle

school). The Technology Resource Technician position works closely with other departments as

needed to assist the school sites. For example, the position works closely with Learning and

Instruction on the Smarter Balanced Assessment System testing and attends trainings in order to

assist teachers as needed; works with the Director of Preschool and Childcare to provide

preschool staff with access to needed software programs and assists them in creating accounts,

and sets up the netbooks for the after school program; and works regularly with the Technology

department to address issues that arise at school sites for which the position does not have the

expertise and access to address.

In addition, while the position doesn’t work directly with Human Resources, the Technology

Resources Technician relies on Human Resources to create accounts in the District’s databases

which allows assistance to new staff attempting to gain access to email and other District online



programs. The ability to rely upon Human Resources for this work was affected at the start of the

current school year due to the loss of the 0.75 FTE Human Resources Technician position.

The technology resource teachers’ role is to integrate technology with the curriculum and

provide support and training to school sites and teachers. While they are not supposed to provide

technical support or maintain equipment, if the Technology department is behind and something

is needed at a school site, they do jump in and help. They also provide direction to the computer

technician who responds to work order requests by outlining the priorities when multiple repairs

are needed. There is even a District approved “Mouse Squad” started by a teacher who has

engaged middle school students in learning about computers. The students meet with the

Computer Technician (whose schedule is set by the Technology Coordinator on a weekly basis

with a site visit, generally scheduled for each school once per week depending on the work

orders received) once a week and are deployed one period per day to help with minor technology

issues at their school. The Mouse Squad provides useful support to the middle school which

assists the Technology department.

As with other District departments, each individual within the Technology department is an

expert in their area and there appears to be little overlap or cross-training. In addition,

when major programs must be implemented (e.g., preparation of Chromebooks for new

computer-based testing), the entire department is galvanized around the given effort while

remaining tasks and responsibilities are set aside. This causes delays and service interruptions as

other departments and school sites needing assistance experience extended waits in order to

receive the needed services.

Recommendations:

19. Consider expanding the “Mouse Squad” to the high school. The “Mouse Squad” provides

minor technical assistance to the middle school, which provides useful support to the

Technology department and alleviates some of the workload of the Computer Technician.

The addition of a “Mouse Squad” at the high school could further provide relief to the

Technology department while providing a learning opportunity for the high school students.

20. Restructure the Technology department and move it under the umbrella of Business

Services. The Technology department is currently under the direct supervision of the

Superintendent who acts as the Director of the department. We would recommend moving

the Technology department under the supervision of the Assistant Superintendent of

Business Services and hiring a formal Director of Technology (see following

recommendation for further detail). We further recommend that the existing Technology

Coordinator position be moved to the Learning and Instruction department to focus on

instructional learning support and act as a liaison between that department and Technology.



Lastly, as the Network Supervisor/Specialist does not have any supervisory duties, the

position should be restructured to a Network Specialist position.

21. Add a Director of Technology. The current configuration of the department was established

due to the existing Superintendent’s knowledge and abilities with information technology.

This practice, however, may not be sustainable in the long run. A self-sufficient Technology

department should be established under the auspices of the Assistant Superintendent of

Business Services to ensure that the District is setting in place protocols and procedures that

are sustainable into the future. The addition of an independent Director of Technology will

provide continuity and the supervision of staff in the department. Further, the Director of

Technology can assume some of the responsibilities currently managed by the outside vendor

(e.g., management of e-Rate) and potentially eliminate the need for the contract.

22. Evaluate the existing work distribution to better provide support as need throughout

the school year. The District should review and revise the technical support staffing work

distribution in order to provide sufficient resources to cross-train staff to handle support of

multiple systems, and support the educational technology needs of the District. Based upon

the comparative data with the other districts in the study, the Technology department staffing

appears to be adequate, however the inability of the department to meet technical support

needs when major initiatives, such as preparing for Smarter Balanced testing, are underway

indicates the need to restructure the work within the department.

23. Develop a coordinated process for the input of new employee and/or student

information that results in the fewest staff needed to enter data. Various departments are

responsible for different aspects of the input of new employee and/or student information

into the District’s data systems. The District should determine the various departments

currently responsible for the input of the data and better allocate resources to reduce the

number of people needed to enter data. This includes automating the interface between

Registrar (used by the District’s registrars for student registration) and Synergy, which

currently requires the manual entry of data into both systems.



Business Services

Standard:

A well-functioning Business Services division is critical to ensuring appropriate supervision over

the District’s monetary and fixed assets. This involves establishing and maintaining proper

controls over accounting transactions, including appropriate segregation of duties, management

authorization of transactions, internal audits, financial reporting, and checks and balances;

establishing a fixed asset management structure that provides for appropriate maintenance of

facilities and grounds as well as management of major facilities projects; and proper training of

staff and oversight of each department.

Analysis:

Business Services consists of the following departments and areas of responsibility that report

directly to the Assistant Superintendent:

Maintenance, Operations, and Transportation

Child Nutrition

Payroll/Attendance Accounting

Accounts Payable

Purchasing/Transportation

Shipping and Receiving

There are 40 positions that report to Business Services. For purposes of this report, all areas of

responsibility are addressed as “Business Services.” The Maintenance, Operations, and

Transportation and Child Nutrition departments are detailed in separate sections below.



Figure 8 displays the positions and the respective FTEs which support the business functions of

the District:

Figure 8: Business Services Staffing


Administrative Assistant 1.00

Director of Child Nutrition 1.00

Director of Maintenance, Operations, and Transportation 1.00

Information Systems Technician 1.00

Accountant 1.00

Payroll/Attendance Accounting 1.00

Senior Accounting Clerk-Accounts Payable 1.00

Purchasing/Transportation 1.00

Shipping and Receiving 0.25

Total FTEs 8.25

When comparing the number of staff members in Business Services to that of the other districts

in the study (see Appendix B), the District’s staffing level appears to be commensurate. The fact

that the District’s processes are more antiquated means that there are functions that are not being

accomplished at all or as completely with the current staffing levels.

Business Services is in the process of transitioning to PeopleSoft for its human resources and

financial system. Interviewees commented that so far the new PeopleSoft system is more

complex than the previous system. It requires more steps and the viewing of multiple screens to

enter and view data than the previous system. While the District anticipates that PeopleSoft will

ultimately provide greater flexibility and functionality, including for those who utilize the system

outside of Business Services (e.g., Business Services has shown other District departments and

school sites how to access the system online and run queries where the old system required the

creation and emailing of a PDF file), and provide tracking and data that was not readily available

under the old system, employees in the District Office responsible for implementing and

maintaining PeopleSoft have yet to see the benefits as they are still learning the ins and outs of

the new system.

The District recently shifted to school-based budgeting in order to provide school sites with great

flexibility in the allocation of their budgets. With site-based budgeting, the school sites have

budget control over some personnel, but not over “base” personnel. School site staff is unclear as

to how the District determined which personnel are not under school site budget control. The

perspective of school sites is that they only have control over 56% of the budget, with the

remaining 44% allocated to overhead. There is confusion as too how this split was arrived, with



the perception that the District determined how much it needed to operate and then allocated the

remaining to the school sites. There is also the perception that the District is shifting work to the

school sites without adequate training and support. The past fiscal year was the first year in

which the LCAP was incorporated into District processing. Districts across the state were faced

with an extremely short timeline for this and, as a result, many did not have adequate time to

change the established budget process and/or ensure a strong link between the budget and the

LCAP. Interviewees report that this applies to the District as well, so adjustments are needed to

this year’s process.

Lastly, it is clear from the organizational chart provided and interviews held that there is no back

up for many critical areas of responsibility within Business Services. Each major area of

responsibility is handled by one individual. If that individual is sick or requests vacation, there is

no one to complete the work in their absence. Many employees stated that they simply work

extra hours prior to vacations to get ahead and work an equal amount of extra hours upon their

return to catch up. This leaves the District vulnerable to lapses in services and/or internal

controls.

The Assistant Superintendent is responsible for determining the Local Control Funding Formula

(LCFF) and cash projections, developing the District’s budget, and completing the multiyear

projections. The day-to-day financial transactions (e.g., budget establishment, journal entries and

approvals, closing the books, etc.) are the responsibility of the District’s Accountant. In general,

the Assistant Superintendent manages the revenue side of the budget, while the Accountant

manages the expense side. The Accountant also handles accounting functions for categorical

programs and special education, including creating and monitoring contracts, processing of

invoices, and any required reporting. The District has recently moved to school site budgeting,

which should alleviate some of the work for which Business Services is responsible, however,

while school sites are allowed to initiate budget changes, transfer funds within resources, and

make their own entries into the system, the system views these as requests which are

electronically routed to the Accountant for approval prior to posting. Over the years, the scope of

the Accountant has widened to include many other responsibilities, which impacts the level of

service that is provided.

The Administrative Assistant supports the Assistant Superintendent, schedules meetings,

manages conference registrations and travel arrangements for Business Services staff, is

responsible for the cash receipt functions (e.g., collecting monies and completing District

deposits), manages facilities rentals, invoices for any ongoing contracts or unpaid fees, collects

developer fees, processes property, liability, and tort claims, as well as student accident reports,

and prepares the Board agendas and Business Services-related board items. This position also

handles the completion of the Federal Impact Aid survey and application. Currently, the

processes that are financial in nature are all handled manually and are not part of the new

PeopleSoft implementation.



For monies received by other departments (e.g., associated student body [ASB] funds, child care,

pool income, etc.), the Administrative Assistant verifies that the funds received match the

documents provided. Monies received by Child Nutrition are already in sealed bags. A receipt is

issued and the receipt number is noted on each check for all monies received. All monies are

stored in a safe until deposited, cash is picked up by an armored car service on Fridays, and

checks are scanned and deposited directly into their corresponding accounts by the

Administrative Assistant. Lastly, the District does not currently have a receptionist to greet or

direct visitors. As the Administrative Assistant is the first desk to which they arrive, the position

is constantly interrupted. If the District determines that an additional position in Human

Resources is warranted, perhaps this additional clerical position could also serve as the District’s

receptionist to minimize interruptions to remaining Business Services staff.

The Information Systems Technician reports directly to the Assistant Superintendent and is

responsible for data analysis and the management of various student and student-related systems

(e.g., Synergy and CalPADS). The Information Systems Technician is responsible for

communicating with school sites to ensure the necessary data is entered and up to date. In

addition, the Information Systems Technician works closely and frequently with Learning and

Instruction and Technology to ensure that the software is thoroughly researched and

implemented, that the technical aspects with both the hardware and software are handled, and to

ensure that the programs meet the educational requirements. In addition, Business Services

spearheaded the implementation of the new PeopleSoft system and the Information Systems

Technician is the point person during the transition and main contact with the county office of

education (COE). (The transition to PeopleSoft was initiated by the COE who is switching to the

system and, through a rolling schedule, transitioning all school districts within the county.) The

Information Systems Technician provides support and assistance to numerous individuals within

and outside of Business Services, and while providing support of a technical nature, is not part of

the Technology department.

The Senior Accounting Clerk is responsible for accounts payable for the District, and handles

accounts receivable (e.g., daily deposits and clearing bank accounts) for the Child Nutrition

department. Vendors are maintained in PeopleSoft and ensuring they are entered in the system is

solely the responsibility of the Senior Accounting Clerk. (The Purchasing/Transportation

position had access to enter vendor information into the old system, but is not able to do so under

the new system.) Purchase requisitions cannot be processed and purchase orders issued if the

vendor is not in the system. Therefore, as school sites, for example, request a product, the school

site sends the vendor’s W-9 to the Senior Accounting Clerk who enters them into the system and

issues a supplier number to the school site and to the Purchasing/Transportation staff person.

There is one Purchasing/Transportation position that is responsible for purchasing and

coordinating transportation for field trips and athletic events. Purchasing reviews and processes

requisitions to generate purchase orders and utilizes the District’s P-card for purchases from



vendors or travel arrangements where purchase orders are not accepted. Purchasing reviews the

requisitions entered by the school sites for accuracy and also to determine if better pricing can be

found with another vendor. All requisitions must be reviewed by the Accountant prior to a

purchase order being issued. If an account code utilized on the requisition is not in the system,

then the Accountant must establish one, which can add a couple of days to the process depending

on workload. Upon approval of the expenditure by the Accountant and Assistant Superintendent,

Purchasing generates a purchase order.

Shipping and receiving is handled by the Shipping and Receiving position. The Shipping and

Receiving position compares the items received to the purchase orders and notes whether all

items have been received or if items are still outstanding, and then delivers them to the school

site. Anything over $500 gets tagged and is included in the fixed assets program. If an item is

delivered directly to a school site that is considered a fixed asset, then the Shipping and

Receiving position goes to the school site to tag the item. The District does not have a warehouse

and therefore does not have standing inventory to monitor.

The District uses the “three-way match” when determining whether to pay vendors. Once the

items are received by either the school site or shipping and receiving, or invoiced, the original

packing slip and copy of receiver from PeopleSoft are forwarded to the Senior Accounting Clerk

who matches it to the invoice and then enters it in the system for payment. Invoices to be paid

are entered daily and random ones are pulled by the COE’s warrant audit division for review. If

pulled, the Senior Accounting Clerk scans the backup documentation and provides it to the COE.

Once approved, warrants are printed nightly. When they are received at the District (delivered on

Mondays and Thursdays, though they can be picked up by the District if needed), the Senior

Accounting Clerk compares the warrants against the batch and stamps them with the Assistant

Superintendent’s signature. The Senior Accounting Clerk attaches the remittance copy with the

vendor invoice and provides both to Purchasing, which checks the warrant against the invoice,

for mailing.

The entire purchasing process typically takes 10 to 14 days depending on the workloads of

Purchasing, the Accountant, and the Assistant Superintendent. The Assistant Superintendent

provides a report to the Board on a monthly basis regarding the purchase orders issued and paid

during a given month. All contracts also go to the Board for approval, which is handled by the

Administrative Assistant.

As stated above, the same individual that handles purchasing also manages transportation

coordination under the Director of Maintenance, Operations, and Transportation. The District has

four vans and one bus for athletic events and field trips. The athletic director provides the

schedule and the Purchasing/Transportation staff person collects the drivers’ timesheets and

mileage and bills the athletic department. Requests for field trips are emailed and then checked

against the athletic department schedule, who has priority. If a driver is available for the field



trip, then a field trip request form is generated and the site or department is billed accordingly.

Home-to-school transportation is contracted out to South Bay Union School District and the

District will reach out to them if it is in need of a driver and the District driver is not available.

The Purchasing/Transportation staff person also oversees the audit process handled by the

California Highway Patrol. If any violations are identified, then the information is sent to South

Bay Union School District to be rectified and the technician confirms the work is complete

before signing off.

The District has one Payroll/Attendance Accounting position that is responsible for processing

the District’s payroll and attendance accounting. The timesheets and absence reports are

submitted by the school sites (where the school site secretaries must manually reconcile the

sign-in sheets and absences to ensure the timesheets are accurate) and departments on paper, and

must then be manually calculated and entered into PeopleSoft. These manual processes are

fraught with errors and lost data and can cause delays or the processing of special payroll due to

errors made or processing delays along the way. In addition, each absence is represented by a

different piece of paper that must then be filed, which is currently backlogged given current

workloads and has resulted in unfiled documents. This makes it more difficult to respond to

requests for data when an auditor or other party requires verification.

Once the information is entered into the payroll system, the Payroll/Attendance Accounting

position runs a report that is then manually checked by the Payroll/Attendance Accounting

position and the Accountant to verify accuracy before it is posted. In addition to payroll, this

position manages attendance accounting and is responsible for handling the bell schedules,

school calendars, P-1 and P-2 reporting, and the new Affordable Care Act reporting

requirements. The position also handles 403(b) adjustments, longevity and step increases—

including ensuring eligibility, reporting to the State Controller’s Office, and providing data to the

COE for the School Accountability Report Cards.

A running theme throughout the staff interviews was that the workload is such that individuals

struggle to complete their work within the hours available in a day. As mentioned above, each

individual is an expert in their own area and, while everyone is willing to lend a hand to another

staff member in need, there is little time for cross-training or back-up for any given position.

Based upon the current workload in the department, we believe services from this department are

significantly constrained. Also, there is little time for higher-level management responsibilities

such as automating more functions and developing the skills of staff when the department is in

dire need of both. As discussed in the previous section, staff members in Business Services and

Human Resources could benefit significantly from regularly scheduled meetings to discuss

procedures and issues affecting the areas where they interface.

The Business Services department does not have documented procedures for all of its critical

functions. A lack of desk manuals containing these procedures makes it difficult to provide



cross-training to employees, to provide employees with the opportunity for advancement, and to

allow employees to take vacations without having to make up the workload before and/or after

their vacations.

Further adding to the burden of the Business Services division staff, many of the operations are

paper driven instead of being automated, and the procedures themselves are antiquated.

Everything from purchase requisitions, purchase orders, and employee reimbursements, are done

in paper copy, which requires employee time to process, review, and enter the information first

before the actual task can be completed. The use of these manual forms and processes impact

efficiency across the District.

Recommendations:

24. Automate the District’s accounts payable process. The District should investigate the

automated accounts payable functionality available through PeopleSoft. This will allow staff

members to be relieved from manually performing the three-way match functions that the

system can complete. The use of technology minimizes the chances for mistakes and

increases the overall efficiency of the process in place for paying the District’s vendors.

25. Automate leave usage and tracking. The first step toward this would be to require all

employees to report absences to the SubFinder system, as recommended in the previous

section. This data can be used to generate a monthly absence report that each employee

would sign, taking the place of the current manual absence reports. Employee leave records

could also be electronically updated using this information.

26. Increase efficiency of systems and maximize capability. We believe that it is important to

set expectations for the end users of all systems—the student information system, the work

order systems, the purchasing system, etc.—on how to appropriately use the system and to

invest time and money in staff development—initially and on a refresher basis—to enable the

end users to meet those expectations and to hold them accountable. It is inefficient and costly

to the District to allow automated systems to be bypassed.

27. Update the antiquated policies and automate other manual procedures where possible.

Employee travel, reimbursements, petty cash transactions, and other financial policies and

procedures need to be updated to reflect modern practices and to gain efficiency and

accuracy.

28. Automate time reporting to payroll. There are a number of systems available that can

automate the reporting of time from the school site or department to payroll. The

implementation of such a system would streamline the process and reduce errors. The data

entry performed at the school site or department level would allow the school site or

department to resolve errors or issues at that time, reducing the delays and efforts required



after the information reaches payroll. In addition, the automated system can perform

calculations and verifications that the Payroll/Attendance position currently does manually.

29. Develop desk manuals for each position in the department. Given how critical Business

Services functions are to the effective operation of the entire District, each person in the

department should have written step-by-step procedures and screen shots for accomplishing

the responsibilities of his/her position. It is difficult to dedicate the time to this effort, but one

way to tackle it is to determine which functions are most critical to be done correctly and

making those functions a priority for getting documented. Each staff member could be

assigned the responsibility for documenting one process each month—or at time intervals

that work for the department—and over time the procedures will be completed. Whenever a

staff member is being trained on a process, it is a good time to either document the procedure

if it is not already done or to review the procedure and update it if necessary. Then the

procedures need to be stored in a location that is accessible by anyone else in the department

that may need to back up that process.

30. Formalize backup assignments and complete backup training. The training of backup

personnel should be a top priority, as many functions of the Business Services division

require timely action in order to mitigate risk, ensure employees and vendors are paid

correctly, and meet statutory deadlines. When a Business Services division staff member is

out, another staff member needs to know enough about that job to be able to carry out the

essential duties and functions during the absence. Each Business Services division staff

member should be assigned at least one backup person, and a training plan should be

developed to ensure that staff members are appropriately trained to cover each other’s desks.

The training could occur on the natural as the functions need to be performed in real time—

as an employee goes on an extended absence leave or leaves the District.

31. Provide a District receptionist. Currently, existing staff are continuously interrupted by

District Office visitors. If it is determined that an additional Human Resources Technician or

clerical position is needed, the District could consider locating that individual in a location

where they can also act as the District receptionist to minimize interruptions for Business

Services staff (see related recommendation in the “Human Resources Department” section of

this report).

32. Provide the rationale behind and provide continuous support for site-based budgeting.

School site administrators can benefit from additional explanation behind the legitimate

reason for site-based budgeting and the determination of which portions of the budget are

site-based and which are not. This is a new responsibility for the school sites; adequate

training and ongoing support will be critical in ensuring success.



33. Shift the handling of Nonpublic School/Agency and other contracts from the

Accountant to the Administrative Assistant. The existing workload for the Accountant is

such that the shifting of the contract management function would improve overall efficiency.

For many districts, this function is typically handled by the department’s Administrative

Assistant and not the district’s Accountant.

Child Nutrition Services

Standard:

The mission of the Child Nutrition Services department is to provide healthy, nutritious, and

economical meals for students. School cafeterias must meet state and federal nutrition standards

for school meals, ensuring that meals are healthy and well-balanced, and provide students with

the nutrition they need to succeed at school.

Analysis:

The Child Nutrition Services department makes meals available to all 3,100 of the District’s

students comprising two elementary schools, one middle school, and one high school. District

contributions to the program are necessary, as managing a self-sustaining program with a free or

reduced-price meal-eligible student population comprising approximately 7% of the District’s

population has proven to be a challenge for the District’s Child Nutrition Services program.

The Child Nutrition Services department is under the supervision of the Director of Child

Nutrition Services. The Child Nutrition Services staff consists of four Food Service Worker III

positions—a lead food service worker for each site—only one of which is full-time, nine Food

Service Worker II positions, all of which are part-time—ranging from 0.3125 to 0.4750 FTE—

with no benefits, and a Food Service-District Delivery position, which works 4.2 hours and is

eligible for benefits.

Figure 9: Child Nutrition Services Staffing

Position FTE

Director 1.00

Food Service Worker II (9) 3.806

Food Service Worker III (4) 2.425

Food Service-District Delivery 0.525

Total FTEs 7.756



Based upon the comparison staff to administer the Child Nutrition Services program functions in

the other districts (see Appendix B), the staffing level for administering the District’s Child

Nutrition Services program is adequate.

Child Nutrition Services does not have a dedicated administrative position to assist with

budgeting, purchasing, processing of free or reduced-price meal applications, and other

administrative functions. (It is worth noting that an Administrative Assistant position was

approved last year, however, the implementation of the budget cuts prohibited the actual filling

of the position. Given the size of the program and the review of the comparative districts,

however, it seems reasonable for the Director to continue to manage these activities.) The

Director completes and submits the timesheets for all employees and handles the general ledger

and financial reporting for the Child Nutrition Services department. While the official budget is

now maintained in PeopleSoft, the Director has been unable to identify how to complete these

functions within PeopleSoft and therefore continues to utilize spreadsheets to complete financial

statements and other functions.

The Director of Child Nutrition Services handles the bidding and purchasing, through purchase

requisitions and orders, and warrants are approved and processed through Business Services.

Business Services also manages bank reconciliations, which are then reviewed by the Child

Nutrition Services Director.

For those students in the District who pay for their meals, the Child Nutrition Services

department utilizes the online eTrition point-of-sale system. The Child Nutrition Services

department is generating approximately $3,800 in sales per day—mostly prepaid. Each site

prepares their deposits and provides them to the Director for review and then all deposits are

submitted to Business Services.

Similar to other school agencies across the state, the District is challenged with employee

retention and generating a robust substitute pool. The salaries provided are competitive with, if

not superior to, the private sector; however, it is difficult to attract employees given the location

and the limited hours and lack of benefits. As with other District positions, the Child Nutrition

Services department solicits applicants through EDJOIN and has tried various posting methods

to assist with filling vacancies. For example, last year, the Human Resources department kept an

open recruitment throughout the year in order to have a continuous pool of applicants as

vacancies occurred. Even so, due to the lack of staff in Human Resources, there is still a delay in

the process of filling positions, and therefore the department frequently operates with vacancies.



Recommendation:

34. Provide assistance to the Director of Child Nutrition Services in the use of PeopleSoft in

order to automate the financial tasks. PeopleSoft should be utilized to incorporate the

off-line financial data maintained by the Director in order to improve efficiency and quality

of the program’s financial information and reporting.

Maintenance, Operations, and Transportation

Standard:

The mission of a Maintenance, Operations, and Transportation (MOT) department is to ensure

that the District’s buildings and grounds are well-maintained, functional, and clean, and that

school children are transported safely and efficiently to and from the District’s programs. A

well-functioning MOT department utilizes automated work order tracking software to streamline

and enhance its services. Standards are set for regular preventative maintenance of buildings,

equipment, buses, and other vehicles, for cleanliness of facilities and for appearance of grounds.

Analysis:

The MOT department consists of the following staff members:

Figure 10: MOT Staffing

Position FTE

Director 1.00

Bus Driver 0.75

Custodian I 11.00

Custodian II 1.00

Grounds Maintenance Lead II 1.00

Grounds Maintenance Worker II 1.00

Maintenance Worker 2.00

Total FTEs 17.75

In looking at the comparative data available from the other districts in the study (see

Appendix B), the data provided is incomplete as the number of custodian FTE is not accurately

reflected, which makes it difficult to provide a comparison. However, excluding the custodians,

the District’s MOT department appears to be either understaffed as compared to the comparative

districts or the positions at the District are lower-skilled positions than those available at the

comparative districts. For example, Corcoran Joint Unified School District has 2.0 FTE skilled

maintenance workers in addition to the maintenances/grounds workers and an 1.0 FTE Head

Custodian in addition to the regular custodians. So while the District may have similar number of



FTE as some of the comparative districts, the variety of the experience and skills of the

comparative districts appears to exceed that of the District.

The District consists of approximately 422,934 square feet of buildings on 34.7 acres of land.

Due to the relatively young age of the District’s facilities—the oldest building was constructed in

1998—and the existing budget shortfalls, the District is providing the bare minimum in terms of

facilities maintenance. Funding that was historically restricted and was only allowed to be used

for the maintenance of the facilities became flexible during the recession and, as in most other

districts in the state, was shifted to other budget priorities. The District completed a facilities

master plan approximately one year ago that they are utilizing as support of the plan to provide

minimal facilities maintenance investment.

However, it is important for school districts to ensure sufficient routine and preventative

maintenance programs are in order to mitigate the failure of building systems and minimize the

impact such failures have on not only maintenance and operations, but also on the instructional

components of the District. Preventative maintenance is the proactive servicing of vehicles,

equipment, and facilities to keep them in satisfactory operating condition. The intent is

preservation through replacement of worn components at specific intervals before failure.

The Director is responsible for overseeing staff, maintaining the facilities, and managing the

department budget. The Director directly supervises all of the employees within MOT and

performs work when needed, which also provides an opportunity to actively manage and

evaluate staff and provide hands-on training. For example, the entire District was recently

rekeyed and the MOT Director has responsibility for all of the codes and blanks and, therefore,

all requests for keys are handled by the MOT Director.

MOT has no clerical/administrative support dedicated to the department, therefore the MOT

Director must take on these duties, which limits the time the MOT Director has to manage more

critical MOT business. The Director handles calls and dispatching of workers from his cell

phone while out in the field, as there is no clerical support to manage these processes. This can

cause delays in providing services to the department’s customers.

In addition, there is no backup for the Director, as none of the other positions within the

department are supervisory positions. When the Director last took a vacation, an outside

consulting firm managed the department in his absence. This is not a sustainable practice as any

absence of the Director, whether planned or unexpected, leaves the department with no

supervision and with no one with the authority necessary to make high-level decisions.

The existing maintenance workers are general-purpose positions with no supervisory

responsibilities. MOT does not have skilled tradesmen (e.g., licensed plumber or heating,

ventilation, and air conditioning [HVAC] technician). Due to this fact, the District contracts with

third-party vendors for the completion of these types of jobs along with other work that cannot



be completed by District staff due to lack of expertise and lack of available resources. For

example, the District installed artificial turf that is being maintained by a third-party vendor, at

an additional expense to the District. The use of third-party vendors requires the Director of

MOT to spend a great deal of time bidding out work, issuing contracts, and then overseeing work

when contractors are completing jobs on school sites.

The cost of these third-party contracts constitutes an additional expense to the District, as the

majority of the work that is completed by vendors is subject to prevailing wage law, which

represents a greater cost to the District in terms of labor and reporting requirements due to newly

implemented laws. (The new requirements by the Department of Industrial Relations require

additional paperwork and monitoring that increases the administrative burden on the Director.)

For example, the District paid approximately $54,000 in fiscal year 2013-14 on plumbing,

HVAC, and electrical vendors, which under current law would have required additional reporting

and the use of only those contractors registered with the state. Further, these costs represent the

changing of HVAC filters on an annual basis, while the manufacturer recommends the filters be

changed on a quarterly basis. This would further increase the costs to the District in the future if

this routine task is completed via contractors.

Custodial staff report directly to the school sites, though they are part of the MOT department.

This has caused some confusion as it is unclear to the school sites whether the custodians

“officially” report (e.g., who has the authority and responsibility to direct custodial work and

complete annual evaluations) to the school site administration or to the Director. Currently, the

principals are completing the performance evaluations of the custodians with feedback and input

from the Director of MOT.

The confusion extends to the Custodian II’s role and whether questions or requests should be

directed to that position or directly to the respective custodians. However, as it pertains to the

night custodians, school site staff have little interaction and can only judge performance based on

the state of the facilities when they arrive at the school sites in the mornings; they are therefore

uncertain as to their role in supervising the night custodians. Currently, there are three FTE

custodians assigned to the high school (there used to be four FTE, but one custodian recently

retired and due to budget cuts, the position was not filled) and 2.5 FTE to the middle school in

the evenings. The other 0.5 FTE provides service to the sports facilities at the high school, which

is insufficient to meet the demands of that facility. (There is currently no custodial support

provided to the aquatics center, which is discussed in the next section.) One elementary school

has 2.00 FTE assigned for the evenings, while the other has only one. Each site has one full time

custodian during the day with an additional custodian assigned to the District Office and the

early childhood development center. The custodian assigned to the middle school also services

the Palm Academy once per week, which is insufficient to meet these needs of that site,

especially appropriate restroom clean-up. In addition, the Custodian II position also manages the

custodial supply warehouse in addition to the normal custodial duties.



The custodians rotate assignments every two years in an effort to provide equity in terms of

locations. This process makes the management of progressive discipline and/or performance

improvement difficult, as it takes a site administrator some time to get to know the custodian and

evaluate their performance and document deficiencies. Frequently, by the time the administrator

has undertaken progressive disciplinary action or is implementing a performance improvement

plan, it is time for the custodian to move on to another site. It does not appear that the District is

effectively following up once the rotation happens.

No districtwide standards have been established for the cleanliness of the facilities or the

maintenance of the grounds. Some school sites have developed their own checklists, but this is

not providing a consistent standard throughout the District. The District needs to set expectations

for what a typical day looks like and share this with school site staff who have firsthand

knowledge of the state of their facilities. In addition, the custodians need to be held accountable.

Last year, the District transferred its work order system to School Dude, an automated, online

work order system. The new system has made completion of work orders easier to monitor and

provided the ability for staff to more quickly address work orders.

Home-to-school transportation is largely handled through a contract with South Bay Union

School District, which supplies drivers and maintains the District’s vehicles—currently

consisting of one bus and four vans. The remaining services, which are athletics events and field

trips, are managed by the Director of MOT, but, as noted above, the day-to-day operations (e.g.,

field trip requests processing) are handled by the Purchasing/Transportation staff person in

Business Services. The District has a 0.75 FTE Driver position that does the driving for the field

trips.

It was reported by interviewees that field trips frequently cannot be accommodated with the

District bus and charter buses are utilized at an additional expense. If a charter bus is needed,

then the requesting department manages that process and it does not go through Transportation.

Athletic events take precedence over field trips. This is an issue found in most school districts

running a relatively small transportation operation, as there is little flexibility when it comes to

meeting all transportation needs.

Recommendations:

35. The District should ensure that facilities maintenance is being adequately funded. While

the District’s facilities were constructed within the last 20 years, if preventative and routine

maintenance is not provided as needed, small items that can be repaired relatively

inexpensively can quickly balloon to high-ticket items. While the District will once again be

required to set aside a minimum of 3% for routine restricted maintenance, for many districts,

this amount is insufficient to meet all maintenance needs. It is critical that the District ensure



sufficient funding is being allocated on a regular basis to preserve the routine and

preventative maintenance needs of the facilities to ensure that routine maintenance does not

become deferred maintenance.

36. Maintain a comprehensive inventory of the condition of the facilities and grounds. A

comprehensive inventory of the facilities and grounds is critical to the maintenance of

facilities and grounds. Without an accurate list of the current age and condition of the

facilities, it is difficult to accurately determine staffing and budgetary needs. The inventory

should include macro-level data and document the use, square footage, number of stories,

year built, etc., for each building as well as the type of open space (e.g., grass fields, play

equipment, hard courts, etc.) at each facility. The inventory should then proceed to the

micro-level and document, room-by-room, the types of furniture, fixtures, and equipment,

their ages and conditions, counts either by item, linear, or square footage, etc. The inventory

should also look at whole-building systems (e.g., HVAC and low voltage). The District

recently developed a facility master plan, which includes many of these elements. It is

important that the District annually updates, and supplements as necessary, this document to

ensure that a current list of conditions is always available.

37. A preventative maintenance program should be created to proactively maintain the

facilities. The establishment of a preventative maintenance program is important to not only

assist with the upkeep of the facilities, but it will also assist with the development of staffing

schedules and budgets. Failure of any given building system will cause unnecessary delays

for the end user and add unexpected expenses to MOT’s budget. A preventative maintenance

program is especially beneficial in order to maximize the useful life of newer facilities. The

regularly scheduled maintenance of these systems will ensure they function for their

estimated useful life.

38. Consider designating an existing Business Services position to provide clerical

assistance to MOT. This position would provide clerical support to the MOT Director,

which will allow the Director to focus on core responsibilities. Currently, the

Purchasing/Transportation position provides some support to MOT for the transportation

functions. The District should consider designating this position to provide clerical assistance

to MOT. Alternatively, another Business Services position, such as the Administrative

Assistant, could be designated to provide the clerical support.

39. Prepare another staff position in MOT to supervise the department when needed. The

District should plan to train one of the custodial or maintenance staff, for example—the

existing Custodian II position—to provide supervision in the Director’s prolonged absence.

This would create a work out-of-class situation where the individual is temporarily upgraded

when the Director is absent for a sustained period of time.



40. Consider augmenting the existing maintenance staff. The addition of skilled tradesmen

would allow District staff to complete additional routine and preventative maintenance tasks

in-house and save the District the cost of not only the contracts with outside vendors, but also

the resources needed to secure and monitor those vendors. In addition, as vacancies become

available, the District should consider adjusting existing job descriptions to include these

skills, so that future maintenance workers are recruited and/or trained to complete a wider

variety of maintenance duties.

41. Create a custodial handbook which establishes quality standards for custodial services.

The handbook is intended to serve as a cleaning guide and set standards for the District. The

handbook includes detailed cleaning information and sample custodial schedules. We

recommend that cleaning standards be established and that adequate staffing be provided

based on the agreed-upon standards. MOT and school site administrators should work

collaboratively to hold custodial staff accountable to these standards. This should help to

ensure that, between the two shifts, the custodians are providing an appropriate level of

cleaning services for school sites.

42. Formalize the reporting structure for the custodial staff. We recommend that it be made

clear that the custodians report and receive direction from the MOT Director. Further, the

MOT Director should be completing the performance evaluation with significant input from

or in conjunction with the school site administrators. School site staff should work with the

MOT Director to establish any site specific protocols or requirements outside of the

recommended established Districtwide standards.

43. Institute more rigor and follow through in the evaluation and progressive discipline

processes for custodians. It is critical that a standardized process be established that

provides a structure for employee evaluations. The evaluation process should occur on an

annual basis with intermediate reviews if corrective action was identified during the annual

review. Evaluations should be conducted by the supervisor responsible for the employee’s

work assignments—in this case, the MOT Director—in consultation with the school

principal—based on the standards established in the previous recommendation. If the

custodian is rotated to another school site, the MOT Director and the Human Resources

department should work with the new principal to ensure that the performance improvement

or discipline in process is continued.



Brian Bent Memorial Aquatics Complex (BBMAC)

Standard:

According to the District’s website, the BBMAC is an $8.5 million state-of-the art aquatic

complex completed in late 2006. The complex features a 50-meter, 7-foot depth Olympic-class

pool that accommodates any water polo course length and can be split into multiple courses for

maximum versatility. The BBMAC launched a successful international marketing campaign in

2010 to position Coronado Island as a mecca for swim and water polo training and competition.

Since that time, hundreds of coaches and athletes from all over the world have come to Coronado

to enjoy this world-class facility.

Analysis:

The BBMAC consists of the following staff members:

Figure 11: BBMAC Staffing

Position FTE

Director 1.00

Senior Guard 1.00

Total FTEs 2.00

None of the comparative districts have an aquatics complex comparable to that of the District;

therefore, no comparison data can be provided.

The BBMAC also employs an aquatics instructor and approximately 15 lifeguards (this number

fluctuates depending on events and swim lessons)—both with and without experience—who are

mostly college students that can only work 18 hours per week. Due to the age of these workers

and the fact that many are in and out of town due to school obligations, there is a high turnover.

One of the lifeguards is a Lifeguard II, which oversees the facility when neither the Director nor

Senior Lifeguard are present. As with the lifeguard positions, the Lifeguard II position is a

high-turnover position as capable people quickly move on to other facilities. When large events

are being held, it is difficult to ensure adequate coverage for all of the hours of operation

between the Director and the Senior Guard, and the backup, the Lifeguard II position, is not

always filled.

The facility’s hours are dependent on the rentals and events scheduled. The BBMAC is not open

to the general public unless the city pool is closed. The facility’s schedule is generally set a week

in advance with the Director managing the facility’s schedule, contracts, pool requests, etc. while

the Senior Guard manages the corresponding staff scheduling. The Senior Guard is typically the

contact for any afternoon rentals as the Director works the morning hours. All of the scheduling



is completed manually on Microsoft Excel spreadsheets developed by the Director. Groups

desiring to rent the facility do so via email or phone.

The facility and all equipment are maintained by the Director and the Senior Guard and other

staff (e.g., lifeguards) are responsible for the cleanliness of the facility. The District’s MOT

department does not provide any custodial support, with the exception of the exterior of the

facility after swim meets. However, when minor repairs are needed (e.g., plumbing or electrical

work), MOT does provide the support.

The majority of the facility’s budget is funded by revenues from rentals, with some support from

the District for general care (e.g., some maintenance and the above referenced limited custodial

support). When the facility originally opened, approximately $1.2 million was fundraised to

cover future operational deficits. The facility uses these funds when and if needed to cover

operational costs exceeding rental income and the District’s contribution. It is worth noting that

the District formerly provided $99,000 per year for operational expenses. It was always intended

that this money would be reduced as the facility became self-sufficient.

The Director manages all operational aspects for the facility. The Director prepares all employee

time sheets and provides the information to Business Services for processing. The Director also

conducts interviews and hires staff as needed. Positions are generally not posted, as BBMAC is

never quite sure when staff will be needed due to the high turnover and many people simply

walk in off the street asking if positions are available. The Human Resources department does

manage the formal hiring process once the Director has identified an individual to hire. This

process, however, can be significantly delayed and it has at times taken up to six weeks to

process a new employee. Whether this is due to the Human Resources department being

short-staffed or the applicants’ inability to expeditiously submit the required health information

is unclear.

The Director handles all supply orders and equipment repair requests and has been trained in

PeopleSoft, where the requisitions are entered, supplies ordered, and the budget and expenses

monitored. The District’s Accountant, housed in Business Services, manages the overall budget

in the District’s financial system and establishes necessary cost codes, etc. Any order made by

the Director is handled through the standard District approval process. The Director also

manages all accounts payable and receivable. For accounts receivable, the Director prepares

invoices and contracts at the first of the month and creates the deposits that are then provided to

the Business Services Administrative Assistant who deposits them. For accounts payable, the

Director reviews and signs off on the invoices and provides them to the Business Services Senior

Accounting Clerk for payment.



Recommendations:

44. Move BBMAC under the umbrella of Business Services. We would recommend moving

BBMAC under the supervision of the Assistant Superintendent of Business Services to

provide more direct support from Business Services to BBMAC.

45. Consider adding an additional Lifeguard II position. This addition will allow for better

facility coverage during large events and can still function as a lifeguard at other times.

46. Automate facility scheduling requests. The implementation of an online schedule system

could allow potential renters to check availability, and submit requests and any necessary

documentation and payments online. The system could either allow for complete

self-registration or require the Director to review and approve the requests. Either scenario

provides improved customer service for the renter and results in a reduced administrative

burden for the Director.

47. Automate staff scheduling. There are a number of systems available that can automate the

scheduling of staff and that would work in tandem with the facility scheduling. The

implementation of such a system would streamline the process and ensure that sufficient

personnel are available to meet the demands of the facility. In addition, an automated system

would allow tracking of hours per-employee and simplify the preparation of timesheets for

submission to Payroll.

48. Strengthen internal controls by separating the accounts receivable and payable

functions. As the Director is responsible for preparing the contracts and invoicing for use of

the BBMAC, the receipt of the payments should be managed by a separate individual within

Business Services for stronger internal controls. As the Administrative Assistant for Business

Services is currently tasked with the collection of fees for other District revenue-generating

programs (e.g., developer fees and other facilities rentals), we would recommend that the

responsibility of collecting fees for the BBMAC be shifted to this position.



Ap

pe

nd

ix A

—O

rgan

izat

ion

al C

har

ts

Co

ron

ado

Un

ifie

d S

cho

ol D

istr

ict

Org

aniz

atio

nal

Ch

art

20

14

-15

Go

vern

ing

Bo

ard

Sup

erin

ten

den

t

Ad

min

istr

ativ

e A

ssis

tan

t

Ass

ista

nt

Sup

erin

ten

den

t B

usi

nes

s Se

rvic

es

Exec

uti

ve A

ssis

tan

t C

on

fid

enti

al

Ass

ista

nt

Sup

erin

ten

den

t St

ud

ent

Serv

ice

s

Info

rmat

ion

Sy

stem

s Te

ch

Acc

ou

nta

nt,

C

on

fid

enti

al

Ad

min

istr

ativ

e A

ssis

tan

t

Dir

ecto

r M

ain

ten

ance

&

Op

erat

ion

s

Pri

nci

pal

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illag

e El

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illag

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Pri

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Ass

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A

sst.

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C

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ecto

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d &

R

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(vac

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Tech

no

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Dir

ect

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nin

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In

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ctio

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qu

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s &

Fa

cilit

y U

se

Sen

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or

Hu

man

R

eso

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Dir

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C

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Car

e

Sen

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Ad

min

. Ass

ista

nt

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Tec

hn

icia

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Dir

ecto

r C

hild

Nu

trit

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P

ayro

ll/A

tten

dan

ce

Acc

ou

nts

Pay

able

P

urc

has

ing/

Tran

spo

rtat

ion

Sh

ipp

ing

and

Rec

eivi

ng



Pro

po

sed

Org

aniz

atio

n C

har

t Su

per

inte

nd

ent’

s O

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e

Sup

erin

ten

den

t Exec

uti

ve A

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tan

t

Dir

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r St

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ent

Serv

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s

Sen

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Dir

ect

or

Lear

nin

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d

Inst

ruct

ion

Ass

ista

nt

Sup

erin

ten

den

t B

usi

ne

ss S

ervi

ces

Sen

ior

Dir

ect

or

Hu

man

Res

ou

rces

P

rin

cip

als

(5)

Hu

man

Res

ou

rces

Te

chn

icia

n/

Rec

epti

on

ist

Hu

man

Res

ou

rces

Te

chn

icia

n



Pro

po

sed

Org

aniz

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nal

Ch

art

Lear

nin

g an

d In

stru

ctio

n

Sen

ior

Dir

ect

or

Lear

nin

g an

d In

stru

ctio

n Se

nio

r Ex

ecu

tive

A

ssis

tan

t

Co

ord

inat

or

Tech

no

logy

Se

rvic

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Dir

ecto

r P

resc

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ol

Ch

ild C

are



Pro

po

sed

Org

aniz

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n C

har

t B

usi

nes

s Se

rvic

es

Ass

ista

nt

Sup

erin

ten

den

t B

usi

ne

ss S

ervi

ces Ad

min

istr

ativ

e A

ssis

tan

t

Dir

ecto

r Te

chn

olo

gy

Dir

ecto

r A

qu

atic

s an

d

Faci

lity

Use

Dir

ecto

r C

hild

N

utr

itio

n S

ervi

ces

Dir

ecto

r M

ain

ten

ance

, O

per

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ns,

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d

Tran

spo

rtat

ion

Acc

ou

nta

nt

Pay

roll/

A

tten

dan

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Acc

ou

nts

Pay

able

Pu

rch

asin

g/

Tran

spo

rtat

ion

Tran

spo

rtat

ion

/ C

leri

cal

0.5

FTE

Skill

ed M

ain

ten

ance

St

aff

Sen

ior

Gu

ard

Net

wo

rk

Spec

ialis

t

Net

wo

rk S

up

po

rt

Tech

nic

ian

Cle

rk T

ypis

t II

I

Co

mp

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r Te

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r C

ITV

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rod

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rog.

Tech

no

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R

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es

Tech

nic

ian

Info

rmat

ion

Sys

tem

s Te

chn

icia

n

Cu

sto

dia

ns

Life

guar

d II

Ship

pin

g an

d

Rec

eiv

ing



Ap

pe

nd

ix B

—C

om

par

ativ

e D

ata

Sup

eri

nte

nd

en

t

Co

ron

ado

U

SD

Cal

ave

ras

USD

C

orc

ora

n J

oin

t U

SD*

La C

anad

a U

SD

Mar

tin

ez

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P

alo

Ver

de

USD

R

ipo

n

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Sa

n M

arin

o

USD

So

uth

ern

Ke

rn

USD

* V

alle

y C

en

ter-

Pau

ma

USD

Ad

min

istr

ato

r Su

per

inte

nd

en

t (1

.0 F

TE)

Sup

erin

ten

den

t (1

.0 F

TE)

Sup

erin

ten

den

t (1

.0 F

TE)*

Su

per

inte

nd

ent

(1.0

FTE

) Su

per

inte

nd

ent

(1.0

FTE

) Su

per

inte

nd

ent

(1.0

FTE

) Su

per

inte

nd

ent

(1.0

FTE

) Su

per

inte

nd

ent

(1.0

FTE

) Su

per

inte

nd

ent

(1.0

FTE

)*

Sup

erin

ten

den

t (1

.0 F

TE)

Cle

rica

l Ex

ecu

tive

A

ssis

tan

t C

on

fid

en

tial

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.0 F

TE)

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min

istr

ativ

e A

ssis

tan

t (1

.0 F

TE)

Secr

etar

y to

Su

per

inte

nd

ent

(1.0

FTE

)*

Exec

uti

ve

Secr

etar

y (1

.0 F

TE)

Secr

etar

y (1

.0 F

TE)

Exec

uti

ve

Ass

ista

nt

(1.0

FTE

)

Ad

min

istr

ativ

e A

ssis

tan

t (1

.0 F

TE)

Exec

uti

ve

Ass

ista

nt

(1.0

FTE

)

Dis

tric

twid

e Se

cret

ary

Enro

llmen

t/Ed

Se

rvic

es

(1.0

FTE

)

Staf

f P

rin

cip

al

(5.0

FTE

) P

rin

cip

al

(6.0

FTE

) P

rin

cip

al

Elem

enta

ry

(3.0

FTE

)*

Pri

nci

pal

El

emen

tary

(3

.0 F

TE)

Pri

nci

pal

El

emen

tary

(4

.0 F

TE)

Pri

nci

pal

El

emen

tary

(3

.0 F

TE)

Pri

nci

pal

s El

emen

tary

(5

.0 F

TE)

Pri

nci

pal

El

emen

tary

(2

.0 F

TE)

Pri

nci

pal

El

emen

tary

(2

.0 F

TE)*

Pri

nci

pal

s El

emen

tary

(4

.0 F

TE)*

A

ssis

tan

t P

rin

cip

al

(3.0

FTE

)

Ass

ista

nt

Pri

nci

pal

(3

.0 F

TE)

Pri

nci

pal

M

idd

le S

cho

ol

(1.0

FTE

)*

Pri

nci

pal

M

idd

le S

cho

ol

(1.0

FTE

)

Pri

nci

pal

Ju

nio

r H

igh

(1

.0 F

TE)

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)

Pri

nci

pal

M

idd

le S

cho

ol

(1.0

FTE

)

Pri

nci

pal

M

idd

le S

cho

ol

(1.0

FTE

)*

Pri

nci

pal

M

idd

le S

cho

ol

(1.0

FTE

)*

Teac

hin

g P

rin

cip

al

(2.0

FTE

)

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)*

Ass

ista

nt

Pri

nci

pal

(2

.0 F

TE)

Vic

e P

rin

cip

al

Jun

ior

Hig

h

(2.0

FTE

)

Vic

e P

rin

cip

al

Seco

nd

ary

(1.0

FTE

)

Vic

e P

rin

cip

al

Hig

h S

cho

ol

(1.0

FTE

)

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)*

Pri

nci

pal

H

igh

Sch

oo

l (2

.0 F

TE)*

V

ice

Pri

nci

pal

M

idd

le S

cho

ol

(2.0

FTE

)*

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)

Pri

nci

pal

H

igh

Sch

oo

l (1

.0 F

TE)

Te

ach

ing

Pri

nci

pal

H

igh

Sch

oo

l (0

.50

FTE

)

Ass

ista

nt

Pri

nci

pal

El

emen

tary

(1

.0 F

TE)

Ass

ista

nt

Pri

nci

pal

(6

.0 F

TE)*

A

ssis

tan

t P

rin

cip

al

Hig

h S

cho

ol

(1.0

FTE

)*

A

ssis

tan

t P

rin

cip

al

Hig

h S

cho

ol

(1.0

FTE

)

Ass

ista

nt

Pri

nci

pal

M

idd

le S

cho

ol

(1.0

FTE

)

P

rin

cip

al

Co

nti

nu

atio

n

Hig

h

(1.0

FTE

)

Ass

ista

nt

Pri

nci

pal

H

igh

Sch

oo

l (2

.0 F

TE)

Tota

l FTE

(s)

10

.00

FTE

(s)

13

.0 F

TE(s

) 1

0.0

FTE

(s)*

1

0.0

FTE

(s)

12

FTE

(s)

7.0

FTE

(s)

9.5

FTE

(s)

9.0

FTE

(s)

11

.0 F

TE(s

)*

9.0

FTE

(s)

*FTE

info

rmat

ion

no

t p

rovi

ded

by

dis

tric

t as

sum

ing

1.0

FTE

.



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sin

ess

Se

rvic

es

Co

ron

ado

U

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ras

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orc

ora

n J

oin

t U

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P

alo

Ver

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R

ipo

n

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Sa

n M

arin

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So

uth

ern

Ke

rn

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V

alle

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en

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ma

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min

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r A

ssis

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per

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en

t (1

.0 F

TE)

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ecto

r o

f Fi

scal

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rvic

es

(1.0

FTE

)

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ief

Bu

sin

ess

Off

icer

(1

.0 F

TE)*

Ch

ief

Bu

sin

ess

Off

icer

(1

.0 F

TE)

Ch

ief

Bu

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ess

Off

icer

(1

.0 F

TE)

Dir

ecto

r B

usi

nes

s Se

rvic

es

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)

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ief

Bu

sin

ess

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icia

l (1

.0 F

TE)

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ista

nt

Sup

erin

ten

den

t B

usi

nes

s Se

rvic

es

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FTE

)

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ief

Bu

sin

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Off

icer

(1

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TE)*

Ch

ief

Bu

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ess

Off

icer

(1

.0 F

TE)

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rica

l A

dm

inis

trat

ive

A

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tan

t (1

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TE)

A

dm

inis

trat

ive

Ass

ista

nt-

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al

(1.0

FTE

)*

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tric

twid

e Se

cret

ary

(0.9

37

5)

Se

cret

ary

(1.0

FTE

)

D

istr

ict

Off

ice

Secr

etar

y (1

.0 F

TE)*

Staf

f A

cco

un

tan

t,

Co

nfi

de

nti

al

(1.0

FTE

)

Acc

ou

nti

ng

Sup

ervi

sor

(1.0

FTE

)

Acc

ou

nti

ng

Cle

rk

(1.0

FTE

)*

Dir

ecto

r o

f Fi

scal

Se

rvic

es

(1.0

FTE

)

Acc

ou

nti

ng

Sup

ervi

sor

(1.0

FTE

)

Bu

sin

ess

Ass

ista

nt

(1.0

FTE

)

AP

/AR

Te

chn

icia

n

(1.0

FTE

)

Dir

ecto

r o

f A

cco

un

tin

g (1

.0 F

TE)

Pay

roll

&

Acc

ou

nti

ng

(1.0

FTE

)*

Fin

ance

An

alys

t (1

.0 F

TE)

P

urc

has

ing/

Tr

ansp

ort

atio

n

(1.0

FTE

)

Acc

ou

nts

P

ayab

le/

Pu

rch

asin

g (1

.0 F

TE)

Pay

roll

(1.0

FTE

)*

Lead

Acc

ou

nti

ng

An

alys

t (1

.0 F

TE)

Acc

ou

nta

nt

(1.0

FTE

) B

ud

get

An

alys

t (1

.0 F

TE)

Fi

scal

A

cco

un

tin

g Te

chn

icia

n/

Rec

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ble

s (1

.0 F

TE)

Acc

ou

nti

ng

Cle

rk/A

cco

un

ts

Pay

able

(1

.0 F

TE)*

Acc

ou

nts

P

ayab

le

(1.0

FTE

)

Se

nio

r A

cco

un

tin

g C

lerk

(1

.0 F

TE)

Acc

ou

nts

R

ecei

vab

le

(1.0

FTE

)

Att

end

ance

/ A

erie

s (1

.0 F

TE)*

Acc

ou

nti

ng

Tech

nic

ian

I (1

.0 F

TE)

Acc

ou

nti

ng

Tech

nic

ian

(1

.0 F

TE)

Acc

ou

nti

ng

Spec

ialis

t (P

ayro

ll)

(2.0

FTE

)

Fi

scal

A

cco

un

tin

g Te

chn

icia

n/

Pay

able

(0

.75

FTE

)

Acc

ou

nti

ng

Cle

rk/P

ayro

ll (1

.0 F

TE)*

Pu

rch

asin

g Su

per

viso

r (1

.0 F

TE)

P

ayro

ll/

Att

en

dan

ce

Acc

ou

nti

ng

(1.0

FTE

)

Pay

roll

Tech

nic

ian

(2

.0 F

TE)

A

cco

un

tin

g Te

chn

icia

n II

(1

.0 F

TE)

Acc

ou

nt

Cle

rk

(1.0

FTE

)

Pu

rch

asin

g &

Fa

cilit

ies

Cle

rk

(1.0

FTE

)

P

ayro

ll Sp

ecia

list

(1.0

FTE

)

P

rin

t Sh

op

(0

.75

FTE

)

In

form

atio

n

Syst

em

s Te

chn

icia

n

(1.0

FTE

)

Pay

roll

Tech

nic

ian

(1

.0 F

TE)

St

ore

keep

er

(1.0

FTE

)

Acc

ou

nti

ng

Spec

ialis

t (1

.0 F

TE)

Sh

ipp

ing

and

R

ece

ivin

g (0

.25

FTE

)

Bu

dge

t A

nal

yst

(1.0

FTE

)

Pu

rch

asin

g M

anag

er

(1.0

FTE

)

Tota

l FTE

(s)

7.2

5 F

TE(s

) 6

.0 F

TE(s

) 6

.0 F

TE(s

) 6

.93

75

FTE

(s)

5.0

FTE

(s)(a

) 7

.0 F

TE(s

) 2

.0 F

TE(s

)(a)

7.7

5 F

TE(s

) 4

1.0

FTE

(s)*

5

.75

FTE

(s)(a

)

*FTE

info

rmat

ion

no

t p

rovi

ded

by

dis

tric

t as

sum

ing

1.0

FTE

(a

) Pay

roll

resi

des

in H

um

an R

eso

urc

es: M

arti

nez

USD

1.0

FTE

; Rip

on

USD

1.0

FTE

; Val

ley-

Cen

ter

Pau

ma

USD

2.0

FTE



Hu

man

Re

sou

rces

Co

ron

ado

U

SD

Cal

ave

ras

USD

C

orc

ora

n J

oin

t U

SD

La C

anad

a U

SD

Mar

tin

ez

USD

P

alo

Ver

de

USD

R

ipo

n

USD

Sa

n M

arin

o

USD

So

uth

ern

Ke

rn

USD

* V

alle

y C

en

ter-

Pau

ma

USD

Ad

min

istr

ato

r In

teri

m S

enio

r D

ire

cto

r o

f H

R

(1.0

FTE

)

Dir

ecto

r o

f P

erso

nn

el

(1.0

FTE

)

(a)

Ass

oci

ate

Sup

erin

ten

den

t o

f H

um

an

Res

ou

rces

(1

.0 F

TE)

Ass

ista

nt

Sup

erin

ten

den

t H

R

(1.0

FTE

)

Dir

ecto

r o

f H

um

an

Res

ou

rces

(1

.0 F

TE)

Hu

man

R

eso

urc

es

Man

ager

(1

.0 F

TE)

Ass

ista

nt

Sup

erin

ten

den

t H

um

an

Res

ou

rces

(1

.0 F

TE)

Ad

min

istr

ato

r H

um

an

Res

ou

rces

Dep

t (1

.0 F

TE)*

Dir

ecto

r o

f H

um

an

Res

ou

rces

(1

.0 F

TE)*

Cle

rica

l

Ad

min

istr

ativ

e Se

cret

ary

(1.0

FTE

)

Ex

ecu

tive

Se

cret

ary

Hu

man

R

eso

urc

es

(1.0

FTE

)

A

dm

inis

trat

ive

Ass

ista

nt

(1.0

FTE

)

Rec

epti

on

ist

(1.0

FTE

) A

dm

inis

trat

ive

Ass

ista

nt

HR

(1

.0 F

TE)

Dis

tric

t R

ecep

tio

nis

t (1

.0 F

TE)*

Secr

etar

y (0

.20

FTE

)

Off

ice

Ass

ista

nce

(1

.0 F

TE)

C

on

fid

enti

al

Secr

etar

y (1

.0 F

TE)

Staf

f H

um

an

Re

sou

rce

Te

chn

icia

n II

(1

.0 F

TE)

H

um

an

Res

ou

rce

Spec

ialis

t (1

.0 F

TE)*

P

erso

nn

el

Sup

ervi

sor

(1.0

FTE

)

P

ayro

ll Te

chn

icia

n(b

) (1

.0 F

TE)

Hu

man

R

eso

urc

es

Tech

nic

ian

(1

.0 F

TE)

Hu

man

R

eso

urc

e Sp

ecia

list

(2.0

FTE

)*

Hu

man

R

eso

urc

es

Ass

ista

nt

(1.0

FTE

)

P

ayro

ll/B

enef

its

Spec

ialis

t(b)

(1.0

FTE

)

Per

son

nel

A

nal

yst

(1.0

FTE

)

Dis

tric

t O

ffic

e C

lerk

(1

.0 F

TE)*

Pay

roll

Tech

nic

ian

C

lass

ifie

d(b

) (1

.0 F

TE)

P

erso

nn

el

Tech

nic

ian

(1

.0 F

TE)

Pay

roll

Tech

nic

ian

C

lass

ifie

d(b

) (1

.0 F

TE)

Tota

l FTE

(s)

2.0

FTE

(s)

3.0

FTE

(s)

1.0

FTE

(s)*

2

.0 F

TE(s

) 4

.0 F

TE(s

) 3

.0 F

TE(s

) 3

.0 F

TE(s

) 4

.0 F

TE(s

) 5

.0 F

TE(s

)*

4.2

0 F

TE(s

)

*FTE

info

rmat

ion

no

t p

rovi

ded

by

dis

tric

t as

sum

ing

1.0

FTE

(a

) Sup

erin

ten

den

t is

th

e H

um

an R

eso

urc

es a

dm

inis

trat

or

(b) P

ayro

ll re

sid

es in

Hu

man

Res

ou

rce

s; t

he

rest

of

the

dis

tric

ts’ p

ayro

ll re

sid

es in

Bu

sin

ess

Serv

ices



Stu

de

nt

Serv

ices

Co

ron

ado

U

SD

Cal

ave

ras

USD

C

orc

ora

n J

oin

t U

SD*

La C

anad

a U

SD

Mar

tin

ez

USD

P

alo

Ver

de

USD

R

ipo

n

USD

Sa

n M

arin

o

USD

So

uth

ern

Ke

rn

USD

* V

alle

y C

en

ter-

Pau

ma

USD

Ad

min

istr

ato

r A

ssis

tan

t Su

per

inte

nd

en

t (1

.0 F

TE)

Dir

ecto

r Sp

ecia

l Ed

uca

tio

n/C

hild

W

elfa

re &

A

ttea

nd

ance

(1

.0 F

TE)(a

)

(b)

Exec

uti

ve

Dir

ecto

r Sp

ecia

l Ed

uca

tio

n

(1.0

FTE

)(a)

Dir

ecto

r St

ud

ent

Serv

ice

s (1

.0 F

TE)

Dir

ecto

r Sp

ecia

l Ed

uca

tio

n

(1.0

FTE

)(a)

Dir

ecto

r o

f Sp

ecia

l Ser

vice

s (1

.0 F

TE)(a

)

Dir

ecto

r o

f St

ud

ent

Serv

ice

s (1

.0 F

TE)

Act

ivit

ies

Sup

ervi

sor/

C

oo

rdin

ato

r (0

.60

FTE

)

Dir

ecto

r o

f Sp

ecia

l Ed

uca

tio

n

(1.0

FTE

)(a)

Dir

ecto

r o

f Sp

ecia

l Ed

uca

tio

n

(1.0

FTE

)(a)

Cle

rica

l A

dm

inis

trat

ive

A

ssis

tan

t (1

.0 F

TE)

Off

ice

Ass

ista

nt

(0.7

5 F

TE)(a

) A

dm

inis

trat

ive

Ass

ista

nt

(1.0

FTE

)(a)

Dis

tric

twid

e A

dm

inis

trat

ive

Ass

ista

nt—

Spec

ial

Edu

cati

on

(1

.0 F

TE)(a

)

Secr

etar

y (1

.0 F

TE)

A

dm

inis

trat

ive

Ass

ista

nt

(1.0

FTE

)(a)

Spec

ial

Edu

cati

on

Se

cret

ary

(1.0

FTE

)(a)

Staf

f

A

tten

dan

ce

Liai

son

(1

.0 F

TE)

Att

end

ance

Te

chn

icia

n

(1.0

FTE

)

Off

ice

Cle

rk

(1.0

FTE

)(a)

Reg

istr

ar

(1.0

FTE

)

Tota

l FTE

(s)

2.0

FTE

(s)

1.7

5 F

TE(s

) 1

.0 F

TE(s

)*

2.0

FTE

(s)

2.0

FTE

(s)

1.0

FTE

(s)

3.0

FTE

(s)

2.6

0 F

TE(s

) 3

.0 F

TE(s

)*

2.0

FTE

(s)

*FTE

info

rmat

ion

no

t p

rovi

ded

by

dis

tric

t as

sum

ing

1.0

FTE

(a

) Po

siti

on

s n

ot

pro

vid

ed in

FTE

dat

a b

ut

on

org

aniz

atio

n c

har

t o

r w

ebsi

te

(b) Su

per

inte

nd

ent

is t

he

Stu

den

t Se

rvic

es a

dm

inis

trat

or



Mai

nte

nan

ce, O

pe

rati

on

s, a

nd

Tra

nsp

ort

atio

n

Co

ron

ado

U

SD

Cal

ave

ras

USD

C

orc

ora

n J

oin

t U

SD

La C

anad

a U

SD

Mar

tin

ez

USD

P

alo

Ver

de

USD

R

ipo

n

USD

Sa

n M

arin

o

USD

So

uth

ern

Ke

rn

USD

* V

alle

y C

en

ter-

Pau

ma

USD

Ad

min

istr

ato

r D

ire

cto

r M

ain

ten

ance

O

pe

rati

on

s/

Tran

spo

rtat

ion

(1

.0 F

TE)

Sup

ervi

sor

M&

O

(1.0

FTE

)

Dir

ecto

r M

ain

ten

ance

Tr

ansp

ort

atio

n

& O

per

atio

ns

(1.0

FTE

)*

Mai

nte

nan

ce &

O

per

atio

ns

Man

ager

(1

.0 F

TE)

Co

ord

inat

or

Mai

nte

nan

ce

(1.0

FTE

)

Dir

ecto

r o

f Fa

cilit

ies

&

Op

erat

ion

s (1

.0 F

TE)

Mai

nte

nan

ce

Sup

ervi

sor

(1.0

FTE

)

Dir

ecto

r o

f M

ain

ten

ance

&

Op

erat

ion

s (1

.0 F

TE)

Dir

ecto

r o

f M

ain

ten

ance

&

Op

erat

ion

s (1

.0 F

TE)*

Dir

ecto

r M

ain

ten

ance

&

Op

erat

ion

s (1

.0 F

TE)

Tran

spo

rtat

ion

M

anag

er

(Mec

han

ic)

(1.0

FTE

)

Dir

ecto

r o

f Tr

ansp

ort

atio

n

(1.0

FTE

)*

Dir

ecto

r o

f Tr

ansp

ort

atio

n

(1.0

FTE

)

Cle

rica

l

Secr

etar

y (1

.0 F

TE)

D

istr

ictw

ide

Secr

etar

y M

.O.

(1.0

FTE

)

Fa

cilit

y &

O

per

atio

ns

Secr

etar

y (1

.0 F

TE)

Secr

etar

y (1

.0 F

TE)

Ad

min

istr

ativ

e A

ssis

tan

t (1

.0 F

TE)

Secr

etar

y (1

.0 F

TE)*

Se

cret

ary

(0.2

5 F

TE)

Off

ice

Ass

ista

nt

(1.0

FTE

)

Staf

f G

rou

nd

s M

ain

ten

ance

Le

ad II

(1

.0 F

TE)

Tran

spo

rtat

ion

M

anag

er

(Bu

s D

rive

rs)

1.0

FTE

Hea

d G

rou

nd

s (1

.0 F

TE)*

M

ain

ten

ance

I (F

loo

rs/

Gro

un

ds)

(3

.0 F

TE)

Gen

eral

M

ain

ten

ance

M

ech

anic

(2

.0 F

TE)

Sup

ervi

sor

Mai

nte

nan

ce/

Op

erat

ion

s (1

.0 F

TE)

(Dis

tric

t d

id n

ot

pro

vid

e d

ata

) Fa

cilit

ies

Co

ord

inat

or

(1.0

FTE

)

(Dis

tric

t d

id n

ot

pro

vid

e d

ata

) Sk

illed

M

ain

ten

ance

W

ork

er

(1.0

FTE

)

G

rou

nd

s M

ain

ten

ance

W

ork

er II

(1

.0 F

TE)

Sk

illed

M

ain

ten

ance

(2

.0 F

TE)*

Mai

nte

nan

ce II

I (G

ener

al/L

ead

A

ud

Tec

h)

(2.0

FTE

)

Gen

eral

M

ain

ten

ance

W

ork

er

(1.0

FTE

)

Sup

ervi

sor

of

Tran

spo

rtat

ion

(1

.0 F

TE)

Le

ad G

rou

nd

s M

ain

ten

ance

W

ork

er

(1.0

FTE

)

G

rou

nd

s (5

.0 F

TE)

G

rou

nd

W

ork

er/B

us

Dri

ver

(4.0

FTE

)*

G

rou

nd

s K

eep

er

(2.0

FTE

)

Trai

ner

(1

.0 F

TE)

G

rou

nd

s M

ain

ten

ance

W

ork

er

(1.0

FTE

)

C

ust

od

ian

(D

O/T

ran

s/

M&

O)

(1.0

FTE

)

M

ain

ten

ance

W

ork

er

(2.0

FTE

)

M

ain

ten

ance

W

ork

er/B

us

Dri

ver

(1.0

FTE

)*

Mai

nte

nan

ce IV

(P

ain

ter)

(1

.0 F

TE)

M

ech

anic

(1

.0 F

TE)

A

thle

tic

Faci

litie

s M

ain

ten

ance

Te

chn

icia

n

(1.0

FTE

)

B

us

Dri

ver

(12

.07

FTE

)

M

ain

ten

ance

H

elp

er/B

us

Dri

ver

(1.0

FTE

)*

Mai

nte

nan

ce V

(M

ech

anic

/ P

lum

ber

) (2

.0 F

TE)

Le

ad B

uild

ing

Trad

es

Tech

nic

ian

(1

.0 F

TE)

M

ech

anic

I (3

.0 F

TE)

A

g Fa

rm

Mai

nte

nan

ce

(1.0

FTE

)*

Mai

nte

nan

ce V

I (R

oo

fin

g)

(1.0

FTE

)

B

uild

ing

Trad

es

Tech

nic

ian

II

(1.0

FTE

)

B

us

Dri

ver

Dis

pat

cher

(1

.0 F

TE)



Mai

nte

nan

ce, O

pe

rati

on

s, a

nd

Tra

nsp

ort

atio

n

Co

ron

ado

U

SD

Cal

ave

ras

USD

C

orc

ora

n J

oin

t U

SD

La C

anad

a U

SD

Mar

tin

ez

USD

P

alo

Ver

de

USD

R

ipo

n

USD

Sa

n M

arin

o

USD

So

uth

ern

Ke

rn

USD

* V

alle

y C

en

ter-

Pau

ma

USD

C

ust

od

ian

I (1

1.0

0 F

TE)

C

ust

od

ian

(1

3.0

FTE

)*

Mai

nte

nan

ce V

II

(HV

AC

/ Lo

cksm

ith

/ C

arp

ente

r)

(2.0

FTE

)

El

ectr

icia

n

(1.0

FTE

)

Van

Dri

vers

(0

.79

FTE

)

C

ust

od

ian

II

(1.0

FTE

)

Hea

d C

ust

od

ian

(1

.0 F

TE)*

M

ain

ten

ance

V

III

(Ele

ctri

cian

) (1

.0 F

TE)

Le

ad C

ust

od

ian

(1

.0 F

TE)

H

VA

C

(1.0

FTE

)

B

us

Dri

ver

(0.7

5 F

TE)

M

ech

anic

/Bu

s D

rive

r (1

.0 F

TE)*

Cu

sto

dia

n

(1.0

FTE

)

Cu

sto

dia

n

(1.0

FTE

)

Secu

rity

(1

.0 F

TE)

El

ectr

icia

n

(1.0

FTE

)*

War

eho

use

W

ork

er/D

eliv

ery

D

rive

r I

0.4

77

5 F

TE

M

ail D

eliv

ery

(0.2

8 F

TE)

W

areh

ou

se

(1.0

FTE

)*

War

eho

use

W

ork

er/D

eliv

ery

D

rive

r II

0

.47

75

FTE

Tota

l FTE

(s)

17

.75

FTE

(s)

4.0

FTE

(s)

28

.0 F

TE(s

)*

15

.0 F

TE(s

) 6

.0 F

TE(s

) 6

.0 F

TE(s

) 2

.0 F

TE(s

) 1

8.9

55

FTE

(s)

3.0

FTE

(s)*

2

8.3

9 F

TE(s

)

*FTE

info

rmat

ion

no

t p

rovi

ded

by

dis

tric

t as

sum

ing

1.0

FTE



Info

rmat

ion

Te

chn

olo

gy

Co

ron

ado

U

SD

Cal

ave

ras

USD

C

orc

ora

n J

oin

t U

SD*

La C

anad

a U

SD

Mar

tin

ez

USD

P

alo

Ver

de

USD

R

ipo

n

USD

Sa

n M

arin

o

USD

So

uth

ern

Ke

rn

USD

* V

alle

y C

en

ter-

Pau

ma

USD

Ad

min

istr

ato

r Te

chn

olo

gy

Co

ord

inat

or

(1.0

FTE

)

Ch

ief

Tech

no

logy

O

ffic

er

(1.0

FTE

)

Dir

ecto

r o

f Te

chn

olo

gy

(1.0

FTE

)*

Dir

ecto

r o

f Te

chn

olo

gy

(1.0

FTE

)

Ch

ief

Tech

no

logy

O

ffic

er

(1.0

FTE

)

Ch

ief

Tech

no

logy

O

ffic

er

(1.0

FTE

)

Dir

ecto

r o

f Te

chn

olo

gy

(1.0

FTE

)*

Dir

ecto

r o

f Le

anin

g &

In

form

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Appendix C—Sample Human Resources Annual Calendar

Month Governance

Collective Bargaining Agreement Tasks

and Timelines Human Resources

Leadership Human Resources

Operations

July Personnel recommendations (accept resignations, retirements, new hires)

Distribute administrative work year calendar for the upcoming year

Records Management—identification of Class 1—Permanent records to be archived/stored; identification and disposal of Class 3 records

Prepare for fiscal year roll Send intent to return

notices to substitutes Memo to Principals re:

Certificated Stipends

August Personnel recommendations (new hires and substitutes)

Review new employee handbooks (certificated, classified, and substitute teachers) and make necessary revisions

Review and revise new employee orientation presentation

Schedule new employee orientations (certificated, classified, management, and nonmanagement)

Certificated and classified recruitment and hiring

Personnel requisitions for new hires, voluntary and involuntary transfers

Prepare Annual Legal Notices Packet

Sept Provide Governing Board with staffing update

Personnel recommendations (new hires, subs)

Report announcing the granting of permanency status to certificated employees

Annual report to Board regarding the disposal of personnel records classified as Class 3—disposable (California Code of Regulations— Title 5, Section 16025)

Generate evaluation lists and timeline for certificated and classified staff and send to supervisors with all templates/forms

Monitor enrollment and finalize staffing by school site

Schedule and/or conduct annual contract management, grievance processing, investigation, evaluation, and FRISK training

Prepare and distribute Annual Notices to Employees

CBEDS preparation and planning

Prepare and distribute NOE/Pay Notices

Review and revise List of Employees on Leave and List of Temp Assignments

New hire contracts New hire orientations Credentials Audit

Oct Prior-year Student and Staff Attendance and Absence Trends report

Personnel recommendations

CBEDS Reporting Submit mandated cost

claims for prior year for reimbursement

Update department operations and procedures manuals

Assignment audit Send CBEST reminders to

subs Annual Notices reviewed

and addresses updated



Nov CSBA Policy Maintenance Updates


Counsel with principals regarding probationary certificated employee evaluations and observations

Identify comparable districts, obtain copies of certificated and classified contracts, and conduct analysis

Involve administrators in identifying priorities for certificated and classified contracts negotiations

Assess utilization of technology and equipment and replace/upgrade as needed

Assess efficiency of EdJoin and the paperless application process

Collect applicant tracking data for the prior year

Dec Prepare and present annual teacher assignments audit


Consult with principals regarding remediation plans for teachers needing improvement

Begin work on enrollment and staffing projections and anticipated changes to the instructional program that could impact staffing

Review and revise staffing formulas

Update Desk Manuals

Jan Personnel recommendations

Identify certificated management and nonmanagement staff to serve on the Recruitment Team

Review/revise Teacher Recruitment Plan, Marketing Plan, and Budget

Create and verify seniority list for certificated and classified personnel

Identify hiring/layoff needs based on staffing formulas, enrollment projections, changes to the instructional program, and budgetary constraints

Work with principals to identify potential certificated non-reelections

Use comparability data and input from administrators to draft classified and certificated contract reopeners

Prepare certificated and classified seniority lists as needed (guidelines determined for “Same Date of Hire” criteria)



Feb Prepare Board resolution/action item for March 15 reassignment, transfer, release of principals/administrators

Prepare Board resolution/action item for March 15 service of letters of possible layoff/reassignment of certificated employees

Prepare Board resolution/action item for certificated employees recommended for non-reelection


Sunshine Contract Reopeners

Train members of the District’s Teacher Recruitment Team

Solicit feedback from administrators regarding proposed draft contract reopeners

By February 14—decisions re: certificated non-reelection sent to HR from sites

Create PKS list and begin work on layoff resolution

Finalize and post seniority list for certificated and classified personnel

Prepare layoff/ reassignment letters

Summer school advertising

Schedule/register for Recruitment Fairs and Events

March Prepare classified layoff Board resolutions (elimination of categorical programs and for lack of work, lack of funds)

CSBA Policy Maintenance Updates


Certificated

By March 1—Leave requests, intent to return from leave or continue leave due for subsequent school year

By March 15—Probationary teacher evaluations due

Classified

Sunshine Contract Reopeners

By March 15—issue layoff/reassignment notices to principals/administrators

By March 15—issue certificated nonmanagement layoff/ reassignment notices

Review and revise selection and hiring protocols

Summer school hiring Prepare annual

spreadsheet for resignations, retirements, employees returning from leave of absence, job shares, intent to return

Prepare priority hiring pool spreadsheet

Prepare spreadsheet for contingent offers of employment and new hire data

Conduct TB Test Audit

April Personnel recommendations

Classified

By April 1—Complete all classified evaluations due in the current year

Begin advertising certificated vacancies and managing reassignments and voluntary transfers

Prepare for fiscal year roll Send intent to return

notices to substitutes

May Day of the Teacher and Classified School Employees Week Resolutions Recommended

Declaration of Need for Highly Qualified Educators

Committee on Assignments (E.C. 44258.3)

Teacher Consents ( E.C. 44258.7)

Resolution to affirm certificated layoffs

Certificated

By May 1—Temporary and Permanent teacher evaluations due

By May 15—Issue final certificated layoff notices

Staff Appreciation—Day of the Teacher and Classified School Employees Week

Memo to administrators re: calendars for next school year

Reasonable assurance letters sent to substitute teachers



June Annual Statement of Need for 30-day Substitute Teaching Permits

Board Resolution to approve Waivers for CBEST

Student Teaching Agreements Approved

Collect data on completed certificated and classified evaluations—provide to Superintendent

June 30—Final written notice given to managers who will be reassigned

Prepare personnel requisitions for certificated and classified positions with 6/30 end dates identified in January as continuing positions

Identify subs who haven’t worked in more than 6 months, notice, end employment

Generate personnel requisitions for new hires

Generate personnel requisitions for voluntary and involuntary transfers

Generate personnel requisitions for Certificated Job Share Agreements

coronado unified school district...district office staffing levels in support of the educational...

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